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Academic literature on the topic 'Bilingualism and multilingualsm'

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Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Bilingualism and multilingualsm"

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Cenoz, Jasone. "The influence of bilingualism on third language acquisition: Focus on multilingualism." Language Teaching 46, no. 1 (June 15, 2011): 71–86. http://dx.doi.org/10.1017/s0261444811000218.

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This paper focuses on the advantages that bilinguals have over monolinguals when acquiring an additional language. Bilinguals are more experienced language learners and have potentially developed learning strategies to a larger extent than monolinguals. They also have a larger linguistic and intercultural repertoire at their disposal. In this paper the methodology and results of studies on the influence of bilingualism on third language acquisition (TLA) will be reviewed and their contribution to the study of multilingualism discussed. A new perspective, focus on multilingualism, is presented as a more appropriate way to analyse the effect of bilingualism on TLA. This perspective is holistic and focuses on multilingual speakers and their linguistic repertoires, including the interaction between their languages.
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De Lima, Jane Helen Gomes. "English as a Lingua Franca, Bilingualism and Multilingualism: How Do These Areas of Studies Relate?" MOARA – Revista Eletrônica do Programa de Pós-Graduação em Letras ISSN: 0104-0944, no. 54 (December 27, 2019): 319. http://dx.doi.org/10.18542/moara.v0i54.8118.

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English as a Lingua Franca (ELF) is an area of research that has expanded fast and in different ways. It started focusing mainly on form, when still following the principles of Word English research. However, now ELF is understood as a multilingual practice. This new reconceptualization of English as a Lingua Franca positioned ELF within the multilingual framework, but Which theoretical concept(s) connect ELF, Bilingualism and Multilingualism studies? To be able to answer this question, a review of literature on bilingualism, and/or multilingualism associated with ELF was carried out using Google Scholar. The search based on this criterion resulted in six articles and the findings show that ELF, in its third phase, considers English as an option of contact language among all other languages available in multilinguals’ repertoire, which means that, English in ELF is one option not the opinion in multilingual practices.
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Higby, Eve, Jungna Kim, and Loraine K. Obler. "Multilingualism and the Brain." Annual Review of Applied Linguistics 33 (March 2013): 68–101. http://dx.doi.org/10.1017/s0267190513000081.

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Over the last decade, research on multilingualism has grown and has provided researchers with new insights into the mechanisms at work in the multilingual brain. While some studies of multilinguals have shown similar results to what has been seen in studies of bilinguals, certain unique properties of multilinguals are beginning to be noticed, particularly regarding early language representation, gray matter density, and speed of lexical retrieval. In addition, research on cognitive control, language switching, working memory, and certain consequences of multilingualism (advantages and disadvantages) are reviewed in terms of their effects on the brains of bilinguals and multilinguals. Although there is little agreement among papers concerning specific regions that are structurally different in monolinguals and multilinguals, publications do show differences. Similarly, there are studies reporting somewhat different regions called upon for processing a given language in multilinguals compared to monolinguals.
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DEWAELE, JEAN-MARC, and LI WEI. "Is multilingualism linked to a higher tolerance of ambiguity?" Bilingualism: Language and Cognition 16, no. 1 (October 9, 2012): 231–40. http://dx.doi.org/10.1017/s1366728912000570.

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The present study investigates the link between multilingualism and the personality trait Tolerance of Ambiguity (TA) among 2158 mono-, bi- and multilinguals. Monolinguals and bilinguals scored significantly lower on TA compared to multilinguals. A high level of global proficiency of various languages was linked to higher TA scores. A stay abroad of more than three months was also linked to higher TA although the effect levelled off after one year. Growing up in a multilingual family had no effect on TA. These findings show that a high level of multilingualism makes individuals more at ease in dealing with ambiguity, but we acknowledge that a higher level of TA can also strengthen an individual's inclination to become multilingual.
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MacSwan, Jeff. "A Multilingual Perspective on Translanguaging." American Educational Research Journal 54, no. 1 (February 2017): 167–201. http://dx.doi.org/10.3102/0002831216683935.

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Translanguaging is a new term in bilingual education; it supports a heteroglossic language ideology, which views bilingualism as valuable in its own right. Some translanguaging scholars have questioned the existence of discrete languages, further concluding that multilingualism does not exist. I argue that the political use of language names can and should be distinguished from the social and structural idealizations used to study linguistic diversity, favoring what I call an integrated multilingual model of individual bilingualism, contrasted with the unitary model and dual competence model. I further distinguish grammars from linguistic repertoires, arguing that bilinguals, like monolinguals, have a single linguistic repertoire but a richly diverse mental grammar. I call the viewpoint developed here a multilingual perspective on translanguaging.
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Lin, Zhong, and Lei Lei. "The Research Trends of Multilingualism in Applied Linguistics and Education (2000–2019): A Bibliometric Analysis." Sustainability 12, no. 15 (July 28, 2020): 6058. http://dx.doi.org/10.3390/su12156058.

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This study explored the state of the arts of bilingualism or multilingualism research in the past two decades. In particular, it employed a bibliometric method to examine the publication trend, the main publication venues, the most influential articles, and the important themes in the area of bilingualism or multilingualism. The main findings are summarised as follows. First, a significant increase of publications in the area was found in the past two decades. Second, the main publication venues and the most influential articles were reported. The results seemingly indicated that the research in the area focused largely on two broad categories, that is, (1) bilingualism or multilingualism from the perspective of psycholinguistics and cognition research and (2) how second/additional languages are learned and taught. Last, the important themes, including the hot and cold themes, were identified. Results showed that researchers prefer to study bilingualism or multilingualism more from deeper cognition levels such as metalinguistic awareness, phonological awareness, and executive control. Also, they may become more interested in the issue from multilingual perspectives rather than from the traditional bilingual view. In addition, the theme emergent bilinguals, a term closely related to translanguaging, has recently gained its popularity, which seemingly indicates a recent advocate for heteroglossic language ideologies.
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Bagwasi, Mompoloki Mmangaka. "Education, multilingualism and bilingualism in Botswana." International Journal of the Sociology of Language 2021, no. 267-268 (March 1, 2021): 43–54. http://dx.doi.org/10.1515/ijsl-2020-0114.

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Abstract Botswana is a multilingual country. It has about 28 languages (see Anderson, Lars-Gunnar & Tore Janson. 1997. Languages in Botswana. Gaborone: Longman Botswana). Although multilingualism breeds bilingualism or vice versa, bilingualism in Botswana is not as extensive and as widespread among the 28 languages. It is mostly concentrated amongst certain groups of people and a limited number of languages. This paper interrogates the pattern of bilingualism in Botswana and the role that education plays in shaping it. Further, the paper examines the extent to which the pattern of bilingualism in Botswana fits into Liddicoat, Anthony. 1991. Bilingualism and bilingual education. NLIA Occasional Paper 2. 1–21 folk and elite bilingualism categories. The paper argues that even though bilingualism in Botswana is fostered by education, it is not elite. Most bilinguals in Botswana are speakers of minority languages who feel obliged to learn English and Setswana. There are not many speakers of English who also speak Setswana and not many speakers of Setswana who also speak the minority languages. The paper hights one of the inadequacies of multilingualism, its inability to create equality and interrelationship between languages. This paper argues that the pattern of bilingualism found in Botswana is asymmetrical and is heavily influenced by the socio-economic-cultural power relations that exist in the country. Thus, the pattern of bilingualism that is found in Botswana does not support multilingualism, instead it is detrimental to it.
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Salzmann, Zdenek, Jasone Cenoz, and Fred Genesee. "Beyond Bilingualism: Multilingualism and Multilingual Education." Language 76, no. 4 (December 2000): 950. http://dx.doi.org/10.2307/417241.

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Alsheikh, Negmeldin. "The Primacy of Bilinguals and Trilinguals College Students’ Views on Reading and Language Learning." English Language Teaching 11, no. 1 (December 17, 2017): 150. http://dx.doi.org/10.5539/elt.v11n1p150.

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This study aimed at understanding the essence of reading and language learning by bilinguals and trilinguals college students. The study is based on data from two separate yet related studies that were completed. The study used interviews as a qualitative means to glean the views of Arab bilinguals (n=10) and African trilinguals (n=3). The study is based on symbolic interactionism approach to incorporate a focus on intersubjective realities of bilinguals and trilinguals, openness to bilinguals and multilinguals’ experiences and a search for invariant indispensable meaning in their descriptions of their bilingualism and multilingualism. In a very important sense, this study attempted to get beyond the immediacy of an experienced world in order to articulate the pre-reflective level of lived-world of bilinguals and trilinguals. The preliminary results of this study revealed that both bilinguals and trilinguals viewed reading as an establish tool for gleaning meaning. On the other hand, trilinguals viewed language from a larger intersubjective scope where the shared common understandings through ongoing symbolic interaction with the others. The trilingual also assigned more spatial perspectives, more metalinguistic awareness of reading and languages learning than the bilinguals.
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Tsimpli, Ianthi Maria, Margreet Vogelzang, Anusha Balasubramanian, Theodoros Marinis, Suvarna Alladi, Abhigna Reddy, and Minati Panda. "Linguistic Diversity, Multilingualism, and Cognitive Skills: A Study of Disadvantaged Children in India." Languages 5, no. 1 (March 16, 2020): 10. http://dx.doi.org/10.3390/languages5010010.

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Multilingualism and linguistic diversity are the norm in India. Although studies have shown a relation between bilingualism and cognitive gains, linguistic diversity has so far been ignored as a potential factor affecting cognitive skills. This study aims to fill this gap by examining how cognitive skills—as measured by the n-back and Raven’s Colored Progressive Matrices tasks—are affected by multilingualism and/or sociolinguistic diversity in a large cohort of socioeconomically disadvantaged primary school children in two urban sites of India: Delhi and Hyderabad. We present a questionnaire estimating sociolinguistic diversity and show that this measure assesses a distinct construct, as compared to a child’s multilingualism. Children were classified as growing up monolingually or bilingually, depending on whether they grew up with one or more languages in the home. Regarding cognitive performance, bilinguals were found to outperform monolinguals on the n-back task, as well as on the Raven’s task. In addition, a socially and linguistically diverse environment seems to enhance cognitive performance for children who are not multilingual themselves. Finally, several contextual factors such as city were found to influence cognitive performance. Overall, this shows that cognitive tasks are subject to contextual effects and that bilingualism and linguistic diversity can enhance cognitive performance of children in disadvantaged contexts.
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Dissertations / Theses on the topic "Bilingualism and multilingualsm"

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Bever, Olga Alexeyevna. "Linguistic Landscapes of Post-Soviet Ukraine: Multilingualism and Language Policy in Outdoor Media and Advertising." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194464.

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This research investigates language use in Linguistic Landscapes (LLs) of an urban center of post-Soviet eastern Ukraine The major focus is on how the signs represent linguistic, social and ideological phenomena in the context of competing local, national, and global language ideologies with Ukrainian, Russian and English in Cyrillic and Roman scripts. More than 100 pictures of public signs were selected and analyzed, from more than one thousand photographs.Detailed analyses of the signs show that the `one state - one language' official language policy is not effective in the predominantly Russian-speaking eastern Ukraine: the signs frequently use Russian, and blend in Ukrainian. There were revealing differences between establishment categories. Bank signs were almost all in Ukrainian, because they are government regulated. In contrast, local clothing store signs used Russian, along with English and European languages to convey `modernity', `prestige' and `high fashion'; other establishment (casinos and electronics stores) mixed Russian and Ukrainian with some English. English and European languages with Roman script were also frequently used to `smooth over' the conflict between Ukrainian and Russian.The genetic closeness of Ukrainian and Russian allows a linguistic phenomenon that reconciles the languages, `bivalency'. Bivalency refers to shared linguistic elements between the languages, allowing the signs to appeal to the local population, while complying with the official Ukrainian language policy. This work analyzes and documents bivalency at phonological, morphological, and lexical levels, introducing a new sensitive tool for quantifying language dominance in signs.The overall conclusion is that signs in the LLs reveal that despite the official language policy, both Ukrainian and Russian appear in signs. In this way, Linguistic Landscapes may predict a future Ukraine in which both Russian and Ukrainian are accepted as official languages.This work contributes several new perspectives to the analyses of LLs. It demonstrates that LLs are multimodal, multilayered and multidimensional to be studied from a multidisciplinary perspective; the methodology integrates Critical Discourse Analysis and grounded theory; LLs are considered as texts analyzed on multiple discourse levels. The work invents and applies continua of bivalency as a multilevel phenomenon. The research focuses on LLs in eastern Ukraine.
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Antonchuk, Daniela. "Bilingualism and access to a third language: Access to the Spanish language by Russian-Romanian bilinguals." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/394088.

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El presente trabajo aborda un tema tan fundamental e importante hoy en día como el bilingüismo, que es un proceso complicado que involucra una amplia variedad de aspectos, entre los que se comprende un sistema particular de la lengua, así como la capacidad de utilizarlo en la comunicación. Aparte del mero hecho de adquirir el conocimiento de una segunda lengua, el bilingüismo también implica el desarrollo de estructuración lingüística específica y el funcionamiento del cerebro diferentes de las de un individuo monolingüe. La presente investigación tiene como objetivo evaluar la capacidad de comprensión de los informantes bilingües para referirse a un tercer idioma sin su aprendizaje previo y comparar los resultados obtenidos con las adquiridas para los individuos monolingües que presentan cada uno de los idiomas con el fin de verificar una hipótesis establecida. Este estudio se basa en el bilingüismo entre dos familias de lenguas diferentes, es decir, eslava y romance, en el ejemplo de los idiomas ruso y rumano, lo que resulta en tres grupos de informantes y que implica el análisis de una tercera lengua que pertenece a la familia de lenguas románicas en el ejemplo de la lengua española. Así, el estudio dado representa una investigación experimental con material especificado recogido y generado para un número de propósitos y objetivos, todos los cuales tienen como objetivo confirmar o refutar la hipótesis que se ha indicado anteriormente.
The present work deals with such a fundamental and significant subject nowadays as bilingualism, which is a complicated process involving a variety of aspects, among which we can distinguish comprising a particular system of a language as well as the capacity to use it in communication. Apart from the mere fact of acquiring the knowledge of a second language, bilingualism also involves the development of specific linguistic structuring and brain functioning different from those of a monolingual individual. The present investigation is aiming to assess the comprehension capacity of bilingual informants to refer to a third language without its prior learning and to compare the obtained results with those acquired for monolingual individuals presenting each of the languages in order to verify an established hypothesis. This study is based on the bilingualism between two different language families, i.e. Slavic and Romance, on the example of the Russian and Romanian languages, thus, resulting in three groups of informants and involving the analysis of a third language belonging to the Romance language family on the example of the Spanish language. Thus, the given study represents an experimental research with specified material collected and generated for a number of purposes and aims, all of which having as objective proving or refuting previously stated hypothesis.
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Greek, Selin Matilda, and Calum James. "A multilingual advantage, or lack thereof? : A comparative study of executive functions in bilinguals and multilinguals." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85293.

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The present study aimed to examine how bilinguals and multilinguals performed in executive functioning measures as well as potential differences in performance in terms of number of languages spoken and language proficiency. A sample of 191 participants between the ages 50-75 who spoke 1-5 languages were administered six executive functioning tasks measuring inhibition and switching performance. Three different language variables were examined, namely self-reported number of languages spoken, language proficiency and recategorised number of languages spoken based on proficiency. Analyses showed a positive correlation (i.e., worse performance) between the reported number of languages spoken and the switching task “colour-shape”. This correlation remained significant when analysing the recategorised number of languages and the colour-shape task. The current results indicated no significant performance benefits of multilingualism in executive functioning tasks and showed that they may even have been disadvantaged in certain circumstances. Since correlations were only found in one switching task, no wider generalisations as to the advantages or disadvantages can be made based on the results in this study. However, no multilingual advantage as reported in previous papers was found in the present study.
Denna studie syftade till att undersöka tvåspråkigas och flerspråkigas prestation i exekutiva funktioner samt potentiella prestationsskillnader vad gäller antal språk och språkfärdighet. Ett urval på 191 deltagare i åldrarna 50-75, som talades 1-5 språk, deltog i sex olika tester som mätte prestation i de exekutiv funktionerna inhibering och växlande. Tre språkvariabler undersöktes, nämligen självrapporterat antal språk, språkfärdighet och omkategoriserat antal språk baserat på språkfärdighet. Analyser visade en positiv korrelation (d.v.s. sämre prestation) mellan självrapporterat antal språk och växlandesuppgiften “colour-shape”. Denna korrelation förblev signifikant vid analyser av omkategoriserat antal språk och “colour-shape”-uppgiften. Resultaten indikerade inga signifikanta prestationsfördelar för flerspråkiga personer vad gäller exekutiva funktioner, utan visade att detta skulle kunna vara en nackdel under vissa omständigheter. Då korrelationerna endast hittades i en växlingsuppgift kan inga större generaliseringar göras vad gäller fördelar eller nackdelar baserat på vad som kommit fram i denna studie. Likväl kunde inga fördelar för flerspråkiga som rapporterats i tidigare forskning finnas i denna studie.
Successful Aging - A study of how bilingualism and choice of occupation contribute to preserve attention and memory across the adult life span
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Kenner, Anne Charmain. "Social scripts : children writing in a multilingual nursery." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242193.

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Linton, April. "Spanish for Americans? : the politics of bilingualism in the United States /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/8857.

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Lefebvre, Elisabeth, and Elisabeth Lefebvre. "Student Attitudes Toward Multilingual Education." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12513.

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This research focuses on student attitudes toward multilingual education. Although much work has been done on multilingual education pedagogy and policy, almost none has been child-centered. Little consideration has been given to first-hand accounts of children in immersion programs. Through participatory observation, surveys, and focus group discussions with third grade students at a public, French immersion elementary school in the Pacific Northwest, I have found many common threads within student experiences of multilingual education. Specifically, students' fear of failure and peer-to-peer shaming when learning a new language can leave them feeling ambivalent toward French. This is not to say that the student experience is overwhelmingly negative; however, student attitudes seem to fall somewhere between their learned value for multilingualism and their lived experiences. Ultimately, this thesis highlights the importance of student narratives and the ways in which they can inform the development of immersion education programs.
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Ozagac, Oya. "A Minimalistic Approach To Russian-english-turkish Multilingualism." Master's thesis, METU, 2002. http://etd.lib.metu.edu.tr/upload/617217/index.pdf.

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The empirical question which is the focus of present research is: How may the lexicons from different languages interact in the course of one syntactical derivation, resulting in code switching phenomena? We develop the following hypothesis concerning code switching: The units of intrasentential code switching are either heads or functional maximal projections. To get support for this hypothesis, intrasentential code switching instances from Russian-English-Turkish and Dutch- Turkish spoken data are analyzed within the minimalist framework. In the data analysed, it has been observed that the data gathered support this hypothesis and that the Minimalist Program has an explanatory force for bilingual language processing.
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Dovgialo, Julija. "Logopedo veikos ypatumai ugdant vaikus iš dvikalbės ir daugiakalbės aplinkos." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120913_100109-83311.

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Magistro darbe išanalizuota ir susisteminta Lietuvos ir užsienio autorių mokslinė literatūra, apžvelgti specialiosios pedagoginės pagalbos teikimo būdai ugdymo įstaigose.Iškelta hipotezė, kad švietimo įstaigų logopedai naudoja įvairius efektyvius pagalbos būdus bei pritaiko juos ugdant vaikus iš dvikalbės ir daugiakalbės aplinkos.
The analysis and system of nonfiction of foreign and Lithuanian authors is presented. Moreover, the methods of special pedagogical assistance in educational institutions are reviewed. The erected hypothesis says that a variety of effectiveways in training children from bilingual and multilingual environment is applied by speech therapists at educational institutions.
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Maluch, Jessica. "Bilingualism and its Effect on Foreign Language Learning." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19221.

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In vielen Staaten unterscheidet sich die Leistung von Schülern mit und ohne Migrationshintergrund. Schüler mit Migrationshintergrund sprechen eine Minderheitensprache sowie die Zielsprache des Wohnlandes, das führt zu einem gewissen Grad der Zweisprachigkeit. Die Zweisprachigkeit ist mit Entwicklungsmustern verbunden, die das Fremdsprachenlernen der bilingualen Schüler positiv beeinflussen können. Diese Dissertation untersucht die Beziehung zwischen Zweisprachigkeit und Fremdsprachenlernen. Die erste Studie untersuchte die Wirkung der Zweisprachigkeit von Schülern mit Migrationshintergrund auf das Erlernen von Englisch als Fremdsprache. Die Ergebnisse zeigen einen positiven Trend zwischen Zweisprachigkeit und Lernerfolg. Dieser Trend unterschied sich deutlich zwischen Gruppen verschiedener Heimatsprachen mit den Kenntnissen der Unterrichtssprache als stärksten Prädiktor. Die zweite Studie betrachtete die Wirkung von Zweisprachigkeit auf die Leistung in Englisch als Fremdsprache von der Grundschule bis zur weiterführenden Schule. Die Analysen zeigen, dass, ein wesentlicher Vorteil der Zweisprachigkeit in der Grundschule vorliegt, dieser aber in der Sekundarstufe I verschwindet. Dies führt zu unterschiedlichem Leistungszuwachs von zweisprachigen und einsprachigen Schülern. Die dritte Studie untersuchte die Wirkung der Zweisprachigkeit auf das Erlernen von Englisch als Fremdsprache unter Berücksichtigung der Auswirkungen von Methode und Abfolge des Erlernens der Zweitsprache sowie des Sprachgebrauchs. Die Ergebnisse zeigen Leistungsvorsprünge in der Drittsprache für Zweisprachige, die in ihrer Minderheitensprache unterrichtet werden, beide Sprachen simultan erwerben und häufiger zwischen beiden Sprachen wechseln. Diese Dissertation gibt weitere Hinweise darauf, dass unter bestimmten Voraussetzungen Zweisprachige mit Migrationshintergrund im Vergleich zu einsprachigen Schülern Vorteile im Fremdsprachenlernen haben, obwohl sich dieser Befund im Laufe der Zeit verändert.
There is a large achievement gap between students with immigrant background and their peers. Many students with immigrant backgrounds speak a minority language at home as well as the majority language of the larger society, resulting in some level of bilingualism. Bilingualism is associated with unique patterns of development that may affect their foreign language learning (FLL) in positive ways. This thesis explores the relationship between bilingualism and FLL, focusing on factors that affect this relationship. The first study investigates the effect of immigrant bilingualism on English FLL, examining confounding background variables and the effect of instructional language proficiency. The results showed a general positive trend between bilingualism and FLL. This positive trend differed between bilingual groups with different home languages with the strongest predictor for FLL being instructional language proficiency. This second study considers the effect of bilingualism on the FLL from elementary to secondary school. Although a significant advantage of bilingualism is found in elementary school, it disappeared as students proceed into secondary school, yielding differential gains for the language minority and monolingual groups. The level of exposure to the minority language played an important role for the FLL development. The third study examines the effect of bilingualism on FLL, considering the impact of manner and age of bilingual acquisition as well as language use practices. The results showed higher FLL for bilinguals who received formal instruction in their minority language, had acquired both languages simultaneously, and switched more often between their two languages, when compared to their other bilingual and monolingual peers. The findings of this thesis add to the evidence that under certain conditions, some bilinguals from immigrant communities have advantages in FLL compared to their monolingual peers although this pattern does change over time.
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Pedroarias, Ricardo José. "Organizational Assimilation through Heritage Language Programming: Reconciling Justice and Bilingualism." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/252.

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The purpose of this mixed-methods study was to analyze the effectiveness of a heritage language Spanish program from the standpoint of organizational, curricular, and cocurricular practices. In this study, heritage language study was defined as having an emphasis on maintaining cultural awareness and language needs (Beaudrie, 2009) through cultural mediation, in which the experiences and identity of students are developed as areas of strength in the educational experience (Bennett, 2003; Gollnick & Chinn, 2004; Lovelace & Wheeler, 2006). The setting for this mixed-methodology study was an all-male Catholic secondary school. The participants in this study numbered 78 students in the heritage language courses and 10 faculty and administration members. The data collected pointed to significant areas for growth in the school’s distinction between heritage language learners and native speakers. The findings suggested the prevalence of the following themes: class and racial discrimination, student internalization of deficit thinking, and the power struggle between the power structure and Latino student population. The implications of this study were that the program would benefit from greater teacher preparation in terms of degree background, increased emphasis in activities that promote student verbal communication in the heritage language, and greater incorporation of varied classroom practices in order to empower students to achieve a proficient level of bilingualism and biculturalism.
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Books on the topic "Bilingualism and multilingualsm"

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Peter, Auer. Handbook of multilingualism and multilingual communication. New York, N.Y: Mouton de Gruyter, 2009.

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Bhatia, Tej K., and William C. Ritchie, eds. The Handbook of Bilingualism and Multilingualism. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118332382.

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Ritchie, William C., and Tej K. Bhatia. The handbook of bilingualism and multilingualism. Chichester, West Sussex, UK: Wiley-Blackwell, 2012.

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Angela, Creese, ed. Multilingualism: A critical perspective. London: Continuum, 2010.

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Studije o višejezičnosti. Zagreb: Nakladni zavod Globus, 2010.

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Kovács, Ágnes Melinda. Chapter 13 Cognitive Effects of Bilingualism in Infancy. Berlin/Boston: De Gruyter, 2016.

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Armon-Lotem, Sharon, Jong Jan de, and Natalia Meir. Assessing multilingual children disentangling bilingualism from language impairment. Bristol: Multilingual Matters, 2015.

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University), Nordiska tvåspråkighetssymposiet (4th 1984 Uppsala. Aspects of multilingualism: Proceedings from the Fourth Nordic Symposium on Bilingualism, 1984. Uppsala: Ubsaliensis S. Academiae, 1987.

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Alina E. Báez de Bistoletti. Tipología e indicadores lingüísticos de los ingresantes al nivel primario en Misiones: Trabajo presentado en las "IV Jornadas de Comunicaciones Científicas y Tecnológicas," UNaM, Posadas, 4-XII-84, Oberá, 5-XII-84. Posadas: Instituto de Investigación, Facultad de Humanidades y Ciencias Sociales, Universidad Nacional de Misiones, 1985.

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Wei, Li, and Melissa G. Moyer, eds. The Blackwell Guide to Research Methods in Bilingualism and Multilingualism. Oxford, UK: Blackwell Publishing Ltd., 2008. http://dx.doi.org/10.1002/9781444301120.

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Book chapters on the topic "Bilingualism and multilingualsm"

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Bhatia, Tej K. "Bilingualism and Multilingualism." In The Palgrave Handbook of Applied Linguistics Research Methodology, 681–701. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_30.

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Heller, Monica. "Bilingualism and multilingualism." In Handbook of Pragmatics, 1–15. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/hop.1.bil1.

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Heller, Monica, and Aneta Pavlenko. "Bilingualism and multilingualism." In Handbook of Pragmatics, 1–16. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/hop.13.bil1.

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Heller, Monica, and Aneta Pavlenko. "Bilingualism and multilingualism." In Society and Language Use, 71–83. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hoph.7.05hel.

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Lowie, Wander, and Marjolijn Verspoor. "The dynamics of multilingualism." In Modeling Bilingualism, 267–88. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sibil.43.18low.

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Siegel, Linda. "Bilingualism and Dyslexia." In Multilingualism, Literacy and Dyslexia, 137–47. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478-12.

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Cenoz, Jasone. "Bilingualism and Multilingualism 1." In The Routledge Handbook of Pragmatics, 139–50. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Handbooks in applied linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315668925-13.

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Mackey, William F. "82. Bilingualism and Multilingualism." In Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistics and Communication Science (HSK), edited by Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, and Peter Trudgill, 699–713. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110858020-089.

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de Bot, Kees. "Rethinking multilingual processing." In Studies in Bilingualism, 79–94. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/sibil.46.07bot.

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Singleton, David. "Multilingual lexical operations." In Studies in Bilingualism, 95–114. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/sibil.46.08sin.

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Conference papers on the topic "Bilingualism and multilingualsm"

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Rezepova, Natalia, Liya Torosyan, Katerina Stepanenko, and Farid Guseynov. "Modern Educational Domain: Bilingualism and Multilingualism in Teaching Foreign Languages." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.013.

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Ivanova, Iraida P., and Larisa A. Sidorova. "Bilingualism and Multilingualism as Means of Socio-Psychological Adaptation of the Students of Higher Educational Institutions." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0875.

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