Thematische Bibliographien / Multilingual support

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Multilingual support“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an

Wählen Sie eine Art der Quelle aus:

Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Multilingual support" 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 "Multilingual support"

1

Walters, R. F., und C. Zhang. „Support of multilingual medical research“. Artificial Intelligence in Medicine 3, Nr. 3 (Juni 1991): 131–38. http://dx.doi.org/10.1016/0933-3657(91)90036-b.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Aiken, Milam, Mina Park, Tobin Lindblom und John Wee. „Multilingual group support system comprehension sufficiency“. International Journal of Information and Operations Management Education 4, Nr. 2 (2011): 146. http://dx.doi.org/10.1504/ijiome.2011.042666.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Schneider, Jason. „Learning How to Support Multilingual Writers“. Pedagogy 18, Nr. 2 (01.04.2018): 345–74. http://dx.doi.org/10.1215/15314200-4359245.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Aiken, Milam. „Transterpreting Multilingual Electronic Meetings“. International Journal of Management & Information Systems (IJMIS) 13, Nr. 1 (11.07.2011): 35. http://dx.doi.org/10.19030/ijmis.v13i1.4940.

Der volle Inhalt der Quelle
Annotation:
Communicating in a non-native language during a traditional, oral meeting is difficult, but a Group Support System (GSS) along with online machine translation (MT) can increase the efficiency and effectiveness of the discussion. An experimental study shows that a group facilitator can use a Web-based translation service to support a multilingual meeting, but completely automated language support is likely to be more efficient for large groups.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

COCKCROFT, KATE, MANDY WIGDOROWITZ und LUZANNE LIVERSAGE. „A multilingual advantage in the components of working memory“. Bilingualism: Language and Cognition 22, Nr. 1 (16.10.2017): 15–29. http://dx.doi.org/10.1017/s1366728917000475.

Der volle Inhalt der Quelle
Annotation:
This study compared working memory ability in multilingual young adults and their monolingual peers on four components of working memory (verbal and visuospatial storage, verbal and visuospatial processing). The sample comprised 39 monolingual English speakers, and 39 multilinguals, who spoke an African language as their first and third languages, and English as their second language, all with high levels of proficiency. The multilingual young adults came from lower socioeconomic status (SES) backgrounds and possessed smaller English vocabularies than the monolinguals, features which make this group an under-researched population. Both when SES and verbal ability were and were not statistically controlled, there was evidence of a multilingual advantage in all of the working memory components, which was most pronounced in visuospatial processing. These findings support evidence from bilinguals showing cognitive advantages beyond inhibitory control, and suggest that multilingualism may influence the executive control system generally.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Suniyasih, Ni Made, Ni Made Ratminingsih und I. Gede Budasi. „Development of Multilingual Thematic Picture Dictionary: A Support for Literacy“. Jurnal Pendidikan dan Pengajaran 53, Nr. 3 (28.09.2020): 236. http://dx.doi.org/10.23887/jpp.v53i3.27508.

Der volle Inhalt der Quelle
Annotation:
The study aimed at developing a multilingual thematic picture dictionary as a media to support literacy in English language for fifth grade elementary school students in Bali. This study used Design and Development (D&D) model by Richey and Klein (2014). The steps were (1) analysis, (2) design, (3) development, and (4) evaluation. Fifth grade elementary school students and English teachers from rural and urban area were the research subjects. They were chosen through purposeful sampling technique. In analysis, the data were collected through observation, interview, questionnaire, and document analysis. The result of needs analysis found that there is an urgency of developing multilingual thematic picture dictionary. The students needed dictionary while learning English because it helped them in finding the word’s meaning independently and could help them prepare for additional point while participating in teaching learning process content validity judgement showed that the dictionary was highly valid to criteria of a good multilingual thematic picture dictionary. The result showed that the multilingual thematic picture dictionary was categorized as ‘excellent’ media. Thus, it can be used as a media to support fifth grade elementary school students in developing their literacy skills.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Pfenninger, Simone E. „Quadrilingual advantages:do-support in bilingual vs. multilingual learners“. International Journal of Multilingualism 11, Nr. 2 (26.03.2013): 143–63. http://dx.doi.org/10.1080/14790718.2013.782032.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Paris, C., und K. Vander Linden. „An interactive support tool for writing multilingual manuals“. Computer 29, Nr. 7 (Juli 1996): 49–56. http://dx.doi.org/10.1109/2.511968.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Aiken, Milam W., Jeanette S. Martin, Joseph G. P. Paolillo und Ashraf I. Shirani. „A group decision support system for multilingual groups“. Information & Management 26, Nr. 3 (März 1994): 155–61. http://dx.doi.org/10.1016/0378-7206(94)90039-6.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Kasinathan, Vinothini, Aida Mustapha und Chow Khai Bin. „A Customizable Multilingual Chatbot System for Customer Support“. Annals of Emerging Technologies in Computing 5, Nr. 5 (20.03.2021): 51–59. http://dx.doi.org/10.33166/aetic.2021.05.006.

Der volle Inhalt der Quelle
Annotation:
Implementing third-party services to develop a chatbot is not cost-effective for many small and medium enterprises especially considering that many services only supports one language at a time. To address this gap, this paper proposes a multilingual chatbot system that will allow companies and organizations to customize and deploy their own multilingual chatbot service with two extended features, which are live chat and ticketing system. The chatbot will also be able to understand and reply in English, Malay, and Chinese as well as customizable given the dialogue shell and knowledge base. To achieve this, the development uses TypeScript for frontend web application while Go as the backend development. The development language for mobile application is Dart and the User Interface (UI) library is React. Finally, the database management system used is MongoDB. The developed prototype is then evaluated via a survey questionnaire and the findings suggested that the proposed system would be able to assist small and medium-sized business and organizations to deploy their own chatbot system as an alternative to existing customer services.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Mehr Quellen

Dissertationen zum Thema "Multilingual support"

1

De, Luca Ernesto William. „Semantic support in multilingual text retrieval“. Aachen Shaker, 2008. http://d-nb.info/990194914/04.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Higgins, Peter D. „A dynamically-configurable multilingual integrated programming support environment“. Thesis, University of Liverpool, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316511.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

DeLuca, Ernesto W. [Verfasser]. „Semantic Support in Multilingual Text Retrieval / Ernesto W DeLuca“. Aachen : Shaker, 2008. http://d-nb.info/1161313745/34.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

De, Luca Ernesto William [Verfasser]. „Semantic Support in Multilingual Text Retrieval / Ernesto W DeLuca“. Aachen : Shaker, 2008. http://nbn-resolving.de/urn:nbn:de:101:1-2018061708435800872248.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Jantjies, Mmaki. „A framework to support multilingual mobile learning : a South African perspective“. Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/62611/.

Der volle Inhalt der Quelle
Annotation:
The proliferation of mobile phone ownership across the world has motivated education technology specialists to find ways of supporting the process of learning in both formal and informal environments through mobile devices. Mobile learning has introduced an opportunity for extending resources to learners in schools through ubiquitous devices. While there have been various pedagogical guidelines on how to create mobile learning systems for learning, little research presents support for developing multilingual mobile learning technology that can be used to support high school learning. This research presents mainly three case studies contributing to the development of a framework that can be used to support the development of multilingual mobile learning software combining technical and key pedagogical considerations to support the software development process. The approaches described by this framework also take into consideration the code-switching practice which is common in multilingual classrooms. Code-switching is a technique used in multilingual classrooms by teachers and learners to support learners to both interpret and understand learning content switching between two human languages in order to gain deeper perspectives on a topic. The first case study presented in the thesis describes creating appropriate content and learning activities that can be used through mobile learning supporting the code-switching behaviour of multilingual learners in formal learning. The second case study reports on supporting learning activities and content in informal learning environments. The third case study reflects on different language support characteristics that can be embedded in systems or used as additional systems to support multilingual mobile learning content development in cases where language specialists are a rare resource. The thesis is completed through an evaluation of the framework’s practicality in supporting the pedagogical considerations to be made when developing mobile learning systems for use in multilingual high schools. The cases presented in this thesis are based on a South African context.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Naidoo, Pribashnie. „Using group discussions to enhance comprehension skills in multilingual classes“. Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76739.

Der volle Inhalt der Quelle
Annotation:
The purpose of this study was to investigate the use of group discussions to enhance comprehension skills in multilingual classes in Gauteng. Due to the diverse cultural backgrounds of learners in Gauteng, it has become necessary to explore strategies that can assist the learners in improving their language skills. An interpretivist epistemological paradigm with a qualitative research approach was used. The theoretical framework was sociocultural theory making use of the Zone of Proximal Development which highlighted the assistance learners get when supported by their peers during group discussions. Two schools were purposively sampled based on the linguistic diversity of learners. This included three teachers, 134 learners, one Grade 4 and two Grade 6 classes. Data collection included non-participatory observations of three comprehension lessons. Semi-structured interviews held with teachers, field notes, teachers’ lesson plans and learners’ workbooks were also collected. The findings suggest that most teachers employed a quiz-bowl approach in comprehension lessons limiting learner’s independent thinking in discussions. However, further analysis indicated that group discussions could be an asset if the teachers were trained to model and scaffold the art of asking questions for learners to observe and learn. The importance of teachers taking on various roles such as the planning of qualitative questions given to learners, employing different strategies and grouping of learners was emphasised to ensure effective group discussions take place. Group discussions will provide more time for teachers to support learners struggling, thus ensuring that learners become more accountable for their own learning.
Dissertation (MEd)--University of Pretoria, 2019.
Educational Psychology
MEd
Unrestricted
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Hasegawa, Satoshi, Kumi Sato, Shohei Matsunuma, Masaru Miyao und Kohei Okamoto. „Multilingual Disaster Information System : Information Delivery Using Graphic Text for Mobile Phones“. Springer, 2005. http://hdl.handle.net/2237/8651.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Yim, Soo Yeon. „Languages in relation : a narrative inquiry into second language development and support in the context of multilingual couplehood“. Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16297.

Der volle Inhalt der Quelle
Annotation:
The current thesis aims to explore issues regarding the development and support of second languages when two individuals from different linguistic backgrounds come together in romantic, intimate, and meaningful relationship. Based on a thorough conceptualisation of multilingual couplehood and its place within the interdisciplinary topic of intercultural relationships and marriage, this exploratory study seeks to highlight the issues pertaining to communication, and even more precisely, language, how this impacts individual and couple identity, and its significance in multilingual couple contexts The study and presentation of the research is built on the foundation of a relational philosophy of being and knowing, particularly in line with Gergen’s (2009) understanding of ‘being-in-relation’. Arguments are presented for a relational ontology and epistemology in hopes of identifying the merits of this perspective, and to promote what I consider a more fitting understanding of identity, relationships, and second language education. On this theoretical basis, the study adopts the qualitative methodological approach of narrative inquiry to investigate the meaning of language, relationship, and identity in the contexts of four self-identified multilingual couples currently living in the UK. Data was collected by means of three stage interviews: one with each individual of the couple and a final interview with both partners present. The audio-recorded interviews were transcribed and subjected to a two-stage narrative analysis. The findings have uncovered a wide variety of issues regarding intimate relationships and matters related to the development and support of second languages. While it is clear that each couple has differing attitudes and perceptions of multilingual couplehood, and ways of addressing them, there are some commonalities that have emerged, particularly in regards to the negotiation and sharing of languages, which has appeared to be a very complex issue in terms of the manifestation of language support and learning motivation within the couplehood. It has also been found that there are various ways in which partners develop and create their multilingual couple identities, which affects and also is affected by the linguistic and cultural identities of the individuals themselves. It is clear that second language development and support is a fundamentally relational process in the intimate context of couple relationships, as the detailed narratives of the couples and their linguistic journeys are highly revealing of what is clearly a complex, intricate, and relational ongoing process.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Davalos, Lupe. „The effectiveness of support sources for beginning bilingual teachers in Southern California“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1435.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Danilova, Vera. „Linguistic support for protest event data collection“. Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/374232.

Der volle Inhalt der Quelle
Annotation:
sta tesis aborda el problema de la cualidad de recopilación automática de datos sobre protestas y propone herramientas de extracción multilíngüe de atributos del evento de protesta para mejorar la calidad de la unidad de análisis. El trabajo incluye la exploración del estado de arte en los dominios de la recopilación automática de datos sobre protestas y la extracción multilíngüe de eventos. En la ausencia de una colección de datos multilíngües sobre protestas anotados por expertos para el aprendizaje supervisado nos enfocamos en el tratamiento de noticias multilíngües basado en patrones lingüísticos conectados a una jerarquía de conceptos relacionados con el evento de protesta. Las gramáticas y lexicones han sido elaborados según los estándares de GATE 8.0, y la jerarquía de conceptos ha sido formalizada en Protégé - 4.3. El presenta trabajo contribuye al tratamiento automático de bases de datos sobre protestas con lo siguiente: colección automática de un corpus de noticias relacionadas con el evento de protesta; descripción formalizada del evento de protesta basada en un estudio detallado de un corpus de noticias multilíngües (en búlgaro, francés, polaco, ruso, español y sueco); elaboración de patrones genéricos y lexicones multilíngües conectados a la jerarquía de conceptos que resuelve el problema de la ausencia de una colección de datos preanotados por expertos; Los datos obtenidos pueden aplicarse, entre otros, en el monitoreo y análisis de protestas y la relacionada comunicación de usuarios en las redes sociales.
This thesis addresses the problem of automatic protest event collection quality and proposes the tools for multilingual protest feature extraction to improve the quality of analysis unit. This work includes the exploration of the state of the art in protest event data collection and multilingual event extraction. In the absence of a multilingual training dataset for supervised learning we focus on the rule-based approach to multilingual event extraction and connection of a domain concept hierarchy. Grammars and gazetteers have been elaborated in accordance with the standards of GATE 8.0, and the protest event hierarchy has been formalized using Protégé - 4.3. The present work contributes to the automatic protest event data collection and coding by the following: construction of a multilingual corpus of texts related to protest events; a formalized description of the protest event concept on the basis of a detailed examination of a multilingual corpus of news headlines (Bulgarian, French, Polish, Russian, Spanish, Swedish); elaboration of generic patterns and gazetteers for multilingual text processing, which helps to deal with the absence of a multilingual training set. The obtained data can be applied among others for the monitoring and analysis of event-specific social networks’ response.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Mehr Quellen

Bücher zum Thema "Multilingual support"

1

Cunningham, Una. Growing up with Two Languages: A Practical Guide for Multilingual Families and Those Who Support Them. Taylor & Francis Group, 2020.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Cunningham, Una. Growing up with Two Languages: A Practical Guide for Multilingual Families and Those Who Support Them. Taylor & Francis Group, 2020.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Cunningham, Una. Growing up with Two Languages: A Practical Guide for Multilingual Families and Those Who Support Them. Taylor & Francis Group, 2020.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Cunningham, Una. Growing up with Two Languages: A Practical Guide for Multilingual Families and Those Who Support Them. Taylor & Francis Group, 2020.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Partnership teaching: Co-operative teaching strategies for English language support in multilingual classrooms : an inservice pack for schools. London: HMSO, 1991.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Lacey, Joseph. Belgium Versus the Lingua Franca Thesis. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198796886.003.0008.

Der volle Inhalt der Quelle
Annotation:
This chapter argues that despite its ability to sustain itself as a political system for almost 200 years, Belgium gives substantial empirical support to the lingua franca thesis. The existence of different public spheres within this political system has played a major role in preventing the satisfactory enactment of democratic representation at the national level, inducing centrifugal forces that have gradually led to the partial disintegration of the state. The federalization of Belgium along linguistic lines in 1993 can, in essence, be seen as the crescendo of a long process whereby the supposedly natural logic of the lingua franca thesis has gradually set in. If we take Belgium as our only case, the prospects for a well-functioning and sustainable multilingual democracy are not especially encouraging.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Centre for Urban Educational Studies., Hrsg. Collaborative learning: Examples of how collaboration supports learning in the multilingual classroom. London: Centre for Urban Educational Studies, 1988.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Warren, Michelle R. Good History, Bad Romance, and the Making of Literature. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198795148.003.0012.

Der volle Inhalt der Quelle
Annotation:
Genre categories are shaped by cultural context and can change over time. This case study of Henry Lovelich’s Grail and Merlin (Cambridge, Corpus Christi College, MS 80) accounts for the malleability of ‘romance’ by assessing in detail how perceptions of genre are mediated by form, politics, religion, archival methods, aesthetics, and pedagogy. When MS 80 was created in the fifteenth century, the English text was part of a multilingual tradition in which romance and history were inherently entangled and overlapping. In the sixteenth century, the Grail and King Arthur served as politically useful history. As the religious polemics of the Reformation subsided, Lovelich’s translation came to represent the beginning of English national romance. By the mid-twentieth century, it had been repositioned as a much maligned ‘bad romance’. Later, from the perspective of manuscript studies, evaluations became more positive. Now, early in the twenty-first century, the expansion of digital archives supports new approaches that challenge traditional distinctions between literary history and book history.
APA, Harvard, Vancouver, ISO und andere Zitierweisen

Buchteile zum Thema "Multilingual support"

1

Espinoza, Mauricio, Asunción Gómez-Pérez und Elena Montiel-Ponsoda. „Multilingual and Localization Support for Ontologies“. In Lecture Notes in Computer Science, 821–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02121-3_63.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

de Mejía, Anne-Marie, und Christine Hélot. „Teacher Education and Support“. In The Handbook of Bilingual and Multilingual Education, 270–81. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118533406.ch16.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Miyabe, Mai, Takashi Yoshino und Aguri Shigeno. „Sharing Multilingual Resources to Support Hospital Receptions“. In Cognitive Technologies, 119–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21178-2_8.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Temmerman, Rita, und Sancho Geentjens. „Ontological support for multilingual domain-specific translation dictionaries“. In Terminology and Lexicography Research and Practice, 137–46. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/tlrp.13.10tem.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Chen, Hsueh-Hua, Shu-Jiun Chen, Shin-Yen Lee und Jessamine Cheng. „A Case Study for Multilingual Support: Applying the AAT-Thesaurus to TELDAP’s Multilingual Project“. In Digital Libraries: For Cultural Heritage, Knowledge Dissemination, and Future Creation, 372–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24826-9_46.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Fukushima, Taku, Takashi Yoshino und Aguri Shigeno. „Development of Multilingual Interview-Sheet Composition System to Support Multilingual Communication in Medical Field“. In Knowlege-Based and Intelligent Information and Engineering Systems, 31–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23863-5_4.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Miyabe, Mai, Takashi Yoshino und Tomohiro Shigenobu. „Effects of Repair Support Agent for Accurate Multilingual Communication“. In PRICAI 2008: Trends in Artificial Intelligence, 1022–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-89197-0_101.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Pitchford, Nicola J., Anthea Gulliford, Laura A. Outhwaite, Lanaya J. Davitt, Evalisa Katabua und Anthony A. Essien. „Using Interactive Apps to Support Learning of Elementary Maths in Multilingual Contexts: Implications for Practice and Policy Development in a Digital Age“. In Multilingual Education Yearbook 2021, 135–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72009-4_8.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Ramachandran, Parthasarathy, und Laxmikant V. Kale’. „Multilingual Debugging Support for Data-Driven and Thread-Based Parallel Languages“. In Languages and Compilers for Parallel Computing, 236–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-44905-1_15.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Stellato, Armando, Manuel Fiorelli, Andrea Turbati, Tiziano Lorenzetti, Peter Schmitz, Enrico Francesconi, Najeh Hajlaoui und Brahim Batouche. „Dataset Alignment and Lexicalization to Support Multilingual Analysis of Legal Documents“. In Lecture Notes in Computer Science, 257–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00178-0_17.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen

Konferenzberichte zum Thema "Multilingual support"

1

Moulin, Claude, Kenji Sugawara, Shigeru Fujita, Laurent Wouters und Yusuke Manabe. „Multilingual collaborative design support system“. In 2009 13th International Conference on Computer Supported Cooperative Work in Design. IEEE, 2009. http://dx.doi.org/10.1109/cscwd.2009.4968077.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Li, Ning, Ying-ai Tian und Qi Liang. „Making XML schema to support multilingual markup“. In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228475.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Virvou, Maria, Christos Troussas und Sotirios-Christos Sidiropoulos. „Collaborative Support in a Multilingual Tutoring System“. In 2012 Eighth International Conference on Intelligent Information Hiding and Multimedia Signal Processing (IIH-MSP). IEEE, 2012. http://dx.doi.org/10.1109/iih-msp.2012.127.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Miyabe, Mai, und Takashi Yoshino. „Effects of All-for-One-Type Support in Multilingual Conference Support System“. In 2010 Eighth International Conference on Creating, Connecting and Collaborating through Computing. IEEE, 2010. http://dx.doi.org/10.1109/c5.2010.12.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Macek, Jan, Anja Geumann und Julie Carson-Berndsen. „Towards multilingual articulatory feature recognition with Support Vector Machines“. In ExLing 2006: 1st Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2006/01/0039/000039.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Nasution, Arbi Haza, Nesi Syafitri, Panji Rachmat Setiawan und Des Suryani. „Pivot-Based Hybrid Machine Translation to Support Multilingual Communication“. In 2017 International Conference on Culture and Computing (Culture and Computing). IEEE, 2017. http://dx.doi.org/10.1109/culture.and.computing.2017.22.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Lim, Hajin. „Design for Computer-Mediated Multilingual Communication with AI Support“. In CSCW '18: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3272973.3272982.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Ralston, Kennedy, Yuhao Chen, Haruna Isah und Farhana Zulkernine. „A Voice Interactive Multilingual Student Support System using IBM Watson“. In 2019 18th IEEE International Conference On Machine Learning And Applications (ICMLA). IEEE, 2019. http://dx.doi.org/10.1109/icmla.2019.00309.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Lee, Tae Hee, und Inkyung Choi. „Multilingual access support evaluation guideline in the website of public library“. In iConference 2019. iSchools, 2019. http://dx.doi.org/10.21900/iconf.2019.103329.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Tsunoda, Keisuke, und Reiko Hishiyama. „Design of multilingual participatory gaming simulations with a communication support agent“. In the 28th ACM International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878450.1878454.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Die Auswahlen zum Thema "Multilingual support" für konkrete Quellenarten können Sie auch interessieren:
Zeitschriftenartikel Dissertationen
Wir bieten Rabatte auf alle Premium-Pläne für Autoren, deren Werke in thematische Literatursammlungen aufgenommen wurden. Kontaktieren Sie uns, um einen einzigartigen Promo-Code zu erhalten!

Zur Bibliographie