Zeitschriftenartikel: „Multilingual support“

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Norling, Martina. „Video Recording as a Method for Swedish Preschool Teachers to Analyze Multilingual Strategies“. World Journal of Educational Research 7, Nr. 1 (29.02.2020): p109. http://dx.doi.org/10.22158/wjer.v7n1p109.

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This participatory action research study draws attention to how fifteen preschool teachers develop didactic strategies by using video recording as a method for performing critical and didactic analyses. The overall aim is to develop didactic strategies and knowledge to support multilingual children’s emergent literacy development in Swedish preschools. The starting point for a participatory action research, is action learning and a pragmatic orientation. The approach focuses on human development in an organization where action research is a tool for learning. This study employs a mixed-methods design where qualitative data were analyzed and derived from the preschool teachers’ written reflections related to their video-recorded activities and support of the analysis tool Social Language Environment-Domain, SLE-D (Norling, 2015a). The results show didactic strategies that are related to multilingual children’s interests, strategies that support multilingual children’s empowerment and strategies that challenge multilingual children’s reading and writing processes.Continuing research suggests paying attention to the conditions of multilingual children in preschool education. This entails a long-term effort where action research engages preschool teachers to develop their beliefs into sustainable knowledge, in which video recording can serve as a method for preschool teachers to analyze multilingual strategies.

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Tonella, Paolo, Filippo Ricca, Emanuele Pianta und Christian Girardi. „Automatic support for the alignment of multilingual Web sites“. Journal of Software Maintenance and Evolution: Research and Practice 18, Nr. 3 (2006): 153–79. http://dx.doi.org/10.1002/smr.323.

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French, Mei. „Multilingual pedagogies in practice“. TESOL in Context 28, Nr. 1 (19.12.2019): 21–44. http://dx.doi.org/10.21153/tesol2019vol28no1art869.

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Amongst Australian EAL specialists there is increasing recognition of the value of incorporating students’ home languages and cultural knowledge into teaching and learning. However there remains a need for guiding principles for developing effective multilingual and translanguaging approaches for diverse educational contexts. This paper presents some classroom approaches and suggest principles for effective multilingual curriculum and pedagogy.An ethnographic study in an Australian high school revealed that students used their multilingual repertoires to support learning individually, collaboratively and through access to external information. Teachers responded by rejecting, accepting or actively engaging students’ multilingual resources.Analysis of these teaching approaches suggests some principles for effective multilingual classroom practice. Successful multilingual pedagogies require both teachers and students to challenge the “monolingual mindset” (Clyne, 2008) of Australian education. Attention to both vertical and horizontal dimensions of multilingualism (Heugh, 2018) is also crucial. Additional principles include affirming multilingualism, attending to affect, developing shared learning outcomes, defining a social purpose and addressing practical considerations. A key to success is that multilingual and translanguaging pedagogies are developed from students’ existing multilingual practices.It is hoped that proposing these principles can extend discussion and research around the use of multilingual resources in school-based learning.

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Marácz, László. „Does Global English Support the Development of Social Europe?“ Acta Universitatis Sapientiae, European and Regional Studies 9, Nr. 1 (01.10.2016): 31–38. http://dx.doi.org/10.1515/auseur-2016-0005.

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Abstract The relevance of languages and multilingual communication for social policy and solidarity in the context of the nation-state has generally been recognized. However, in the context of Europeanization, this factor has been underestimated and neglected in scientific research. This paper argues that languages and multilingual communication are relevant for the design of Social Europe. In order to support this hypothesis, the paper relies on an analytical tool, the so-called floral figuration model proposed by De Swaan (1988). This model allows us to isolate social and linguistic actors and track down complex patterns of linguistic and communicative exclusion in Europe’s system of multilevel governance. These patterns also refer to international or global English or its technically adapted Brussels variety, ‘Euro-English’. From this, also follows that these patterns of linguistic and communicative exclusion must be rendered into inclusive ones before a European social policy can be realized.

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Aiken, Milam, und Mina Park. „A Comparison of two Multilingual Meeting Systems“. INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 20 (07.02.2020): 38–44. http://dx.doi.org/10.24297/ijct.v20i.8636.

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Multilingual meeting software is still somewhat rare, but at least three systems can provide support to large groups in multiple languages. This paper compares two (Microsoft Live Translator and an academic system called Polyglot). Results show there were no significant differences between the two in terms of perceived translation accuracy, usefulness, ease of use, and design quality. However, Polyglot provides support for more languages (103 versus 66). These and other results are discussed along with directions for future research.

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Lundälv, Mats, Sandra Derbring, Katarina Heimann Mühlenbock, Annika Brännström, Bengt Farre und Lars Nordberg. „Inclusive AAC: Multi-modal and multilingual language support for all“. Technology and Disability 26, Nr. 2-3 (17.11.2014): 93–103. http://dx.doi.org/10.3233/tad-140407.

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Strong, Jody, Surma Mukhopadhyay und Sumali Conlon. „Automatically extracting multilingual information to support international business decision making“. International Journal of Intercultural Information Management 1, Nr. 4 (2009): 359. http://dx.doi.org/10.1504/ijiim.2009.025941.

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Aiken, Milam, Mina Park und Bart Garner. „Translation of relevant and irrelevant multilingual group support system comments“. International Journal of Intercultural Information Management 3, Nr. 1 (2012): 45. http://dx.doi.org/10.1504/ijiim.2012.044460.

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Aiken, Milam, Jeanette Martin, Ashraf Shirani und Tom Singleton. „A group decision support system for multicultural and multilingual communication“. Decision Support Systems 12, Nr. 2 (September 1994): 93–96. http://dx.doi.org/10.1016/0167-9236(94)90009-4.

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Langeloo, Annegien, Mayra Mascareño Lara, Marjolein I. Deunk, Nikolai F. Klitzing und Jan-Willem Strijbos. „A Systematic Review of Teacher–Child Interactions With Multilingual Young Children“. Review of Educational Research 89, Nr. 4 (06.06.2019): 536–68. http://dx.doi.org/10.3102/0034654319855619.

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Teacher–child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher–child interactions that multilingual children are exposed to, and of how they differ from teacher–child interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher–child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers.

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Doshi, Gopan. „Implementation of Multilingual Chatbot“. International Journal for Research in Applied Science and Engineering Technology 9, Nr. VII (15.07.2021): 1367–73. http://dx.doi.org/10.22214/ijraset.2021.36012.

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Chatbots – otherwise called "conversational agents" – are software applications that mimic human speech to simulate a discussion or communication with a genuine individual. Chatbots measure the content introduced to them by the user, prior to responding as indicated by a complex series of algorithms that deciphers and recognizes what the user said, deduces what they mean, and decides a progression of fitting responses dependent on this data. The flaw in this technology is that, majority of the chatbots support English language only and not many have the expertise to impart in numerous dialects. We can’t expect all the users using this technology to know and communicate in English, and despite that, a study shows that individuals are inclined toward imparting in their local language since it's more convenient. We’ve made our attempt to overcome this flaw by building a system that is plurilingual and can communicate in a total of 108 languages. Through this paper, we explain the development of a multilingual chatbot i.e., a bot that can converse with users in multiple languages, it can be a tremendous asset to any organization. This particularly holds true in an exceptionally semantically assorted nation like India.

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Ilieva, Roumiana, Amanda Wallace und Valia Spiliotopoulos. „Institutional Roles and Identity Construction of Applied Linguistics Faculty Involved in Interdisciplinary Collaborations for Multilingual Student Success“. TESL Canada Journal 36, Nr. 1 (01.10.2019): 71–96. http://dx.doi.org/10.18806/tesl.v36i1.1303.

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This article analyzes the academic identity constructions of applied linguists in the context of interdisciplinary collaborations as they seek to integrate language and content at the curricular core of an increasingly multilingual and multicultural university in Western Canada. The study draws on transcripts of audiotaped monthly meetings, framed as a professional learning community, where participants shared and discussed existing literature on interdisciplinary collaborations in support of multilingual student success, as well as their experiences with collaboration in the institution. In this qualitative study, data were analyzed thematically, and the themes that emerged suggest complex connections between institutional roles and professional identities with the changing roles of the participants in the institution interacting with the construction of their academic identities. Overall, we conceptualize these applied linguists as cross-boundary academics who perform translational functions within the institution in negotiating their disciplinary knowledge with faculty across the disciplines. As such, they contribute to building capacity in working in a multilingual environment through their efforts to integrate language and content instruction jointly with their disciplinary colleagues. Le présent article analyse les constructions d’identité académique d’un groupe de linguistes en linguistique appliquée dans le contexte de collaborations interdisciplinaires visant l’intégration de langue et de contenus dans le noyau curriculaire d’une université de plus en plus multilingue et multiculturelle de l’Ouest du Canada. L’étude s’appuie sur des transcriptions de réunions mensuelles enregistrées sur bande sonore au cours desquelles les participants, présentés comme une communauté d’apprentissage professionnelle, partageaient et discutaient de la littérature existante sur les collaborations interdisciplinaires en soutien du succès des étudiantes et étudiants multilingues, ainsi que de leurs expériences de collaboration au sein de l’établissement. Dans cette étude qualitative, les données ont fait l’objet d’une analyse thématique, et les thèmes qui ont émergé suggèrent l’existence de connexions complexes entre les rôles institutionnels et les identités professionnelles à mesure que l’évolution des rôles des participants au sein de l’établissement interagit avec la construction de leur identité académique. Globalement, nous conceptualisons ces linguistes en linguistique appliquée comme des universitaires transfrontaliers qui remplissent des fonctions translationnelles au sein de l’établissement en négociant leurs connaissances disciplinaires avec le corps professoral à travers les disciplines. Ce faisant, elles ou ils contribuent à l’accroissement de la capacité de travailler dans un environnement multilingue grâce à leurs efforts pour intégrer l’enseignement de langues et de contenus conjointement avec des collègues de diverses disciplines.

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Posey, Jamison, und Milam Aiken. „Large-scale, Distributed, Multilingual, Electronic Meetings: A Pilot Study of Usability and Comprehension“. INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 14, Nr. 3 (09.01.2015): 5578–85. http://dx.doi.org/10.24297/ijct.v14i3.1996.

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The United Nations, the European Union, and many other organizations must conduct meetings in many languages, but typically employ human interpreters with their accompanying cost. In addition, these oral discussions require participants to take turns speaking, lengthening the process. Many studies have shown that group support systems can reduce meeting time and increase productivity, and the addition of automatic translation into this process could support these multilingual groups. However, prior studies have typically used only a few languages with group members face to face. This study investigates how well a large multilingual group can use electronic meeting software in a geographically dispersed environment. Results show that the group members were able to understand comments exchanged in 66 languages when translated to English, and they believed the multilingual meeting system was useful for such discussions.

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Bügel, Ulrich, und Andrea Zielinski. „Multilingual Analysis of Twitter News in Support of Mass Emergency Events“. International Journal of Information Systems for Crisis Response and Management 5, Nr. 1 (Januar 2013): 77–85. http://dx.doi.org/10.4018/jiscrm.2013010105.

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Social media are increasingly becoming a source for event-based early warning systems in the sense that they can help to detect natural disasters and support crisis management during or after disasters. In this article the authors study the problems of analyzing multilingual twitter feeds for emergency events. Specifically, they consider tsunami and earthquakes as one possible originating cause of tsunami. Twitter messages provide testified information and help to obtain a better picture of the actual situation. Generally, local civil protection authorities and the population are likely to respond in their native language. Therefore, the present work focuses on English as “lingua franca” and on under-resourced Mediterranean languages in endangered zones, particularly Turkey, Greece, and Romania. The authors investigated ten earthquake events and defined four language-specific classifiers that can be used to detect earthquakes by filtering out irrelevant messages that do not relate to the event. The final goal is to extend this work to more Mediterranean languages and to classify and extract relevant information from tweets, translating the main keywords into English. Preliminary results indicate that such a filter has the potential to confirm forecast parameters of tsunami affecting coastal areas where no tide gauges exist and could be integrated into seismographic sensor networks.

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Bialystok und Sullivan. „How to Best Support Multilingual Families at Home and in School“. American Journal of Psychology 133, Nr. 1 (2020): 107. http://dx.doi.org/10.5406/amerjpsyc.133.1.0107.

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Koh, Jeong-Gook. „Design and Implementation of Multilingual support method for 3-tiered softwares“. Journal of Korea Multimedia Society 15, Nr. 2 (29.02.2012): 266–72. http://dx.doi.org/10.9717/kmms.2012.15.2.266.

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Bairy, Shailaja. „Multilingual Approach to Mathematics Education“. Issues and Ideas in Education 7, Nr. 2 (04.09.2019): 71–86. http://dx.doi.org/10.15415/iie.2019.72008.

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Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL’s basic principle of integration of the content and languages if accepted in a broader sense as ‘Content connected to regional language and a new language, culture, nature, real-life’ might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support ‘learning for real life’. This paper establishes the need for ‘Multilingualism’ through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author’s teaching experiences.

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Maunsell, Matthias. „Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective“. Latin American Journal of Content & Language Integrated Learning 13, Nr. 1 (28.08.2020): 92–113. http://dx.doi.org/10.5294/laclil.2020.13.1.6.

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Dyslexia is a global issue. It encompasses a range of language and literacy cultures with many variations regarding definitions, diagnostic measures, regulations, policies, and support procedures for dyslexic students. Considerable progress has been made in the field of monolingual dyslexia, but now there is growing interest in the multilingual, multiethnic and multicultural world of dyslexia. Provision and supports are considered broader for multilingual learners than for those who are monolingual. With cross-cultural and cross-linguistic differences among students, teachers need to implement inclusive practices to ensure successful language and content learning in the classroom. Based on an extensive search of relevant literature, the purpose of this narrative review is to explore research on dyslexia from an international, cross-cultural, and cross-language perspective. The goal is also to highlight universal or unique characteristics, to emphasize the diversity of global interest, and to discuss the training needs of educators who must support culturally and linguistically diverse students with dyslexia.

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Morales, P. Zitlali, Lydia A. Saravia und María Fernanda Pérez-Iribe. „Multilingual Mexican-Origin Students' Perspectives on Their Indigenous Heritage Language“. Association of Mexican American Educators Journal 13, Nr. 2 (11.06.2019): 91. http://dx.doi.org/10.24974/amae.13.2.430.

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This article focuses on the reported experiences of three focal students who participated in a Spanish/English dual language program in their southern California school district throughout their elementary and middle school years. All three students identify as Mexican-origin and speak Spanish, English, and the Indigenous language of Zapoteco and have different relationships with their languages. The framework of Critical Latinx Indigeneities (Blackwell, Boj Lopez & Urrieta, 2017) is used to explore the practices engaged in by the students, including language use and transnationalism (Sánchez, 2007), as well as the investment to learn and use a language as part of their identity (Norton Peirce, 1995; Norton, 2000). Even though dual language programs provide much needed linguistic supports for language maintenance, perhaps more importantly, they provide support for ideological shifts towards language maintenance rather than transition to English-only instruction. However, the three students experienced a segmented and limited focus on Spanish language development in middle school compared to their elementary school experience. The authors discuss implications for outside school spaces that can support authentic language use, in addition to school-sanctioned language programs promoting multilingualism.

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Dwiyanti, Monica. „Multilingual Ability as Driving Force behind Global Citizenship: A Preliminary Overview from East Asia“. International Journal of Multicultural and Multireligious Understanding 5, Nr. 5 (02.08.2018): 206. http://dx.doi.org/10.18415/ijmmu.v5i5.381.

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Using globalisation as starting point, this writing sees that old conception about identity and in-group feelings have not disappeared despite increasing transnational relations. On the contrary, they often collide with new values and identities that come with globalisation. Amidst these problems, the notions of global citizenship and cultural understanding attempt to provide middle ground. However, global citizenship and cultural understanding are incomplete without multilingual ability. Thus, this writing argues that multilingual ability is an essential driving force behind global citizenship and intercultural understanding. Two reasons are presented to support this main argument: (1) multilingual ability enables people from different nations to interact and communicate; and (2) the process of learning second or third language provides opportunities for learners to understand cultures of the native speakers. The article is structured as follow: (1) introduction; (2) global citizenship and intercultural understanding; (3) the role of multilingual ability; and (4) conclusion. To enrich the discussion, I conducted interviews with 5 students with 4 different nationalities. The interviews highlight the role of multilingual ability to enable communication and to build cultural understanding.

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López-Fitzsimmons, Bernadette M., Kanu A. Nagra, Alexandra De Luise, Jeremy Czerw und Michael W. Handis. „Academic librarians serving diverse populations of multilingual students: Tips to support success“. College & Research Libraries News 80, Nr. 10 (05.11.2019): 554. http://dx.doi.org/10.5860/crln.80.10.554.

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In today’s political and social climate in the United States, news stories focusing on language-related conflicts are becoming increasingly common. For example, two Montana women filed a lawsuit earlier this year against U.S. Customs and Border Protection for being detained after they were overheard speaking Spanish in a local convenience store.

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Gerasimova, Marina V. „Culturological Support of Dictionary Entries in the Digital Multilingual Dictionary of Metaphors“. Voprosy leksikografii, Nr. 17 (Juni 2020): 90–110. http://dx.doi.org/10.17223/22274200/17/5.

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Verdon, Sarah, Sharynne McLeod und Simon McDonald. „A geographical analysis of speech-language pathology services to support multilingual children“. International Journal of Speech-Language Pathology 16, Nr. 3 (21.01.2014): 304–16. http://dx.doi.org/10.3109/17549507.2013.868036.

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Maeder, Monika Brodmann, Sandra Germann, Vanessa M. Banz, Felix Amsler, Peter Driscoll, Heinz Zimmermann und Aristomenis K. Exadaktylos. „Swiss multidisciplinary and multilingual experience of the Advanced Trauma Life Support course“. European Journal of Emergency Medicine 19, Nr. 4 (August 2012): 220–25. http://dx.doi.org/10.1097/mej.0b013e32834b0098.

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Buxton, Cory A., und Linda Caswell. „Next generation sheltered instruction to support multilingual learners in secondary science classrooms“. Science Education 104, Nr. 3 (Mai 2020): 555–80. http://dx.doi.org/10.1002/sce.21569.

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Saito, Sanae. „The Pursuit of Simplified English to Support Foreign Residents in Multilingual Japan“. Linguistics and Literature Studies 6, Nr. 3 (Mai 2018): 138–47. http://dx.doi.org/10.13189/lls.2018.060305.

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McLeod, Sharynne, Sarah Verdon, Elise Baker, Martin J. Ball, Elaine Ballard, Avivit Ben David, B. May Bernhardt et al. „Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist“. American Journal of Speech-Language Pathology 26, Nr. 3 (15.08.2017): 691–708. http://dx.doi.org/10.1044/2017_ajslp-15-0161.

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Purpose The aim of this tutorial is to support speech-language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. Method The tutorial was written by the International Expert Panel on Multilingual Children's Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed to more than 1 task). Results This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This overview addresses referral, case history, assessment, analysis, diagnosis, and goal setting and the SLP's cultural competence and preparation for working with interpreters and multicultural support workers and dealing with organizational and government barriers to and facilitators of culturally competent practice. Conclusion The issues raised in this tutorial are applied in a hypothetical case study of an English-speaking SLP's assessment of a multilingual Cantonese- and English-speaking 4-year-old boy. Resources are listed throughout the tutorial.

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Digard, Bérengère G., Antonella Sorace, Andrew Stanfield und Sue Fletcher-Watson. „Bilingualism in autism: Language learning profiles and social experiences“. Autism 24, Nr. 8 (17.07.2020): 2166–77. http://dx.doi.org/10.1177/1362361320937845.

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Bilingualism changes how people relate to others, and lead their lives. This is particularly relevant in autism, where social interaction presents challenges. Understanding the overlap between the social variations of bilingualism and autism could unveil new ways to support autistic people. This research aims to understand the language learning and social experiences of mono-, bi- and multilingual autistic people. A total of 297 autistic adults (mean age = 32.4 years) completed an online questionnaire including general demographic, language history and social life quality self-rating items. The sample included 89 monolingual English speakers, 98 bilinguals, and 110 multilinguals, with a wide range of language profiles. Regression models were used to analyse how bilingualism variables predicted social life quality ratings. In the full sample, age negatively predicted social life quality scores while the number of languages known positively predicted social life quality scores. In the multilingual subset, age negatively predicted social life quality scores, while third language proficiency positively predicted social life quality scores. This is the first study describing the language history and social experiences of a substantial sample of bilingual and multilingual autistic adults. It provides valuable insight into how autistic people can learn and use a new language, and how their bilingualism experiences shape their social life. Lay abstract Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80 years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents’ bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life.

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Tipton, Rebecca. „Translating/ed selves and voices“. Translation and Interpreting Studies 13, Nr. 2 (12.10.2018): 163–84. http://dx.doi.org/10.1075/tis.00010.tip.

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Abstract This article addresses issues of multilingualism in domestic violence support services, building on Tipton (2017a) and findings from a small qualitative study involving an organization in the North West of England. The aim is to shed light on how organizations construct multilingual spaces, the role played by language service provisions in the mediation of such spaces, and how interpreters handle the specificities of working with victims given the lack of available specialist training. The concept of communicative repertoire (following Blommaert and Backus 2011) is introduced to support analysis of supported and autonomous forms of communication in relation to the semiotic practices of survival in their broadest sense, casting new light on the organization’s handling of multilingual service delivery and the role of interpreter mediation.

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Wagner, Christopher J., Marcela Ossa Parra und C. Patrick Proctor. „Teacher agency in a multiyear professional development collaborative“. English Teaching: Practice & Critique 18, Nr. 4 (11.11.2019): 399–414. http://dx.doi.org/10.1108/etpc-11-2018-0099.

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Purpose This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners. Design/methodology/approach A longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices. Findings Changes in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully. Practical implications This collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners. Originality/value PD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.

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Vouros, George, und Eugenia Eumeridou. „Simple and EuroWordNet“. Terminology 8, Nr. 2 (31.12.2002): 245–81. http://dx.doi.org/10.1075/term.8.2.05vou.

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Since concepts are the starting point of all terminological work, it follows that the development of a terminological base should place the main emphasis on the development of a conceptual system. The major objective of the PROMETHEUS project was the development of a generic ontological framework for the design of conceptual systems that would support searching, exploring and navigating multilingual terminological bases, at least for the European languages. Such a framework must provide the necessary semantic distinctions for structuring conceptual systems in specific domains in order to solve semantic problems inherent in linguistic ontologies and to provide a common ontological backbone for sharing and exploiting multilingual terminologies. The paper compares and reports on two well-established ontological frameworks for the development of multilingual resources for the European languages: EuroWordNet (EWN) and SIMPLE top ontologies. It investigates the correspondences between these frameworks, their underlying principles and their suitability to serve as organizational backbones in terminological knowledge bases. Finally, the paper concludes with a description of the implemenetation of the framework, which is based on the organizational principles underlying these multilingual resources.

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Yang (Frank), Gong, Gao Xuesong (Andy), Li Citing und Xue Lian. „Language practice in the multilingual workplace: A Confucius Institute in Macau“. Círculo de Lingüística Aplicada a la Comunicación 86 (16.04.2021): 43–54. http://dx.doi.org/10.5209/clac.75494.

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This article reports on an ethnographic study that investigated language practice in a multilingual workplace, a Confucius Institute in Macau. In the study we collected multiple data from five staff members through participatory observations, open-ended interviews, and field notes, to examine their language practice in the Institute. The analysis revealed that multiple languages were chosen to fulfill different purposes on different occasions. Specifically, Putonghua served as the working language of the Institute, English emerged as an auxiliary language along with Putonghua, and Cantonese was used as a group language for native-Cantonese speaker staff. This study also identified that the staff members adopted multilingualism (flexibly using different languages) and English as a lingua franca for communicating with learners outside the classroom, as important strategies for dealing with tasks in encounters with language diversity, divergence between spoken communication and written communication, and lack of multilingual competence. These findings suggest that the stakeholders in Confucius Institutes need to pay more attention to the language practice in these multilingual settings, and provide resources and support to enhance the staff’s bilingual/multilingual communication competence

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KAWAMURA, Yoshiko. „Reading Tutor, A Reading Support System for Japanese Language Learners“. Acta Linguistica Asiatica 2, Nr. 3 (20.12.2012): 77–94. http://dx.doi.org/10.4312/ala.2.3.77-94.

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The present paper gives an overview of the tools and materials included in the Japanese language reading tutorial system Reading Tutor and the multilingual lexicographical project Reading Tutor Web Dictionary, and discusses their possible uses both for Japanese language instruction and to support autonomous language learning. The paper further presents one particular use of these tools and resources for the development of learning materials for foreign candidates to the Japanese certified care worker national examination, and concludes with suggestions for effective guidance geared at fostering autonomous vocabulary learning.

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Wulandari, Putu Ratih, Ni Made Ratminingsih und I. Gede Budasi. „MULTILINGUAL THEMATIC PICTURE DICTIONARY: ASSISTING YOUNG LEARNERS’ LITERACY“. International Journal of Language and Literature 5, Nr. 1 (15.04.2021): 20. http://dx.doi.org/10.23887/ijll.v5i1.27694.

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This study aimed at developing a media, named a multilingual thematic picture dictionary to support the development of fourth grade elementary school students’ literacy. This study applied Design and Development research with Analysis, Design, Development, and Evaluation model proposed by Richey and Klein (2007). The subjects of the research were the fourth grade elementary school students who studied in rural and urban area. The data in this study were obtained from observation, interview, questionnaire, document analysis, content validity judgment, and quality judgment. The data obtained were collected by using four instruments, namely; observation sheet, interview guide, questionnaire, and expert judgment sheet. The data were analyzed qualitatively and quantitatively. The results showed that the multilingual thematic picture dictionary contents were relevant to the criteria of a good multilingual thematic picture dictionary and was categorized as an excellent category. Keywords: literacy, young learner, dictionary

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Arun, K., und A. Srinagesh. „Multilingual twitter sentiment analysis using machine learning“. International Journal of Electrical and Computer Engineering (IJECE) 10, Nr. 6 (01.12.2020): 5992. http://dx.doi.org/10.11591/ijece.v10i6.pp5992-6000.

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Twitter sentiment analysis is one of the leading research fields. Most of the researchers were contributed to twitter sentiment analysis in English tweets, but few researchers focus on the multilingual twitter sentiment analysis. Some challenges are hoping for the research solutions in multilingual twitter sentiment analysis. This study presents the implementation of sentiment analysis in multilingual twitter data and improves the data classification up to the adequate level of accuracy. Twitter is the sixth leading social networking site in the world. Active users for twitter in a month are 330 million. People can tweet or re-tweet in their languages and allow users to use emoji’s, abbreviations, contraction words, miss spellings, and shortcut words. The best platform for sentiment analysis is twitter. Multilingual tweets and data sparsity are the two main challenges. In this paper, the MLTSA algorithm gives the solution for these two challenges. MLTSA algorithm divides into two parts. One is detecting and translating non-English tweets into English using natural language processing (NLP). And the second one is an appropriate pre-processing method with NLP support can reduce the data sparsity. The result of the MLTSA with SVM achieves good accuracy by up to 95%.

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Brown, Joe. „Getting Started with Primary Languages: Advice, Support and Resources for a Multilingual Approach“. Race Equality Teaching 26, Nr. 1 (01.01.2008): 33–35. http://dx.doi.org/10.18546/ret.26.1.08.

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Curry, Mary Jane, und Theresa Lillis. „Unpacking the Lore on Multilingual Scholars Publishing in English: A Discussion Paper“. Publications 7, Nr. 2 (10.04.2019): 27. http://dx.doi.org/10.3390/publications7020027.

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In the past three decades, a body of research on issues related to multilingual scholars writing for publication has emerged, paralleling the rise of pressures on scholars around the world to publish their work in high-status journals, especially those included in particular journal citation indexes; these indexes typically privilege the use of English. Researchers have investigated multilingual scholars’ experiences and perspectives, the social contexts of their work, policies on research publishing, aspects of the texts produced by multilingual scholars, the kinds of people scholars interact with while working to publish their research, their collaborations and networks, and pedagogical initiatives to support their publishing efforts. Nevertheless, as ongoing research is conducted, the existing research base has not always been consulted in meaningful ways. In this paper, we draw on the notion of ‘lore’ to identify some of the preconceptions or received wisdom about multilingual scholars and their writing that seem to be circulating, then argue for researchers to move beyond the ‘lore’ and make greater use of both findings from empirical research and related theoretical and methodological conversations. We identify directions for future research to be conducted.

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Khajayeva, Zhamilya, Assel Stambekova, Zhanar Gazikhanova, Gulnara Smagulova und Salamatova Rakhat Makhanbetjanovna. „Primary school teacher candidates’ views on multilingual concepts: A perspective of learning technology“. World Journal on Educational Technology: Current Issues 13, Nr. 1 (30.01.2021): 01–09. http://dx.doi.org/10.18844/wjet.v12i4.5184.

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With the expansion of primary school education in Kazakhstan, many ethnic groups were reached. This situation has started to signal the necessity of classroom teachers having knowledge, awareness and experience in subjects such as sensitivity, education and needs of children. This research is a qualitative study, and it was conducted to understand the awareness and knowledge levels of classroom teacher candidates on multilingual education. The research was conducted within the framework of the perspectives on learning technology. 38 teacher candidates who participated in the study were interviewed on the internet and their views on multilingual education were analysed with a descriptive qualitative analysis method. The data obtained as a result of the interviews were examined in detail and the opinions of the teacher candidates on multilingual education were interpreted. Based on the results of the research, suggestions have been made on subjects such as reshaping our teacher training programmes in the context of multilingualism and providing them with teacher support, both theoretically and practically, and to train teachers who can meet the needs of children from linguistic minority groups. Keywords: Primary school, ethnic groups, technology, multilingual education.

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Weesie, Jeroen. „Value Label Utilities: Labeldup and Labelrename“. Stata Journal: Promoting communications on statistics and Stata 5, Nr. 2 (Juni 2005): 154–61. http://dx.doi.org/10.1177/1536867x0500500202.

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I describe two utilities dealing with value labels. labeldup reports and optionally removes duplicate value labels. labelrename renames a value label. Both utilities, of course, preserve the links between variables and value labels and support multilingual datasets.

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Levey, Sandra, Li-Rong Lilly Cheng und Diana Almodovar. „Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners“. Perspectives of the ASHA Special Interest Groups 5, Nr. 4 (17.08.2020): 1026–38. http://dx.doi.org/10.1044/2020_persp-19-00115.

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Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

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