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Aims and Objectives: Spanish subject pronoun expression (SPE) among Bube speakers in Equatorial Guinea has hardly been examined. Thus, the paper aims to (a) examine the SPE rate (b) and the linguistic and social predictors of SPE in this variety. Methodology: The data for the present study were collected using sociolinguistic interviews. These interviews lasted between 45 minutes and an hour. Data and analysis: The audio recordings of 18 bilinguals of Bube and Spanish in Equatorial Guinea were transcribed and analyzed using the Rbrul mixed-effects statistical software. Findings: The overt SPE rate of these bilingual speakers is 17.9%. This pronoun rate is one of the lowest ever found among bilinguals. The significant factors are grammatical person and number, ambiguity, the lexical content, and gender. The insignificant predictors were reference, reflexivity, and education. Originality: This is the first variationist study on Spanish SPE among Bube speakers in Equatorial Guinea. In this study, switch reference, a usually robust predictor, is insignificant among bilingual speakers. Significance: This study expands on the scarce research conducted on Equatoguinean Spanish and opens new avenues for exploration. [ABSTRACT FROM AUTHOR]

Aims: The aim of the present paper is to look into the impact of bilingualism on lexical knowledge, lexical fluency, and lexical cross-linguistic influence (CLI). Design and methodology: To that end, Spanish monolingual (86) and Spanish–Basque bilingual (87) EFL learners were tested on lexical knowledge, lexical fluency, and (lexical) CLI by means of a task of lexical availability. Data were extracted from written sources. Data and analysis: Numerous responses were produced and instances of lexical CLI were examined and compared between monolingual and bilingual learners. Findings/Conclusions: Results point to a slight bilingual advantage in most of the measures tested but are not strong enough to reach statistical significance. Our results concur with previous studies in showing slight benefits for bilingual versus monolingual learners. Typological distance between Basque and English and the homogenization effect of schooling are thought to discard the potential benefits of bilingualism. Originality: This study shows that bilinguals are slightly better at lexical knowledge than monolingual counterparts. The comparisons of adolescent monolingual and bilingual learners learning an L3 under the same conditions are not frequent, neither is the examination of instances of lexical CLI. This is the main asset of the present study. Significance/implications: Our results suggest that teachers should encourage cross-linguistic comparison and positive lexical transfer through an increase in the use of cognates, since these can help then enhance and improve their lexical knowledge. Limitations: It is important to take into account that this study only looks at one specific aspect of lexical knowledge, other factors might also be influencing bilingual versus monolingual performance. [ABSTRACT FROM AUTHOR]