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1
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have the final say in the choice of integration strategy.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.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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4
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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Leigh, Denise. „Anaphora and the bilingual“. Thesis, University of Oxford, 2002. https://ora.ox.ac.uk/objects/uuid:d46f9c43-c758-45d5-aacd-5a7cee76134e.
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Anaphora interpretation is the cornerstone of Binding Theory. But is the bilingual 's interpretation of the anaphora identical to that of the monolingual? And what does this indicate about the number and type of bilingual grammars? To investigate these issues, two sets of experiments were carried out. The pilot was carried out in Oxford, using Oxford students and Japanese studying English in local language schools. The main experiment was carried out in Tokyo using school children and University students (none of them linguists). Subjects were divided into three groups: Anglophones, Japanese monolinguals, and Japanese/English bilinguals. Subjects completed, under controlled conditions, a socio-linguistic questionnaire, and a linguistic questionnaire asking for acceptability judgements of given interpretation of statements containing anaphora or acceptability judgements of statements containing anaphora. The linguistic questionnaires for bilinguals could be presented in Japanese or English. Combined with a priming text (which was in either Japanese or English, the contents of which had no relevance to the linguistic questionnaires) a bilingual could receive one of four different combinations. The two sets of experiments used identical socio-linguistic questionnaires and priming texts. Both used an acceptability scoring system of 1 to 6 and scanner readable data input sheets. The first experiment indicated that for some constructions monolinguals disagreed among themselves and that in most cases the bilinguals followed suite, although there were a number of cases for which the bilinguals' behaviour appeared to be different from that of the monolinguals. The second experiment used the results of the first to enlarge the number of constructions under consideration in the Japanese questionnaire. From the results of the two experiments it appears that bilinguals have separate sets of rules for their two languages. These are similar but not identical to those of their monolingual counterparts. In most, but not all, cases, the differences can be clearly traced to the influence of the second language. Additionally a non-negligible number of constructions, particularly in Japanese, do not behave as expected from the literature. In particular, respondents to the Japanese questionnaire, be they monolingual or bilingual, reject ambiguity. A relatively high degree of inconsistency is found across monolinguals, and an even higher degree of lack of self-consistency across Japanese monolinguals. There appears to be no mainstream grammar of a non-statistical nature capable of explaining all these results. A statistical type grammar would appear to be more adequate. A number of ways are proposed for deepening the research in terms of bilingual.acquistion, Japanese monolinguals' acceptance of ambiguity, etc. as well as in terms of a statistically versus a non-statistically based grammar.
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Wu, Zhaojun. „Learning bilingual semantic frames /“. View abstract or full-text, 2008. http://library.ust.hk/cgi/db/thesis.pl?CSED%202008%20WUZ.
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David, Annabelle. „The developing bilingual lexicon“. Thesis, University of Newcastle Upon Tyne, 2004. http://hdl.handle.net/10443/154.
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It is often said that bilinguals are not two monolmguals in one person. But what does this really mean, especially in the context of bilingual acquisition? Despite the upsurge of case studies of bilingual children since the 1990's, the main central issue within the literature has largely remained focused on the one-vs. -two-system debate. Earlier studies focused on the question of whether bilingual children had a single/fused system or two separate/differentiated ones. There are a growing number of more recent studies focusing, instead, on the relationship between the two languages in the developing language system of the child. The study on which this thesis is based is the first longitudinal group study of lexical development of French-English bilingual children. The study aims to investigate the nature of the developing bilingual lexicon and its impact on the development of syntax. The key questions addressed in this new body of research include: are bilingual children developing in the same way and at the same rate as their monolingual peers; are there cross-linguistic influences on bilingual acquisition; are there features, patterns or processes specific to bilingual acquisition? We report findings from a longitudinal group study of 13 children between 1;4 and 3;0 who are acquiring French and English simultaneously within the one person - one language framework. The originality of this study lies in several main points. First of all, a larger number of children have been studied systematically than in traditional longitudinal studies, which are usually based on either cross-sectional sample or on single cases. Secondly, the children in this study have been systematically selected according to a set of sociolinguistic variables. This allows meaningful comparisons of the results as well as possible future replications of the study with even larger samples or with other language pairs. Furthermore, the methods used in the study are innovative in that both quantitative and qualitative methods have been used longitudinally as opposed to onLy longitudinal qualitative data or only quantitative cross-sectional data. The profiling of the bilingual lexicon reports that bilingual children's lexical categories in each language develop in a parallel manner whether or not the children are dominant in a language. The results also show that their development is very similar to previously reported data for monolingual children. Despite current theories,the evidence suggests that bilingual children produce translation equivalents before the 50-word stage. However, I attempt to bring forward the idea that cross-linguistic equivalents are different from synonyms within a language and so bilinguals cannot be compared to monolinguals in that respect. This thesis also sets the age of first word combinations for bilingual children to around 1 ;8 while claiming that this is only achieved after each language has reached the 50-word milestone. Finally, great variability is noted throughout the thesis in terms of lexical development amongst the children. Some of the differences are explained by socio-linguistic factors such as parental strategies and language exposure. Therefore, the importance of accounting for such factors when studying bilingual language development is underlined. Our understanding of bilingual acquisition centrally contributes to our understanding of language acquisition in general. Similar features of bilingual and monolingual acquisition have been highlighted throughout this thesis. Thus, the bilingual lexicon has shown to develop at a similar rate and in a similar manner as the monolingual one despite being strongly influenced by individual socio-linguistic factors.
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Cox, Cynthia Gail. „Bilingual word detectives transferability of word decoding skills for Spanish/English bilingual students /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457293.
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Thesis (M.A.)--University of California, San Diego, 2008.Title from first page of PDF file (viewed Nov. 10, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 188-193).
15
Kheirkhah, Mina. „Repairs in Code-Switching Among Persian-Swedish Bilinguals : A Conversation Analytic Approach to Bilingual Practices“. Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-75023.
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The aim of this study is to analyze the patterns of code-switching and more specifically repairs in Swedish-Persian bilinguals‟ talk. This would take a huge sample, considering the large number of Persians living in Sweden who are actually bilingual. Therefore, I have chosen to narrow the sample to make a manageable study. The study is based on a qualitative analysis of code-switching and repair patterns of an originally Persian family living in Sweden and whose children were born in Sweden.conversation transcription
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Lam, Janice Si-Man. „Second Language Semantic Retrieval in the Bilingual Mind: The Case of Korean-English Expert Bilinguals“. BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7022.
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The present study aims to explore the relationship between proficiency level and semantic retrieval in the second language. A group of Korean bilinguals who speak English with high proficiency performed semantic relatedness judgement tasks of two hundred English word pairs. Unbeknownst to the participants, half of the words in both the related and the unrelated categories contained a "hidden prime"—a common first syllable shared by the two words, if translated into Korean. Each participant's event-related potential (ERP) was recorded while reading the words. While a former study by Thierry and Wu (2007) found that Chinese-English bilinguals were affected by the hidden primes, thus causing a "N400 reduction effect" in their averaged ERP, the bilingual group of the present study was unaffected by the hidden primes. The difference between the bilingual groups' performance between Thierry and Wu's study and the present study is likely caused by the higher English proficiency of the bilingual group in the present study. This provides additional evidence supporting the Revised Hierarchical Model of semantic retrieval proposed by Kroll and Steward (1994), which suggests that increased proficiency leads to reduced reliance on the first language during second language semantic retrieval.
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Argyri, Efrosyni. „The later stages of bilingual acquisition : crosslinguistic influence in older English-Greek bilingual children“. Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/24675.
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Previous studies on bilingual first language acquisition have shown that even though bilingual children’s language systems develop separately, the possibility of the two languages to have an influence on each other is not excluded. Recent studies have argued that syntax-pragmatics interface structures, which instantiate a surface overlap between the two languages are vulnerable to crosslinguistic influence in bilingual acquisition. Until now, this proposal has been mainly tested with young bilingual children. This thesis explores the possibility of crosslinguistic influence, and its restriction to interface domains, in older bilingual children. We present experimental data from thirty-two English-Greek eight-year-old bilingual children, sixteen Greek-dominant living in Greece and sixteen English-dominant living in the UK, and monolingual control groups. A series of elicited production and acceptability judgement tasks were administered to investigate whether specific syntax-pragmatics interface structures, i.e. the distribution of null and overt subject pronouns and preverbal and postverbal subjects in wide-focus contexts, are more vulnerable to crosslinguistic influence from English to Greek than purely syntactic structures, i.e. the placement of object pronouns in declaratives and the placement of subjects in what- embedded interrogatives. The prediction was that unidirectional crosslinguistic influence might occur from English to Greek in both bilingual groups and that the syntax-pragmatics interface structures would be found more vulnerable to crosslinguistic influence than the purely syntactic structures. The findings show that overt subjects pronouns were not subject to crosslinguistic effects, while the placement of subjects both in wide-focus contexts (i.e. a syntax-pragmatics interface structure) and in what-embedded interrogatives (i.e. a purely syntactic structure) was vulnerable to crosslinguistic influence in the predicted direction, i.e. from English to Greek, but only in the English-dominant bilinguals. These data suggest that current hypotheses on the conditions on crosslinguistic influence in bilingual grammars need to be revised.
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Karhu, A. M. (Anne-Marit). „Bilingual parents:experiences of being bilingual and aspirations and plans for their children’s language development“. Master's thesis, University of Oulu, 2019. http://urn.fi/URN:NBN:fi:oulu-201901121046.
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As a consequence of globalisation, bilingualism has become more common even in the Western world. It is likely that this will result in more families where one or both parents are bilingual. Much research has been done on bilingualism and bilingual families, but the focus of the studies tend to be on the bilingual development of the children, or on two parents who are monolingual in different languages and their strategies for bringing up their children bilingually. This thesis focuses on the bilingual parents: their experiences of being bilingual and their aspirations, plans and strategies for their own children’s language development. The goal of this thesis is not to find results that could be generalised for all bilingual parents. However, it provides an insight to the experiences, aspirations and plans of some bilingual parents. This is a qualitative study, focusing on the experiences and thoughts of the bilingual parents who have participated. All parents in the study were early bilinguals who had acquired two or more languages naturally. Most of the participants were young adults with very small children, but the study also included some persons who were a bit older and with adult children. The data was collected by asking the participants to write a narrative about their experiences of being bilingual and of their aspirations and plans for their own children’s language. One of the narratives was collected in the summer 2017 as a part of the pilot study for this thesis, and the rest during the summer and fall 2018. All the participants received a guideline paper to give them ideas of topics that could be addressed and to secure relevant data for the study. The analysis of the 10 narratives that were collected was inductive, which is characteristic in qualitative research. The analysis method used is inspired by thematic analysis and of the tradition of phenomenology. The findings from the data were organised into four main categories: Childhood and youth, Adulthood, Views, attitudes, beliefs and experiences of bilingualism and language and Own children and language, which again included several subcategories. The main findings of the study were that all the participants seemed to have a very positive attitude towards bilingualism despite the fact that some of them had met negative attitudes connected to being bilingual. There were huge variations in the schools’ attitudes towards and support of bilingualism. Several of the participants mentioned advantages of being bilingual. These were also mentioned as a reason for raising their own children to become bilingual. Most of the participants planned to raise their children bilingually, and the 1–2 participants who had not raised their children bilingually, regretted this. The strategies to carry out the plans and the aspirations for the children’s language development and language skills varied a lotGlobalisaation tuloksena, kaksikielisyys on yleistynyt myös länsimaissa. On todennäköistä, että tämän tuloksena yhä useammassa perheessä toinen tai molemmat vanhemmat ovat kaksikielisiä. Kaksikielisyyttä ja kaksikielisiä perheitä on tutkittu paljon, mutta tutkimusten fokus on yleensä lasten kaksikielisessä kehityksessä tai kahdessa yksikielisessä vanhemmassa ja heidän strategioissaan, joiden avulla tahtovat kasvattaa lapsista kaksikielisiä. Tämä tutkimus keskittyy kaksikielisiin vanhempiin: heidän kokemuksiinsa kaksikielisenä olemisesta sekä heidän tavoitteisiinsa, suunnitelmiinsa ja strategioihinsa omien lastensa kielellisen kehityksen suhteen. Tutkielman tavoitteena ei ole löytää tuloksia, jotka voitaisiin yleistää koskemaan kaikkia kaksikielisiä vanhempia. Tutkielma tarjoaa kuitenkin ymmärryksen muutamien kaksikielisten vanhempien kokemuksista sekä ajatuksista. Tämä on kvalitatiivinen tutkimus, joka keskittyy osallistuneiden vanhempien kokemuksiin. Kaikki tutkimukseen osallistuneet vanhemmat olivat aikaisia kaksikielisiä, jotka olivat omaksuneet kielensä luonnollisesti. Suurin osa osallistujista oli nuoria aikuisia, joilla oli hyvin nuoret lapset, mutta tutkimus sisälsi myös muutamia hieman vanhempia henkilöitä, joilla oli aikuisia lapsia. Tutkimusdata on kerätty pyytämällä osallistujia kirjoittamaan narratiivi omista kokemuksistaan kaksikielisenä olemisesta sekä tavoitteistaan ja suunnitelmistaan omien lastensa kielen suhteen. Yksi narratiivi kerättiin kesällä 2017 osana tutkielman piloottitutkimusta, ja loput kesällä ja syksyllä 2018. Kaikki osallistujat saivat ohjepaperin, jotta he saisivat ideoita aiheisiin, joita voisivat pohtia, ja jolla varmistettiin oleellisen datan saaminen tutkimukseen. Kymmenen kerätyn narratiivin analalyysi oli induktiivinen, mikä on tyypillistä laadulliselle tutkimukselle. Analyysimenetelmän inspiraationa oli teema-analyysi sekä fenomenologian traditio. Datasta nousevat tutkimustulokset organisoitiin neljään kategoriaan: Lapsuus ja nuoruus, Aikuisuus, Näkemykset, asenteet, uskomukset ja kokemukset kaksikielisyydestä ja kielstä sekä Omat lapset ja kieli, jotka taas sisälsivät useita alakategorioita. Tärkeimpiä tutkimustuloksia oli, että kaikilla osallistujilla vaikutti olevan positiivinen asenne kaksikielisyyttä kohtaan vaikka muutamat olivat kohdanneet negatiivisia asenteita kaksikielisyyteen liittyen. Koulujen asenteissa ja kaksikielisyyden tukemisessa oli suuria eroja. Useammat osallistujat kertoivat kaksikielisyyden eduista. Näiden mainittiin myös olevan yhtenä syynä kasvattaa omista lapsista kaksikielisiä. Useimmat osallistujat suunnittelivat kasvattavansa lapsistaan kaksikielisiä, ja ne 1–2, jotka eivät olleet kasvattaneet lapsista kaskikielisiä, katuivat tätä. Lasten kielelliseen kehitykseen liittyvien suunnitelmien ja tavoitteiden toteuttamista varten olevat strategiat vaihtelivat paljon
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Kaya, C. Tanya Verfasser], Emel [Akademischer Betreuer] Huber und Bernd [Akademischer Betreuer] [Rüschoff. „Bilingual Pragmatic Competence : Turkish-German Bilinguals' Apologising Strategies / C. Tanya Kaya. Gutachter: Emel Huber ; Bernd Rüschoff“. Duisburg, 2012. http://d-nb.info/1028324413/34.
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Al-Qahtani, Nayilah Mesfer. „The role of morphological structure during word reading in Arabic-English bilinguals : effects of bilingual profile“. Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7890/.
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When bilinguals process words in one of their languages, the words in their other language are also activated. This activation can be due to shared conceptual representations or to direct cross- linguistic links between the words at the lexical level. The nature of the activation is affected by the bilingual profile of the speaker, with more proficient L2 speakers activating conceptual representations directly while less proficient speakers arc more dependent on lexical level links. The aim of my research is to investigate the role of bilingual profile in the lexical organization of Arabic-English bilinguals. Bilingual profile refers to relative status of the two languages, which can depend on a number of factors for example, language dominance, age of acquisition and proficiency. In this thesis I test the lexical processing of Arabic-English bilinguals in masked and visible priming of lexical decision to written words. Arabic and English have different scripts and also differ in their morphological structure making them ideal languages for testing lexical level cross-linguistic activation. I examine the effect bilingual profile on the effect of morphological and semantically related Arabic primes and targets and the effect of Arabic morphological and translation primes on the processing of English targets.
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Chan, Sze-wing Rebecca. „Phonological development of bilingual children“. Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209806.
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Thesis (B.Sc)--University of Hong Kong, 1999."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
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Cheung, Francis. „Bilingual legislation for Hong Kong“. Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6519.
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Toope, Michael. „Examples in the bilingual dictionary“. Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9942.
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Of all the components of the bilingual dictionary microstructure, examples usually take up more space than all others combined. This means that there is a de facto consensus that examples are essential. However, despite this consensus, existing bilingual dictionaries are inconsistent in their exemplification of lexical items and the current literature in the field does not provide any explanation of this inconsistency. In fact there is no exhaustive or systematic study of examples in bilingual or unilingual lexicography. This thesis attempts to fill this gap. It analyzes several aspects of examples, with special attention to the role they perform in bilingual dictionaries and the importance of their presentation to highlight their functions.
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Moniri, Sadegheh. „Bilingual memory : A lifespan approach“. Doctoral thesis, Stockholm : Department of Psychology, Stockholm University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1020.
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Lee, Ming Wei. „Aspects of bilingual lexial processing“. Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245243.
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Barook, Anette. „Bilingual children and code switching“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32840.
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In this dissertation I have examined bilingual families’ attitudes towards their children’s bilingualism and code switching. My research questions are how and when the informants’ children mix between their languages and if the parents have positive or negative attitudes towards their children’s language mixture. I have also asked what the bilingual families feel about bilingualism. As a method I have chosen to make qualitative interviews with my informants. Three families have been interviewed with different languages and backgrounds. The results indicate that bilingualism confers an increased interest for language and increased language awareness. Some of the informants state that their children often switch between the languages while others do not mix at all. The informants have a very positive attitude towards bilingualism and they do not see a problem in their children’s code switchingMother tongue, code switching, consecutive and sequential bilingualism, majority and minority language
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Do, Thi My Ha. „Bilingual curriculum enactment in Vietnam in an era of economic and social reform“. Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/208014/1/Thi%20My%20Ha_Do_Thesis.pdf.
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This thesis reports on a case study of two Vietnamese primary schools’ implementation of English language bilingual education to support economic and social reform in Vietnam. The study found that bilingual curricula are adopted differently depending on whether the schools are public or private; the former adopt a nationally-based curriculum while the latter use imported curricula, often in the form of textbooks. The respective curricula influence staff recruitment and parental expectations, and pedagogical issues including misalignments between students’ proficiency levels and curriculum objectives. To be more effective, future bilingual education programs need to engage more closely with Vietnamese contextual conditions.
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Williams, Melanie Nicole. „A Case Study of Emergent Bilinguals Meaning-Making during Multimodal Science Lessons in a Bilingual Primary School“. Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88823.
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The learning of science presents difficulties to bi/multilingual learners (BMLs), mostly due to the demands of scientific language. However, when viewed through a contemporary language lens the language of science is multimodal and presents alternate meaning opportunities. This study attempts to address the BML's needs by reconceptualising their issue through a contemporary theoretical lens. The aim is to investigate and describe how the use of non-linguistic resources, plays a role in BML’s meaning-making in science.
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Martinez, Alex. „Perceptions of teachers and parents towards bilingual education and relationship to academic performance of bilingual learners“. Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184757.
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The major focus of this study was to examine the consistency between the perception of teachers and parents toward the value of bilingual education for facilitating the academic growth of school-age children. Relationships of perceptions to the academic achievement of children was also evaluated. Three specific areas of the bilingual program were investigated: philosophy, functional value, and implementation. In order to obtain measures of perception of teachers and parents toward bilingualism and bilingual education, an instrument was developed. This instrument, named as the Attitudes Toward Bilingualism (ATB), contained 49 Likert-type items. The items of the ATB were divided into three categories: philosophy, functional values, and implementations. Items in each section were rated on a five-point scale ranging from a low to a high agreement scale. Teacher and parent volunteers filled out the ATB. The faculty of five targeted bilingual schools volunteered to participate in this study. Teachers included in the sample were drawn from all first, second, and third grade bilingual classrooms of the target schools. Thirty bilingual teachers and 107 parents participated in the study. The overall directions of the findings clearly suggested a great deal of similarity in the perceptions of parents and teachers toward various issues surrounding bilingual education practices. The specific issues examined in this study can be viewed in a broad sense of parent-school partnership issues, which need to be studied at greater depth. Issue concerning implications of the study and the general utility of obtained results were discussed.
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Soler, Vilageliu Olga. „Bilingual lexical access: a connectionist model“. Doctoral thesis, Universitat Autònoma de Barcelona, 1996. http://hdl.handle.net/10803/4768.
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Nicoladis, Elena. „Code-mixing in young bilingual children“. Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28864.
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This thesis examined several possible explanations for young bilingual children's code-mixing: the unitary language system (ULS) hypothesis, parental rates of code-mixing, parental discourse strategies in response to children's code-mixing, and children's language dominance. These explanations were examined in six French-English bilingual children, observed between the ages of 18 and 30 months. They were observed separately in interaction with each of their parents. The results showed that the ULS hypothesis cannot explain children's language use. Similarly, parental input could not explain children's code-mixing. In contrast, children's dominance was shown to be the best explanation of their code-mixing. It was suggested that bilingual children are particularly likely to code-mix when they do not know a translation equivalent. These results suggest that bilingual children's code-mixing is largely due to performance factors rather than underlying competence.
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Quay, Suzanne. „Language choice in early bilingual development“. Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282854.
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Murillo, MariÌa Dolores PeÌrez. „Talk and texts in bilingual classrooms“. Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274208.
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Hudon, Tamara. „Bilingual Infants' Accommodation of Accented Speech“. Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26163.
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Infant word recognition is sometimes hindered by variability in the speech input. Previous research has shown that, at 9 months, monolinguals do not generalize wordforms across native- and accented-speakers (Schmale & Seidl, 2009). In the current study however, it was predicted that bilingual infants would be advantaged in accommodating for accented speech due to experience with phonetic variability across their two phonological systems. It was also predicted that this hypothesized ability would be restricted to accommodating for an accent derived from a familiar language (e.g., French-English bilinguals would accommodate for French-accented English but not Mandarin-accented English), since this type of variability would be consistent with the language sounds to which infants were regularly exposed.
Study 1 set the experimental stage by identifying native and non-native speakers with similar voices, as perceived by a group of adults. This was done in order to restrict variability across speakers to differences in accent, rather than biological differences in voice (e.g., a higher or lower pitched voice). Following speaker selection, acoustic measurements of vowels and word stress placement were taken to compare native and non-native speakers and confirmed several expected deviations between native and accented speech. Study 2 tested the hypothesis that bilingual infants would be advantaged in accommodating for these deviations when the accent is derived from a familiar phonology. Using a headturn preference procedure (HPP), 9- and 13-month-old English-learning monolinguals and French-English learning bilingual infants were tested on their ability to recognize familiarized English wordforms across a native- and French-accented speaker. Bilinguals in both age groups succeeded in generalizing wordforms across speakers, however monolingual infants failed regardless of age. Study 3 tested whether bilinguals’ success would persist when the accented speaker’s first language was unfamiliar. Infants in this study failed as a group to generalize across native- and Mandarin-accented productions of English wordforms. However, bilinguals who received balanced exposure to their two languages performed better in accommodating for Mandarin accented speech than unbalanced bilinguals. This hints at a general ability to ignore irrelevant phonetic information, perhaps due to an advantage in cognitive control.
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Chincotta, Dino. „The determinants of bilingual memory capacity“. Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/14516/.
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The variation in short-term memory capacity between the dominant and less-dominant languages of bilinguals has been explained in terms of a difference in the rate of subvocal rehearsal between the languages. The 11 experiments presented in this thesis examined the effect of factors other than subvocal rehearsal and word length on bilingual short-term memory processes. Experiment 1 found that the language in which bilinguals received schooling influenced memory span for Arabic numerals (e.g., 1, 2, 3, etc.), The findings of Experiments 2 and 3 showed that articulation time did not predict bilingual auditory span for digits or words, whereas Experiment 4 found that articulation time was a reliable predictor of memory span for non words. Taken together, these findings suggested the involvement of non-phonological factors, such as the strength of long-term memory representation and phonotactic knowledge in mediating the bilingual memory span effect. Experiment 5 demonstrated that cognitive demands independent of articulation influenced the processing of numerals. In addition, the finding that memory span for numerals was greater than for digit words (e.g., one. two, three, etc., Experiments 6 & 7) raised fundamental questions regarding the use of inconsistent representations of digits in previous studies of bilingual memory span. A closer examination of the numeral advantage effect (Experiments 8 & 9) suggested that this was partly mediated by a variation in the predisposition toward implicit forms of chunking between numerals and digit words. Finally, the findings of Experiments 10 and 11 suggested that when the level of bilingual fluency is low, differences in the time taken to output recall sequences is an influential factor in determining bilingual memory span. Overall, this thesis questioned the assumptions in the bilingual memory span literature that have given rise to simplistic and incomplete explanations of the factors that moderate bilingual memory span. It was concluded that a greater consideration of long-term semantic and phonotactic factors and their effect on the speed of perceptual processing, subvocal rehearsal, and output delays was necessary to provide a comprehensive account of the determinants of bilingual memory capacity.
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McClure, Kathleen. „Mutual exclusivity and bilingual lexical acquisition“. Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624917.
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Tsui, Sin Mei. „Statistical Learning in a Bilingual Environment“. Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38048.
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Statistical learning refers to the ability to track regular patterns in sensory input from ambient environments. This learning mechanism can exploit a wide range of statistical structures (e.g., frequency, distribution, and co-occurrence probability). Given its regularities and hierarchical structures, language is essentially a pattern-based system and therefore researchers have argued that statistical learning is fundamental to language acquisition (e.g., Saffran, 2003). Indeed, young infants and adults can find words in artificial languages by tracking syllable co-occurrence probabilities and extracting words on that basis (e.g., Saffran. Aslin & Newport, 1996a). However, prior studies have mainly focused on whether learners can statistically segment words from a single language; whether learners can segment words from two artificial languages remains largely unknown. Given that the majority of the global population is bilingual (Grosjean, 2010), it is necessary to study whether learners can make use of the statistical learning mechanism to segment words from two language inputs, which is the focus of this thesis. I examined adult and infant learners to answer three questions: (i) Can learners make use of French and English phonetic cues within a single individual’s speech to segment words successfully from two languages?; 2) Do bilinguals outperform monolinguals?; and 3) Do specific factors, such as cognitive ability or bilingual experience, underlie any potential bilingual advantage in word segmentation across two languages?
In Study 1, adult learners generally could make use of French and English phonetic cues to segment words from two overlapping artificial languages. Importantly, simultaneous bilinguals who learned French and English since birth segmented more correct words in comparison to monolinguals, multilinguals, and sequential French-English bilinguals. Early bilingual experience may lead learners to be more flexible when processing information in new environments and/or they are more sensitive to subtle cues that mark the changes of language inputs. Further, individuals’ cognitive abilities were not related to learners’ segmentation performance, suggesting that the observed simultaneous bilingual segmentation advantage is not related any bilingual cognitive advantages (Bialystok, Craik, & Luk, 2012).
In Study 2, I tested 9.5-month-olds, who are currently discovering words in their natural environment, in an infant version of the adult task. Surprisingly, monolingual, but not bilingual, infants successfully used French and English phonetic cues to segment words from two languages. The observed difference in segmentation may be related to how infant process native and non-native phonetic cues, as the French phonetic cues are non-native to monolingual infants but are native to bilingual infants. Finally, the observed difference in segmentation ability was again not driven by cognitive skills.
In sum, current thesis provides evidence that both adults and infants can make use of phonetic cues to statistically segment words from two languages. The implications of why early bilingualism plays a role in determining learners’ segmentation ability are discussed.
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Kimutis, Michelle T. „Bilingual Education: A Resource for Teachers“. Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1302698144.
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Serrano, Melissa. „Bilingual Sentiment Analysis of Spanglish Tweets“. Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610508.
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Sentiment Analysis has been researched in a variety of contexts but in this thesis, the focus is on sentiment analysis in Twitter, which poses its own unique challenges such as the use of slang, abbreviations, emoticons, hashtags, and user mentions. The 140-character restriction on the length of tweets can also lead to text that is difficult even for a human to determine its sentiment. Specifically, this study will analyze sentiment analysis of bilingual (U.S. English and Spanish language) Tweets. The hypothesis here is that Bilingual sentiment analysis is more accurate than sentiment analysis in a single language (English or Spanish) when analyzing bilingual tweets. In general, currently sentiment analysis in bilingual tweets is done against an English dictionary. For each of the test cases in this thesis’ experiment we will use the Python NLTK sentiment package.
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Feldblyum, Joshua Mark. „Mutual exclusivity in bilingual word learning“. Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564016531&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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Carpuat, Marine Jacinthe. „Word sense alignment using bilingual corpora /“. View Abstract or Full-Text, 2002. http://library.ust.hk/cgi/db/thesis.pl?ELEC%202002%20CARPUA.
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Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002.Includes bibliographical references (leaves 43-44). Also available in electronic version. Access restricted to campus users.
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Davies, Nia Wyn. „Deep dyslexia in bilingual aphasic patients“. Thesis, Swansea University, 2007. https://cronfa.swan.ac.uk/Record/cronfa43050.
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The present thesis concerns the acquired reading disorder of deep dyslexia. Semantic errors (semantic paralexias) in reading aloud (e.g. reading 'ring' as 'wedding' or 'ruler' as 'rubber') constitute the cardinal symptom of deep dyslexia. Semantic errors of oral reading by aphasic patients have been said to be comparatively rare in languages with a shallow (transparent) orthography (e.g. Spanish and Italian). Miceli et al. (1994) argued in relation to reading aloud and writing that 'transparent orthographies are relatively protectedfrom the production o f semantic paralexias and paragraphias' (p.331). Thus the first part of the thesis reports a series of investigations of this claim in three bilingual readers of two orthographies, one deep, one shallow, namely English and Welsh. On a picture naming task, each of the three brain damaged patients made a similar proportion of semantic errors in the two languages as expected. However, contrary to the predictions of Miceli et al. (1994), in oral reading of the corresponding words no patient produced proportionally more semantic errors in English than in Welsh. Indeed, two of the patients made proportionally more semantic errors in Welsh. Therefore the findings of this thesis do not support the view that semantic errors are rare in a shallow orthography. It was concluded from the data that the patients could be considered deep dyslexic in both Welsh and English. Regression analyses revealed that age of acquisition influenced the production of semantic errors in Welsh reading for all three bilingual deep dyslexic patients and in English reading for two of the patients. This supports others findings (e.g. Gerhand & Barry 2000) that age of acquisition is the most salient factor that predicts a participant's response. The data were also in agreement with the viewpoint expressed by Morrison and Ellis (1995), among others, that a major component of what has been reported in the literature as frequency effects in lexical processing is in fact due to a confound with age of acquisition, as frequency was not found to exert an independent effect on the patients' responses. The semantic errors generated by the patients were earlier acquired, more frequent and were shorter in length than the target words to which the errors were made, supporting Gerhand and Barry's (2000) finding. Studies of bilingual aphasia considering the cognate status of words are extremely rare. It was examined whether cognate status influenced the accuracy of the patients' naming and reading responses. However, when the cognate items were removed from the analysis, it had little effect on the findings from the multinomial regression. No cognate facilitation effect was found in either language. The majority of theories of deep dyslexia attribute the occurrence of semantic errors to a lack of sub-lexical phonological ability. However, Katz and Lanzoni (1992) and Buchanan et al. (1994) claim that at least some deep dyslexics patients are sensitive to implicit phonological information. The second part of this thesis examined phonological decoding ability in deep dyslexia using pseudohomophones as stimuli. Implicit phonological ability was found in terms of the Stroop effect (increased reaction times to incongruent stimuli compared to congruent stimuli) using pseudohomophones but no effect was found with orthographically controlled nonwords. Patients were also significantly better at reading pseudohomophones than orthographic controls and showed the standard 'pseudohomophone effect' (extended reaction times) in lexical decision. However, no evidence o f semantic priming using pseudohomophones was found in the three deep dyslexics, even though the control participants did show an effect with the same priming stimuli as was used with the patients.
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Lewis, Dorothy. „Federal public policy and bilingual education“. CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1088.
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This paper is divided into four chapters. Chapter one presents an introduction and overview of the nature of the problem, its significance and implication for public policy, and a presentation of the research design and methodology. Chapter two reviews the historical and legal background of bilingual education policy. Chapter three presents a literature review of bilingual education policy making, and examines the impacts and effects of federal aid in practice. Chapter four provides a summary of survey findings and recommendations for reform of the funding criteria for Title VII ESEA bilingual education grants.
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Reyes, Marlene. „BURNOUT AMONG BILINGUAL SOCIAL SERVICE PROVIDERS“. CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/732.
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This study focuses on burnout among bilingual Social Service Providers (BSSPs) and examines their thoughts and beliefs on the interconnection of their bilingual/bicultural skills and higher risk of burnout. The findings from this study have significant ramifications for the social service field on both Macro and Micro levels. At a Micro scale, the data validates the additional responsibilities of BSSP’s, while bringing more awareness to this group of professionals. Additional findings contribute to new policies regarding BSSPs job responsibilities; for example, accurate job descriptions and training for positions that require translation and interpretation. An exploratory study using qualitative data was utilized in order to best address the issue at hand. In order to appropriately analyze the data collected, the researcher examined the data collected through thematic analysis. Several themes emerged which include: proficiency, length of service, Spanish speaking caseload percentage, familiarity and knowledge of burnout, burnout experience, emotional overextension, impersonal response towards clients, decreased feelings of competence/successful achievement, and more effort when providing services in Spanish. subthemes include: burnout experience, attitude towards caseload and length of service and burnout.
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Galantini, Nicolò. „Language policies and early bilingual education in Sweden : An ethnographic study of two bilingual preschools in Stockholm“. Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104793.
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This research aims to shed light on language policies and early bilingual education in Sweden. It highlights the main language policies developed by Sweden while framing them within a European perspective, thus comparing the “national” language policies to the “international” language policies, stressing differences and similarities. More specifically, it analyzes the language policies and guidelines related to bilingual education created by the Council of Europe and afterwards applies the same procedure to the Swedish ones. Furthermore, this study investigates the language practices of children and teachers in two bilingual/multilingual settings. In order to do this, the research was framed as a sociolinguistic ethnography and was carried out using observations, interviews and audio-recordings in order to achieve triangulation wherever possible. Interview and observational data were analyzed thematically while interactional data was analyzed to establish the purposes for which different languages were used by participants. In conclusion, this study might give an idea of how appropriate the Swedish language policies are while stressing the need to revise and implement those policies that might affect the success of early bilingual/multilingual preschool education in Sweden.Denna studie ämnar belysa språkpolitik och tidig tvåspråkig utbildning i Sverige. Ett av målen är att titta närmare på rådande språkpolitik i Sverige ur ett Europeiskt perspektiv, genom at jämföra ”nationell” och ”internationell” språkpolitik och belysa likheter och skillnader. Detta innebär, mer specifikt, att analysera språkpolitik och riktlinjer för tvåspråkig utbildning som är utarbetad av Europarådet och sedan ställa dem mot de riktlinjer som är utarbetade i Sverige. Dessutom är målet att undersöka olika lingvistiska praktiker hos elever och lärare i en tvåspråkig kontext. Studien har utförts med sociolingvistisk, etnografisk metod och metodologisk triangulering som inkluderat olika tillvägagångssätt såsom observationer, intervjuer och inspelade ljudupptagningar. Insamlad data har undersökts med syfte att klassificera olika språkliga beteenden för att söka förstå de olika strategier och vanor som utgör själva kärnan i interaktionen mellan tvåspråkiga elever och lärare. Slutligen är syftet med studien att ge en inblick i hur lämplig svensk språkpolitik är i fråga om tvåspråkig utbildning och samtidigt belysa vad som kan behövas reviderasoch införas för att påverka framtida tvåspråkig/flerspråkig utbildning i Sverige.
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Chen, Claire Shu-chen. „Bilingual terrestrial TV news and Taiwanese identity: A case study of formosa TV's bilingual lunch-time news“. Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489357.
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Gorman, Jennifer A. „Prospects for Improving Bilingual Education: An Analysis of Conditions Surrounding Bilingual Education Programs in U.S. Public Schools“. TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1483.
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Bilingual education is a subject of debate in education. Some claim that bilingual education programs are detrimental to students, but decades of research supports the benefits of bilingualism and bilingual education for both English Language Learners and monolingual English speakers. The U.S. does not have bilingual education programs in proportion to the needs that these programs could meet for students in public schools. If bilingualism is beneficial, then why do we not have more bilingual education programs? Research extensively covers the internal components of bilingual education programs but only touches on the effect of the external conditions necessary for program success. In order to study one piece of this large question, this thesis considered the external conditions. In order to determine which conditions and which programs/cities/states to research, I compared the case studies of bilingual education programs to determine patterns in the conditions surrounding them. The case studies were selected because they addressed success factors of these programs. Demographics, university relationships, and legislation were three conditions that the research addressed. Minneapolis-St. Paul; San Francisco; Westminster, CA; New York City; and Detroit are the cities considered because they have large ELL populations but are different in their demographic composition and in how they approach bilingual education. I compared the state and number of bilingual programs to the demographics, university relationships, and legislation in each community and drew conclusions from the resulting patterns. The data showed that the existence of bilingual programs correlated positively to the demographics, university relationships, and legislation in each city, although not always to the degree expected. By analyzing the effects of the conditions on the chosen communities, I concluded that one, states and education leaders need to recognize student needs based on student demographics, two, universities need to conduct research for and advocate for local bilingual programs, and finally, legislation needs to support bilingual programs. The most important condition was individuals from universities advocating for bilingual programs by conducting research that provides a source of reliable information about bilingual education for the lawmakers who create educational policy.
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John, Joanna. „The activation of non-target phonological knowledge in bilingual language processing : fine-grained usage and bilingual variance“. Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/the-activation-of-nontarget-phonological-knowledge-in-bilingual-language-processing(d8f3564f-c977-4a4c-8e86-51e39db7fa5b).html.
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This study explores whether a non-dominant first language (Punjabi) is phonologically active while performing tasks in a dominant environmental language (English) and whether activation of the non-target language extends beyond semantic representations to the lexeme. Previous research using the phoneme monitoring paradigm among balanced bilinguals is here developed and applied to a novel population permitting exploration of co-activation in a language under considerable pressure. An important element of the study is its attention to processing variance within a single bilingual population; the study assesses whether variance in bilinguals’ experimental performance can be explained by their fine-grained patterns of language use. Participants completed an auditory phoneme monitoring experiment in which they monitored the phonemic content of English picture names. Distracter phonemes from the Punjabi name of the pictures formed an experimental condition. Experimental data were complemented by interviews and surveys of language usage. Analysis explored for group-level differences between bilinguals and monolinguals and for whether fine-grained differences in patterns of language use within the bilingual group (indexed through survey data) were able to account for some of the variance in bilingual processing (evident in experimental data). Group-level results were inconclusive as to whether Punjabi representations were accessed during the experimental task, but variables based on differences in Punjabi usage among bilinguals were able to account for a third of the variance in bilingual processing, in line with views of the language system as adaptive to external cues and requirements. Increased use of Punjabi in a number of usage measures was associated with the speed with which Punjabi distracter phonemes could be dismissed. The finding demonstrates that processing variance in bilinguals is not random but can arise at least partially from different usage patterns. In light of these results, the specificity and complexity of fine-grained language use is argued to be under-explored in studies of activation states. The data indicate that even small pockets of out-of-norm usage for Punjabi may be associated with shifts in processing, suggesting that low-level encounters with Punjabi in an educational, neighbourhood or professional setting could be conjectured to have potential impact on its maintenance as a cognitively active language.
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Phongploenpis, Sasiporn. „The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools“. Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24301.
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In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (English Resource and Institutional Centre), British Council and Chulalongkorn University (Ministry of Education, 2003; Punthumasen, 2007), it is found that pre-service teacher training for bilingual education is relatively new and there has been little/no research in terms of its effectiveness in Thailand. This study examined Thai pre-service teachers’ perceptions of an English teacher education programme at a university in Bangkok, regarding the programme potential of preparing them to work in bilingual schools, especially for teaching in EP and MEP in the future. A mixed-methods methodology underpinned the study by providing method and data triangulation. This methodology involved the adoption of self-report questionnaires (n=37) and follow-up Facebook-chats (n=17) as method triangulation, and from Thai pre-service teachers in different year groups as data triangulation. Descriptive analysis i.e. frequencies and percentages was used to analyse closed questions of the questionnaires and content analysis was employed for analysing data from open questions of the questionnaire and the Facebook-chats. A good understanding of the English bilingual education system and teacher requirements respective for work in bilingual schools in Thailand was displayed and in line with the Ministry guidelines as expressed in the Ministry’s order number Wor Gor 65/2544 as of 9 October 2001.The findings revealed that they felt they needed English knowledge, Pedagogical Knowledge and Experiences in preparing them for work in bilingual schools also involved. It was also found that native-English speaker norm regarding communication and pronunciation skill resulted in less confidence in English proficiency. They desired to learn more about English especially relating to oracy skills, followed by a topic relating to teaching through English. The findings of the study contribute to the development of teacher training programme for bilingual education. Practical suggestions and future research are firstly related to the shift from native English speaking norms to bilingual or multilingual speaking norms to eliminate the feeling of failure to the linguistic competence. Secondly, CLIL and Content-based instruction are suggested to respond to the participants’ need in learning a topic relating to teach through English.
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Doria, Claudia. „Concepts and Meanings in the Bilingual Memory of ESL Students“. University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1271444278.
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