Auswahl der wissenschaftlichen Literatur zum Thema „Cree language materials – Bilingual“
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Zeitschriftenartikel zum Thema "Cree language materials – Bilingual"
Al-Bataineh, Hussein, und Saleem Abdelhady. „Cree-English intrasentential code-switching: Testing the morphosyntactic constraints of the Matrix Language Frame model“. Open Linguistics 5, Nr. 1 (31.12.2019): 706–28. http://dx.doi.org/10.1515/opli-2019-0039.
Der volle Inhalt der QuelleArppe, Antti, Atticus G. Harrigan, Katherine Schmirler, Daniel Dacanay und Rose Makinaw. „Nêhiyawi-pîkiskwêwina maskwacîsihk : Spoken Dictionary of Maskwacîs Cree“. Dictionaries: Journal of the Dictionary Society of North America 44, Nr. 2 (2023): 127–42. http://dx.doi.org/10.1353/dic.2023.a915068.
Der volle Inhalt der QuellePapen, Robert A. „Hybrid Languages in Canada Involving French“. Journal of Language Contact 7, Nr. 1 (31.03.2014): 154–83. http://dx.doi.org/10.1163/19552629-00701007.
Der volle Inhalt der QuelleBishop, John E., und Kevin Brousseau. „The End of the Jesuit Lexicographic Tradition in Nêhirawêwin“. Historiographia Linguistica 38, Nr. 3 (21.10.2011): 293–324. http://dx.doi.org/10.1075/hl.38.3.02bis.
Der volle Inhalt der QuelleHoffmeister, Robert J., Spyridoula Karipi und Vassilis Kourbetis. „BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS“. Momento - Diálogos em Educação 31, Nr. 02 (28.07.2022): 500–527. http://dx.doi.org/10.14295/momento.v31i02.14506.
Der volle Inhalt der QuelleKhair, Imamatul. „Realities and Impacts of Teaching Approach and Method in Bilingual Classroom in Indonesia“. PAROLE: Journal of Linguistics and Education 12, Nr. 1 (30.04.2022): 103–18. http://dx.doi.org/10.14710/parole.v12i1.103-118.
Der volle Inhalt der QuelleLuchkina, Tatiana, Tania Ionin, Natalia Lysenko, Anastasia Stoops und Nadezhda Suvorkina. „Evaluating the Russian Language Proficiency of Bilingual and Second Language Learners of Russian“. Languages 6, Nr. 2 (11.05.2021): 83. http://dx.doi.org/10.3390/languages6020083.
Der volle Inhalt der QuelleGao, Jingting. „Bilingual Education in Shaanxi Province of China: a Critical Analysis of the Educational Policy in Practice“. Journal of Higher Education Research 3, Nr. 3 (02.07.2022): 300. http://dx.doi.org/10.32629/jher.v3i3.881.
Der volle Inhalt der QuelleDębski, Robert, und Agnieszka Rabiej. „Emergent Literacy in Bilingual Children“. Socjolingwistyka 35 (2021): 77–87. http://dx.doi.org/10.17651/socjoling.35.5.
Der volle Inhalt der QuelleMa, Kaiwen. „The Challenges and Solutions in Bilingual Education“. Lecture Notes in Education Psychology and Public Media 24, Nr. 1 (20.11.2023): 242–48. http://dx.doi.org/10.54254/2753-7048/24/20230740.
Der volle Inhalt der QuelleDissertationen zum Thema "Cree language materials – Bilingual"
Ramm, Luba L. „The impact of the use of printed instructional materials with native language support on immigrant students' performance in high school mathematics“. Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/202.
Der volle Inhalt der QuelleHamilton, Sarah A. Braun. „Writing Chinuk Wawa: A Materials Development Case Study“. PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/2875.
Der volle Inhalt der QuelleFornas, Leander. „Some approaches to improving Cree language and culture retention“. 1998. https://scholarworks.umass.edu/dissertations/AAI9841869.
Der volle Inhalt der QuelleNikkel, Walter. „Language revitalization in northern Manitoba: a study of an elementary school Cree bilingual program“. Thesis, 2006. http://hdl.handle.net/1993/258.
Der volle Inhalt der QuelleOctober 2006
Baloyi, Gugulethi N. „Foundation Phase reading materials: what do commercial publishers and educational NGOs offer African language speakers?“ Thesis, 2017. https://hdl.handle.net/10539/24587.
Der volle Inhalt der QuelleThis study has aimed to investigate what reading materials commercial publishers and education NGOs currently offer to Foundation Phase learners in the nine official African languages and also the extent to which these materials are marketed and made available to the general public by the publishers. It has been guided by two research questions. The first is as follows: What is available for early readers (learners) to read in their home languages? This question seeks to address the issue of what kind of reading material is available for Foundation Phase learners to use in early literacy, in the nine indigenous South African languages, ranging from readers, to fictional and non-fiction information books which are likely to develop their interest in reading and their literacy skills. In addition to what is available for learners, the second main question is: How do people find out about materials that are being published? How are the materials being marketed by the publishers? Who knows about them and how do they know about them? How would people get access to the materials if they wished to purchase them? The study is in two parts. The first part involved a survey of published reading materials and the second part was a personal investigation of accessibility, in terms of ease or difficulty of finding and/or purchasing these reading materials. One of the main findings is that outside the mainstream educational publishers there is reluctance on the part of many publishers to publish texts in African languages for young readers. At present, much of the reading material published by the mainstream educational publishers for Foundation Phase readers conforms to the requirements of the CAPS curriculum. The limited variety may discourage children from reading in their home languages. The limited availability to the general public of existing texts in African languages is another of the key findings of this study and the lack of information about freely available texts is third. One encouraging development is that education NGOs are finding creative ways to make interesting texts available to young readers in a range of languages.
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Bücher zum Thema "Cree language materials – Bilingual"
Wynne, Tina. Wisakecak eko maka maikanak =: Wesakaychak and the wolves. Cobalt, Ont: Highway Book Shop, 1993.
Den vollen Inhalt der Quelle findenLazarus, Sandus. Wisakecak eko maka amisk =: Wesakaychak and the beaver. Cobalt, Ont: Highway Book Shop, 1993.
Den vollen Inhalt der Quelle findenBallantyne, Bill. Wesakejack and the flood. Winnipeg: Bain & Cox, Publishers, 1994.
Den vollen Inhalt der Quelle findenHighway, Tomson. Caribou song. Brighton, Mass: Fifth House, 2013.
Den vollen Inhalt der Quelle findenBallantyne, Bill. Wesakejack and the bears. Winnipeg, Canada: Bain & Cox, Publishers, 1994.
Den vollen Inhalt der Quelle findenWrangham, Catherine. Bilingual in Britain: Language training materials for the bilingual worker. London: Institute of Linguistics Educational Trusts, 1989.
Den vollen Inhalt der Quelle findenWrangham, Catherine. Bilingual in Britain: Language training materials for the bilingual worker. London: Institute of Linguists Educational Trust, 1996.
Den vollen Inhalt der Quelle findenLanger, Jennifer. ESOL refugee pack: Bilingual materials,Somali/English. London: HAAN Associates, 1992.
Den vollen Inhalt der Quelle findenPacis, Carla M. The grand parade. Quezon City, Philippines: Adarna House, 2009.
Den vollen Inhalt der Quelle findenTadjo, Véronique. The lucky grain of corn. London: Milet, 2000.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Cree language materials – Bilingual"
Bakker, Peter. „The Source Languages of Michif“. In A Language of Our Own, 248–76. Oxford University PressNew York, NY, 1997. http://dx.doi.org/10.1093/oso/9780195097115.003.0009.
Der volle Inhalt der QuelleAsrifan, Andi, Muthmainnah und Mohammed Galal Mohammed. „The Perceptions on Bilingual-based Materials Approach in English for Educational Technology“. In Modern Perspectives in Language, Literature and Education Vol. 4, 28–38. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/mplle/v4/8349d.
Der volle Inhalt der QuelleHough, Ruth A. „Methods and Materials for the Bilingual—English as a Second Language Teacher“. In Handbook of Instructional Practices for Literacy Teacher-Educators, 283–90. Routledge, 2001. http://dx.doi.org/10.4324/9781410605214-30.
Der volle Inhalt der QuelleCrowe, Kathryn. „Assessing Signed Language Skills in Bi-/Multilingual, Deaf and Hard of Hearing Children“. In The Handbook of Language Assessment Across Modalities, 207–20. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190885052.003.0018.
Der volle Inhalt der QuelleAerila, Juli-Anna, und Merja Kauppinen. „Stories Make Readers“. In Research Anthology on Bilingual and Multilingual Education, 880–904. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch044.
Der volle Inhalt der QuelleGuadamillas Gómez, María Victoria. „Plurilingual and Literacy Competencies in Preschool“. In Research Anthology on Bilingual and Multilingual Education, 1253–66. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch063.
Der volle Inhalt der QuelleGalasso, Bruno, und Dirceu Esdras. „The Conception of the First Bilingual Education Course for the Deaf in Higher Education“. In Advances in Educational Technologies and Instructional Design, 15–36. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0453-2.ch002.
Der volle Inhalt der QuellePimentel-Velázquez, Cynthia Yanin, und Víctor Pavón-Vázquez. „The Pedagogical Dimension and the Use of Materials in English-Taught Programs in Higher Education“. In Teacher Training for English-Medium Instruction in Higher Education, 320–39. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2318-6.ch015.
Der volle Inhalt der QuelleSalomone, Rosemary. „A Revolution in the Making“. In The Rise of English, 307–34. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190625610.003.0012.
Der volle Inhalt der QuelleTerrazas-Arellanes, Fatima E., Carolyn Knox, Carmen Rivas und Emily Walden. „English Language Learners’ Online Science Learning“. In Advances in Educational Technologies and Instructional Design, 322–55. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch017.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Cree language materials – Bilingual"
González-Rosende, María Eugenia, José Ignacio Bueso-Bordils, Encarna Castillo, Sara Paradells und Mónica Pascual. „BILINGUAL TEACHING LAB MATERIALS TO FACILITATE SCIENTIFIC LANGUAGE IMMERSION OF INTERNATIONAL STUDENTS: A STUDY CASE“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0416.
Der volle Inhalt der QuelleKhotinets, Vera, und Oksana Kozhevnikova. „Executive Functions in Connection with the Development of Bilingual Speech of Senior Pre-schoolers“. In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.43.
Der volle Inhalt der QuelleLebedeva, M. Y., T. S. Veselovskaya, L. Y. Zhiltsova, O. F. Kupreshchenko und A. N. Laposhina. „LEXICAL PROFILES OF RUSSIAN TEXTBOOKS FOR L1 AND L2 LEARNERS: COMPARATIVE CORPUS STUDY“. In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1036-1048.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Cree language materials – Bilingual"
Best Practice Case: TC Project number TC9905059: Ticuna Education Project. Inter-American Development Bank, Januar 2006. http://dx.doi.org/10.18235/0008872.
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