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.
Full textAntonchuk, 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.
Full textThe 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.
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.
Full textDenna 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
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.
Full textLinton, 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.
Full textLefebvre, Elisabeth, and Elisabeth Lefebvre. "Student Attitudes Toward Multilingual Education." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12513.
Full textOzagac, Oya. "A Minimalistic Approach To Russian-english-turkish Multilingualism." Master's thesis, METU, 2002. http://etd.lib.metu.edu.tr/upload/617217/index.pdf.
Full textDovgialo, 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.
Full textThe 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.
Maluch, Jessica. "Bilingualism and its Effect on Foreign Language Learning." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19221.
Full textThere 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.
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.
Full textDimitrova, Vesela Dimitrova. "Prosodic parameters in multilingual acquisition of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/198801.
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Linguistics
Doctoral
Doctor of Philosophy
Mwila, Chongo Musonda. "Language and literacy in multilingual communities : an investigation into the 'National Breakthrough to Literacy Initiative' in Zambia." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526968.
Full textAl-Busaidi, Khamis A. K. "English in the labour market in multilingual Oman with special reference to Omani employees." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260654.
Full textSimonis, Rita. "The effects of multilingualism on executive processing." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157571.
Full textSaunders, Åhlén Tina. "Multiilingualism and Language Learning in School." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30022.
Full textPinto-Cardona, Evelyn I. "Effects of Bilingualism in Short-Term Memory in Individuals with Down Syndrome." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3362.
Full textAfridi, Farzana. "Tvåspråkiga pedagoger i flerspråkig miljö : En- och tvåspråkiga perspektiv på tvåspråkiga pedagogers roll i den mångkulturella förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-10580.
Full textKesenci, Petra. "Tvåspråkighet i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26349.
Full textBure-Reyes, Annelly. "Exploratory Factor Analysis of the Nova Multilingual Neuropsychological Battery (NMNB)." NSUWorks, 2016. http://nsuworks.nova.edu/cps_stuetd/103.
Full textKing, Damian. "Effects of Multilingualism on Working Memory and Subjective Memory in Older Adults." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79844.
Full textSchwarzer, David. "Parallel development of writing in Hebrew, Spanish and English in a multilingual child." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187477.
Full textTurunen, Saija Pauliina. "Aspects of attitudes to languages in Finland and Wales." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368765.
Full textGold, Carrie Elizabeth. "Exploring the Resting State Neural Activity of Monolinguals and Late and Early Bilinguals." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6671.
Full textRodrigues, Lizandra Rutkoski. "Cognitive differences between monolinguals and bi/multilinguals: executive functions boosted by code-switching?" Universidade Catolica de Pelotas, 2013. http://tede.ucpel.edu.br:8080/jspui/handle/tede/284.
Full textThe bilingual experience of code-switching using another language during speech production demands a greater executive and attentional control than that required from monolinguals, and seems to spread to other nonlinguistic cognitive domains. Studies on bilingualism have shown that bilinguals tend to outperform monolinguals on nonlinguistic interference tasks measuring different executive functions (EFs) (mental processes in charge of regulating, controlling and managing other cognitive processes, such as inhibition, attention, problem solving, etc.). However, recent research has shown that bilinguals tend to show a more robust advantage in overall reaction times (RTs), rather than an advantage on the magnitude of the interference effect. Irrespective of nature, the so-called bilingual advantage has been found in different age groups, among different types of bilinguals (e.g., Bialystok et al., 2004; Bialystok et al., 2005; Costa et al., 2008; Martin-Rhee & Bialystok, 2008), but sometimes, no bilingual advantage is actually found. The present study aims at replicating some of the experiments conducted previously with other populations of bilingual and monolingual participants regarding the EFs inhibitory control (Bialystok et al., 2004) and attentional networks (Costa et al., 2008). For that, I interviewed and tested 40 middle-aged businesspeople (20 bilinguals mean age 48.1 and 20 monolinguals mean age 47.2) in two nonlinguistic interference tasks: the Simon task (Simon & Wolf, 1963), and the Attentional Network Task (ANT) (Fan et al., 2002). Businesspeople are naturally faced with strong cognitive demands in their daily lives, constantly having to solve problems by making administrative and financial decisions that involve a lot of responsibility and a lot of people, regardless of product or service being sold or offered by the company. Thus, their professional activity could strengthen their inhibitory control and problem solving skills, which could compete with the cognitive advantages brought out by bilingualism. For this reason, I also included a control group with a different professional activity, consisting of 38 middle-aged teachers/professors (19 bilinguals mean age 46.6 and 19 monolinguals mean age 46.2), to be compared to the businesspeople in the Simon task. It is important to underscore the fact that no previous work has addressed such populations in these regards. Furthermore, I perceived that there are not enough studies on the effects of bilingualism on middle-aged adults regarding these EFs, as compared to the number of studies and findings on the bilingual advantage among other age groups. The results obtained with the businesspeople groups in both tasks showed no bilingual advantage in the interference effect or in overall RTs. However, I cannot assign the absence of a bilingual advantage to the variable Profession as a competitor with bilingualism, for the control group also presented equivalent performances across the mono and bilingual groups in the Simon task
A experiência bilíngue de troca de código o uso de uma outra língua no decorrer de uma conversação exige um maior controle executivo e atencional do que o exigido de monolíngues, e parece espraiar-se para outros domínios cognitivos não linguísticos. Os estudos sobre bilinguismo têm mostrado que bilíngues tendem a ter um melhor desempenho do que monolíngues em tarefas de interferência não linguística que medem diferentes funções executivas (FES) (processos mentais responsáveis pela regulação, controle e gestão de outros processos cognitivos, tais como inibição, atenção, resolução de problemas, etc.). No entanto, pesquisas recentes têm mostrado que bilíngues tendem a apresentar uma vantagem mais robusta em tempos de reação (TRs) globais, ao invés de uma vantagem na magnitude do efeito de interferência. Independentemente de sua natureza, a chamada vantagem bilíngue já foi encontrada em diferentes grupos etários e entre diferentes tipos de bilíngues (e.g., Bialystok et al., 2004; Bialystok et al., 2005; Costa et al., 2008; Martin-Rhee & Bialystok, 2008), porém, às vezes, nenhuma vantagem bilíngue é de fato encontrada. O presente estudo tem o objetivo de replicar alguns dos experimentos já conduzidos com outras populações de participantes bilíngues e monolíngues quanto às FEs controle inibitório (Bialystok et al., 2004) e redes de atenção (Costa et al., 2008). Para isso, entrevistei e testei 40 executivos(as) de meia-idade (20 bilíngues idade média 48,1 e 20 monolíngues idade média 47,2) em duas tarefas de interferência não linguística: a tarefa Simon (Simon & Wolf, 1963), e a tarefa de rede atencional (ANT na sigla em inglês) (Fan et al., 2002). Executivos(as) enfrentam, naturalmente, uma alta demanda cognitiva em suas vidas diárias, tendo que constantemente resolver problemas que requerem decisões administrativas e financeiras, as quais envolvem muita responsabilidade e muitas pessoas, independentemente do produto ou serviço vendido ou oferecido pela empresa. Dessa forma, sua atividade profissional poderia fortalecer suas habilidades de controle inibitório e de resolução de problemas, o que poderia competir com as vantagens cognitivas advindas do bilinguismo. Em função disso, incluí um grupo controle que tem uma atividade profissional diferente, composto de 38 professores(as) de meia-idade (19 bilíngues idade média 46,6 e 19 monolíngues idade média 46,2), a fim de serem comparados aos executivos(as) na tarefa Simon. É importante ressaltar que nenhum estudo anterior investigou essas duas populações com esses mesmos propósitos. Além disso, percebi que há poucos estudos sobre os efeitos do bilinguismo quanto a adultos de meia-idade no que se refere a essas FEs, se comparados ao número de estudos e achados a respeito da vantagem bilíngue relativa a outros grupos etários. Os resultados obtidos com os(as) executivos(as) em ambas as tarefas não mostraram quaisquer vantagens bilíngues, seja no efeito de interferência ou em TRs globais. No entanto, não posso atribuir a ausência de uma vantagem bilíngue à variável Profissão como concorrente do bilinguismo, já que o grupo controle apresentou desempenho equivalente por parte de bilíngues e monolíngues na tarefa
Brown, Julie Esparza. "The Use and Interpretation of the Batería III With U.S. Bilinguals." PDXScholar, 2008. https://pdxscholar.library.pdx.edu/open_access_etds/1677.
Full textLou, Jia. "Situating linguistic landscape in time and space a multidimensional study of the discursive construction of Washington, DC Chinatown /." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453505837/viewonline.
Full textGracanlic, Tanja, and Malin Karlsson. "Flerspråkighet i förskolan : Med fokus på förskollärares och modersmålspedagogers samarbete och samspel i förskolan." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39596.
Full textThe purpose of the study is to examine pedagogue’s awareness of environment, interactions and working methods in the work of multilingual children. The study can give us knowledge about the work that is in the process of multilingual children. The study may also give us an idea of how cooperation takes place between preschool teachers and the native language teachers in the work of multilingual children. The study has given us a deeper knowledge of the interaction between native language educators, children and preschool teachers. The importance of the preschool teacher´s skills and awareness for the children´s language development and the cooperation between preschool teachers, native language teachers and children are also important to this study. Therefore it is important to see how the interaction contributes to multilingual children´s development in preschool. In this study we have also received native language teachers and preschool teacher´s perspective why the native language is important for bilingual children. The research method we chose for our study was the qualitative method. The qualitative method indicated how researchers can obtain the raw data. Four preschool teachers and three native language educators were interviewed (Denscombe, 2009). The result revealed that the cooperation between pedagogues, pedagogues working methods and its conditions played a role in how the two parties were working along with multilingual children. The result also presented that preschool teachers and native language teachers both strive to have a good cooperation with each other. In our study, we assumed Vygotsky's sociocultural theory which involves educators should use communication and collaboration to help bilingual children develop their language.
Outakoski, Hanna. "Multilingual literacy among young learners of North Sámi : contexts, complexity and writing in Sápmi." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-102922.
Full textLiteracy in Sápmi: multilingualism, revitalization and literacy development in the global north (Vetenskapsrådet 2011-6153)
Ryu, Joanne J. "SPEECH AND LANGUAGE DEVELOPMENT OF BILINGUAL DEAF AND HARD OF HEARING CHILDREN." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3754.
Full textBuyson, Darwin. "Bilingual clinical psychologists' experiences of conceptualising emotional distress : an interpretative phenomenological analysis." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/5089.
Full textCastillo, Gerardo II. "La Lengua del Oyente: Some Effects of Listener Language on Spanish-Speaking Preschoolers’ Verbal Behavior." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5658.
Full textZavala-Rojas, Diana. "Measurement equivalence in multilingual comparative survey research." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/399146.
Full textEsta tesis explora los efectos del lenguaje en una encuesta comparativa: en qué medida la diversidad lingüística afecta la equivalencia de los datos mediante el estudio de tres dimensiones: la traducción de encuestas, países lingüísticamente diversos y el bilingüismo. Las directrices actuales en la traducción de encuestas no vinculan los criterios de evaluación con un test de equivalencia. Se propone un procedimiento sistemático para comparar las versiones de una pregunta que establece dicho vínculo, en diferentes idiomas antes del trabajo de campo. En países lingüísticamente diversos, el cuestionario se traduce en más de un idioma. Se realiza un test de equivalencia que permite distinguir los procesos de respuesta de los cognitivos. Finalmente, se estudia la equivalencia de conceptos políticos en dos idiomas para un individuo (bilingüismo), proponiendo un enfoque metodológico de modelos de variables latentes. Los hallazgos tienen por objeto contribuir a mejorar la metodología de encuestas en estudios comparativos.
Aquesta tesi explora els efectes del llenguatge en una enquesta comparativa: en quina mesura la diversitat lingüística afecta l'equivalència de les dades; mitjançant l'estudi de tres dimensions: la traducció d'enquestes, els països lingüísticament diversos i el bilingüisme. Les directrius actuals en la traducció d'enquestes no vinculen els criteris d'avaluació amb un test d'equivalència de mesures. Per tant, es proposa un procediment sistemàtic que estableix aquest vincle per comparar les versions d'una pregunta en diferents idiomes abans del començament del traball de camp. En països lingüísticament diversos, el qüestionari es tradueix en més d'un idioma. A la tesi, es realitza un test d'equivalència que permet diferenciar els processos de resposta dels cognitius. Finalment, s'estudia l'equivalència de conceptes polítics pel mateix individu en els seus dos idiomes (bilingüisme), mitjançant l’aplicació de models amb variables latents. Els resultats tenen per objectiu contribuir a millorar la metodologia d'enquestes en estudis comparatius.
Patel, Samima Amade. "Olhares sobre a educação bilingue e seus professores em uma região de Moçambique." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269550.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: O presente trabalho focaliza a construção de significados sobre a educação bilingue e o professor de educação bilingue, em Moçambique, levando em consideração os pontos de vista de alguns profissionais que actuam em órgãos educacionais oficiais e organizações não governamentais parceiras da Educação e de representantes da sociedade, com ênfase nos pais, alunos, líderes comunitários e no próprio professor. Esta pesquisa é de cunho etnográfico o que implicou a realização de um trabalho de campo para a geração dos registos que forneceram os dados para a análise, através de gravações em áudio, de entrevistas e conversas com os professores e outros participantes, observação de aulas de programas de educação bilingue e monolingue e notas de campo. Além disso, um estudo documental também contribuiu para constituir o corpus do estudo. Do ponto de vista teórico, a pesquisa, de natureza aplicada, sustentou-se à luz de algumas teorias sobre a pesquisa de cunho etnográfico (Erickson, 1982; Mason, 1997; Cavalcanti, 1991, 1999, 2006), sobre bilinguismo e educação bilingue (Grosjean, 1982; Hamel, 1989; Baker 1993; Romaine, 1995; Hornberger 2003) e educação bilingue em contextos de minorias ou maiorias tratadas como minorias com enfoque na formação de professores (Cavalcanti, 1999, 2006; Maher 1997, 2006), e considerações sobre o conceito de representação (Hall, 1996; Woodward, 1997; Silva, 2000), bem como sobre o contexto sociolinguístico em África e Moçambique (Bamgbose, 1991; Lopes 2004). Como resultado, o estudo mostra que a construção de significados sobre a educação bilingue e o professor se desenvolve num contexto de desigualdade sociolinguística originando que o professor e a educação bilingue sejam bem vistos nas comunidades locais onde as línguas moçambicanas têm prestígio e sejam vistos com alguma reserva em contextos urbanos, onde não se sente o impacto da educação bilingue. O discurso oficial e os documentos sobre as políticas do desenvolvimento curricular para o ensino primário parecem reconhecer a educação bilingue assim como o professor de educação bilingue, mas do ponto de vista da efectivação de políticas de expansão, estes elementos não são tidos em conta. Por isso, o seu lugar no contexto educacional moçambicano é, ainda, incipiente, mas parece haver um espaço para o desenvolvimento gradual de programas de educação bilingue
Abstract: The focal point of this work is on the construction of meanings of bilingual education and the bilingual teacher in Mozambique. It takes into account the point of view of professionals acting as officials of education and non-governmental organizations and representatives of the civil society specially parents, students, community leaders and the teacher him/herself. The research is mainly an ethnographic one and therefore a field work was carried out to generate data for analyses and was done through audio recording, interviews and discussions with teachers and other participants, observations of bilingual and monolingual classes and field taken notes. The study of documentation was also done as part of the body of the work. From the theoretical point of view, this applied research was based on some ethnographic research theories (Erickson, 1982; Mason, 1997; Cavalcanti, 1991, 1999, 2006), on bilinguals and bilingual education (Grosjean, 1982; Hamel, 1989; Baker 1993; Romaine, 1995; Hornberger 2003) and bilingual education in the context of minorities or majorities treated as minorities with emphasis on teacher training (Cavalcanti, 1999, 2006; Maher 1997, 2006), and considerations on the concept of representation (Hall, 1996; Woodward, 1997; Silva, 2000) as well as over the sociolinguistic context in Africa and Mozambique (Bamgbose, 1991; Lopes 2004). As a result the study shows that the construction of meanings of bilingual education and bilingual teacher develops in a different socio-linguist context setting up an environment where the teacher and bilingual education are seen as good a thing by local communities in Mozambique where local languages have prestige and by the contrary in urban areas. In urban areas there is some reserve towards local languages and very little impact on bilingual education. The official discourse and the documentation on curriculum development for basic education seem to recognize bilingual education and the bilingual teacher. However, when it comes to the implementation in a much large scale of this policy almost nothing is done. It is for that reason that the space of bilingual education in Mozambique is incipient. However, some steps are being taken for the gradual development of bilingual education
Mestrado
Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira
Mestre em Linguística Aplicada
Hernandez, Beatrice. "The dilemmas of Mother Tongue Education : The integration of curriculum theory and practice: Chinese Mandarin and Spanish mother tongue teachers’ experiences in Sweden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158131.
Full textZolotarova, Yuliya. "På väg mot en effektiv modersmålsundervisning : Olika uppfattningar av effektivitet i undervisningen." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146842.
Full textMankand, Gertud. "Det gäller att vara konkret! : En kvalitativ studie om fyra pedagogers syn på tvåspråkiga barns språkutveckling i en förskola och i en förskoleklass." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16381.
Full textLingegård, Johan. "Kodväxling i finsk förskola i Sverige : En kvalitativ studie om språkutveckling i finska." Thesis, Umeå universitet, Institutionen för språkstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149329.
Full textDibblee, Ivonne Karina. "Dual Immersion Leadership: a Case Study of Three K-5 Principals Who Show Success with Emergent Bilinguals." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4390.
Full textElder, Olivia Laura. "Language and the politics of Roman identity." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290422.
Full textIanos, Maria Adelina. "Language attitudes in a multilingual and multicultural context. The case of autochthonous and immigrant students in Catalonia." Doctoral thesis, Universitat de Lleida, 2014. http://hdl.handle.net/10803/132963.
Full textTeniendo en cuenta la comprobada importancia de las actitudes lingüísticas en la adquisición de las lenguas y como potenciador de la integración social en contextos plurilingües, como es el caso de Cataluña, se ha analizado la construcción de las actitudes lingüísticas hacia el catalán, castellano y el inglés de un total de 1173 estudiantes migrados y autóctonos que cursan Educación Secundaria Obligatoria en Cataluña. Paralelamente, se ha realizado un análisis longitudinal de 72 escolares migrados. De manera general, los efectos de las variables examinadas varían entre lenguas, siendo los factores más influyentes el origen, las autoidentificaciones y los usos lingüísticos. Por otra parte, el alumnado migrado mejora ligeramente sus actitudes hacia el catalán tras dos años, mientras que hacia el español y el inglés se mantienen estables. Estos resultados destacan la importancia de tener en cuenta las particularidades de cada colectivo en la aplicación de medidas sociales y educativas.
Considering the relevance of language attitudes regarding language acquisition and social integration, especially in contexts facing a large migratory influx, as bilingual Catalonia, we first analyzed the factors influencing the attitudes toward Catalan, Spanish, and English held by 1173 autochthonous and immigrant secondary education students. Second, we analyzed attitude change in the case of 72 immigrant students. Overall, the findings showed that the effects of the variables examined on attitudes toward language varied in strength, direction, and significance from language to language and depending on their autochthonous or immigrant origin. Additionally, the most influential factors were self-identifications and language uses. Furthermore, in the case of immigrant students, attitudes toward Catalan improved slightly over a two-year period, while attitudes toward Spanish and English remained relatively stable. These results highlight the importance of taking into account the particularities of each group within a certain context when implementing social and educational measures.
Brewer, Kirsten. "Educación Ambiental Bilingüe." Scholarship @ Claremont, 2008. http://scholarship.claremont.edu/pitzer_theses/8.
Full textMahfoud, Elias. "The English Language’s Influence on Social Identities in Sweden: The Role of L2 English in Identity Construction." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-32381.
Full textLakey, Rebecca. "Young bilingual Swedish learners in the English classroom : A study comparing the learners and teachers language use." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146748.
Full textSoto, Xigrid Tayri. "Perspective Shifting in Relative Clauses by Elementary-Aged Spanish-English Bilinguals: A Cross-Linguistic Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3358.
Full textKing, Kimiko Okada. "Cognitive Development of Bilingual Korean-Americans in an Oregon School District." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4584.
Full textGanuza, Natalia. "Syntactic Variation in the Swedish of Adolescents in Multilingual Urban Settings : Subject-verb Order in Declaratives, Questions and Subordinate Clauses." Doctoral thesis, Stockholm University, Centre for Research on Bilingualism, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7457.
Full textThis thesis investigates the use of word order variation, in particular the variable use of subject-verb inversion and non-inversion in main declarative clauses, among adolescents in contemporary multilingual settings in Sweden. The use of non-inversion in contexts that in standard Swedish require inversion is sometimes claimed to be characteristic of varieties of Swedish spoken among adolescents in multilingual urban areas. The present study includes a wide range of data, both spontaneous and elicited, and explores how common the use of non-inversion is among a relatively large group of participants in different contexts, and how the use of non-inversion is influenced by different demographic, linguistic and socio-pragmatic factors.
The results show that non-inversions are used to a limited extent in all types of data in the studied population. Only certain individuals frequently employ non-inversions in some contexts. Further, no direct link is found between second language acquisition and the use of non-inversion in this study. Factors related to the issue of nativeness, for example participants’ reported age of onset of Swedish acquisition, only marginally explain the results. In general, examples of non-inversion are employed more extensively, and by more participants, in peer-peer interaction than with adults. The use of non-inversion appears to be part of some adolescents’ spontaneous language use in certain contexts. More importantly, however, the results suggest that some adolescents employ non-inversions as an active linguistic resource to express their identification with the multilingual environment and the different varieties of Swedish spoken there, to show solidarity with peers, to contest official school discourses, and to play around with linguistic stereotypes.
Sikku, Ann-Kristin. "Modersmålsundervisning, läs- och skrivutveckling i Sameskolan : Lärares erfarenheter och arbetsformer." Thesis, Umeå universitet, Pedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97305.
Full textDet övergripande syftet med studien var att ta del av lärares erfarenheter och arbetsformer gällande modersmålsundervisning och läs- och skrivutveckling i sameskolan. Studien har genomförts genom kvalitativa intervjuer med tolv lärare som undervisar vid två sameskolor. Fokus har lagts på att titta hur man arbetar med modersmålsundervisningen vid sameskolorna, vilka faktorer främjar/hindrar elevernas utveckling av sitt första respektive andraspråk samt vilken betydelse samverkan mellan specialpedagoger, klasslärare och modersmålslärare har kring arbetet med flerspråkiga elevers läs- och skrivutveckling. Genom intervjuer av olika lärarkategorier har jag försökt synliggöra problematiken kring undervisning av minoritetsspråkiga barn och deras läs- och skrivutveckling. I studien diskuteras det kring undervisningen, vikten av och bristen/tillgången på kommunikation och samsyn mellan olika lärarkategorier. Studien synliggör även vikten av adekvat utbildning till undervisande pedagoger och bristen på samiskt läromedel. Ur ett sociokulturellt perspektiv är de situerade och kreativa lärande tillfällena, där undervisningen utgår från elevernas tidigare kunskaper och erfarenheter, en faktor som bidrar till läs- och skrivutveckling. Studien visar också att modersmålsundervisningen bidrar till att elevernas identitet stärks och att de blir trygga.
Wand, Ann Elizabeth Lewis. "Half spaghetti - half Knodel : cultural division through the lens of language learning." Thesis, University of Oxford, 2016. http://ora.ox.ac.uk/objects/uuid:d6391d08-30ea-4b78-8fce-c7ac684eb74a.
Full textO'Gorman-Fazzolari, Carolyn. "Becoming Bilingual: Examining Teachers' Perceptions and Practices for Achieving Bilingualism and Biliteracy in English and Spanish in a Two-Way Dual Language Bilingual Education Program." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3203.
Full textHaingura, Paulinus. "A critical evaluation of the development of Rumanyo as a national language in Namibia." University of the Western Cape, 2017. http://hdl.handle.net/11394/6302.
Full textAmong others, the current study had been conceived due to the fact that, although Namibia is endowed with multiple languages, their development throughout the long colonial history, had been unequal. That is, some languages received more attention than others and some were hardly developed at all. After independence, Namibians had legitimate expectations that all their (different) languages would be developed equitably throughout all the regions, and among all ethnic groups or speech communities. In the post-apartheid era, however, Namibians have been subjected to a limited and unequal language and literacy development which encouraged me to conduct a research to critically evaluate the development of Rumanyo or lack of thereof. The focus of this study is on understanding the disparities in language and literacy development in Namibia with particular emphasis on ethno-regional disparities and what precipitates these inequalities. The reason for the emphasis on region and ethnicity in researching language and literacy development was due to Namibia's multi-ethnicity and the over-lapping of regions and ethnic groups.