Relevant bibliographies by topics / Bilingualität

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Bilingualität'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Bilingualität"

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Esser, Hartmut. "Ethnische Ressourcen: Das Beispiel der Bilingualität." Berliner Journal für Soziologie 16, no. 4 (December 2006): 525–43. http://dx.doi.org/10.1007/s11609-006-0220-0.

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Bastian, Laura, Katrin Reichenbach, Lisann Helbig, Klaus Lenz, Saskia Rohrbach, Dörte Pollex-Fischer, Martina Schäuble, Manfred Gross, and Lea Sarrar. "Auswirkungen von Bilingualität auf kognitive Funktionen im Vorschulalter." Praxis der Kinderpsychologie und Kinderpsychiatrie 67, no. 1 (January 19, 2018): 2–17. http://dx.doi.org/10.13109/prkk.2018.67.1.2.

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Lieb, Gerhard Karl. "Zwischen Zell / Sele und Rosental / Rož – Formenwelt, Bilingualität und Regionalentwicklung im Kartenbild." GW-Unterricht 1 (2019): 57–67. http://dx.doi.org/10.1553/gw-unterricht154s57.

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Krampen, Günter, Heike Blatz, Michelle Brendel, Joseph Freilinger, and Joseph Medernach. "Komparative Befunde zur Wortschatzentwicklung und Sprachförderdiagnostik bei multilingualen Primarschulkindern." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 34, no. 4 (October 2002): 194–200. http://dx.doi.org/10.1026//0049-8637.34.4.194.

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Zusammenfassung. In diesem Artikel werden empirische Untersuchungsbefunde zur Entwicklung des aktiven Wortschatzes und zur Sprachförderdiagnostik bei multilingualen Primarschulkindern dargestellt. Bei 258 bilingualen Erst- bis Fünftklässlern aus Luxemburg (von denen 91 trilingual waren) wurden Daten mit einem Kurzinterview zu ihren Präferenz- und Kontaktsprachen, ihrem aktiven Wortschatz und ihren kurzfristigen Gedächtnisleistungen in zwei oder drei ihrer Sprachen mit der ersten Experimentalversion eines Tests zur komparativen Sprachentwicklungs- und Förderdiagnostik (TKS-I) erhoben. Ergänzend wurden Indikatoren der allgemeinen Intelligenz (Standard Progressive Matrices; Zahlennachsprechen aus der revidierten Version des Hamburg-Wechsler-Intelligenz-Tests für Kinder) erfasst. Die Befunddarstellung konzentriert sich auf (1) die psychometrische Qualität der TKS-I-Skalen sowie ihre Korrelate (Alter, Erziehungskohorte und Indikatoren der allgemeinen Intelligenz), (2) die Möglichkeiten der Differentialdiagnostik von balancierter und dominanter Bi- bzw. Multilingualität und (3) komparative Beschreibungen der Wortschatzentwicklung und der verbalen Gedächtnisleistungen in den Erziehungskohorten. Kohortenvergleiche weisen für Bilingualität bei altersunabhängigem förderdiagnostischem Wortschatzgewinn auf sehr ähnliche Wortschatzzunahmen in beiden Sprachen. Bei Trilingualität konnten dagegen für die dritte Sprache keine Kohortenunterschiede im aktiven Wortschatz, jedoch ein positiv mit dem Alter korrelierter förderdiagnostischer Wortschatzgewinn festgestellt werden. Wortschatz und förderdiagnostische Wortschatzzunahme erwiesen sich bei Auspartialisierung der Alterseffekte als unabhängig von den Indikatoren der allgemeinen Intelligenz.
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Tomes, Maya Feile. "Bilingualität auf der Jesuitenbühne. Latein und Volkssprache im spanischen Schultheater des 16. und 17. Jahrhunderts, written by Christiane Pérez González." Journal of Jesuit Studies 2, no. 2 (April 9, 2015): 332–34. http://dx.doi.org/10.1163/22141332-00202007-11.

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Wahyuni, Sri. "INTERFERENSI GRAMATIKAL BAHASA MADURA TERHADAP PERCAKAPAN BAHASA ARAB SANTRI." Tafhim Al-'Ilmi 10, no. 1 (October 30, 2018): 29–34. http://dx.doi.org/10.37459/tafhim.v10i1.3244.

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The present study deals with Madura interference in Arabic. It aims at giving a thick explanation aboutgrammatical interferencewhich especially exists in Arabic conversation member for Syu’bah al-Lughah al-‘Arabiyah. The data consist of word, phrase, clause, and sentencescontaining interference.There were 8example collected as data which were analyzed using error analysis framework and sociolinguistic perspective.The research findings show that there were four types of grammatical interference: the form of word, phrase,clause, and sentences.The study also shows that the interference was due to two factors: the bilinguality ofspeakerand the tendency of transferring old linguistic behavior in the new one (from Madura to Arabic).whichbasically due to the writers’ constrains in Arabic grammatical.Key Word: language interference, grammatical interference, causes of interference AbstrakPenelitian ini berkaitan dengan interferensi bahasa Madura dalam bahasa Arab. Tujuan penelitian ini adalahuntuk memberikan penjelasan tentang interferensi gramatikal yang ditemukan dalam percakapan bahasa Arabsantri anggota Syu’bah al-Lughah al-‘Arabiyah. Data terdiri dari kata, frasa, klausa dan kalimat yang mengandunginterferensi.Ada 8 contoh dikumpulkan sebagai data yang dianalisis menggunakan kerangka analisis kesalahanpespektif soiolinguistik. Hasil penelitian menunjukkan ada empat jenis interferensi gramatikal: yang berupa kata,frasa, klausa dan kalimat. Faktor yang berkontribusi pada interferensi gramatikal ini adalah bilingualitas seorangpenutur dan kecendrungan mentransfer perilaku linguistik yang lama pada perilaku baru (dari bahasa Madurake bahasa Arab).Pada dasarnya ini semua karena dikarenakan oleh penutur terhadap gramatikal bahasaArab.
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Tak-Hung Chan, Leo. "Translating Bilinguality." Translator 8, no. 1 (January 2002): 49–72. http://dx.doi.org/10.1080/13556509.2002.10799116.

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Lindenfeld, Jacqueline, Josiane F. Hamers, and Michel Blanc. "Bilingualite et bilinguisme." Language 61, no. 3 (September 1985): 725. http://dx.doi.org/10.2307/414425.

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Dorian, Nancy C., Josiane F. Hamers, and Michel H. A. Blanc. "Bilinguality and Bilingualism." Language 66, no. 4 (December 1990): 869. http://dx.doi.org/10.2307/414753.

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Lanvers, Ursula, Josine F. Hamers, and Michael Blanc. "Bilinguality and Bilingualism." Modern Language Review 96, no. 4 (October 2001): 1172. http://dx.doi.org/10.2307/3735982.

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Dissertations / Theses on the topic "Bilingualität"

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Rettkowski, Elisabeth. "Bilingualität : Unterschiede zwischen mono- und bilingualen Fremdsprachenlernern in dem Fremdsprachenfach Deutsch." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13831.

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Chaudhary, Tanja [Verfasser]. "Die Entwicklung von unkomplizierten Frühgeborenen : Spielt Bilingualität eine Rolle? / Tanja Chaudhary." Saarbrücken : Südwestdeutscher Verlag für Hochschulschriften, 2012. http://d-nb.info/1024804887/34.

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SALGADO, ANA CLAUDIA PETERS. "BILINGUALITY MEASUREMENT: A PROPOSE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12728@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O presente estudo propõe uma metodologia para medir graus de bilingualidade. A proposta é tentar quantificar esse conceito. Considerando que o comportamento bilíngüe não deve ser descrito como um aspecto universalista ou essencialista do indivíduo bilíngüe, os conhecimentos objetivos de estatística ou de probabilidade e as metodologias formais de coletas de dados, por exemplo, não contemplam os aspectos subjetivos e contextuais de manifestações bilíngües. A ortodoxia e inflexibilidade das metodologias disponíveis não conseguem apreender a fluidez de um conceito como bilingualidade. Nossa questão é mostrar que a lógica fuzzy apresenta-se como uma possível ferramenta de medida porque leva em consideração as percepções individuais e as experiência culturais do observador/pesquisador quando este tenta definir o que constitui o fenômeno observado. A verdade de qualquer afirmação se torna uma questão de gradação. A metodologia usada foi: 1) gravação e transcrição de entrevista com indivíduos bilíngües; 2) seleção das narrativas de histórias de vida presentes nas entrevistas; 3) identificação das variáveis relevantes para a análise; 4) análise das bilingualidades dos indivíduos usando a Fuzzy Logic Toolbox do software MATLAB. As bilingualidades dos indivíduos são analisadas nos contextos familiar, social e profissional. Um aspecto importante a ser considerado é que, devido à fluidez da bilingualidade, fatores diferentes e variáveis múltiplas concorrem para configurar uma análise de manifestações de bilingüismo. Assim, conseguimos mostrar matematicamente, através do uso da lógica fuzzy, o que conhecemos com base em nossa experiência de vida: um mesmo indivíduo apresenta diferentes graus de bilingualidade em diferentes contextos sociais. Da mesma forma, comprovamos que em um mesmo contexto social, um mesmo indivíduo pode apresentar diferentes graus de bilingualidade, dependendo do estágio de vida em que se encontra.
This study proposes a methodology to evaluate degrees of bilinguality. The objective is to quantify the concept bilinguality. Considering that the bilingual behavior should not be taken as one`s universalist or essentialist aspect, objective knowledge of statistics and probability, and formal methodology of data gathering, for example, do not cope with the subjective and contextual aspects of the bilingual manifestations. The orthodoxy and inflexibility of the available methodologies can not apprehend such a fluid concept as bilinguality. The propose of this study is to present Fuzzy Logic as a possible tool to measure bilinguality for it takes into account the observer/researcher`s individual perceptions and cultural experience for defining what constitutes the observed phenomenon. The truth of any affirmation is a matter of gradation. The methodology used was: 1) recording and transcription of interviews with bilingual individuals; 2) selection of life story narratives inside these interviews; 3) identification of the relevant variables for the analysis; 4) analysis of bilinguality using Fuzzy Logic Toolbox in MATLAB. The bilinguality of the individuals is analyzed in real everyday life situations, in contexts such as: familiar, social and professional. An important aspect to be considered is that, due to the fluidity of bilinguality, different factors and multiple variables compete to set up an analysis of bilingualism manifestations. Thus, we could prove mathematically, using fuzzy logic, what we might previously know based on our life experience: one individual presents different degrees of bilinguality, depending on the moment of their life they are.
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Richter, Antje. "Orthographische Kompetenz in Deutsch unter der Bedingung von Zweisprachigkeit : Rechtschreibfertigkeiten italienischer und deutscher Schüler der Klassenstufen 4, 5, 6 und 9." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2008. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1222919366705-75442.

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Die Dissertation untersucht die Entwicklung der Rechtschreibfertigkeiten von Schülern mit Deutsch als Zweitsprache im Vergleich zu ihren Mitschülern mit Deutsch als Muttersprache in der Sekundarstufe I. Kern der Untersuchung bildet die Methode der Fehleranalyse. Mittels quer- und längsschnittlicher Analysen werden spezifische Vergleiche zwischen den Rechtschreibleistungen von 236 Schülern italienischer und deutscher Herkunft vorgenommen. Die Ergebnisse der Untersuchung präzisieren die empirisch bislang nur lückenhaft dokumentierten Rechtschreiberwerbsverläufe von ein- und zweisprachigen Schülern der Sekundarstufe I. Die Daten geben Auskunft über bestehende Leistungsrückstände der zweisprachigen Schüler und dokumentieren charakteristische Entwicklungsverläufe und Fehlerschwerpunkte. Für die Unterrichtspraxis geben die gewonnenen Erkenntnisse folglich konkrete Hinweise. Aufgezeigt werden nicht nur die Lerninhalte, für die vertiefende Instruktionen und Übungen im Unterricht der Sekundarstufe I nötig sind, sondern ebenfalls die Zeiträume, in denen sich die Schüler sichere Schreibfertigkeiten in den einzelnen orthographischen Problembereichen aneignen.
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Da, Silveira Yvonne Irma. "Développement de la bilingualité chez l'élève fon de Cotonou." Doctoral thesis, Université Laval, 1988. http://hdl.handle.net/20.500.11794/29277.

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Sarr, Brianna Jenesse. "Comparing bilingual and monolingual students' response to intervention." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216783388.

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Wandeu, Mathieu. "Traitement sociolinguistique de la bilingualité et description linguistique du pidgin english camerounais : pec." Lyon 3, 1999. http://www.theses.fr/1999LYO31014.

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Cette these traitement sociolinguistique et description linguistique est une etude du pidgin english camerounais, en abrege p. E. C, qui est une langue parlee principalement dans les provinces occidentales, du littoral et du centre du cameroun. Le pidgin english camerounais souffre d'une image devalorisee comme le terme << pidgin >> l'indique car il est percu comme une langue de communication elementaire. Notre propos est de montrer que le pidgin english camerounais est une langue a part entiere ne meritant pas son statut sociolinguistique pejore. Car elle est en train d'acquerir outre ses fonctions premieres, les autres fonctions d'une langue de grande communication. Dans la premiere partie la these est une etude sociolinguistique de cette langue camerounaise. Elle fait appel a des concepts et theories divers pour tenter de resoudre sa complexite derriere l'apparente simplicite qu'on attache d'ordinaire a la notion meme de << pidgin >>. Nous proposons le concept de << bilingualite >> qui est une relation entre le psychologique et le sociologique c'est a dire entre les rapports sociaux manifestes par les usages de la langue et les attitudes psychologiques ou l'image mentale des sujets parlants devant leur langue. La these montre que les attitudes des sujets sont plus contrastees mais elles sont beaucoup plus positives qu'on ne le pense en general. Nous avons etudie les attitudes << psychosociologiques >>, concept dela << bilingualite >> a travers une enquete menee a la fois au cameroun et dans les milieux camerounais de lyon. La deuxieme partie est une description phonologique, grammaticale et lexicale du pidgin english camerounais. Il a un systeme stable derriere ses apparentes variations. Phonologiquement ce dernier fonctionne avec 43 phonemes. On assiste ainsi a l'emergence d'un systeme tonal. En grammaire, la phrase repose sur un fonctionnement syntaxique relativement stable et contraignant. Apres avoir mis en exergue un systeme nominal relativement stabilise, nous etudions le verbe qui repose sur un systeme de marqueurs verbaux pour lesquels nous proposons le terme d' << adpredicat. L'etude lexicale met en evidence le role respectif des rapports anglais et africains ainsi que leurs interferences.
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Chui, Hung Fun. "The Chinese linguistic codes in Hong Kong : a case of bilinguality in the classroom." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/36.

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Modirkhamene, Sima. "Possible effects of bilinguality on additional language proficiency and the academic achievement of EFL learners : findings from Iran." Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/843239/.

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The present research examines the possible effects of bilinguality on additional language proficiency and the academic achievement of Iranian EFL learners. This study is a longitudinal survey of 98 EFL learners in the English Language Department of Urmia University in Azerbaijan, Iran, during the 2002-2004 academic years. It compares 56 Turkish-Persian bilinguals with 42 Persian monolinguals in terms of their performance on the FCE language proficiency tests, i.e. listening comprehension, reading comprehension, writing proficiency, and speaking proficiency in three phases of data collection. The two groups were also compared with regard to their academic achievements based on their grades consulted in every phase of the study. The subjects, who fell within the age range of 18-24 years, were similar in terms of individual (e.g. linguistic background), social (socio-economic status), psychological (motivation orientations), and educational (previous exposure to other languages) orientations. Analysis of the data submitted to a series of independent t-tests indicated that bilinguals performed significantly better than monolinguals in all measures of language proficiency except for writing skill. Further analysis of the data revealed that bilinguals attained higher levels of academic achievement. The findings, therefore, appear to provide support for the argument that bilinguality may be a good predictor of success in learning additional languages, English in this case. The findings are discussed in relation to the Threshold Hypothesis (Cummins, 1976) that assumes a minimum threshold level of competence to be attained by a bilingual in his two languages to benefit from his bilinguality; and the Interdependence Hypothesis (Cummins, 1979) that posits positive cross-lingual transfer of cognitive/academic skills between the languages one knows. In other words, through evaluating the four basic language skills separately, the researcher provides evidence that: a) the findings are within the framework of these two fundamental hypotheses in research on bilingualism, and b) knowledge of two languages may not exert the same effect on every language skill as far as additional language learning is involved. This is more evident from the key findings related to the fourth hypothesis, i.e. a lack of significant difference between the two groups in terms of their writing proficiency; a finding which encourages new avenues of enquiry for those interested in issues related to bilingualism and additional language learning. An outstanding feature of this study is that it expands research into a rarely investigated cohort, namely, adult non-balanced bilinguals. Furthermore, it explores bilinguality and its possible effects on learning of English as a foreign language among EFL learners from a part of the world where there has been minimal empirical research. It brings evidence from a new sociolinguistic context with a different combination of languages (i.e. Turkish, Persian and English). The findings of the present investigation also bring a new perspectives on how bilinguality as an important learner variable affects additional language learning. The outcomes may make significant contributions to help the individuals of either language background (i.e. Turkish, Persian) to achieve gains in additional language learning.
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Perdereau, Marie-Patricia. "Contribution à une approche d'enseignement-apprentissage d'une bilingualité pré-élémentaire par une recherche-action multidimentionnelle à des fins interculturelles." Paris 3, 1996. http://www.theses.fr/1997PA030025.

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L'enfant d'aujourd'hui est propulse dans une communication internationale constante, plurilingue et multiculturelle qui fait partie de son quotidien. Il s'avere evident de hisser le locuteur alloglotte de 1996, vers le locuteur polyglotte de l'an 2000. Mais apprendre les langues pour un enfant (3 ans,. . . ), en milieu captif, exogene, requiert un curriculum base sur la biographie et le comportement langagiers de l'apprenant. Un enfant qui apprend est avant tout un etre social dans la totalite de sa personnalite. Il vit en coordonnant tous ses aspects cognitifs, affectifs, corporels et verbaux. A cet age, l'enfant jouit d'une plasticite cerebrale multisensorielle, en cours de structuration, qui va lui faciliter l'impregnation de la complexite des langues. Si l'interaction milieu-enfant-informateur, (zone de developpement proximale), est suffisamment semiotique, pluricodique et discursive, l'apprenant va reinvestir dans l'apprentissage de la langue etrangere, les processus dont il se sert dans l'apprentissage de sa langue maternelle, (alternance codique). Cependant apprendre les langues pour un enfant, depasse le concept de metalangage neuro-sensoriel. La langue etrangere est avant tout une langue-culture, une relation avec l'autre. Acceder a une competence interculturelle, c'est se decentrer par rapport a sa culture pour reconnaitre l'autre dans sa singularite sans renoncer a sa sienne propre, c'est s'ouvrir a l'alterite. Cette approche d'une bilingualite repose sur le sentiment identitaire que l'enfant developpe en interaction avec autrui, avec lui-meme, avec son milieu proche. Il met en jeu, de fait, toutes ses perceptions-sensations, toutes ses images mentales, pour "inter" communiquer. En fait, apprendre une langue pour un enfant, c'est s'eveiller au langage (awareness of language) par l'identification multidimentionnelle d'un "savoir-etre" interculturel, sans craindre de s'y perdre.
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Books on the topic "Bilingualität"

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Hamers, Josiane F. Bilinguality and bilingualism. Cambridge: Cambridge University Press, 1989.

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1929-, Blanc Michel, ed. Bilinguality and bilingualism. 2nd ed. Cambridge: Cambridge University Press, 2000.

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Hamers, Josiane F. Bilinguality and bilingualism. Cambridge: Cambridge University Press, 1988.

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Datta, Manjula. Bilinguality and literacy: Priciples and practice. London: Continuum, 2000.

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Datta, Manjula. Bilinguality and literacy: Principles and practice. 2nd ed. London: Continuum, 2007.

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Datta, Manjula. Bilinguality & Literacy. Continuum International Publishing Group, 2001.

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Bilinguality and Bilingualism. Cambridge University Press, 2000.

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Datta, Manjula. Bilinguality and Literacy: Principles and Practice. 2nd ed. Continuum International Publishing Group, 2007.

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Datta, Manjula. Bilinguality and Literacy: Principles and Practice. Continuum International Publishing Group, 2001.

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Manjula, Datta, ed. Bilinguality and literacy: Principles and practice. London: Continuum, 2000.

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Book chapters on the topic "Bilingualität"

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Fasseing Heim, Karin. "Förderung von Bilingualität." In Handbuch frühkindliche Bildungsforschung, 529–42. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19066-2_37.

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Leyendecker, Birgit. "Bilingualität und Familie." In Handbuch Entwicklungs- und Erziehungspsychologie, 1–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-642-54061-5_5-1.

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Leyendecker, Birgit. "Bilingualität und Familie." In Handbuch Entwicklungs- und Erziehungspsychologie, 69–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-642-53968-8_5.

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Esser, Hartmut. "Der Streit um die Zweisprachigkeit: Was bringt die Bilingualität?" In Streitfall Zweisprachigkeit – The Bilingualism Controversy, 69–88. Wiesbaden: VS Verlag für Sozialwissenschaften, 2009. http://dx.doi.org/10.1007/978-3-531-91596-8_5.

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Tucker, G. Richard. "Cognitive and social correlates of bilinguality." In The Influence of Language on Culture and Thought, edited by Robert L. Cooper and Bernard J. Spolsky, 101–12. Berlin, Boston: De Gruyter, 1991. http://dx.doi.org/10.1515/9783110859010-007.

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Lee, Enid. "Beyond Bilinguality: Code-Mixing, Semantic Relatedness, and Name Clustering in Hong Kong Racehorse Names." In Chinese Culture in the 21st Century and its Global Dimensions, 161–78. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2743-2_10.

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Clément, Richard, Kimberly A. Noels, and Peter D. Macintyre. "Three Variations on the Social Psychology of Bilinguality: Context Effects in Motivation, Usage and Identity." In Language, Discourse and Social Psychology, 51–77. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230206168_3.

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HAUBRICHS, WOLFGANG. "Vom pêle-mêle zum vis-à-vis. Sprachinseln, Bilingualität und Sprachgrenzen zwischen Maas und Rhein in Mittelalter und Neuzeit." In Mehrsprachigkeit im Mittelalter, edited by Michael Baldzuhn and Christine Putzo. Berlin, New York: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9783110254815.69.

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"Ontogenesis of bilinguality." In Bilinguality and Bilingualism, 50–81. Cambridge University Press, 2000. http://dx.doi.org/10.1017/cbo9780511605796.006.

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"Neuropsychological foundations of bilinguality." In Bilinguality and Bilingualism, 135–61. Cambridge University Press, 2000. http://dx.doi.org/10.1017/cbo9780511605796.009.

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