Auswahl der wissenschaftlichen Literatur zum Thema „Bilingual interactions“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Inhaltsverzeichnis
Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Bilingual interactions" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Zeitschriftenartikel zum Thema "Bilingual interactions"
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.
Der volle Inhalt der QuelleCASTILLA-EARLS, ANNY P., MARÍA ADELAIDA RESTREPO, ANA TERESA PÉREZ-LEROUX, SHELLEY GRAY, PAUL HOLMES, DANIEL GAIL und ZIQIANG CHEN. „Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children“. Applied Psycholinguistics 37, Nr. 5 (25.11.2015): 1147–73. http://dx.doi.org/10.1017/s0142716415000521.
Der volle Inhalt der QuelleMorales Lugo, Katherine. „The bilingual styles of young Puerto Rican adolescents online“. International Journal of the Sociology of Language 2024, Nr. 286 (01.03.2024): 53–85. http://dx.doi.org/10.1515/ijsl-2023-0024.
Der volle Inhalt der QuelleCox, Jessica G. „EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER“. Studies in Second Language Acquisition 39, Nr. 1 (01.12.2015): 29–58. http://dx.doi.org/10.1017/s0272263115000364.
Der volle Inhalt der QuellePhillips, Ian, Rebecca E. Bieber, Gregory M. Ellis und Douglas S. Brungart. „Age differentially impacts monolingual and bilingual listeners’ understanding of English speech in noise“. Journal of the Acoustical Society of America 153, Nr. 3_supplement (01.03.2023): A341. http://dx.doi.org/10.1121/10.0019081.
Der volle Inhalt der QuelleOchsenbauer, Anne-Katharina, und Helen Engemann. „The impact of typological factors in monolingual and bilingual first language acquisition“. Language, Interaction and Acquisition 2, Nr. 1 (27.06.2011): 101–28. http://dx.doi.org/10.1075/lia.2.1.05och.
Der volle Inhalt der QuelleKim, So Jung, Su-Jeong Wee und Soyeon Park. „Exploring multicultural books through predictions and social interactions: A case study with kindergarteners in the United States“. Australasian Journal of Early Childhood 44, Nr. 1 (März 2019): 32–47. http://dx.doi.org/10.1177/1836939119841472.
Der volle Inhalt der QuelleAmengual, Mark. „Phonetics of Early Bilingualism“. Annual Review of Linguistics 10, Nr. 1 (16.01.2024): 191–210. http://dx.doi.org/10.1146/annurev-linguistics-031522-102542.
Der volle Inhalt der QuelleKehoe, Margaret M. „Lexical-phonological interactions in bilingual children“. First Language 35, Nr. 2 (09.03.2015): 93–125. http://dx.doi.org/10.1177/0142723715574398.
Der volle Inhalt der QuelleBRITO, NATALIE H., ERIC R. MURPHY, CHANDAN VAIDYA und RACHEL BARR. „Do bilingual advantages in attentional control influence memory encoding during a divided attention task?“ Bilingualism: Language and Cognition 19, Nr. 3 (17.12.2015): 621–29. http://dx.doi.org/10.1017/s1366728915000851.
Der volle Inhalt der QuelleDissertationen zum Thema "Bilingual interactions"
ALFAIFI, SAEEDA HASSAN. „CODE SWITCHING AMONG BILINGUAL SAUDIS ON FACEBOOK“. OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1077.
Der volle Inhalt der QuelleHatzidaki, Anna. „Interactions between languages in verb- and pronoun-agreement in bilingual sentence production“. Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/6583.
Der volle Inhalt der QuelleFahad, Ahmed K. „Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers“. University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512.
Der volle Inhalt der QuelleAbou-Samra, Myriam. „Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère“. Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.
Der volle Inhalt der QuelleThis research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction
Morgan, Larry Douglas. „Effects of participant roles on input interactions and comprehensible output“. PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4431.
Der volle Inhalt der QuelleMann, Lisa Sybil. „The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms“. PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.
Der volle Inhalt der QuelleDoumbia, Mahamadou Siaka. „Les pratiques de reformulation dans les interactions bilingues bamanankan-français à l'école fondamentale 1er cycle au Mali“. Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH007.
Der volle Inhalt der QuelleThe thesis aims to analyze the phenomenon of reformulations in the context of bilingual French-Bamanankan interactions in the classes of elementary shool in Mali. The study is based on a corpus of 39h 35 min video and audio recordings consisting of sequences of classes and interviews. The sequences, filmed in 12 classes of the 4th year, concern two non-linguistic disciplines: geography, taught in Bamanankan L1, and observation sciences, taught in French L2. The films were transcribed and analyzed using the CLAN software which allowed the extraction of all instances of annotated reformulations. The analysis carried out on them, both qualitatively and quantitatively, leads to several results. It turns out that reformulations are an omnipresent phenomenon in the discourse of interactants, teachers, and students, in geography as well as in observational sciences, in L1 as in L2. These activities participate in the construction of knowledge in students, which could be verified with the help of an understanding assessment. The comparison of teachers shows that experience, among other factors, affects the production and management of reformulations. Based on observed practices, proposals, arguing for an optimization of the use of didactic reformulations and all bilingual practices, were formulated as contributions in the direction of improving the quality of teaching in Mali, or even in West Africa
Nin dɔnniyafasɛbɛn laɲini ye ka kuma tɛrɛmɛwalew taabolo fɛsɛfɛsɛ kumaɲɔgɔnya senfɛ farasɛkan ni bamanankan kanfilakalan hukumu kɔnɔ Mali dugumakalan tigɛyɔrɔ fɔlɔ kalansow kɔnɔ. Baara in sinsinna ɲininikunnafoni kan min labɛnna ni lamagaja dɔw ye ani kumakan tàlenw, minnu bɛɛ bὲnna waati 39 ni sanga 35 ma kàlansenw ni koɲɛɲinibarow kan. Jàw tàli bòlila sàn 4nan kàlanso 12 minnu kan, olu bɛ kàlanbolo fila kan kandɔn sèn tɛ minnu na : sìgidɔn min bɛ lakalan bamanankan na (kalankɛkan fɔlɔ - K1 sugandilen) ani nimadɔn, o min bɛ lakalan faransɛkan na (kalankɛkan filannan -K2 suguandilen). Ja kumakanw sɛbɛnna k’u fɛsɛfɛsɛ ni jàtebila kɛrɛnkɛrɛnnen ye, CLAN, ale min kɛra sababu ye kà kumatɛrɛmɛwalew tàamasiyɛnnenw bɛɛ tɔmɔ ka kɛ ɲɔgɔn kan. Sɛgɛsɛgɛli minnu kɛra olu kan, hakɛko ni ɲùmanya kiimɛni na, o wolola jaabi caman na. A yera k’a fɔ kumatɛrɛmɛwalew ye kow ye minnu bɛ kumaɲɔgɔnmaw, karamɔgɔw ni kalandenw, ka kumaɲɔgɔnya tɔ jiidi sìgidɔn ni nimadɔn kàlanni sèn fɛ, K1 ni K2 fìla bɛɛ la fana. O kumatɛrɛmɛwalew jɔyɔrɔ ka bon kosɛbɛ dɔnniyaw sɔrɔli la kàlandenw fɛ. O sera ka sɛmɛntiya ni kalandenw ka faamuya kiimɛni ye. Karamɔgɔw ka sangaɲɔgɔnmani y’a jira k’a fɔ ko lahalaya wɛrɛw cɛ la, ko kɛbaakɔrɔya jɔyɔrɔba bɛ kumatɛrɛmɛwalew fɔli n’u tɔbɔtɔli la. Ka kɛɲɛ ni kalankɛwale lajɛlenw ye, hakilinajira dɔw kɛra minnu bɛ kàlanɲɛdɔn kumatɛrɛmɛwalew waleyali senkɔrɔmatintin kà fàra kanfilakan baara bɛɛ kan walasa o ka kɛ kàlanko sankɔrɔtali sababu ye Mali la, fo ka se Farafinna tilebinyanfan bɛɛ ma
McParker, Matthew Carl. „Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms“. Thesis, Portland State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132008.
Der volle Inhalt der QuelleThe largest refugee group entering the United States in recent years is from Burma. Refugee students face a daunting set of challenges, from language and cultural differences to living in poverty, in becoming successful in their new homes. To be successful in schools and gain cultural and social capital, refugee students must learn and internalize the specific norms of their classrooms. In middle school, students are particularly reliant upon their peers for support, making peer interactions especially important. In multicultural settings, students have ample opportunities for intercultural interactions, which can help refugee students navigate their new settings and become more successful. Unfortunately, there has been little research on the experiences of Burmese refugee students in classrooms in the United States.
I used a qualitative, transcendental phenomenological approach to study how three female Burmese refugee students experienced multicultural middle school classrooms in the United States, especially their intercultural interactions, through interviews, observations, and stimulated recall.
The participants reported wanting to understand what they were learning, stay on task, and be kind to other students. Those traits developed from their experiences in their countries of origin and combined to create a picture of what a good student should be. In observations, students acted out their ideas of what it meant to be a good student. Their intercultural interactions in class reaffirmed their identities as good students.
Implications based on the findings include setting up intentional intercultural interactions with a diverse group of students in classrooms with multicultural approaches and that researchers examine the experiences of various groups of marginalized students while accounting for the context in which they learn and acknowledging a multifaceted view of adolescent identity development.
Hernandez, Gonzalez Olivia. „Predictors of Behavior Problems in the Context of Peer Play Interactions: A Sample of Low-Income Latino Preschoolers“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6861.
Der volle Inhalt der QuelleHargrave, Lauren D. „An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students“. UKnowledge, 2015. http://uknowledge.uky.edu/edp_etds/35.
Der volle Inhalt der QuelleBücher zum Thema "Bilingual interactions"
Winkler, Alexander. Neo-Latin and the vernaculars: Bilingual interactions in the early modern period. Leiden: Brill, 2019.
Den vollen Inhalt der Quelle findenMarilyn, Martin-Jones, und University of Lancaster. Centre for Language in Social Life., Hrsg. Bilingual resources in primary classroom interaction. Lancaster: Centre for Language in Social Life, 1993.
Den vollen Inhalt der Quelle findenFitzpatrick, Finbarre. Language and interaction among young bilingual children in the first year at school. [s.l: The Author], 1989.
Den vollen Inhalt der Quelle findenIngrid, Jung, Serrano Javier und Urban Christiane, Hrsg. Aprendiendo a mirar: Una investigación de lingüística aplicada y educación. Lima: Universidad Nacional del Altiplano-Puno, 1989.
Den vollen Inhalt der Quelle findenGusdorf, Florent. Guide bilingue anglais-français du cybermonde. Paris: Ellipses, 1998.
Den vollen Inhalt der Quelle findenJana, Staton, Hrsg. Dialogue journals in the multilingual classroom: Building language fluency and writing skills through written interaction. Norwood, N.J: Ablex Pub. Corp., 1993.
Den vollen Inhalt der Quelle findenNamekawa, Eriko. Gengo shōsūha no kodomo no gainen hattatsu o unagasu kyōka gakushū shien: Bogo to Nihongo ga yūgōshita kotoba no yaritori = Encouraging concept development in an academic learning support class for language minority students : mixed-language interaction of L1 and L2. 8. Aufl. Tōkyō: Kabushiki Kaisha Koko Shuppan, 2019.
Den vollen Inhalt der Quelle findenCreese, Angela. Multilingual Classroom Ecologies: Inter-Relationships, Interactions, and Ideologies (Bilingual Education and Bilingualism). Multilingual Matters Limited, 2003.
Den vollen Inhalt der Quelle findenPreschool Bilingual Education: Agency in Interactions Between Children, Teachers, and Parents. Springer, 2018.
Den vollen Inhalt der Quelle findenSchwartz, Mila. Preschool Bilingual Education: Agency in Interactions Between Children, Teachers, and Parents. Springer, 2018.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Bilingual interactions"
Gimeno-Martínez, Marc, und Cristina Baus. „Chapter 5. Unravelling cross-language effects in bimodal bilingualism“. In Bilingual Processing and Acquisition, 159–80. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.05gim.
Der volle Inhalt der QuelleSchwartz, Mila. „Preschool Bilingual Education: Agency in Interactions between Children, Teachers, and Parents“. In Preschool Bilingual Education, 1–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_1.
Der volle Inhalt der QuelleRodriguez-Cuadrado, Sara, und Carlos Romero Rivas. „Chapter 8. Effects of foreign-accented speech on language comprehension processes and social cognition“. In Bilingual Processing and Acquisition, 236–64. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.08rod.
Der volle Inhalt der QuelleKroll, Judith F., und Eleonora Rossi. „Chapter 10. Models and metaphors“. In Studies in Bilingualism, 210–29. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.10kro.
Der volle Inhalt der QuellePearson, Barbara Zurer, und Luiz Amaral. „Interactions between input factors in bilingual language acquisition“. In Input and Experience in Bilingual Development, 99–117. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.13.06pea.
Der volle Inhalt der QuelleSalikhova, Elvina A., Nailya G. Iskuzhina und Ilshat S. Nasipov. „Bilingual Polymodal Personality in the Aspect of Intercultural Interactions“. In Complex Social Systems in Dynamic Environments, 195–209. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23856-7_20.
Der volle Inhalt der QuelleFreedman, H. I., und I. Baggs. „Convergence to Equilibria in General Models of Unilingual-Bilingual Interactions“. In Differential Equations Models in Biology, Epidemiology and Ecology, 28–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-45692-3_3.
Der volle Inhalt der QuelleReed, Beatrice Szczepek. „Managing Educational Interactions: A Case Study of Bilingual Supervision Meetings“. In International Management and Intercultural Communication, 84–95. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-55325-6_7.
Der volle Inhalt der QuelleKolu, Jaana. „Relationship Between Translingual Practices and Identity Performance and Positioning on the Swedish-Finnish Border“. In Arctic Encounters, 263–93. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42979-8_9.
Der volle Inhalt der QuelleAmengual, Mark. „Chapter 4. Cross-language influences in the acquisition of L2 and L3 phonology“. In Cross-language Influences in Bilingual Processing and Second Language Acquisition, 74–99. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.16.04ame.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Bilingual interactions"
Sha, Hanyue. „The Roles of E-Book Narration and Parent-Child Verbal Interactions During Bilingual Shared Reading“. In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2011768.
Der volle Inhalt der QuelleAguirre, Maia, Manex Serras, Laura García-sardiña, Jacobo López-fernández, Ariane Méndez und Arantza Del Pozo. „Exploiting In-Domain Bilingual Corpora for Zero-Shot Transfer Learning in NLU of Intra-Sentential Code-Switching Chatbot Interactions“. In Proceedings of the 2022 Conference on Empirical Methods in Natural Language Processing: Industry Track. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.emnlp-industry.13.
Der volle Inhalt der QuelleNazare, 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.
Der volle Inhalt der QuelleSeo, Hyeong-Won, Hong-Seok Kwon, Min-ah Cheon und Jae-Hoon Kim. „Constructing Bilingual Multiword Lexicons for a Resource-Poor Language Pair“. In Human-computer Interaction 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.54.24.
Der volle Inhalt der QuelleJennifer, Sanjeda Sara, Sheikh Aminul Islam, Sharmin Sultana Koly, Rashedul Amin Tuhin, M. Saddam Hossain Khan und Md Mohsin Uddin. „BilinBot: A Bilingual Chatbot using Deep Learning“. In 2023 5th International Congress on Human-Computer Interaction, Optimization and Robotic Applications (HORA). IEEE, 2023. http://dx.doi.org/10.1109/hora58378.2023.10156681.
Der volle Inhalt der QuelleAlikaev, Rashid Sultanovich. „Bilingual Space Of Political Discourse: Trends In Language Interaction“. In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.7.
Der volle Inhalt der QuelleZhao, Xu, Zihao Wang, Hao Wu und Yong Zhang. „Semi-Supervised Bilingual Lexicon Induction with Two-way Interaction“. In Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.emnlp-main.238.
Der volle Inhalt der QuelleMalzkuhn, Melissa, und Melissa Herzig. „Bilingual storybook app designed for deaf children based on research principles“. In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485849.
Der volle Inhalt der QuelleHei, Xiaoxuan, Chuang Yu, Heng Zhang und Adriana Tapus. „A Bilingual Social Robot with Sign Language and Natural Language“. In HRI '24: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3610978.3640549.
Der volle Inhalt der QuelleLi, Zhaoqi, und Le Tong. „An Unsupervised Approach to Bilingual Lexicon Induction with Comparable Corpora“. In 2023 4th International Conference on Intelligent Computing and Human-Computer Interaction (ICHCI). IEEE, 2023. http://dx.doi.org/10.1109/ichci58871.2023.10277813.
Der volle Inhalt der Quelle