Thematische Bibliographien / Bilingual

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Auswahl der wissenschaftlichen Literatur zum Thema „Bilingual“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 14. Oktober 2024

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Zeitschriftenartikel zum Thema "Bilingual"

Marlina, Leni. „BILINGUALISM AND BILINGUAL EXPERIENCES: A CASE OF TWO SOUTHEAST ASIAN FEMALE STUDENTS AT DEAKIN UNIVERSITY“. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, Nr. 2 (04.05.2017): 182. http://dx.doi.org/10.24036/ld.v10i2.7429.

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BILINGUALISME AND PENGALAMAN BILINGUAL: Sebuah Studi Kasus Dua Mahasiswa Perempuan Asia Tenggara di Deakin UniversityAbstractBilingualism is inseparable from humans’ life. It occurs practically in every country, in all classes of society and in all age groups. Besides, it has many dimensions. This paper is to describe bilingualism dan bilingual experiences from two international students who were studying at Deakin University in 2012. To describe bilingual experiences students two Southeast Asian female students had been interviewed at Deakin University in 2012. To explore their detail experiences that might not be accessed during the interview, two questionnaires had been used. Furthermore, the respondents’ life narrative being bilinguals was written based on the result of the interview and the questionnaires.Additionally, this paper contains some discussions. Firstly, it describes the respondents’ bilingual experiences: their languages, their countries, their brief history of becoming bilingual, and their family environment in relation to bilingualism. Secondly, it examines bilinguals’ responses and then applying them for Baker’s (2011a) dimensions of bilingualism and other related theories. Thirdly, it includes a critical analysis of the socio, political, and educational issues discussed by the respondents in relation to being brought up bilingually. Last, it includes an analysis on how bilingual experiences shape their identities and view the world.Key words: bilingualism, bilingual experience, asian female students AbstrakBilingualisme tidak dapat dipisahkan dari kehidupan manusia. Hal ini terjadi secara praktis di setiap negara, di semua kelas masyarakat dan di semua kelompok usia. Selain itu, bilingualisme juga memiliki banyak dimensi. Makalah ini untuk menjelaskan bilingualisme dan pengalaman bilingualis (dwi bahasa) dua siswa internasional yang sedang belajar di Deakin University pada tahun 2012. Untuk menggambarkan pengalaman dwi bahasa, dua siswa perempuan Asia Tenggara telah diwawancarai di Deakin University pada tahun 2012. Untuk mengeksplorasi pengalaman detail mereka yang mungkin tidak dapat diakses selama wawancara, dua kuesioner juga digunakan. Selanjutnya, narasi hidup responden menjadi bilingualis ditulis berdasarkan hasil wawancara dan kuesioner. Selain itu, makalah ini berisi beberapa diskusi. Pertama, menggambarkan pengalaman dwibahasa responden: bahasa mereka, negara mereka, sejarah singkat mereka menjadi penutur dwi bahasa, dan lingkungan keluarga mereka terkait dengan bilingualisme. Kedua, mengkaji tanggapan bilinguals dan kemudian menerapkannya untuk dimensi bilingualisme Baker (2011a) dan teori terkait lainnya. Ketiga, mencakup analisis kritis tentang isu sosio, politik, dan pendidikan yang didiskusikan oleh responden sehubungan dengan diangkat secara bilingual. Terakhir, mencakup analisis tentang bagaimana pengalaman dwibahasa membentuk identitas mereka dan melihat dunia.Key words: bilingualism, bilingual experience, asian female students

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Olson, Daniel J. „Bilingual Language Dominance and Code-switching Patterns“. Heritage Language Journal 21, Nr. 1 (07.05.2024): 1–29. http://dx.doi.org/10.1163/15507076-bja10027.

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Abstract Code-switching, the alternation between two languages in an interaction, is a salient characteristic of bilingual speech, but there is substantial variability in code-switching patterns among bilinguals. Language dominance, the relative strength of a bilingual’s languages, has been suggested as a key factor that impacts both the frequency with which a bilingual engages in code-switching and the directionality of code-switching. This study examines the relationship between language dominance and code-switching engagement and directionality. A total of 454 Spanish–English bilinguals completed questionnaires regarding language dominance, code-switching engagement, and code-switching directionality. Results demonstrated an impact of language dominance on code-switching engagement, with more balanced bilinguals reporting greater code-switching, although significant individual variation remained. A weak link between language dominance and directionality was also found. These findings suggest that while language dominance may serve to constrain a bilingual’s range of possible engagement with code-switching, it represents a distinct characteristic of a bilingual’s language profile.

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Rahayu, Dwi Ide. „Early Mixing in Bilingual Children: A Psycholinguistics View“. Tell : Teaching of English Language and Literature Journal 6, Nr. 1 (02.02.2018): 39. http://dx.doi.org/10.30651/tell.v6i1.2080.

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Most studies on Bilinguals First Language Acquisition (BFLA) are concerned with giving explanation for language mixing in young bilinguals. It is commonly stated that language mixing in children has to be interpreted as evidence for confusions in the bilingual’s language acquisition, in the sense that the two languages are not acquired separately but start out as a single system. In other words, it is in contrast to adults’ code-switching. In this article, early mixing in bilingual children is explored based on psycholinguistics view. This article will first discuss the language acquisition, then the theories and assumptions on bilingualism in early childhood, and last the early mixing in bilingual children. According to the review of related literature, it can be inferred that from psycholinguistics view, language mixing cannot indicate the bilingual children’s lack of ability to differentiate the two language system. Spontaneous translation employed by the bilingual children shows that bilingual awareness and language differentiation is possible at an early stage. Bilingual infants can do language mixing as an evidence of their meta-linguistic awareness and language differentiation. As language mixing may be a good indicator of bilingual fluency, we can say that children who become bilingual in their early childhood will reach their fluency in the two languages by doing language mixing according to the two languages they have acquired.

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Arêas da Luz Fontes, Ana Beatriz, Luciana De Souza Brentano, Pâmela Freitas Pereira Toassi, Catherine Sittig und Ingrid Finger. „EVIDENCE OF NON-SELECTIVE LEXICAL ACCESS IN CHILDREN FROM A PORTUGUESE-ENGLISH BILINGUAL SCHOOL“. PROLÍNGUA 15, Nr. 2 (12.02.2021): 183–97. http://dx.doi.org/10.22478/ufpb.1983-9979.2020v15n2.54901.

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The issue of language selectivity regarding lexical access of bilingual adults has been thoroughly reported in the literature. However, studies with bilingual children are still limited, especially in the Brazilian context. To fill this gap, the present study was conducted with the goal of investigating whether the same cognate facilitation effect reported for bilingual adults is also true for bilingual children. To do so, two experiments were carried out. In Experiment 1, 53 Portuguese-English bilingual children from 3rd and 7th grade took part in a lexical decision task which had a Portuguese and an English version. In Experiment 2, 18 English monolinguals performed the English version of the lexical decision task. The results of Experiment 1 showed that the cognate effect was evident for the two groups of bilinguals when the task was performed in the L2- English, even though no statistical difference between the two groups of bilinguals was found. When performing the task in the L1 – Portuguese, the bilingual groups showed no cognate effect, which suggests that these participants had not reached a level of proficiency in which the L2 can influence L1 processing. The results of Experiment 2 showed no cognate facilitation effect for monolinguals, indicating that the results of the bilingual participants, in the English version of the lexical decision task, were indeed due to the cognate status of the words of the bilingual's two languages. In short, the present results favor the nonselective view of lexical access and the effect of proficiency in the perception of cross language similarity.

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de Bruin, Angela. „Not All Bilinguals Are the Same: A Call for More Detailed Assessments and Descriptions of Bilingual Experiences“. Behavioral Sciences 9, Nr. 3 (24.03.2019): 33. http://dx.doi.org/10.3390/bs9030033.

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No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in relation to executive functioning. Next, I review different questionnaires and objective measurements that have been proposed to better define bilingual experiences. In order to better understand (effects of) bilingualism within and across studies, it is crucial to carefully examine and describe not only a bilingual’s proficiency and age of acquisition, but also their language use and switching as well as the different interactional contexts in which they use their languages.

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Grosjean, Francois. „The bilingual individual“. Interpreting. International Journal of Research and Practice in Interpreting 2, Nr. 1-2 (01.01.1997): 163–87. http://dx.doi.org/10.1075/intp.2.1-2.07gro.

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This article presents a general overview of the adult bilingual individual. First, the bilingual is defined and discussed in terms of the complementary principle, i.e. the fact that bilinguals acquire and use their languages for different purposes, in different domains of life, with different people. Next, the various language modes bilinguals find themselves in during their everyday interactions are examined. These range from the monolingual mode when they are communicating with monolinguals (and they have to deactivate all but one language) to the bilingual mode when they are interacting with other bilinguals who share their two (or more) languages and with whom they can mix languages if they so wish (i.e. code-switch and borrow). The article ends with a rapid survey of the psycholinguistics of bilingualism and, in particular, of how bilinguals access their lexicon when perceiving mixed speech. The regular bilingual is compared to the interpreter bilingual whenever possible.

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GROBA, AGNES, ANNICK DE HOUWER, JAN MEHNERT, SONJA ROSSI und HELLMUTH OBRIG. „Bilingual and monolingual children process pragmatic cues differently when learning novel adjectives“. Bilingualism: Language and Cognition 21, Nr. 2 (25.05.2017): 384–402. http://dx.doi.org/10.1017/s1366728917000232.

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Previous studies have shown bilingually and monolingually developing children to differ in their sensitivity to referential pragmatic deixis in challenging tasks, with bilinguals exhibiting a higher sensitivity. The learning of adjectives is particularly challenging, but has rarely been investigated in bilingual children. In the present study we presented a pragmatic cue supporting the learning of novel adjectives to 32 Spanish–German bilingual and 28 German monolingual 5-year-olds. The children's responses to a descriptive hand gesture highlighting an object's property were measured behaviorally using a forced choice task and neurophysiologically through functional Near-Infrared Spectroscopy (fNIRS). While no group differences emerged on the behavioral level, fNIRS revealed a higher activation in bilingual than monolingual children in the vicinity of the posterior part of the right superior temporal sulcus (STS). This result supports the prominent role of the STS in processing pragmatic gestures and suggests heightened pragmatic sensitivity for bilingual children.

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Schmidtke, Jens. „Home and Community Language Proficiency in Spanish–English Early Bilingual University Students“. Journal of Speech, Language, and Hearing Research 60, Nr. 10 (17.10.2017): 2879–90. http://dx.doi.org/10.1044/2017_jslhr-l-16-0341.

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Purpose This study assessed home and community language proficiency in Spanish–English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Method Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey–Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire. Results Bilinguals scored below the monolingual control group on both subtests, and the difference was larger for vocabulary compared to verbal reasoning. However, bilinguals were close to the population mean for verbal reasoning. Spanish scores were on average lower than English scores, but participants differed widely in their degree of balance. Participants with an earlier age of acquisition of English and more current exposure to English tended to be more dominant in English. Conclusions Vocabulary tests in the home or community language may underestimate bilingual university students' true verbal ability and should be interpreted with caution in high-stakes situations. Verbal reasoning ability may be more indicative of a bilingual's verbal ability.

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Balam, Osmer, María del Carmen Parafita Couto und Hans Stadthagen-González. „Bilingual verbs in three Spanish/English code-switching communities“. International Journal of Bilingualism 24, Nr. 5-6 (18.03.2020): 952–67. http://dx.doi.org/10.1177/1367006920911449.

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Objectives/research questions: We investigate two understudied bilingual compound verbs that have been attested in Spanish/English code-switching; namely, ‘ hacer + VInf’ and ‘ estar + VProg’. Specifically, we examined speakers’ intuitions vis-à-vis the acceptability and preferential use of non-canonical and canonical hacer ‘to do’ or estar ‘to be’ bilingual constructions among bilinguals from Northern Belize, New Mexico and Puerto Rico. Methodology: Speakers from Northern Belize ( n = 44), New Mexico ( n = 32) and Puerto Rico ( n = 30) completed a two-alternative forced-choice acceptability task and a language background questionnaire. Data and analysis: The data were examined using an analysis of variance and Thurstone’s Law of Comparative Judgment. Conclusions: Whereas Northern Belizean bilinguals gave the highest ratings to ‘ hacer + VInf’, both groups of US bilinguals gave preferential ratings to ‘ estar + VProg’ bilingual constructions. On the other hand, Puerto Rican bilinguals gave the highest preferential ratings to the canonical estar bilingual compound verbs (i.e. estar + an English progressive verb) but rejected hacer bilingual compound verbs. While ‘ hacer + VInf’ and ‘ estar + VProg’ may represent variants that are available to Spanish/English bilinguals, the present findings suggest a community-specific distribution, in which hacer bilingual compound verbs are consistently preferred over estar bilingual compound verbs in Northern Belize, whereas estar bilingual constructions are preferred among US bilinguals. Originality: This is the first cross-community examination of these bilingual compound verbs in Northern Belize (Central America/Caribbean), New Mexico (Southwest US) and Puerto Rico (US/Caribbean), three contexts in the Spanish-speaking world characterized by long-standing Spanish/English language contact and the use of bilingual language practices. Implications: Findings underscore the importance of bilingual language experience in modulating linguistic competence and the necessity to study code-switching from a language ecological perspective, as subtle context-specific patterns in code-switching varieties may be manifested not only in bilingual speakers’ oral production but in intuition as well. A more fine-grained understanding of speakers’ judgments is vital to experimental studies that seek to investigate code-switching grammars both within and across communities where code-switching varieties of the same language pair are spoken.

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BOGULSKI, CARI ANNE, MICHAEL RAKOCZY, MICHELLE GOODMAN und ELLEN BIALYSTOK. „Executive control in fluent and lapsed bilinguals“. Bilingualism: Language and Cognition 18, Nr. 3 (29.12.2014): 561–67. http://dx.doi.org/10.1017/s1366728914000856.

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Previous research showing a bilingual advantage on a variety of executive control tasks has typically compared monolinguals and fluent bilinguals. No study to date, however, has examined whether these effects endure for bilingual individuals who revert to monolingualism (‘lapsed bilinguals’). We investigated this question by testing monolinguals, full bilinguals, and lapsed bilinguals on a flanker task and a working memory task. Fully fluent bilinguals exhibited significantly more accurate performance than monolinguals on the working memory task, with lapsed bilinguals performing between the other two groups. Thus, continued bilingual experience appears necessary to maintain these cognitive advantages at a high level.

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Dissertationen zum Thema "Bilingual"

Aktürk-Drake, Memet. „Phonological Adoption through Bilingual Borrowing : Comparing Elite Bilinguals and Heritage Bilinguals“. Doctoral thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-112792.

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In the phonological integration of loanwords, the original structures of the donor language can either be adopted as innovations or adapted to the recipient language. This dissertation investigates how structural (i.e. phonetic, phonological, morpho-phonological) and non-structural (i.e. sociolinguistic and psycholinguistic) factors interact in determining which of these two integration strategies is preferred. Factors that affect the accuracy of the structure’s perception and production in the donor language as a result of its acquisition as a second language are given special consideration. The three studies in the dissertation examine how the same phonological structure from different donor languages is integrated into the same recipient language Turkish by two different types of initial borrowers: elite bilinguals in Turkey and heritage bilinguals in Sweden. The three investigated structures are word-final [l] after back vowels, long segments in word-final closed syllables, and word-initial onset clusters. The main hypothesis is that adoption will be more prevalent in heritage bilinguals than in elite bilinguals. Four necessary conditions for adoption are identified in the analysis. Firstly, the donor-language structure must have high perceptual salience. Secondly, the borrowers must have acquired the linguistic competence to produce a structure accurately. Thirdly, the borrowers must have sufficient sociolinguistic incentive to adopt a structure as an innovation. Fourthly, prosodic structures require higher incentive to be adopted than segments and clusters of segments. The main hypothesis is partially confirmed. The counterexamples involve either cases where the salience of the structure was high in the elite bilinguals’ borrowing but low in the heritage bilinguals’ borrowing, or cases where the structure’s degree of acquisition difficulty was low. Therefore, it is concluded that structural factors have the final say in the choice of integration strategy.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.

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Rhéaume, Agathe. „Bilingual aphasia : efficacy and generalization of bilingual therapy“. Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61335.

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The present study was conducted in order to investigate the effects of bilingual therapy on the naming skills of a bilingual aphasic patient. The nature of the word-finding difficulties of a French-English bilingual aphasic subject was assessed. Theory-based anomia therapy was administered to the patient first in English and then in French to explore within- and across-language treatment effects. General language skills were also assessed before and after therapy. Results revealed significant improvement in naming of treated words, but very limited generalization to untreated items in only one of the languages. Transfer of therapy effects from treated to untreated language was not observed. Findings are discussed in relation to the efficacy of bilingual therapy; implications for models of bilingual lexical organization are considered.

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Brunnert, Rainer Harsch Günther Heimann Rebekka. „Organic chemistry goes bilingual - bilingualer Chemieunterricht : ein bilinguales Modul zum Einstieg in die organische Chemie nach dem PIN-Konzept /“. Münster : Schüling, 2009. http://d-nb.info/993318797/04.

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Ho, Wai-yie Monita. „Bilingual word recognition: a study of chinese-english bilinguals in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29782570.

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TOYAMA, Katsuhiko, und Yasuhiro OGAWA. „Bilingual KWIC - GUI Support Tool for Bilingual Dictionary Compilation -“. INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10382.

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Jensen, Jessica A. „Examining the Bilingual Advantage in Visuospatial Executive Function Tasks for Regular Use Bilinguals“. Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu161167780676892.

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Hack, Jamie. „Accent versus impairment in bilingual children : assessing bilingual children in English“. Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23515.

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Standard Speech Language Pathology (SLP) practice mandates accent not interfere with the assessment of bilingual children (Crago & Westernoff, 1997). However, in practice SLPs only have access to assessments that do not account for accent, potentially resulting in an over-referral of bilingual children. The current study compared the standard scores and phonological errors of 29 bilingual Cantonese or Mandarin English language learners (ages between 5;6 and 9;8 years) with 25 monolingual English children (ages between 6;8 and 9;4 years). Perceptual ratings of accent and proficiency by 10 SLPs of the children’s speech were compared with standard scores on the Goldman-Fristoe Test of Articulation second edition (Goldman & Fristoe, 2002). The results of the tests revealed that bilingual children with an accent had significantly lower standard scores than monolingual children, but not in the impaired range. The SLPs reliably agreed on the level of accent and proficiency, but only accent correlated significantly with the standard score for bilingual children. Furthermore, a description of the phonology of the bilingual children showed patterns consistent with a speech impairment according to English typical developmental norms (Grunwell, 1981). These findings add quantitative and qualitative data to existing protocols, and discourage the assessment of bilingual children with tests standardized on first-language English-speaking children. Furthermore, the results suggest perceptual judgment is complementary to an SLP’s assessment of bilingual children.

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Larson, Carrie Susan. „Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education“. PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4412.

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Bilingual students are the fastest growing demographic group in U.S. P-12 public schools and offer promise and hope to our increasingly global workforce. However, many bilingual students are lagging behind in school, too many do not complete high school, and their schooling experiences are overshadowed by racial and linguistic segregation, low-academic tracking, and subtractive educational experiences. There is a growing body of literature that recognizes the importance of bilingual and bicultural teachers and leaders who can include students' linguistic, cultural, and community assets in school. This qualitative research study explores the experiences of a specialized group of elementary bilingual and bicultural teachers that learned English in U.S. P-12 public schools and currently teach bilingual students in Oregon public schools. Through in-depth interviews and classroom observations, this study amplifies the voices of three bilingual teachers as they offer valuable insight into teaching and learning and contribute to how we can create excellent educational experiences for bilingual students. The findings point to how the interconnected nature of language, culture, and identity impacted these bilingual teachers' approach to teaching, the power of culturally responsive practices in the classroom, and the promise of building positive relationships and community with students and families.

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Jiang, Nan. „Understanding bilingual lexical organization: Evidence from masked cross-language priming in Chinese-English bilinguals“. Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282752.

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Cross-language priming has been found to be asymmetrical in that priming is found from L1 to L2, but not the reverse. In this project, I examined two issues raised by the asymmetry that are related to the organization of the bilingual lexicon. The first is what attributes to the asymmetry. Two approaches to the asymmetry are distinguished, one attributing it to the representational features of the bilingual lexicon and the other to the processing characteristics associated with the two languages of bilingual speakers. The five experiments in the first series first replicated the asymmetry and then examined three processing-related explanations. The results suggest that none of them provides a satisfactory explanation of the asymmetry. The second series of four experiments tested the hypothesis that lexical links from L2 to L1 are episodic in nature. The results of these experiments provide strong evidence for this hypothesis. It is proposed in the study that, due to the practical constraints imposed on SLA, lexical information in L2 may be represented in the episodic system. A model of vocabulary acquisition in L2 is proposed. In this model, vocabulary acquisition is seen in terms of how the structure and content of the lexical entry evolve in the learning process. Research and pedagogical implications of the model are discussed.

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Pananaki, Maria Mersini. „Bilingual Theories and the Swedish Bilingual Profile Reflected in the Classroom : A Comparative Case-Study in two Swedish Bilingual Schools“. Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-120936.

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Bilingualism and multilingualism are phenomena dominantly present in today’s globalized world. Sweden is not an exception and its international character is apparent in all domains, such as politics, business and education. English is perceived more as a second language rather a foreign one, taking into consideration the numerous bilingual and international schools of the country that promote the acquisition of Swedish and English from an early age. Teaching in bilingual classrooms may cause challenges due to students’ different linguistic abilities and background and thus, teachers are responsible to maintain a balance between both languages. The particular study has a two-fold aim; at first place, it analyzes theories of bilingualism that are directly related to pedagogical and teaching practices as well as the relation between bilingualism and brain functions. The purpose is to identify how these theories are reflected into everyday classrooms through teachers’ methods. The second part of the research is the examination of the contextual background of Sweden in terms of linguistic hierarchy, the aims of society to bilingual education and laws regarding languages and teacher training. The purpose is to outline the extent to which this background is applied into actual contexts. Therefore, the third part is the empirical study that is a comparative case-study through a qualitative approach into two bilingual schools in Sweden. The central focus is on teachers’ opinions about challenges, teaching methods and personal reflections and the identification of differences and similarities. The critical analysis of the three main parts enables the researcher to reach conclusions where certain points and issues are outlined along with possible solutions. The goal of the study is not the generalization of data but a focus on individuals and reflection of real situations that sets the basis for research in larger scales.

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Bücher zum Thema "Bilingual"

Reid, Elizabeth. Bilingual cooking =: La cocina bilingüe. San Diego, CA: One EAR Press, 1991.

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N, Kiser Karin, und Dearborn Financial Publishing, Hrsg. Diccionario bilingüe de negocios =: Bilingual business dictionary. Chicago, Ill: Dearborn Financial Pub., 1999.

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Crawford, James. Bilingual education: History, politics, theory, and practice. 4. Aufl. Los Angeles, CA: Bilingual Educational Services, 1999.

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Crawford, James. Bilingual education: History, politics, theory, and practice. Trenton, N.J: Crane Pub. Co., 1989.

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James, Crawford. Bilingual education: History, politics, theory, and practice. 2. Aufl. Los Angeles: Bilingual Educational Services, 1991.

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Horn, Dieter. Aspekte bilingualer Erziehung in den USA und Kanada: Unter Berücksichtigung der Unterrichts für Minderheitenkinder in der Bundesrepublik. Baltmannsweiler: Pädagogischer Verlag Burgbücherei Schneider, 1990.

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James, Crawford. Bilingual education: History, politics, theory, and practice. 4. Aufl. Los Angeles, Calif: Bilingual Educational Services, 1999.

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James, Crawford. Bilingual education: History, politics, theory, and practice. 4. Aufl. Los Angeles, CA: Bilingual Educational Services, 1999.

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Potowski, Kim, und Jason Rothman, Hrsg. Bilingual Youth. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sibil.42.

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Sommer, Doris, Hrsg. Bilingual Games. New York: Palgrave Macmillan US, 2003. http://dx.doi.org/10.1057/9781403982704.

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Buchteile zum Thema "Bilingual"

Torregrossa, Jacopo, und Christiane Bongartz. „Activation of referents in the bilingual mind“. In Language Faculty and Beyond, 221–44. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lfab.18.09tor.

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This paper investigates reference production by bilingual and monolingual children. We focus on the degree to which the activation of referents is encoded by different types of referring expressions among bilinguals and monolinguals. The study is based on forty-six story retellings produced in German by twenty-five Greek-German bilingual children and twenty-one monolingual children, respectively. The activation of referents is assessed based on a multi-factorial analysis of cognitive and linguistic factors that are involved in the use of referring expressions. The results show that pronouns produced by bilingual children tend to encode a lower degree of activation of referents and to be underspecific. This may be an effect of reduced processing speed experienced by bilinguals in the mapping of the referent’s activation onto the use of a certain referring expression. More in general, we account for the observed differences between bilinguals and monolinguals in terms of cognitive mechanisms underlying bilingual language production.

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Pérez-Firmat, Gustavo. „Bilingual Blues, Bilingual Bliss“. In Bilingual Games, 163–76. New York: Palgrave Macmillan US, 2003. http://dx.doi.org/10.1057/9781403982704_11.

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Poulin-Dubois, Diane. „Chapter 7. Bilingualism in development“. In Studies in Bilingualism, 142–68. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.07pou.

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The body of work that is the subject of this chapter is on the bilingual cognitive advantage in very young children and on the structure of the early bilingual lexicon. As a result of work initiated by Ellen Bialystok, we now know that even preverbal infants show better attentional control than monolingual infants. We also know that the organization of the early bilingual lexicon shows striking similarities but also notable differences to that of adults. The chapter concludes with a prospective outlook of what is still unknown about early bilingualism, including how proficiency and language use impact bilinguals’ cognitive skills in addition to language exposure. The significant progress that has been made in understanding the young bilingual mind is a fitting tribute to Ellen Bialystok.

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Chondrogianni, Vicky. „Chapter 12. Cross-linguistic influences in bilingual morphosyntactic acquisition“. In Cross-language Influences in Bilingual Processing and Second Language Acquisition, 294–315. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.16.12cho.

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The interaction between the bilingual child’s two languages, coined as Cross-linguistic influence (CLI), is a well-reported phenomenon in bilingual language development. Although CLI has long dominated bilingualism research, issues about its nature (a representational change or by-product of language co-activation), timing and duration remain less well understood. Is CLI only observed during early bilingual development, and does it fade away as children grow older? Does it lead to qualitative and quantitative differences in language development between bilinguals and monolinguals? The present chapter addresses these questions by reviewing state-of-the-art studies reporting CLI in simultaneous and sequential bilingual children’s acquisition of morphology and syntax. We also discuss how extra-linguistic factors such as age of acquisition, dominance, input quality and quantity modulate CLI.

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Fielding, Ruth. „Bilingual Identity: Being and Becoming Bilingual“. In Multilingualism in the Australian Suburbs, 17–65. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-453-5_2.

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Kaushanskaya, Margarita, und Henrike K. Blumenfeld. „Bilingual Aphasia“. In Encyclopedia of Clinical Neuropsychology, 569–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_867.

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Barrière, Caroline. „Bilingual Corpora“. In Natural Language Understanding in a Semantic Web Context, 105–25. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41337-2_7.

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Kaushanskaya, Margarita, und Henrike K. Blumenfeld. „Bilingual Aphasia“. In Encyclopedia of Clinical Neuropsychology, 1–7. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_867-3.

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Auer, Peter. „Bilingual Conversation“. In The New Sociolinguistics Reader, 490–511. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-349-92299-4_34.

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Powell, Richard. „Bilingual Courtrooms“. In Language Choice in Postcolonial Law, 199–224. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1173-8_9.

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Konferenzberichte zum Thema "Bilingual"

Rubesova, Stepanka. „RAISING BILINGUAL CHILDREN IN BILINGUAL/NON-BILINGUAL FAMILIES“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2083.

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Rashid, Ahmad, Alan Do-Omri, Md Akmal Haidar, Qun Liu und Mehdi Rezagholizadeh. „Bilingual-“. In Proceedings of the Workshop on Methods for Optimizing and Evaluating Neural Language Generation. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-2307.

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Lu, Sa, Kun Wang, Xin Wang, Xiaoyu Tang, Yanna Ren und Jinglong Wu. „Bilingual representation of speech sounds in Chinese-Japanese bilinguals“. In 2016 IEEE International Conference on Mechatronics and Automation. IEEE, 2016. http://dx.doi.org/10.1109/icma.2016.7558975.

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Nazare, Juliana, Anneli Hershman, Ivan Sysoev und Deb Roy. „Bilingual SpeechBlocks“. In CHI PLAY '17: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3116595.3116616.

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Utsuro, Takehito, Hiroshi Ikeda, Masaya Yamane, Yuji Matsumoto und Makoto Nagao. „Bilingual text, matching using bilingual dictionary and statistics“. In the 15th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/991250.991325.

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Chen, Min, Leimin Li und Chunhai Lu. „Exploration of Bilingual Teaching Mode for Nuclear Specialty“. In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-15665.

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Bilingual education is the important method of training capability of international cooperation, communication and competition. Compared with other fields, the nuclear specialty needs more professionals. Four kinds of successful methods in foreign countries: transitional bilingual education, maintenance bilingual education, an immersion bilingual education and dual-rail bilingual education are studied and compared in this paper. The difference in bilingual education mode at home and abroad is analyzed. Current situation of bilingual education in China is presented. Drawing lessons from another country, we suggest a proper bilingual education method for the nuclear specialty. We think that “Step by step” approach is consistent with China’s national conditions.

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Zhang, Cheng-Zhi. „Bilingual topic taxonomy generation based on bilingual documents clustering“. In 2011 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2011. http://dx.doi.org/10.1109/icmlc.2011.6016948.

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Artetxe, Mikel, Gorka Labaka und Eneko Agirre. „Learning bilingual word embeddings with (almost) no bilingual data“. In Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/p17-1042.

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Ergesheva, Nazira. „THE ASSESSMENT IN BILINGUAL EDUCATION“. In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-85.

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This article provides a comprehensive overview of the role and significance of assessment in bilingual education. Bilingual education is a field that seeks to empower students with the ability to function effectively in two or more languages. Effective assessment practices are crucial in ensuring that bilingual learners make optimal progress in their language proficiency and academic development. This article discusses the importance of assessment in bilingual education, the various types of assessments used, and the critical need for cultural and linguistic considerations when evaluating bilingual students. The article explores how assessment plays a pivotal role in identifying language proficiency, monitoring academic progress, promoting equity, and guiding instructional strategies. It discusses a range of assessment methods, including language proficiency tests, classroom observations, portfolios, performance assessments, standardized tests, and language development milestones. It emphasizes that assessments must be culturally sensitive and consider the variability of bilingualism, language dominance, and contextual factors within each student's unique background.

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Arefin, Mohammad Shamsul, Yasuhiko Morimoto und Mohammad Amir Sharif. „Bilingual plagiarism detector“. In 2011 14th International Conference on Computer and Information Technology (ICCIT). IEEE, 2011. http://dx.doi.org/10.1109/iccitechn.2011.6164832.

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Berichte der Organisationen zum Thema "Bilingual"

Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6309.

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Glass, J., D. Goodine, M. Phillips., S. Sakai, S. Seneff und V. Zue. A Bilingual VOYAGER System. Fort Belvoir, VA: Defense Technical Information Center, Januar 1993. http://dx.doi.org/10.21236/ada460625.

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Gärkman, Heidi, Katija Aladin und Christopher Petrie. Spotlight on Bilingual Education. HundrED, September 2020. http://dx.doi.org/10.58261/bwof1517.

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Through our research, we have discovered that bilingual education is about learning how to think and act in two (or more) languages and how to navigate between them. Bilingual education is an inclusive environment where more than one language is used to learn! We have been mindful of searching for innovations that best support the learning of languages in positive and welcoming bilingual and multilingual environments – innovations that in one way or another can bring together and support all members of a school community. With this Spotlight, we are proud to highlight innovative practices and approaches in bilingual education that excite, inspire, enable, create and support bilingual teaching and learning, language awareness and confidence, mother tongue education, bilingualism and multilingualism, cultural exchange, inclusion and diversity.

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Cruz, M. National Hispanic Bilingual Engineering Program (NHBEP). Office of Scientific and Technical Information (OSTI), Oktober 2000. http://dx.doi.org/10.2172/833791.

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Ma, Huanfeng, Burcu Karagol-Ayan, David Doermann, Doug Oard und Jianqiang Wang. Parsing and Tagging of Bilingual Dictionary. Fort Belvoir, VA: Defense Technical Information Center, September 2003. http://dx.doi.org/10.21236/ada459226.

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas und Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.

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Ayan, Necip F., Bonnie Dorr und Okan Kolak. Domain Tuning of Bilingual Lexicons for MT. Fort Belvoir, VA: Defense Technical Information Center, Februar 2003. http://dx.doi.org/10.21236/ada455197.

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Laura Quaynor, Laura Quaynor. Can storytelling improve bilingual children's literacy skills? Experiment, September 2014. http://dx.doi.org/10.18258/3485.

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Merajver, Sofia D. Bilingual Educational Tool for Breast Cancer Genetics. Fort Belvoir, VA: Defense Technical Information Center, Mai 1999. http://dx.doi.org/10.21236/ada378535.

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Hernández, Ana, Magaly Lavadenz und JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.

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