Dissertations / Theses on the topic 'Bilingual development in children of immigrants'
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McCarthy, K. M. "Growing up in an immigrant community : the phonemic development of sequential bilingual children." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1399858/.
Full textChan, Sze-wing Rebecca. "Phonological development of bilingual children." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209806.
Full text"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
Holm, Alison. "Speech development and disorder in bilingual children." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/183.
Full textMunicio, Ingegerd. "Från lag till bruk hemspråksreformens genomförande /." [Stockholm] : Centrum för invandringsforskning, 1987. http://catalog.hathitrust.org/api/volumes/oclc/17649997.html.
Full textMartin, Michelle M. "The development of cognitive inhibition in bilingual children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56190.pdf.
Full textInan, Seyma. "Influence of Turkish Immigrant Parent Acculturation Strategies and Language Attitudes on Children's Bilingual Development: An Embedded Mixed Methods Study." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1624279114174051.
Full textRomero-Cachinero, Maria del Carmen. "Bilingual narrative development among school-age Hispanic-Canadian children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/NQ49901.pdf.
Full textDejmek, Andrea Theresa. "The Canadian Czech diaspora : bilingual and multilingual language inheritance and affiliations." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112332.
Full textSakakibara, Maki. "Phonological Awareness Development in Bilingual Children : How do Swedish/Danish-Japanese bilingual children develop Japanese phonological awareness in comparison with Japanese children?" Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-127081.
Full textMumtaz, Shazia. "Reading development of bilingual Urdu-English speaking children and monolingual English speaking children." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365257.
Full textKim, Ihnhee Lee. "DEVELOPMENT OF DISCOURSE MARKERS IN KOREAN AND ENGLISH MONOLINGUAL CHILDREN AND IN KOREAN-ENGLISH BILINGUAL CHILDREN." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/115747.
Full textEd.D.
The present study explores the use of discourse markers (DMs) in talk-in-interaction of Korean-English bilingual children and their monolingual peers in two languages. The corpus-driven analysis proposes a core meaning of the two DMs as signaling contextual divergence in two monolingual groups. Both similarities and differences coexist in the bilingual data. While the core meaning of well was contextual divergence, that of isscanha was of the cognitive thinking process. The bilingual children utilized the first language DM as an additional resource for their own interactional purposes, such as for searching words and reasoning. The statistical analyses revealed that bilingual children used both DMs in a similar frequency to both monolingual groups. In both monolingual and bilingual data, age affected the use of well but gender did not, and neither age nor gender affected the use of isscanha. Bilingual children's use of the English DM had a correlation with the length of exposure to school context. In addition, awareness of socio-cultural factors in the use of Korean DM appeared differently from that of their monolingual peers. The study uncovered that bilingual children developed interactional competence through the use of DMs in various natural interactions.
Temple University--Theses
Yu, Hye Jeong. "The development of obstruent consonants in bilingual Korean-English children." Thesis, State University of New York at Buffalo, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163769.
Full textThis dissertation investigates bilingual language acquisition among children between the ages of 4 and 7, who are raised in the home where both parents speak L1, but they have been exposed to L2 later on during their childhood with some regularity over and above their L1. The focus of this study is the developmental patterns in English and Korean produced by the young Korean-English bilingual children and how they gradually accommodate to two different obstruent systems.
Korean and English have different obstruent systems. Korean has an unusual three-way voiceless contrast. Korean has a three-way distinction in both stops and affricates: aspirated, lax, and tense, and a two-way distinction in fricatives: non-tense (aspirated or lax) and tense. All Korean obstruent consonants are voiceless. English has a two-way distinction in stops, affricates, and fricatives: voiceless (the stops are often aspirated) and ‘voiced’ (the stops are usually voiceless unaspirated).
The children who participated in this study were 24 Korean-English bilingual children (KEB children), ages 4-7 years old, and 24 monolingual English-speaking and Korean-speaking children (EM and KM children) in the same age range. The bilingual children learned Korean as their L1, but subsequently learned and started to speak English at some point in the age range of 1:6-4:0 years. Subjects looked at a set of pictures to prompt a set of words which contained the target segments in the word-initial position; they were taught what words they should say in English or Korean depending on which language was being tested. They were asked to say the correct word in response to each picture. VOT, stop closure, frication and aspiration durations, total duration, F0, and H1-H2 at the onset of the following vowel were measured. The results showed that the KEB children showed similar phonetic development patterns to the EM and KM children in each language, but they showed slower language acquisition in each language relatively later. The results also showed interactions between English and Korean in the KEB children. In order to distinguish English obstruents from Korean obstruents, the KEB children exaggerated phonetic values of Korean obstruents. Also, some distinct phonetic features of Korean obstruents were found in English obstruents produced by the KEB children, and the KEB children produced less pressed voice for Korean tense obstruents than did the KM children due to the influence of English.
Lee, Pui-ling Diana. "Bilingual language development in 4-year-old children in Hong Kong preschools." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35374950.
Full textGollek, Cornelia. "Metacognitive development and the disambiguation effect in monolingual and bilingual children." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20185.
Full textLawrence, Alice. "The development and use of code switching in emergent bilingual children." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251193.
Full textBrennan-Wilson, Aoibheann. "Cognitive development of low- and typically- achieving monolingual and bilingual children." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669650.
Full textEgger, Evelyn. "Development of biliteracy in bilingual children : effects on language and cognition." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78760/.
Full textPiette, Brec'hed. "Language switching and concept development in young Welsh/English bilingual children." Thesis, Sheffield Hallam University, 1990. http://shura.shu.ac.uk/20228/.
Full textSantana-Wynn, Jari. "Acculturation Stress of Immigrant Latino Children: A narrative investigation." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272815276.
Full textParadis, Johanne Catherine. "Functional categories in the grammatical development of bilingual and second-language children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ44547.pdf.
Full textParadis, Johanne. "Functional categories in the grammatical development of bilingual and second language children." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34763.
Full textStudy 1 investigates potential interference between the developing grammars of three French-English bilingual children. Naturalistic production data were collected from the children at six month intervals between approximately 2;0 and 3;0 years of age. The data were examined for the children's acquisition of INFL and these results were compared with extant findings for monolingual French and English speaking children. The results indicate that these bilingual children showed no evidence of transfer, acceleration. or delay in acquisition and support the hypothesis that their grammars are acquired autonomously and like those of monolinguals.
The principle focus of Study 2 is an investigation of the continuity debate on functional category acquisition through an analysis of bilingual language development. In this study, the acquisition of INFL and DET by two French-English bilingual children was examined. These children were at an earlier stage of syntactic development than those in Study 1. Naturalistic production data were collected at two month intervals from the children, between approximately 2;0 to 3;0 years of age. The analyses indicate that INFL appeared at different times in the children's languages; whereas, DET appeared at the same time. The results are discussed with respect to the maturation and continuity views on the acquisition of functional categories. Because of the between-language discrepancy in the emergence of INFL, it is argued that these findings support a continuity perspective. It is also argued that bilingual first language acquisition provides unique evidence bearing on the continuity debate.
The principal focus of Study 3 is also the continuity debate on functional category acquisition, but in contrast to Study 2, the children in this study were second language learners. In this study, the acquisition of features within INFL, agreement and tense, were examined separately to determine if they are acquired in sequence. Fifteen English-speaking learners of French and five monolingual francophone grade-mates. participated in the study. A structured oral interview was given annually to each of the children from grade one to grade three, and the transcripts were analysed for the use of tense and agreement. The results revealed that items encoding agreement emerged before items encoding tense in the second language learners' speech, suggesting that these features emerge in sequence in their grammars. The findings are interpreted with respect to three prevailing views on continuity in the acquisition of functional phrase structure in second language acquisition. It is argued that a weak continuity position is best supported by the data.
Stephens, Claire. "Executive function development : a comparison of monolingual and bilingual children in Ireland." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602934.
Full textLee, Pui-ling Diana, and 李佩鈴. "Bilingual language development in 4-year-old children in Hong Kong preschools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35374950.
Full textSinka, Indra. "The development of tense and agreement in Latvian and English bilingual children." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270316.
Full textRyu, Joanne J. "SPEECH AND LANGUAGE DEVELOPMENT OF BILINGUAL DEAF AND HARD OF HEARING CHILDREN." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3754.
Full textTsakanika, Monika Domenica. "Family influences on the development of vocational interests in adolescent children of immigrants : a test of Holland's propositions regarding occupational type development." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28545.
Full textData were collected through the administration of (1) The Vocational Preference Inventory (VPI, revised) (Holland, 1985b), and (2) The Personal Data Questionnaire (PDQ) (developed by the researcher) to high school and college students. The immigrant sample consisted of 100 Canadian-born children of Greek-born immigrants to Canada. The non-immigrant sample consisted of 80 children of Canadian-born, Anglophone parents.
The results revealed: (a) no significantly high agreement between Parental and Offspring Typology in either ethnic group; (b) no significant influence of parental ethnicity, SES or level of education on the Parent-Offspring Type agreement in either ethnic group; (c) significant influence of offspring's gender on the Parent-Offspring Type agreement, which is higher for the male than the female offspring, in both ethnic groups.
The above results do not validate Holland's (1985a) propositions that parental types produce similar vocational types of offspring in immigrant or non-immigrant families. Yet, it was found that parents do influence offspring's vocational choices, in ways that need to be further studied with larger samples of different ethnic populations.
Farran, Lama K. "The Relationship between Language and Reading in Bilingual English-Arabic Children." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/13.
Full textConstant, Tamara M. "Linguistic human rights and the education of language minority children : the case of the Japanese Brazilian returnees /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1885442051&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text"Department of Linguistics and Department of Speech Communication." Includes bibliographical references (p. 202-215). Also available online.
Moon, Lee Hye Kyung, and 李惠京. "The bilingual development in Hong Kong of Korean children aged 4 to 6." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31213467.
Full textMoon, Lee Hye Kyung. "The bilingual development in Hong Kong of Korean children aged 4 to 6 /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17539109.
Full textSingh, Leher, and Carolyn Quam. "Can bilingual children turn one language off? Evidence from perceptual switching." Elsevier Inc, 2016. http://hdl.handle.net/10150/620189.
Full textLai, Yee-king Regine. "Language mixing in an English-Cantonese bilingual child with uneven development." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3579379X.
Full textYau, So-ngor. "Bilingual reading strategy development in L.1 Chinese and L.2 English /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18737237.
Full textLai, Yee-king Regine, and 黎爾敬. "Language mixing in an English-Cantonese bilingual child with uneven development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3579379X.
Full textGibbons, Pauline. "Discourse contexts for second language development in the mainstream classroom /." Electronic version, 1999. http://adt.lib.uts.edu.au/public/adt-NTSM20040203.155828/index.html.
Full textYiu, Sze-man Emily. "Language mixing and grammatical development in a Cantonese-English balanced bilingual child in Hong Kong." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36210237.
Full textDurkin, Carmel Francis. "Literacy development in young children : a comparison of the associated factors in monolingual and bilingual children in an inner London borough." Thesis, University of East London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532472.
Full textRamirez, Rica. "Latino Mothers’ Responsiveness and Bilingual Language Development in Young Children From 24 Months to 36 Months." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6935.
Full textAzuara, Patricia. "Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/196103.
Full textYau, So-ngor, and 邱素娥. "Bilingual reading strategy development in L.1 Chinese and L.2 English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31236376.
Full textHujaleh, Filsan. "Educational attainment of Black children of immigrants in Canada: Evidence from the Ethnic Diversity Survey." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28390.
Full textAitken, Jean O. "The response of secondary students from non-English speaking backgrounds to a visual arts course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1235.
Full textMuniz-Cornejo, Alice Yvette. "Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2326.
Full textAinsworth, Karyn. "Effective classroom practices to support the English literacy development of primary aged bilingual students." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Ainsworth_K%20%20MITThesis%202007.pdf.
Full textWalbridge, Michael Norman. "Primary language use in secondary content classes and academic achievement: A study of adolescent immigrant math students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/826.
Full textNiolaki, Georgia. "Processes involved in spelling in bilingual and monolingual English- and Greek-speaking children with typical and atypical spelling performance." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018344/.
Full textForslund, Kajsa. "Aspects of bilingualism : Code-switching, syntactic and semantic development in a bilingual child." Thesis, Halmstad University, School of Teacher Education (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5191.
Full textThe essay deals with different definitions of bilingualism and why people become bilingual. Both positive and negative aspects of bilingualism are considered. It also deals with the term code-switching and when bilingual people code-switch. The material used in the essay comes from the on-line CHILD corpus of child language. The charts and the graph in the essay have been produced from a study made by the author of this essay. This study includes a bilingual girl of the age one year and three months up until the age two years and seven months. It includes the mean length of her utterances, how much the child uses the different word classes and different semantic groups, as well as how much the child code-switches in different ages. The results show that the mean length of utterances in Spanish most of the time is increasing, while the mean length of utterances in English is increasing until the child is just over two years old and then it fluctuated considerably.
Yiu, Sze-man Emily, and 姚詩敏. "Language mixing and grammatical development in a Cantonese-English balanced bilingual child in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36210237.
Full textChen, Ee-san. ""You play with me, then I friend you." : development of conditional constructions in Chinese-English bilingual preschool children in Singapore /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/HKUTO/record/B38211622.
Full textChen, Ee-san, and 陳玉珊. ""You play with me, then I friend you.": development of conditional constructions in Chinese-English bilingual preschool children inSingapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B24873196.
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