Dissertations / Theses on the topic 'Bilingual interactions'
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ALFAIFI, SAEEDA HASSAN. "CODE SWITCHING AMONG BILINGUAL SAUDIS ON FACEBOOK." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1077.
Hatzidaki, Anna. "Interactions between languages in verb- and pronoun-agreement in bilingual sentence production." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/6583.
Fahad, Ahmed K. "Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512.
Abou-Samra, Myriam. "Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.
This research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction
Morgan, Larry Douglas. "Effects of participant roles on input interactions and comprehensible output." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4431.
Mann, Lisa Sybil. "The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.
Doumbia, Mahamadou Siaka. "Les pratiques de reformulation dans les interactions bilingues bamanankan-français à l'école fondamentale 1er cycle au Mali." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH007.
The thesis aims to analyze the phenomenon of reformulations in the context of bilingual French-Bamanankan interactions in the classes of elementary shool in Mali. The study is based on a corpus of 39h 35 min video and audio recordings consisting of sequences of classes and interviews. The sequences, filmed in 12 classes of the 4th year, concern two non-linguistic disciplines: geography, taught in Bamanankan L1, and observation sciences, taught in French L2. The films were transcribed and analyzed using the CLAN software which allowed the extraction of all instances of annotated reformulations. The analysis carried out on them, both qualitatively and quantitatively, leads to several results. It turns out that reformulations are an omnipresent phenomenon in the discourse of interactants, teachers, and students, in geography as well as in observational sciences, in L1 as in L2. These activities participate in the construction of knowledge in students, which could be verified with the help of an understanding assessment. The comparison of teachers shows that experience, among other factors, affects the production and management of reformulations. Based on observed practices, proposals, arguing for an optimization of the use of didactic reformulations and all bilingual practices, were formulated as contributions in the direction of improving the quality of teaching in Mali, or even in West Africa
Nin dɔnniyafasɛbɛn laɲini ye ka kuma tɛrɛmɛwalew taabolo fɛsɛfɛsɛ kumaɲɔgɔnya senfɛ farasɛkan ni bamanankan kanfilakalan hukumu kɔnɔ Mali dugumakalan tigɛyɔrɔ fɔlɔ kalansow kɔnɔ. Baara in sinsinna ɲininikunnafoni kan min labɛnna ni lamagaja dɔw ye ani kumakan tàlenw, minnu bɛɛ bὲnna waati 39 ni sanga 35 ma kàlansenw ni koɲɛɲinibarow kan. Jàw tàli bòlila sàn 4nan kàlanso 12 minnu kan, olu bɛ kàlanbolo fila kan kandɔn sèn tɛ minnu na : sìgidɔn min bɛ lakalan bamanankan na (kalankɛkan fɔlɔ - K1 sugandilen) ani nimadɔn, o min bɛ lakalan faransɛkan na (kalankɛkan filannan -K2 suguandilen). Ja kumakanw sɛbɛnna k’u fɛsɛfɛsɛ ni jàtebila kɛrɛnkɛrɛnnen ye, CLAN, ale min kɛra sababu ye kà kumatɛrɛmɛwalew tàamasiyɛnnenw bɛɛ tɔmɔ ka kɛ ɲɔgɔn kan. Sɛgɛsɛgɛli minnu kɛra olu kan, hakɛko ni ɲùmanya kiimɛni na, o wolola jaabi caman na. A yera k’a fɔ kumatɛrɛmɛwalew ye kow ye minnu bɛ kumaɲɔgɔnmaw, karamɔgɔw ni kalandenw, ka kumaɲɔgɔnya tɔ jiidi sìgidɔn ni nimadɔn kàlanni sèn fɛ, K1 ni K2 fìla bɛɛ la fana. O kumatɛrɛmɛwalew jɔyɔrɔ ka bon kosɛbɛ dɔnniyaw sɔrɔli la kàlandenw fɛ. O sera ka sɛmɛntiya ni kalandenw ka faamuya kiimɛni ye. Karamɔgɔw ka sangaɲɔgɔnmani y’a jira k’a fɔ ko lahalaya wɛrɛw cɛ la, ko kɛbaakɔrɔya jɔyɔrɔba bɛ kumatɛrɛmɛwalew fɔli n’u tɔbɔtɔli la. Ka kɛɲɛ ni kalankɛwale lajɛlenw ye, hakilinajira dɔw kɛra minnu bɛ kàlanɲɛdɔn kumatɛrɛmɛwalew waleyali senkɔrɔmatintin kà fàra kanfilakan baara bɛɛ kan walasa o ka kɛ kàlanko sankɔrɔtali sababu ye Mali la, fo ka se Farafinna tilebinyanfan bɛɛ ma
McParker, Matthew Carl. "Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms." Thesis, Portland State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132008.
The largest refugee group entering the United States in recent years is from Burma. Refugee students face a daunting set of challenges, from language and cultural differences to living in poverty, in becoming successful in their new homes. To be successful in schools and gain cultural and social capital, refugee students must learn and internalize the specific norms of their classrooms. In middle school, students are particularly reliant upon their peers for support, making peer interactions especially important. In multicultural settings, students have ample opportunities for intercultural interactions, which can help refugee students navigate their new settings and become more successful. Unfortunately, there has been little research on the experiences of Burmese refugee students in classrooms in the United States.
I used a qualitative, transcendental phenomenological approach to study how three female Burmese refugee students experienced multicultural middle school classrooms in the United States, especially their intercultural interactions, through interviews, observations, and stimulated recall.
The participants reported wanting to understand what they were learning, stay on task, and be kind to other students. Those traits developed from their experiences in their countries of origin and combined to create a picture of what a good student should be. In observations, students acted out their ideas of what it meant to be a good student. Their intercultural interactions in class reaffirmed their identities as good students.
Implications based on the findings include setting up intentional intercultural interactions with a diverse group of students in classrooms with multicultural approaches and that researchers examine the experiences of various groups of marginalized students while accounting for the context in which they learn and acknowledging a multifaceted view of adolescent identity development.
Hernandez, Gonzalez Olivia. "Predictors of Behavior Problems in the Context of Peer Play Interactions: A Sample of Low-Income Latino Preschoolers." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6861.
Hargrave, Lauren D. "An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students." UKnowledge, 2015. http://uknowledge.uky.edu/edp_etds/35.
Ayer, Dorothée. "L'intercompréhension entre langues distantes. Quelles pratiques ? Quelle formation ? Le cas d'une Haute école spécialisée bilingue en Suisse." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA026/document.
This doctoral research is interested in the practice of intercomprehension in an officially bilingual context: a department of a university of applied sciences in Switzerland. The languages used in exchanges between members of the school (lecturers, students, employees) are German and French, according to the ‘each speaks their own language’ principle, based on the practices of the Swiss federal administration. Languages in presence are distant, in contrast with the languages from the same family. This communication mode requires from the participants receptive skills in the other language as well as general communicative competence to interact in a bilingual context.The objective of this study is to understand how the participants in a bilingual meeting choose the language(s) in which to communicate. The question is whether the ‘each speaks their own language’ principle is respected or if one language dominates the meetings. In this case, various parameters influence the choice of the language. Several meetings at this department were recorded in order to observe the distribution of languages used in a professional communication context. This corpus of meetings was supplemented by semi-structured interviews with members of the department.The institution offers degree programmes in German and in French and in that way encourages bilingualism in the students. Furthermore, bilingual communication is also the objective in a bilingual language module, uniting French- and German-speaking students, in which, contrary to the practice of intercomprehension, learners expresses themselves in the target language. Such a module questions the pedagogic approach adopted by lecturers and the communication strategies developed by students. The impact of this module, observed over three years, was studied using module documents, audio-visual recordings of student performance and reflexive texts written by the students. To ensure the success of communication in this bilingual context, the interlocutors, both native and non-native speakers, adapt their speech and use strategies, while mining their multilingual repertoire, in professional or educational contexts
Diese Doktorarbeit untersucht die Praxis der Interkomprehension im offiziell zweisprachigen Kontext einer Schweizer Fachhochschule. Die von den Lehrpersonen, Studierenden und Mitarbeitenden verwendeten Sprachen sind Deutsch und Französisch. Sie werden nach dem Prinzip "jeder und jede spricht die eigene Sprache" angewendet, analog zur Praxis in der Schweizer Bundesverwaltung. Deutsch (germanische Sprache) und Französisch (romanische Sprache) stammen nicht aus dem gleichen Zweig der indogermanischen Sprachfamilie und sind folglich nicht nah verwandt. Diese Art zu kommunizieren verlangt von den Teilnehmenden deshalb ausgeprägte rezeptive Kompetenzen in der Partnersprache sowie auch kommunikative Kompetenzen, um in diesem zweisprachigen Kontext interagieren zu können.Diese Studie hat zum Ziel zu verstehen, wie die Teilnehmenden an einer zweisprachigen Sitzung ihre Sprache(n) wählen, um zu kommunizieren. Es soll aufgezeigt werden, ob das Prinzip "jeder und jede in der eigenen Sprache" respektiert wird oder ob eine Sprache den Austausch beherrscht. Verschiedene Parameter beeinflussen hier die Sprachwahl. Um die Verteilung der Sprachverwendung im beruflichen Kontext zu untersuchen, wurden Sitzungen aufgezeichnet. Dieser Korpus wurde mit Leitfadeninterviews ergänzt, die mit Mitarbeitenden der Fachhochschule geführt wurden. Die Schule führt Sprachkurse in Deutsch und Französisch durch und fördert so die Zweisprachigkeit der Studierenden. Die zweisprachige Kommunikation wird auch im Rahmen eines zweisprachigen Sprachkurses mit deutsch- und französischsprachigen Studierenden vermittelt. Im Gegensatz zur Praxis der Interkomprehension drücken sich die Lernenden hier aber in der Zielsprache aus. Bei so einem Kurs interessieren einerseits die von den Lehrpersonen verwendeten Methoden und andererseits die von den Studierenden entwickelten Kommunikationsstrategien. Die Wirkung dieses Kurses wurde über drei Jahre hinweg mit Hilfe der Kursunterlagen, von Audioaufnahmen und Lernreflexionstexten der Studierenden untersucht. Um in diesem zweisprachigen Kontext erfolgreich zu kommunizieren, passen die Sprechenden, ob Muttersprachler oder nicht, ihren Diskurs an. Sie legen sich Strategien zurecht und schöpfen aus ihrem mehrsprachigen Repertoire, sei es nun im beruflichen oder im Lernkontext
Poh, Wei Lin. "The interaction between reflective processing and language among bilingual speakers." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39741/.
Sousa, Mikaella de. "Construção de significados e apropriação do conhecimento científico em aulas de química no contexto educacional bilíngue de surdos." reponame:Repositório Institucional da UFABC, 2016.
Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2016.
Nos anos finais do século XX, as discussões a respeito da educação de pessoas surdas possibilitaram o questionamento de abordagens em discursos e modelos clínico-terapêuticos sobre a surdez e a construção de um olhar para o reconhecimento da identidade cultural, linguística e social de surdos como formadores de comunidades que compartilham signos visuais. Nesse sentido, esta pesquisa buscou um diálogo com as interações discursivas (Mortimer e Scott, 2002), resultantes da construção de significados em aulas de química inseridas em um contexto educacional bilíngue de surdos. Para ampliar nosso olhar sobre as interações estabelecidas na sala de aula investigada, foi realizada uma transcrição verbal das enunciações em LIBRAS, acompanhada de um olhar para os recursos e/ou aspectos visuais da LIBRAS, no intento de suscitar as características linguísticas e socioculturais da construção e negociação de significados, que desempenham importante papel no processo de ensino e aprendizagem de surdos. A estrutura analítica proposta por Mortimer e Scott (2002), referencial adotado para a análise das aulas, permitiu a identificação de elementos que possibilitam a negociação de significados visuais ¿ dado o contexto investigado ¿ na relação pedagógica.
In the last years of the twentieth century, issues about deaf education have made possible to question approaches based on clinical-therapeutic deafness discourses and models to construct a perspective about cultural, linguistic and social identity of deaf people as belonging to communities who share visual cues. In this sense, this research has allowed a dialogue with the discursive interactions (Mortimer and Scott, 2002), resulting from the meanings making in chemistry classes inserted in a bilingual educational of deaf people. To enlarge our view on the interactions established in this classroom investigated, it was necessary a verbal transcription of Brazilian Sing Language enunciations combined with the resources or/and visual aspects of Brazilian Sing Language to enhance linguistic and sociocultural characteristics occurring in the construction and negotiation of meanings, as an important role in the deaf teaching and learning process. The analytical framework proposed by Mortimer and Scott (2002), a reference framework adopted for this class analysis, allowed the identification of elements of visual meanings in the pedagogical relationship.
Sato, Masatoshi. "Peer interaction and corrective feedback: proceduralization of grammatical knowledge in classroom settings." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104584.
Cette étude quasi-expérimentale a intégré un volet d'enseignement en classe d'une langue seconde (L2) dans lequel les apprenants ont appris (a) à interagir les uns avec les autres et (b) à fournir une rétroaction corrective (RC) les uns aux autres. Cette intervention a été examinée selon trois approches. Premièrement, dans une perspective psycholinguistique, l'effet de l'intervention sur les patrons interactionnels des apprenants et ses effets sur leur développement en L2 ont été étudiés. Deuxièmement, les perceptions des apprenants sur l'intervention relative aux dynamiques de salle de classe ont été examinées. Troisièmement, la construction de l'objet d'enseignement (c'est-à-dire, la fluidité dans les interactions à l'oral) a été étudiée afin d'assurer la validité du test utilisé pour mesurer le développement de la compétence en L2. Quatre classes japonaises de mise à niveau en anglais à l'université ont participé (N = 167). Chaque classe s'est vue attribuée une des quatre conditions de traitements. Des deux groupes de RC, l'un a appris à fournir des incitations et l'autre à fournir des reformulations. Le troisième groupe a seulement participé aux activités d'interaction entre pairs et le quatrième a servi de groupe témoin. Les trois classes expérimentales ont reçu (a) une activité de prise de conscience sur les interactions entre pairs et (b) des activités en groupe de deux basées sur la fluidité à l'oral tout au long d'un semestre universitaire. En plus des pré- et des post-tests qui ont examiné le développement en termes de précision et d'aisance à l'oral des participants, ces derniers ont rempli des questionnaires établissant leurs perceptions avant et après l'intervention. De plus, des apprenants ont été choisis pour être interviewés à la fin du semestre. Afin d'explorer la construction de l'aisance des interactions à l'oral et de valider les mesures utilisées, les enregistrements ont été évalués par des examinateurs humains. Les résultats ont révélé que, après un semestre, les participants ont utilisé un plus grand nombre d'interactions supposées contribuer au développement de l'acquisition de la L2. De plus, les deux groupes RC ont amélioré leur précision et leur aisance, évaluées par des mesures de taux de discours non élagués et élagués, tandis que le groupe d'interaction entre pairs a réalisé de meilleurs résultats que le groupe témoin uniquement sur les mesures d'aisance. Il a été supposé qu'alors que les interactions entre pairs offrent des occasions pour l'entrainement répété facilitant la mise en place des procédures requises, la rétroaction corrective a permis d'affiner la capacité des apprenants à contrôler leur propre production ainsi que celle de leurs interlocuteurs. Le questionnaire et les données enregistrées des interviews ont montré que les perceptions des participants ont évolué au fil du temps dans une certaine mesure. Plus particulièrement, les participants ont, dès le début, cru en l'efficacité des interactions et de la RC entre pairs. Cependant, leurs sentiments envers les interactions entre pairs ont évolué positivement à travers le temps. De même, ceux qui ont appris à fournir une RC à leurs camarades de classe sont devenus plus confiants dans cette tâche. Enfin, les analyses de corrélation et de régression des résultats des taux de discours, de l'exactitude grammaticale et des scores réalisés aussi bien en contexte individuel qu'interactionnel indiquent que (a) les échelles d'évaluation était fiables; (b) les scores individuels n'étaient pas significativement corrélés avec ceux des performances interactionnelles, mais fortement corrélés avec ceux des taux de discours non élagués; (c) parmi les quatre mesures d'aisance, seule la mesure taux de discours élagués s'est révélé être un facteur significativement prédictif des résultats d'exactitude grammaticale.
Midgley, Katherine J. "Le lexique bilingue : études électrophysiologiques des interactions inter-langues." Aix-Marseille 1, 2009. http://www.theses.fr/2009AIX10005.
Fitzpatrick, FinbarreÌ. "Language and interaction among young bilingual children in the first year at school." Thesis, University of Ulster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359317.
St, John Oliver. "Approaching classroom interaction dialogically : studies of everyday encounters in a 'bilingual' secondary school." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-34591.
The research is a part of Swedish Research Council project LISA-21
Greer, Timothy S. "Accomplishing identity in bilingual interaction: codeswitching practices among a group of multiethnic Japanese teenagers." University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00003592/.
Stein, Rita de Cassia Glaeser. "Cross-linguistic interaction in L3 production : portuguese as a third language in a bilingual context." Pontifícia Universidade Católica do Rio Grande do Sul, 2014. http://hdl.handle.net/10923/5860.
Extensive research on Bilingualism and Multilingualism has found evidence that different languages compete for activation in the bilinguals and multilinguals‟ mind (Dijkstra, Van Heuven, 2002; Dijkstra, 2003, Green, 1998. ) The present study investigates crosslinguistic interaction in the oral productions of Portuguese by English-Spanish and Spanish-English bilinguals. For the study, twelve participants – all learners of Portuguese as a third language – were divided in two groups according to their first language (either English or Spanish). For the data collection, participants narrated the picture story “Frog, where are you?” by Mercer Mayer (1969). Participants also filled out the Language Experience And Proficiency Questionnaire (LEAP-Q) (Marian, Blumenfeld, and Kaushanskaya, 2007. ) The instances of language interaction were coded as "syntactic‟, "morphological‟, and "vocabulary‟.Statistics tests were run in order to determine which of the linguistic levels were highly present in the tokens and from which source language: English or Spanish. According to Hammarberg (2001), factors such as typology, second language (L2) status, proficiency, and language mode can predict the interactions among different languages in multilinguals. Based on the factors for interaction, two research questions were asked: 1) Which factors exert more influence in third language oral production: the typological distance or the L2 status?; 2) Which linguistic features in the target language (Portuguese) will be more influenced by the two previously acquired languages (English and Spanish): vocabulary, morphology or syntax?Based on these questions, two mutually exclusive hypotheses were formulated: 1) There will be more language interaction from Spanish than English due to the closest typological distance of Spanish in relation to Portuguese, if compared to English (Carvalho and Silva, 2006; Rothman, 2010;) 2) When English is the speakers‟ second language, it will generate more language interaction to Portuguese as L3 due to the foreign language status shared by the L2 and the L3 (Hammarberg, 2001. ) The results show that the typology factor seems to play a more important role in the types of interaction found in the sample researched. When Spanish as L2 was a more recurrent source of language interaction, it coincided with its closest typological distance in relation to Portuguese. Vocabulary interaction occurred more frequently than syntactic or morphological interaction. English as L2 did not show significance in the interaction of items with Portuguese.
Pesquisas sobre Bilinguismo e Multilinguismo encontraram evidência de que diferentes línguas competem entre si por ativação na mente de bilíngues e multilíngues (Dijkstra, Van Heuven, 2002; Dijkstra, 2003, Green, 1998). O presente estudo busca investigar a interação crosslinguística na produção oral de Português por bilíngues Inglês-Espanhol e Espanhol-Inglês – todos alunos de Português como terceira língua (L3). Para o estudo, doze participantes foram divididos em dois grupos de acordo com a sua primeira língua. Para a coleta de dados, os participantes narraram a história em imagens "Frog, where are you?" de Mercer Mayer (1969). Os participantes também preencheram o Questionário de Experiência Linguística e Proficiência (LEAP-Q na sigla em inglês) (Marian, Blumenfeld e Kaushanskaya, 2007. ) As interações crosslinguísticas foram codificadas de acordo com os níveis linguísticos em: sintáticas, morfológicas e de vocabulário.Testes estatísticos foram realizados para se determinar os níveis linguísticos mais transferidos e de qual língua fonte partiram: se do Inglês ou do Espanhol. De acordo com Hammarberg (2001), fatores como a tipologia, o status de língua estrangeira da segunda língua (L2), a proficiência e o modo de linguagem podem prever as interações entre os diferentes idiomas em multilíngues. Com base nos fatores para interação linguística, duas questões de pesquisa foram feitas: 1) Quais os fatores que exercem maior influência na produção oral de uma terceira língua: a distância tipológica ou o status de língua estrangeira da L2?; 2) Quais níveis linguísticos da língua-alvo (Português) serão mais influenciados pelas duas línguas previamente adquiridas (o Inglês e o Espanhol): o vocabulário, a morfologia ou a sintaxe?Baseando-se nessas questões teóricas, duas hipóteses mutuamente excludentes foram feitas: 1) Haverá maior interação crosslinguística partindo do Espanhol do que do Inglês devido à menor distância tipológica do Espanhol em relação ao Português, se comparado ao Inglês (Carvalho e Silva, 2006; Rothman, 2010); 2) Quando o Inglês for a segunda língua dos falantes, ele gerará mais interação com o Português como L3 devido ao status de língua estrangeira compartilhado entre a L2 e a L3 (Hammarberg, 2001. ) Os resultados mostram que o fator tipologia parece desempenhar um papel mais importante no tipo de interação encontrada na amostra pesquisada. Quando o Espanhol como L2 revelou-se fonte mais recorrente de interações, isso coincidiu com a sua distância tipológica ser mais próxima ao Português do que o Inglês. A transferência de vocabulário ocorreu com maior frequência do que a gramatical (morfológica e sintática). O Inglês como L2 não mostrou taxa significativa de interação com o Português.
Dong, Bei <1993>. "Investigating interpreter-mediated interaction in the Chinese bilingual courtroom: Analysis based on a multimodal corpus." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2022. http://amsdottorato.unibo.it/10238/1/PhD%20thesis_Bei%20DONG.pdf.
Ngo, Sarah Marie. "Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2528.
Federal legislation now requires that all children participate in large-scale, statewide assessments in English in an effort to increase accountability and bolster student achievement (Abedi, Hofstetter, & Lord, 2004; Hass, 2002). Students labeled as "English language learners" (ELLs) consistently score dramatically lower on English language and literacy assessments than their native speaking peers (Au & Raphael, 2000; National Center for Educational Statistics, 2011). Additionally, most mainstream teachers are not adequately prepared to meet the linguistic challenges that ELLs face in classroom settings (Lucas & Villegas, 2011). Reading aloud to bilingual students, specifically using components of a shared reading model (Holdaway, 1979), potentially provides an avenue for meaningful language and literacy development. While a corpus of research exists about reading aloud with English-speaking students, there has been limited research on its use with bilingual students in classroom settings. Drawing on a sociocultural theoretical framework (Gee, 1996; Vygotsky, 1978), the Output Hypothesis of second language acquisition (Swain, 1985), ethnographic perspectives (Heath & Street, 2008), action research (Stringer, 1999) and discourse analysis (Bloome et al., 2008), this qualitative study examined the practice of four pre-service elementary teachers reading aloud English texts (fiction, expository, and poetry) to small groups of bilingual students across four grade levels. The research was conducted to study pre-service teachers' language and literacy teaching practices and pre-service teacher-bilingual student interaction patterns in read aloud contexts to better understand their potential for bilingual student language and literacy learning. Additionally, the study provided beginning teachers with professional development geared towards helping pre-service teachers to meet the unique language and literacy needs of bilingual students. It was found that pre-service teachers consistently strived to develop students' word knowledge and support text comprehension. In doing so, teachers utilized a variety of teaching practices and linguistic patterns of interaction during read alouds which varied across teachers. The argument is made that these various teacher moves and discourse patterns led to qualitatively different types of interactions and affordances for bilingual student learning. Implications for mainstream classroom teachers and teacher education programs are provided
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Sugimoto, Amanda Tori. "A Qualitative Study of the Positioning of Emergent Bilinguals during Formal and Informal School-Based Interactions." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612433.
Keffala, Bethany J. "Learning to share| Interaction in Spanish-English bilinguals? acquisition of syllable structure and positional phonotactics." Thesis, University of California, San Diego, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10128285.
Though the majority of the world’s population is bilingual, most of the existing research on child language acquisition has focused on monolinguals. Increasingly, research has begun to investigate language acquisition in bilingual contexts, and has found evidence of both similarity to and difference from patterns found in monolingual language acquisition. One evident source of difference in bilingual language acquisition is interaction, where bilinguals’ acquisition of one language affects their acquisition of the other language. Interaction has been shown to occur at multiple levels of linguistic structure (syntactic, phonological, phonetic), and manifests in three different patterns: acceleration, deceleration, and transfer. Acceleration and deceleration refer to the rate at which bilinguals acquire some property relative to monolinguals in the same language. Acceleration occurs when bilinguals acquire some property faster or earlier compared to monolingual peers, whereas deceleration occurs when bilinguals acquire some property later or more slowly than monolingual peers. Transfer refers to bilinguals’ use of a property specific to one language in their other language. While the occurrence of each of these patterns has been demonstrated in bilinguals’ language acquisition, it is not well understood what causes interaction to occur where and how it does. In this dissertation, I propose that frequency of occurrence and linguistic complexity, both features of the input that are known to affect the course of monolingual acquisition, also direct the appearance of interaction in bilinguals’ acquisition of language. I present findings from a series of studies demonstrating that differences between languages in frequency of occurrence and complexity of phonological properties influence bilinguals’ acquisition of aspects of Spanish and English phonotactics in predictable ways. Specifically, greater frequency of occurrence and greater complexity of phonological properties in one language are shown to promote bilinguals’ acquisition of related phonological properties in their other language.
Brezjanovic-Shogren, Jelena. "Analysis of code-switching and code-mixing among bilingual children: two case studies of Serbian-English language interaction." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/5051.
Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Anthropology
Yamamoto, Noriko. "Effects of setting on Japanese ESL students' interaction patterns." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4272.
Vickers, Caroline H. "Interactional accommodation and the construction of social roles among culturally diverse undergraduates." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290133.
Ng, Eva. "The atypical bilingual courtroom : an exploratory study of the interactional dynamics in interpreter-mediated trials in Hong Kong." Thesis, Aston University, 2013. http://publications.aston.ac.uk/20908/.
Tognini, Rita. "Interaction in languages other than English classes in Western Australian primary and secondary schools: Theory, practice and perceptions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/26.
Liang, Mei-Ya. "Interaction in EFL online classes how Web-facilitated instruction influences EFL university students' reading and learning /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215226.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Advisers: Larry Mikulecky; Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."
Wehbe, Mathilda. "Dialogue, interaction et apprentissage : les pratiques dialogales : de la méthode aux classes de FLES au Liban." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20074.
In this PhD thesis, we investigate dialogical practices in French as Foreign and Second Language (FFSL) classrooms in Lebanon. The objective is to characterize the relationship between the existing dialogical manifestations in various forms (model dialogue, instructions...) found in the FFL textbook and the dialogical phenomena observable in FFSL classes that use them, particularly during role-play activities performed by the learners.The aim of this research is to study the exploitation of fictional dialogue found in the textbook through interactions among partners in the classroom in Lebanon. What do teachers and/or students keep from the dialogue and what do they leave aside? How are the textbook’s dialogues or pedagogical documents implemented? Are the instructions of the student’s textbook applied literally or not? Are the interactional tips of the teacher’s book abided by or not? Thus, we try to provide a better understanding of the variety and specificity of dialogical practices implemented in Lebanese FFSL classes using a French textbook
Ooi, Seok Hui. "Linguistic and non-linguistic factors influencing attentional control performance in bilinguals and monolinguals in Singapore and Edinburgh." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31209.
Koo, Bonhee. "Developing the English interactional competence of junior college students in Korea." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1449.
Gynne, Annaliina. "Languaging and Social Positioning in Multilingual School Practices : Studies of Sweden Finnish Middle School Years." Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31774.
Denna avhandling fokuserar på ungdomars språkande, inklusive literacy-praktiker, och dess relation till deras meningsskapande och social positionering. Avhandlingen tar avstamp i sociokulturell och dialogisk teoribildning och bygger på fyra studier som blivit till genom (n)etnografiskt fältarbete i två olika sammanhang: inom en skola där tvåspråkighet och bikulturalitet är viktiga värderingar, och sociala medier. I de empiriska studierna undersöks hur interaktion, språkande och literacy-praktiker och sociala positioneringar görs på mikronivå. Dessa fenomen studeras vidare i anslutning till och som en del av diskurser som drivs på meso-nivå. Avhandlingens data har analyserats med tillämpade samtals- och diskursanalytiska metoder och inkluderar video- och audioinspelningar, fältanteckningar, pedagogiska material, policy-dokumentation, fotografier samt (n)etnografiskt skapad data. I Studie I undersöks hur lingvistisk-kulturella ideologier och policys görs i vardagliga pedagogiska praktiker. Den fokuserar på situerade och distribuerade sociala handlingar som praktiknexus där flera lokalt och nationellt relevanta diskurser cirkulerar. Studie II intresserar sig för vardagliga kommunikativa praktiker på mikro- och meso-nivåer samt för samspelet av språkliga varieteter och modaliteter i den tvåspråkiga-bikulturella skolan. I Studie III studeras ungdomars språkande, inklusive literacies, i vardagliga lärandepraktiker som sträcker sig över tid och rum i formella och informella lärandemiljöer. Studie IV fokuserar på social positionering och identitetsarbete i informella och heteroglossiska literacy-praktiker både offline och online. Tillsammans kartlägger de fyra studierna olika slags språkandepraktiker som ungdomarna deltar i och bidrar till både inom och utanför vad som kallas för tvåspråkiga skolsammanhang. Vidare illustrerar studierna vardagslivets görande av olika slags sociala positioneringar och identitetsperformanser. Resultaten visar på hur tvåspråkigheten i skolans värld kan ses som både pedagogik och praktik, att flerspråkigheten är (o)problematisk för ungdomarna och för skolan och att språkandets karaktär som flerspråkig och multimodal är central för social positionering. Studierna och avhandlingen bildar tillsammans en deskriptiv-analytisk illustration av ”flerspråkiga” ungdomars vardag i och utanför skolan i ett senmodernt nordiskt samhälle. Vidare bidrar avhandlingen till kunskapsbasen gällande utbildningsfrågor och vardag för en av Sveriges nationella minoriteter, sverigefinländare.
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Jackson, Marguerite Faye. "Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1619.
Stymne, Sara. "Swedish-English Verb Frame Divergences in a Bilingual Head-driven Phrase Structure Grammar for Machine Translation." Thesis, Linköping University, Department of Computer and Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-6708.
In this thesis I have investigated verb frame divergences in a bilingual Head-driven Phrase Structure Grammar for machine translation. The purpose was threefold: (1) to describe and classify verb frame divergences (VFDs) between Swedish and English, (2) to practically implement a bilingual grammar that covered many of the identified VFDs and (3) to find out what cases of VFDs could be solved and implemented using a common semantic representation, or interlingua, for Swedish and English.
The implemented grammar, BiTSE, is a Head-driven Phrase Structure Grammar based on the LinGO Grammar Matrix, a language independent grammar base. BiTSE is a bilingual grammar containing both Swedish and English. The semantic representation used is Minimal Recursion Semantics (MRS). It is language independent, so generating from it gives all equivalent sentences in both Swedish and English. Both the core of the languages and a subset of the identified VFDs are successfully implemented in BiTSE. For other VFDs tentative solutions are discussed.
MRS have previously been proposed as suitable for semantic transfer machine translation. I have shown that VFDs can naturally be handled by an interlingual design in many cases, minimizing the need of transfer.
The main contributions of this thesis are: an inventory of English and Swedish verb frames and verb frame divergences; the bilingual grammar BiTSE and showing that it is possible in many cases to use MRS as an interlingua in machine translation.
Bellini, Serge. "Insécurité linguistique et alternance codique : le cas des professeurs de biologie dans les classes bilingues franco-moldaves." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015PA030013.
Our research was motivated by personal observation realized in bilingual education systems of Central and Eastern Europe. We found it, justified tobring our thoughts to the general issue of bilingual education. We chose to enter in the reflection by the descriptive way of franco-moldovian practica classes of biology, where teachers provide their discipline using French. Our observation focuses on the management of their language skills in the alteration between Romanian and French built on the analysis of the corpus of interviews with the teachers and another filmed one with the lessons.To achieve this, we entered into the ethnographic approach applying the tools of the interactional analysis. Our analysis shows that in the classes underobservation, the transmission of discipline was made either in a monolingualL1/L2 register or in bilingual L1 and L2 one. The detailed description we make shows the teaching strategies applied with more or less important integration of L2 in the discipline.Paradoxically enough, the teachers with less L2 language skills develop moreb ilingual education, meaning more instructions in two languages in their discipline.To summarize, the heart of the process of bilingual education is the rational management of code-switching and the benefit is based on the level of its mastery
Cercetarea noastră a fost motivată de observația personală pe care amputut sa o facem a sistemelor școlare de învățământ bilingv din EuropaCentrală și de Orientală. Ne pare a fi justificat de a aduce reflecţia noastrăasupra problemei generale a învățământului bilingv. Am ales să abordămreflecţia prin descriere, în cadrul dispozitivului franco-moldovenesc, orepractice a profesorilor de biologie care asigură disciplina utilizînd limbafranceză. Analiza noastră se concentrează pe gestionarea competențelorlingvistice în alternanța între limba romană și limba franceză sprijinindu-ne peanalizele unui corpus de interviuri cu profesori și a unui corpus foarteimportant, a lecţiilor filmate.Pentru a face acest lucru, noi ne-am înregistrat la o abordareetnografică convocînd instrumentele unei analize interacționale. Analizanoastră arată că în clasele observate, transmiterea de cunoștințe disciplinare seefectuiaza fie într-un registru L1 monolingv sau L2 sau într-un registru bilingvL1 și L2. Descrierea detaliată pe care noi o facem, arată strategii de predareaplicate la disciplină cu o integrare a L2 mai mult sau mai puțin importantă.În mod paradoxal, profesorii care dispun de mai puţine competențelingvistice în L2 dezvoltă un învățământ bilingv, fie un învăţămînt în douălimbi, a disciplinei lor.Pe scurt, gestionarea rațională a alternanţei codicale este centrulprocesului învăţămîntului bilingv, a cărui beneficiu se bazează pe stăpânireaacesteia
Sepulchre-Manteau, Elisabeth. "Role d'une interaction langagiere bilingue (langue des signes francaise/francais oral) au cours de l'acquisition du langage par l'enfant sourd." Paris 3, 1998. http://www.theses.fr/1998PA030066.
This thesis describes the importance for little deaf children to learn, so early as possible, sign language as a first language in their family and educative context, so, oral and written vocal french will be their second language. Even if having access to this vocal language is difficult, it seems important and possible to offer it to the child, using all sensorial ways, but without reeducational relentiessness. In this bilingual education, to make this language learning more natural, it is possible for adults having a good knowledge of sign language to use an adaptable form of signed french. Conversations between speech-therapists, working in that way, and deaf children are recorded and written according to a method especially elaborated for this research. Corpus analysis shows up orignal communicative strategies used by adults and children and confirms that each deaf child has its own linguistic course. This proves that these bilingual exchanges alow to offer the deaf child interactive situations as well as for the hearing child : they make mutual inderstanding easier and allow the deaf child to appropriate lexical constituents and syntactical forms of adult's language, for its own cognitive and linguistic working
Gordeeva, Olga. "Language interaction in the bilingual acquisition of sound structure : a longitudinal study of vowel quality, duration and vocal effort in pre-school children speaking Scottish English and Russian." Thesis, Queen Margaret University, 2006. https://eresearch.qmu.ac.uk/handle/20.500.12289/7440.
Almeida, Djair Lázaro de. "Português como segunda língua para surdos : a escrita construída em situações de interação mediadas pela Libras." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8756.
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This research aims to describe and analyze the process of writing in Portuguese as a second language, undertaken by deaf participants in context of interactional and dialogical workshops, from a collective rewriting work of an adventure story, reflecting on interdiscursive interactions between sign language and written Portuguese. The rewrite was placed in this work as the object of reflection on practices and discursive formations which focused on learning of deaf participants. The discussions on this theme were guided by Bakhtin assumptions from the enunciative-discursive conception of language. This design allows us to understand the subjects in their discursive constitution through social relations in which they participate, incorporating the different social voices. For this purpose the workshops were videotaped as the intention to focus dialogic aspects of the interaction between the subjects. The episodes that make up the corpus of analysis were selected from the workshops developed in the course of the years 2013 and 2014, considering the communicative context. The excerpts of the episodes whose enunciations presented significant in relation to production strategies, review and language reflection collectively were transcribed from sign language (Libras) to Portuguese writing. The data was treated from three axes of analysis: interaction between deaf peers and between educators and listeners; language skills and written evidence. The axes analyzed allowed the establishment of qualitative values of the demanding language working by deaf people in writing workshop activities. Regarding the education of deaf people, this study points to the necessity of having the Portuguese language effectively treated as a second language, where its teaching and learning process is mediated by the sign language. Thus, the spaces that support the education for this portion of the population must be organized so as to ensure the verbal interaction, through Libras, as a written language development condition.
A presente pesquisa tem o objetivo de descrever e analisar o processo de escrita em Língua Portuguesa, como segunda língua, empreendido por participantes surdos, em contextos interacionais e dialógicos de oficinas, a partir de um trabalho de reescrita coletiva de uma história de aventura, refletindo sobre as interações interdiscursivas entre língua de sinais e o português escrito. A reescrita foi colocada neste trabalho como objeto de reflexão sobre as práticas e as formações discursivas que incidiram sobre a aprendizagem dos participantes surdos. As discussões em torno desta temática foram orientadas por pressupostos bakhtinianos a partir da concepção enunciativo-discursiva de linguagem. Tal concepção permite entender os sujeitos em suas constituições discursivas por meio das relações sociais das quais participam, incorporando as diferentes vozes sociais. Para tanto as oficinas foram videogravadas como o intuito de focalizar aspectos dialógicos da interação entre sujeitos. Os episódios que constituem o corpus de análise foram selecionados entre as oficinas desenvolvidas no transcorrer dos anos de 2013 e de 2014, considerando o contexto comunicativo. Os trechos dos episódios cujas enunciações se apresentaram significantes em relação às estratégias de produção, revisão e reflexão da língua coletivamente foram transcritos da Libras para a Língua Portuguesa escrita. Os dados obtidos foram tratados a partir de três eixos de análise: interação entre pares surdos e entre estes e educadores ouvintes; aspectos linguísticos e indícios de autoria. Os eixos analisados permitiram o estabelecimento de valores qualitativos do trabalho de linguagem demandado pelos sujeitos surdos nas atividades de escrita das oficinas. Em relação à educação de surdos, o presente estudo aponta para a necessidade de a Língua Portuguesa ser efetivamente tratada como segunda língua, e que o processo de ensino e de aprendizagem desta seja mediado pela língua de sinais. Desta forma, os espaços que se propõem à educação desta parcela da população devem ser organizados de maneira a garantir a interação verbal, por meio da Libras, como condição de desenvolvimento da linguagem escrita.
Drake, Penny Marie. "Classroom as text: A study of the integration of multiculturalism." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1076.
Chiao, Yun-Chuang. "Extraction lexicale bilingue à partir de textes médicaux comparables : application à la recherche d'information translangue." Phd thesis, Université Pierre et Marie Curie - Paris VI, 2004. http://tel.archives-ouvertes.fr/tel-00007704.
Burgat, Sandrine. "Approche directe de l'écrit chez l'apprenant sourd dans une perspective bilingue : analyse longitudinale d'une expérimentation de dictée à l'expert en LSF conduite auprès de cinq enfants sourds." Paris 8, 2007. http://www.theses.fr/2007PA082957.
The aim of this research is to find new perspectives for teaching to write and read in french language to deaf children expressing themselves in sign language. We try to show that the language of these children is not to be considered as pathological. We are proposing a model to access literacy in a bilingual way (sign language/ french written language) and through direct method of instruction. Our hypothesis is that a method called in French "dictée à l'expert" (dictation to an expert) can be used in sign language interacting with deaf people. We have tested on a longitudinal base the efficiency of this way of learning with five young children studying in a school of Nevers (Nièvre, France). The analysis of the corpus demonstrate the role of "dictée à l'expert" in these children progression with reading and writing
Onorato, Patricia G. "Investigating the Effects of a Parent-Mediated Intervention on Latino Parent-Child Verbal Interaction and Children's Receptive Vocabulary." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4600.
Oh, Grace Eunhae 1980. "The Effect of Age of Acquisition and Second-Language Experience on Segments and Prosody: A Cross-Sectional Study of Korean Bilinguals' English and Korean Production." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12066.
The current dissertation investigated segmental and prosodic aspects of first- (L1) and second-language (L2) speech production. Forty Korean-speaking adults and children varying in L2 experience (6 months-inexperienced vs. 6 years-experienced) as well as twenty age-matched native English speaking adults and children participated. Experienced children born in the U.S. were first exposed to English much earlier than inexperienced children. Group differences were investigated for insight into the effect of differing language experience on speech production. For segmental aspects, spectral quality and duration of English and Korean vowels (Chapter II), the effect of English coda consonant voicing on vowel and consonant closure duration (Chapter III), and language-specific voice onset time (VOT) in English and Korean stops (Chapter IV) were examined. All Korean groups except the experienced children differed from the native English speakers in vowel spectral quality and coda voicing production. The experienced children showed native-like production of both English and Korean vowels and also used VOT to distinguish Korean aspirated and English voiceless stops. These results suggest that the experienced children have separate phonological representations for their two languages. For prosodic aspects, stressed and unstressed vowels in English multisyllabic words (Chapter V) and Korean four-syllable phrases (Chapter VI) were elicited. The results of stressed and unstressed vowel production revealed that the Korean adults were able to acquire English prosody in a native-like manner, except for reduced vowel quality. Contrary to the little L1-L2 interaction in prosody for adults, Korean experienced children's production suggested a strong influence of English acquisition on the development of Korean prosody in terms of fundamental frequency, intensity, and duration patterns. Different degrees of L1-L2 interaction between Korean experienced children's production of segments and prosody are discussed from the developmental standpoint of simultaneous bilingual children's language shift from the mother tongue to English. In addition to children's greater plasticity of language acquisition, external (e.g., peer pressure, language input) and internal (e.g., ethnic self-identity) factors are likely to have created a language learning environment different from that of the Korean adults. As a result, the degree and direction of L1-L2 interaction varied by linguistic domains, depending on the age of the learner and the language experience.
Committee in charge: Susan Guion-Anderson, Chairperson; Melissa Redford, Member; Vsevolod Kapatsinski, Member; Kaori Idemaru, Outside Member
Mårtensson, Christian. "Managing language learning data in mobile apps." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-81078.
Jonsson, Karin. "Students' Oral Participation in the CLIL Classroom. : A comparative study of oral participation of CLIL students and students taught through their native language Swedish." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7304.
Mermet, Michel Favereau Francis. "Informatique et maîtrise de l'oral en maternelle bilingue breton-français modèle de l'élève dans le dialogue enfant-ordinateur et ergonomie de la parole /." Rennes : Université Rennes 2, 2007. http://tel.archives-ouvertes.fr/tel-00199337/fr.
Jones, Adam McFaul. "Starts and Stops: Multimodal Practices for Walking as a Group in an Augmented Reality Place Based Game." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2748.
Chenon, Christophe. "Vers une meilleure utilisabilité des mémoires de traduction, fondée sur un alignement sous-phrastique." Phd thesis, Université Joseph Fourier (Grenoble), 2005. http://tel.archives-ouvertes.fr/tel-00012126.
Pourtant ces mémoires recèlent des gisements d'information importants au niveau sous-phrastique dont les utilisateurs ne peuvent pas bénéficier. Le formalisme TransTree permet de représenter des correspondances sous-segmentales enchassées bilingues. Ces correspondances complexes (les amphigrammes) forment une structure arborescente exprimable en XML. Une transformation de surface conduit à une visualisation dynamique mettant en évidence les différents niveaux de correspondance entre sous-segments.
TransTree s'accompagne d'une méthode générale de construction par voie statistique, fondée sur les arbres binaires de sécabilité. Cette méthode permet d'établir des amphigrammes à partir des correspondances entre mots typographiques. Il est possible d'abstraire des patrons de traduction (amphigrammes génériques) par classification des exemples rencontrés dans le corpus.
Quelques expérimentations ont été effectuées pour valider le pouvoir d'expression du formalisme, explorer différentes options de construction et esquisser un algorithme de reconstitution d'un segment cible à partir d'un segment source inconnu avec la connaissance extraite des mémoires de traduction.
Brooks, Kathryn A. "In search of academic voice : the impact of instructional grouping configurations on English language learner academic language production." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/238.