Tesis: "Bilingualism in children"

1

Ricciardelli, Lina. "Childhood bilingualism, metalinguistic awareness and creativity /". Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phr492.pdf.

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2

Banos, Smith Helen. "Phonological awareness, literacy and bilingualism". Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343434.

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3

Covazzi, Camilla. "Italian - Friulian children: an investigation into their bilingualism". Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3425424.

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The present thesis investigates the bilingualism involving Italian majority language and Friulian minority language. Preschool children aged 4 to 6 years old from the town of Gemona del Friuli in the Friuli Venezia Giulia region were tested through a picture supported elicited production experiment designed to investigate relative clauses acquisition (cf. COST Action 33, Friedmann et al. in prep.). Two research questions were addressed: the first concerned the acquisition of relative clauses, in order to verify whether the Italian-Friulian children productions would be comparable with the related cross-linguistic literature; the second question concerned the type of bilingualism found, in order to provide a characterization of its peculiarities: the results were then analysed also with respect to specific bilingual factors as cross-linguistic influence, language dominance and input role. As far as the first research question is concerned, the data presented in this thesis confirm that Italian-Friulian children’s performance is in line with cross-linguistic results in all conditions, namely for SRCs, ORCs, and PPRCs. Specifically, in line with the predictions made following the Relativized Minimality approach (Rizzi 1990, 2004; Friedmann et al. 2009), results support both the subject-object asymmetry and the ORCs and PPRCs performance similarity. Moreover, through a further investigation of PPRCs, an effect of the type of prepositions was found: in the case of PPRCs with lexical prepositions children produced more target-like structures than with PPRCs with functional prepositions. However, it should be added that PPRCs are still scarcely investigated and further research would be needed to better understand the issue. Turning to the second research question, results were analysed comparing the Italian and the Friulian experimental session, also with respect to specific bilingual factors such as cross-linguistic influence, language dominance and input role (Mioni 1979; Meisel 2004; Gorsjean 2011; Rowe and Grohmann 2013). Having considered that the children’s production was essentially in Italian regardless of the language of elicitation being Friulian or Italian, and the ameliorating role played by Italian in influencing the children’s results, it can be said that the Italian-Friulian bilingualism is unbalanced with Italian being the strongly dominant language and Friulian being the weak one. Nonetheless, even if Italian is certainly the dominant language, it should be noted that specific influences of Friulian on Italian were indeed present in the children’s production, regardless of the children being described by their parents as receiving or not receiving a minimum Friulian input. This suggests that even if it is not clear to which extent, still Friulian is alive and productive in those contexts in which the children grow.

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4

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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5

COSTA, FRANCESCA. "BILINGUALISM IN DIFFERENT CONTEXTS: ACADEMIC OUTCOMES IN PRIMARY SCHOOL CHILDREN". Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/329993.

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I tre studi presentati nella tesi hanno esplorato diversi contesti di bilinguismo in Italia. Sono stati analizzati la relazione tra bilinguismo e doppia-alfabetizzazione e i loro effetti sugli apprendimenti scolastici. Ad oggi, l’educazione bilingue è ancora vista con scetticismo, sebbene anche come una risorsa. Il primo contesto è quello delle scuole di immersione Italiano-Inglese, dove i bambini sono educati in modo bilingue, con una continua e consistente esposizione alle due lingue. Il secondo è quello dei bambini immigrati, che imparano l’Italiano come seconda lingua nelle scuole pubbliche monolingui, e che vengono alfabetizzati solo in Italiano, oppure anche nella loro lingua madre (minoritaria). Gli studi hanno investigato lo sviluppo cognitivo, linguistico e delle abilità di lettura, e la relazione tra linguaggio e alfabetizzazione. I bambini delle scuole di immersione erano bilingui sequenziali precoci, esposti all’Inglese come seconda lingua (L2) entro i tre anni alla scuola dell’infanzia. I bambini immigrati erano bilingui sequenziali che vivevano stabilmente in Italia, con differenti lingue minoritarie, esposti all’Italiano come seconda lingua maggioritaria (L2) entro i cinque anni, in concomitanza con l’ingresso alla scuola primaria. I risultati emersi dai due studi sui bilingui delle scuole di immersione hanno dimostrato che essi non sono disavvantaggiati né in ritardo rispetto ai pari monolingui Italiani nello sviluppo cognitivo, linguistico, narrativo e delle abilità di lettura. Essi inoltre migliorano in entrambe le lingue durante il percorso scolastico. Sono emerse correlazioni positive tra le performance di lettura e linguaggio in Italiano e in Inglese, a supporto delle evidenze sul transfer di abilità dall’Italiano L1 all’Inglese L2. Infine, le abilità linguistiche correlano con quelle di lettura nella stessa lingua, a conferma che l’età di prima esposizione bilingue impatta positivamente sugli apprendimenti, ove il linguaggio orale supporta lo sviluppo delle abilità di lettura (così come le abilità mnestiche). In conclusione, il metodo di immersione Italiano-Inglese non rappresenta uno svantaggio per l’acquisizione e lo sviluppo degli apprendimenti nei bambini, che anzi raggiungono buone capacità linguistiche di lettura. L’immersione bilingue rappresenta dunque un affidabile sistema educativo, che offre grandi opportunità per il futuro dei nostri bambini. I risultati raggiunti dallo studio sui bilingui immigrati hanno dimostrato un vantaggio a livello dell’intelligenza non verbale a favore dei bi-alfabetizzati, rispetto a quelli istruiti solo in Italiano L2 (mono-alfabetizzati). Al contrario i bilingui mono-alfabetizzati hanno ottenuto migliori performance al test di memoria a breve termine. I bilingui bi-alfabetizzati hanno dimostrato un vantaggio rispetto ai mono-alfabetizzati nella comprensione scritta, abilità fondamentale per lo studio e il successo scolastico, sebbene non nelle abilità di lettura nel loro complesso. Nessuno svantaggio comunque è emerso nelle misure di velocità e accuratezza in lettura nei bi-alfabetizzati. Infine, le abilità cognitive e linguistiche correlano con quelle di lettura. Anche se potrebbe non esserci un vantaggio globale su tutti i parametri considerati, educare i bilingui immigrati anche nella loro L1 sembra potenziare alcune abilità cruciali per il loro successo scolastico, e non inficia lo sviluppo degli apprendimenti in Italiano. Implementare l’immersione bilingue e la doppia-alfabetizzazione nelle politiche educative Italiane sembra essere una scelta vincente da sostenere. Entrambi i sistemi educativi bilingui considerati si sono dimostrati efficaci, e rappresentano un’esperienza educativa positiva, di cui le future generazioni possono e dovrebbero giovare.
The three studies presented in this thesis aimed at exploring different contexts of bilingualism in Italy. We explored the relationship between bilingualism and biliteracy and their effects on academic outcomes. For educational stakeholders, biliteracy is partly perceived with concern, partly considered a resource. The first context studied in this project are Italian-English immersion schools, where children are educated bilingually, being consistently and continuously exposed to both languages. The second context focuses on immigrant children (heritage bilinguals), who learn Italian as a second language in mainstream monolingual, public schools, and receive formal reading and writing instruction only in Italian or additionally in their respective mother language (minority language). The studies investigated cognitive, linguistic, and reading development, and the relation between language and literacy. Children in immersion schools were early sequential bilingual, exposed to English as a second language (L2) by the age of three in kindergarten. Heritage bilinguals were sequential bilinguals living stably in Italy, with heterogeneous minority languages, and exposed to Italian as a second-majority language (L2) at last from the age of five, when starting Italian public primary school. The results from the two studies with children in Italian-English immersion programs showed no disadvantage or delay in their cognitive, linguistic, reading, and narrative development in Italian (L1) compared to Italian monolinguals and an improvement in both the languages across grades. Positive correlations were found between Italian and English performances in reading and language measures, supporting the evidence of a presumable transfer of skills from Italian L1 to English L2. Finally, language abilities in one language correlated with reading abilities in the same language, confirming that the age of first oral bilingual exposure impacts literacy development, with oral language supporting reading development (as well as memory skills). We concluded that Italian-English immersion education does not disadvantage literacy acquisition in children, but they obtain a good language proficiency and reading development. Bilingual immersion education represents a reliable education system, which gives access to many possibilities for children’s future. The results from the study with immigrant bilinguals showed that children who were instructed in both their languages (biliterates) performed better in the non-verbal intelligence test than those literate only in Italian L2 (monoliterates). In contrast, monoliterates were better at short-term memory. Biliterate bilinguals did not performed better than monoliterates in general reading skills, but in reading comprehension, which is generally considered a fundamental ability for academic success. However, no disadvantages emerged for the biliterate children in reading speed and accuracy. Finally, the cognitive and language measures correlated with reading proficiency measures. Even if there might not be a comprehensive advantage in all the reading measures, educating heritage bilinguals also in their L1 enhances some crucial skills for their academic success and does not hamper literacy development in Italian. Sustaining bilingual immersion and a biliteracy route to learning appears to be an excellent choice to be implemented in Italian educational policy. Bilingual immersion programs and immigrant children's biliteracy education showed to be both effective and represent a beneficial educational experience for future generations of children.

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6

Swanwick, Ruth Anne. "Deaf children's developing sign bilingualism : dimensions of language ability, use and awareness". n.p, 1999. http://dart.open.ac.uk/abstracts/page.php?thesisid=146.

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7

Gutierrez, Marisela. "A study of possible pre-cognitive advantages of bilingualism". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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8

Kohnert, Kathryn J. "Lexical skills in bilingual school-age children : cross-sectional studies in Spanish and English /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3026370.

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9

Lee, Pui-ling Diana. "Bilingual language development in 4-year-old children in Hong Kong preschools". View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35374950.

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10

Conboy, Barbara Therese. "Patterns of language processing and growth in early English-Spanish bilingualism /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3071176.

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11

Hussen, Hinda Mohammud. "CHILDREN’S PERSPECTIVES ON BILINGUALISM : A qualitative study on how Somali children talk about being bilingual in a Swedish context". Thesis, Linköpings universitet, Tema Barn, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-175545.

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This is a qualitative study on bilingualism from Somali children’s perspectives. It aims to examine how Somali-Swedish bilinguals understand their bilingual experiences in a Swedish context. It looks at questions that relate to their views on language use in family and peer group interactions, their attitude towards heritage language maintenance, and challenges they may face in their everyday bilingual experiences. Three interviews were carried out with six children of Somali background between the age of 12-15 years, interviewed in pairs, and the empirical data were subsequently analyzed thematically. The findings of the case study show that children have a high-level of awareness about achieving monolingual-like bilingualism. This is linked to their language investment in Somali and Swedish languages in order to be better members of both the Somali community and the Swedish society. From the interviews, it became clear that Somali and Swedish are equally important for their everyday life for a variety of reasons, including: maintaining healthy family relationships and bonds, continuing contact and ties with extended-family, developing ethnic and societal identities, and understanding and fostering friendship. However, many experienced challenges such as bullying and embarrassment as a result of, for instance, insufficient knowledge of their language or avoidance of using multiple languages in public for fear of being mocked. Furthermore, children are active agents in their learning and in acquiring proficiency in Somali and Swedish as they explain their choice of preserving their heritage while they negotiate with teachers to find a balance between language demands in the parental interactions and those with others in their ethnic group, and achieving native-like mastery of spoken Swedish.

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12

Chan, Sze-wing Rebecca. "Phonological development of bilingual children". Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209806.

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Thesis (B.Sc)--University of Hong Kong, 1999.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

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13

Kalashnikova, Marina. "Reanalysis of some effects of the mutual exclusivity constraint and their operation in bilingual children". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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14

Martin, Michelle M. "The development of cognitive inhibition in bilingual children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56190.pdf.

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15

Feldblyum, Joshua Mark. "Mutual exclusivity in bilingual word learning". Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564016531&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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16

Bos, Petra. "Development of bilingualism : a study of school-age Moroccan children in the Netherlands /". Tilburg : Tilburg university press, 1997. http://catalogue.bnf.fr/ark:/12148/cb37714385r.

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17

Spann, M. L. "Code-switching amongst bilingual (Punjabi-English) nursery school children : co-operation and conflict in relation to familiarity". Thesis, University of York, 1987. http://etheses.whiterose.ac.uk/9833/.

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18

Smyth, Geraldine. ""I feel this challenge - but I don't have the background" : teachers' responses to their bilingual pupils in 6 Scottish primary schools : an ethnographic study". n.p, 2001. http://oro.open.ac.uk/18815.

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19

Abudarham, Samuel. "The receptive lexicon of dual language Gibraltarian primary school children". Thesis, City University London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307884.

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20

Nicoladis, Elena. "Code-mixing in young bilingual children". Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28864.

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This thesis examined several possible explanations for young bilingual children's code-mixing: the unitary language system (ULS) hypothesis, parental rates of code-mixing, parental discourse strategies in response to children's code-mixing, and children's language dominance. These explanations were examined in six French-English bilingual children, observed between the ages of 18 and 30 months. They were observed separately in interaction with each of their parents. The results showed that the ULS hypothesis cannot explain children's language use. Similarly, parental input could not explain children's code-mixing. In contrast, children's dominance was shown to be the best explanation of their code-mixing. It was suggested that bilingual children are particularly likely to code-mix when they do not know a translation equivalent. These results suggest that bilingual children's code-mixing is largely due to performance factors rather than underlying competence.

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Shum, Nui-ping Carol. "Phonological awareness in native Cantonese-speaking children with different English competences". Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B3620951X.

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Thesis (B.Sc)--University of Hong Kong, 1997.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

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22

Antoniou, Kyriakos. "The effects of childhood bilingualism and bilectalism on executive control and implicature understanding". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708790.

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23

Janjua, Fatima. "Language and cognitive development in very young deaf children". Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/68cb555b-3d31-49da-be84-e71d5b01bcd5.

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Moon, Lee Hye Kyung. "The bilingual development in Hong Kong of Korean children aged 4 to 6 /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17539109.

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25

Lam, Kin-ching Kobe. "Phonological awareness in Cantonese-English bilingual preschool children". Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279265.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

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26

Jalali-Moghadam, Niloufar. "Childhood Bilingualism and Reading Difficulties : Insights from Cognition and Pedagogy". Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-47033.

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We are living in a world in which bi/multilingualism has become commonplace within everyday life for a great number of people. Research has shown that bilingualism produces various cognitive consequences. These effects are generally seen as positive and contributing to an enhanced level of cognitive processing. Bilingualism functions selectively to produce outcome performances depending on the areas that are the subject of investigation. Furthermore, the patterns of results may vary if second-language reading occurs in a dyslexic context. Thus, many children may struggle with this situation, suggesting the need for the provision of a special education agenda in schools. The intention of this dissertation is to address the abovementioned topics. In study I, the effect of bilingualism on lexical vs. non-lexical reading tasks is examined. This study finds that the pattern of the effect might vary based on the type of reading task (e.g., semantic or phonological origins for information processing). In studies II and III, the combined effect of bilingualism and reading difficulties on executive functions (working memory, inhibitory control and flexibility) and on longterm memory (episodic and semantic) is examined. These studies find that, in line with primary expectations, bilingualism in typically developed reading is associated with enhanced overall cognitive performance in either executive functioning or episodic and semantic memory. Interestingly, the combination of second-language reading and reading difficulties is associated with lower performance (longer processing time) for executive functioning and long-term memory (specifically episodic memory). It is suggested that this pattern of performance is produced by a general delayed processing profile in the context of bilingualism and reading difficulties. The findings are discussed in light of the notion of inefficient and difficult learning of new input in terms of dyslexic problems. Study IV explores special education teachers’ assumptions with respect to the type of special education services in Swedish schools with a high proportion of (bilingual) pupils with reading difficulties. The findings of this study underscore the importance of the provision of special bi-literacy education for bilingual dyslexic children in schools and the current shortcomings regarding time and knowledge resources in this regard.

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27

Forslund, Kajsa. "Aspects of bilingualism : Code-switching, syntactic and semantic development in a bilingual child". Thesis, Halmstad University, School of Teacher Education (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5191.

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The essay deals with different definitions of bilingualism and why people become bilingual. Both positive and negative aspects of bilingualism are considered. It also deals with the term code-switching and when bilingual people code-switch. The material used in the essay comes from the on-line CHILD corpus of child language. The charts and the graph in the essay have been produced from a study made by the author of this essay. This study includes a bilingual girl of the age one year and three months up until the age two years and seven months. It includes the mean length of her utterances, how much the child uses the different word classes and different semantic groups, as well as how much the child code-switches in different ages. The results show that the mean length of utterances in Spanish most of the time is increasing, while the mean length of utterances in English is increasing until the child is just over two years old and then it fluctuated considerably.

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Paradis, Johanne. "Functional categories in the grammatical development of bilingual and second language children". Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34763.

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The research for this dissertation is focused on the following two issues: (1) Can bilingual child language development be considered as 'two monolinguals in one', and (2) Can bilingual child language contribute uniquely to our understanding of the acquisition process in all children? Three studies examining functional categories in the grammatical development of bilingual and second language children were conducted in order to address these questions.
Study 1 investigates potential interference between the developing grammars of three French-English bilingual children. Naturalistic production data were collected from the children at six month intervals between approximately 2;0 and 3;0 years of age. The data were examined for the children's acquisition of INFL and these results were compared with extant findings for monolingual French and English speaking children. The results indicate that these bilingual children showed no evidence of transfer, acceleration. or delay in acquisition and support the hypothesis that their grammars are acquired autonomously and like those of monolinguals.
The principle focus of Study 2 is an investigation of the continuity debate on functional category acquisition through an analysis of bilingual language development. In this study, the acquisition of INFL and DET by two French-English bilingual children was examined. These children were at an earlier stage of syntactic development than those in Study 1. Naturalistic production data were collected at two month intervals from the children, between approximately 2;0 to 3;0 years of age. The analyses indicate that INFL appeared at different times in the children's languages; whereas, DET appeared at the same time. The results are discussed with respect to the maturation and continuity views on the acquisition of functional categories. Because of the between-language discrepancy in the emergence of INFL, it is argued that these findings support a continuity perspective. It is also argued that bilingual first language acquisition provides unique evidence bearing on the continuity debate.
The principal focus of Study 3 is also the continuity debate on functional category acquisition, but in contrast to Study 2, the children in this study were second language learners. In this study, the acquisition of features within INFL, agreement and tense, were examined separately to determine if they are acquired in sequence. Fifteen English-speaking learners of French and five monolingual francophone grade-mates. participated in the study. A structured oral interview was given annually to each of the children from grade one to grade three, and the transcripts were analysed for the use of tense and agreement. The results revealed that items encoding agreement emerged before items encoding tense in the second language learners' speech, suggesting that these features emerge in sequence in their grammars. The findings are interpreted with respect to three prevailing views on continuity in the acquisition of functional phrase structure in second language acquisition. It is argued that a weak continuity position is best supported by the data.

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29

Calderón, Janet. "Working memory in Spanish-English bilinguals with language impairment /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3099983.

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30

Nicoladis, Elena. "Word and phonological awareness in preliterate children : the effect of a second language". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61059.

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It has often been suggested that bilingual children might have enhanced metalinguistic awareness, as compared to monolingual children. In this paper, the evidence for such a stance was reviewed. In contrast to most previous thinking, it is suggested here that if metalinguistic awareness were enhanced at all by exposure to a second language, it might be the process of learning a second language that draws children's attention to their knowledge about language. Accordingly, a group of preliterate second-language learners was compared with monolinguals and bilinguals on word and phonological awareness tasks. It was found that, for the most part, there were no significant differences among linguistic groups on the performance of these tasks. However, a trend of low performance by the bilingual children was observed. This suggests that if the learning of a second language enhancer metalinguistic awareness, these tasks might not be the most appropriate measures.

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31

Robinson, P. J. "The teaching and learning of vocabulary : with special reference to bilingual pupils". Thesis, n.p, 2000. http://oro.open.ac.uk/18987.

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32

Wood, Gary Frank. "The unified speech period of a bilingual child". PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4118.

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Previous studies of bilingual infants learning their languages simultaneously have suggested that such children go through what is known as a unified speech period in which they make no differentation between the languages in question and in which they frequently use mixed utterances (Arnberg, 1987; Grosjen, 1982; Leopold, 1939; & Skutnabb-Kangas, 1981). To test the validity of the claim that there is such a period, an English-Japanese bilingual child from one year and six months of age (1;6) through two years and six months of age (2;6) was observed and his speech recorded.

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33

Chung, Poy-san. "Acquisition of Cantonese sortal classifiers in Cantonese-English bilinguals". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38669808.

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34

Comeau, Liane. "The communicative competence of young French-English bilingual children /". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84497.

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The communicative competence of bilingual children involves a large array of skills---they must not only acquire the full range of communication skills of monolinguals but also learn when, how and with whom to use each language. This dissertation features three studies on the communication skills of bilingual children (French-English bilinguals aged 2.5 and 3 years from the Montreal area). Studies 1 and 2 explored these children's ability to make appropriate language choices by studying their responsiveness to two types of cues: The first study investigated whether children's language choice is influenced by their interlocutor's code-mixing; the second study examined whether children change their language in response to their interlocutor's requests for clarification following the children's use of the inappropriate language. The children demonstrated that they were capable of making on-line adjustments in their language choice in response to both types of cues, thereby showing that sensitivity to cues for language change is part of bilingual children's communicative competence from a young age. Study 3 compared bilingual and monolingual children's responses to requests for clarification following breakdowns in communication due to problematic aspects of their utterances such as speaking too softly or mispronouncing words. The findings revealed no significant differences between the bilingual and monolingual children's responses and suggest that the acquisition of conversational repair skills is not influenced by the simultaneous acquisition of two languages. Together, these three studies contribute to the understanding of the skills underlying children's ability to make appropriate language choices and suggest that the unique demands of bilingual interpersonal communication do not interfere with the acquisition of more general communication skills.

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35

Murray, Yvonne Inguanzo. "How Mexican American bilingual children use Spanish to construct meaning for English text comprehension /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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36

Feller, Nayalin Pinho. "Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556877.

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There is a considerable body of research showing that before children enter school they are already equipped with language competencies and concepts developed particularly in their sociocultural environment. Although some studies have explored to some extent the lives of Indigenous children in their socio-cultural contexts, most of these studies do not systematically focus on the early years of their socialization processes. Furthermore, in Brazil, researchers have only recently–in the last 15 years–started to look at the child as a capable and competent being. Thus, the purpose of this study was to document and analyze the socialization practices used by and with Mbya Guarani children in the Tekoá [reservation] Marangatu Indigenous reservation in Imaruí, Brazil, particularly within the school and community contexts. The overarching goal of this dissertation study was to explore the role of Indigenous children's socialization processes in the development of bilingualism, biliteracy, or biculturalism within the school environment and how the bilingual school supports or hinders the development of the Guarani language. In this study, children are seen as social actors (Cohn, 2005a; Marqui, 2012; Mello, 2006; Tassinari, 2011), who transmit knowledge amongst themselves, the adults in their lives, and the different contexts in which they live and experience bilingualism and biculturalism, and in some cases, biliteracy. In this qualitative study, I used ethnographic instruments (Heath & Street, 2008; Seidman, 1998) to document in-depth the several literacy practices performed by first- and third-graders in the Escola Indígena de Ensino Fundamental Tekoá Marangatu (E.I.E.F. Tekoá Marangatu). Data include fieldnotes from participant observations, video and audio recordings, literacy samples (in the form of photographs), and informal interviews, which were collected during three months of fieldwork. Through open coding, I delineated specific domains regarding the use of literacy events (Heath, 1982) and the socialization practices of this specific Indigenous community, following previous empirical studies on immigrant and Indigenous children's emergent literacies (Azuara, 2009; Reyes & Azuara, 2008; Reyes, Alexandra, & Azuara, 2007; Teale, 1986). Through the use of narrative inquiry (Schaafsma & Vinz, 2011), I demonstrate how the role of translanguaging (García & Beardsmore, 2009) and the role that peers (Gillanders & Jiménez, 2004; Halliday, 2004; Moll, 2001) took in the socialization processes of these children are some of the important findings of this study. By also interviewing key members of the school, both Indigenous and non-Indigenous, I was able to understand more in-depth the importance of maintaining these children's cultural heritage at the same time that they learned their native language. In many instances the children in this study relied on more capable peers to understand the worlds and contexts in which they live. As they interacted with each other and with adults, children translanguaged across these multiple contexts as they brought their funds of knowledge (Gonzaléz, Moll, & Amanti, 2005) into the school setting. The modo de ser e viver [way of being and living] in this Indigenous community was intrinsically connected to how they saw themselves as Guarani and how they have adapted to the ways of living on the reservation. Being Guarani encompassed many aspects of their religion, ways of thinking, cosmology, and thus many times it was difficult to separate all of the aspects that composed the Guarani individual. The constant transformation of this reservation has been reshaping the social structures and activities the Guarani perform on a daily basis, yielding new forms of literacy. Even though Portuguese is the dominant language in the school context, both adults and children used Guarani as a way to escape the homogenization almost required by the outside world. Thus, understanding the role that the bilingual school plays in this community was also a key aspect of this research since both adults and children reinforced the use of Indigenous socialization practices within the school setting as a way to adapt to their way of living and being.

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37

Fung, Wei-yan y 馮卉欣. "Developing descriptions: the emergence of Cantonese adjectival constructions in a bilingual child". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48521838.

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The setting up of the lexical category ‘adjective’ in Chinese has been a controversial topic in linguistics. This is due to the phenomenon that in Chinese, among the group of words which denote properties of noun phrases, there is a notable amount manifesting the characteristics of verbs. That is, they can be potentially qualified as both verbs and adjectives. Over the years, studies on syntactic distributional patterns and semantics on this group of words have been carried out in order to address the problem. However, a theory which adequately describes this multifunctional category in the Chinese language still seems to be lacking. To shed light on the issue, the current thesis investigates the behavior of words which are potentially considered as ‘adjectives’ occurring naturally in a Cantonese-English bilingual child’s corpus data. Patterns of child language development can provide a new perspective to the adjective-verb controversy in Cantonese from the viewpoint of language acquisition. At the same time, they might review whether interference between English and Cantonese occur. In this thesis, the use of adjectival verbs for attribution and predication, and the manner of their being modified are discussed. While the results in our data set do not show that English has prominent influence on the development of Cantonese in our subject, one of our major findings is that the distributional pattern of adjectival verbs in the child’s Cantonese is predominantly predicative. The current results contrast with theories supporting attributive use of adjectives as being the prototype.
published_or_final_version
Linguistics
Master
Master of Philosophy

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38

STEPHENS, DEBORAH ANNE. "LINGUISTIC ASPECTS OF CODESWITCHING AMONG SPANISH/ENGLISH BILINGUAL CHILDREN (SOCIOLINGUISTICS, PSYCHOLINGUISTICS, APPLIED LINGUISTICS)". Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188166.

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Codeswitching between languages is a uniquely bilingual mode of communication. The purpose of this dissertation is to enhance the current body of knowledge dealing with the phenomenon by analysing samples of speech produced by twenty-six Spanish/English bilingual children ranging in age from eight to twelve. Methods of analysis include theoretical linguistics, sociolinguistics, psycholinguistics, and educational linguistics. A discussion of relevant codeswitching research covering the past thirty years is presented. The data were collected during a reading study focusing on miscue analysis. The children read stories in English and retold them in both Spanish and English. The analysis considers the data from the four previously mentioned points of view. The linguistic analysis looks at the locations of switched constituents within the sentence and the frequency with which those constituents are switched. The data of this study are compared with that of other researchers, and a consideration of a formal grammar of codeswitching is presented. The sociolinguistic analysis addresses the effect of social and stylistic variables on codeswitching. The psycholinguistic analysis of codeswitching covers lexical storage, editing phenomena, and developmental aspects. Finally, some aspects of the education of bilinguals are considered by analysing the effect of the printed word on language switching and dialect shifting . The application of the results of the analysis to both theoretical issues and practical concerns is explored along with suggested areas for future research. The analyses show that young children's codeswitching initially favors less complex structures and is influenced by few social variables. As they grow older, they become more comfortable with switching grammatically complex structures, and they become aware of a greater variety of social factors. A separate grammar is not necessary for a complete description of codeswitching; a modified interdependance model of the two grammars can account for the codeswitching mode. Lastly, the written language becomes part of the speech situation in the classroom and affects the choice of language or dialect spoken.

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39

Law, Chung-wa. "Tonal characteristics of early English-Cantonese bilinguals". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36889192.

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40

Fincham-Louis, Katherine Jane. "Bilingual Greek/English children in state elementary schools in Cyprus : a question of language and identity". Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7567.

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Though only a small island, Cyprus experiences particularly high rates of mixed marriages, and has one of the highest per capita ratios of immigrants in Europe. Consequently, there are a growing number of bilingual and bicultural children now entering the state elementary school system. The aim of this study is to examine the school experiences, language and identity of a select group of Greek English speaking children who have one Cypriot and one non-Cypriot parent. The sub-questions of the study focus on how the children manage languages at school, their perceptions of their peers and teachers and their opinions about the responsiveness of the school and teachers to their bilingualism. Additionally, while recognizing the fluidity and multiplicity of identity, questions about the expressions of the children’s dual national identities within school are considered. Finally, concerns over integration at school are also explored. The study claims social justice for this group, and develops a qualitative case study to engage with the manner in which the children employ their Greek and English language abilities at school, accompanied by their perceptions of the representations of their dual national identities. Multiple, individual, in-depth interviews were conducted with eight children, aged ten to twelve. Interviews with parents were also conducted as a means of strengthening the depth of the data. Additional artifacts such as language use charts, sentence completion exercises and brochures were also collected and analyzed. Using a thematic approach data was examined with the aim of understanding how the children experience their bilingualism and biculturalism within the school. The study constitutes the first of its kind in the Cypriot context and its findings are valuable for researchers, practitioners and policy makers alike. The results suggest that languages are ‘kept separate’ at school, there is a lack of recognition of this group’s bilingualism and there are possible issues of some children’s Cognitive-Academic Language proficiency (Cummins, 1979). Additionally, teachers and schools presented as ill prepared and nonresponsive to the linguistic needs of this group of children. Further findings indicate that the children experience incidents of teasing and exclusion influenced by the highly hellenocentric ethos of Cypriot schools. The study concludes that the limited definition of a bilingual student used by the Ministry of Education and Culture in Cyprus, combined with an ineffectual multiculturalism, result in this group being overlooked. The thesis suggests a broadening of the current definition of a bilingual student and a further exploration of children’s linguistic profiles. The study concludes that the children’s school experience is characterized by difference blindness to their dual cultural backgrounds and linguistic blindness to their bilingualism, broken only by regulated incidents of performance. Importantly the study also reveals that though impacted by a weak policy and difference blindness, these children engage in active agency in constructing social roles and understandings of language and identity at school. They demonstrate resilience and flexibility and are aware of the nuances of the school, the global value of their bilingualism, the access and opportunities provided by their knowledge of English and the prospects and experiences available to them through their dual cultural identities.

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41

Pereda, Maciel Andrea. "The effects of bilingualism on the cognitive and phonological awareness skills of children with Autism Spectrum Disorder". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44291.

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To date, the literature on the effects of bilingualism on the language development of children with Autism Spectrum Disorder (ASD) is limited. The few studies which do exist have indicated that bilingualism does not negatively impact the linguistic development of children on the Autism spectrum. The current study explored whether the cognitive and linguistic advantages that have been observed in typically developing bilingual children also exist in school-age, English-Chinese bilingual children with ASD. Two groups of children were recruited for this study: a monolingual group and a bilingual group. The monolingual group consisted of English-speaking children with an average age of 6.58 years (n = 8). The bilingual group consisted of English-Chinese bilingual children with an average age of 7.20 years (n = 6). This study used the Simon task in order to evaluate attentional control and a series of three phonological awareness (PA) tasks in order to evaluate metalinguistic skills. Results indicated no differences between the groups’ accuracy and RTs on the Simon task. Additionally, no differences were observed between the groups’ performance on the PA tasks. Correlational analyses between the two groups indicated that the bilingual participants’ performance on the Simon task was consistently related to their non-verbal scores and language skills (both English and Chinese). Although the findings from this study do not provide evidence for the existence of a bilingual advantage in children with ASD, they do highlight the need for continued research in the area of bilingualism and its effect on the linguistic and cognitive skills of children with ASD.

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42

Shih, Ya-ting. "Taiwanese-Guoyu Bilingual Children and Adults' Sibilant Fricative Production Patterns". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354603130.

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43

Burch, Richard Kenneth. "THE RELATIONSHIP BETWEEN ENGLISH PROFICIENCY AND DIGIT SPAN PERFORMANCE IN MEXICAN-AMERICAN CHILDREN". Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184047.

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The digit span test has long been used in the study and evaluation of memory processes in children. The study of memory processes in bilingual children has received only limited attention. The purpose of the present study was to examine the influences of bilingual interference, English proficiency, and item familiarity on a task of short-term memory. One-hundred nineteen third grade subjects were assigned to one of four groups based on their language background and ethnicity. Subjects were administered the Digit Span subtest from the Wechsler Intelligence Scale for Children-Revised in English as well as a test of general ability, the Coloured Progressive Matrices, and a reaction time measure, item identification. The data were analyzed using ANOVA and multiple regression procedures. Results showed that Mexican-American bilingual subjects who were proficient in English performed comparably to monolingual Mexican-American subjects. These results were discussed in terms of their support for the dual storage and independence positions of bilingual memory. Results of the data analysis also revealed a small but significant direct causal link between English proficiency level and digit span. This finding was discussed in terms of its support for the use of digit span measures with bilingual Mexican-American children providing the students have been determined to be proficient in English on a standardized measure. A final finding of the present study concerned the absence of a role for item familiarity as an intervening variable between English proficiency level and digit span. Results showed a direct association between English proficiency level and reaction time, but no significant association between reaction time and digit span. Implications of the current findings were discussed in relation to relevant theory and prior research findings.

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44

Ascough, Tomoko. "RAISING CHILDREN AS BILINGUALS: A LONGITUDINAL STUDY OF EIGHT INTERNATIONAL FAMILIES IN JAPAN". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/77146.

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CITE/Language Arts
Ed.D.
Eight families with Japanese mothers and English-speaking fathers were followed from the 1990s to 2007 as they strove to raise their children as bilinguals. The issues that were investigated were: (1) the language environments afforded; (2) factors influencing family decisions in creating those language environments; and, (3) conclusions about the efficacy of different language environments for raising bilingual children. Parental sacrifice was evident. Some mothers suppressed their native Japanese language and culture as they tried to afford their children solid backgrounds in what they considered a high-prestige language (English), while some fathers changed jobs in order to spend more time at home. Some families also moved in order to be near desirable schools. An optimal English environment at home was the key to success. Fathers spent quality time with their children every day, reading English books, doing homework together, talking about school activities, and reading bedtime stories. Families provided children with many English videos, DVDs, and other audiovisual sources. Summer travel to the father's country for summer camps and other enjoyable activities, especially spending time with English-speaking cousins, promoted positive images of English language and culture. Mothers faced issues of identity, power relations, and gender roles. The mothers' own experiences of learning English played a crucial role in the choices they made in raising their children as bilinguals. Typically, power relations between husbands and wives were determined by the wives' self-perception of being subordinate to their husbands. The results indicated that different theories of bilingual child-raising, no matter how stringently followed, did not seem to matter; what mattered was balancing the time the child spent with each parent. Usually before parents expected it, the child's own identity asserted itself in the pursuit of particular language environments, and progress toward fluency was sometimes erratic, as in the case of one boy whose development in both languages appeared to be delayed but who later was viewed as having native-speaker proficiency in both languages. Overall, more important than any particular method or theory, sustained sincere efforts and flexibility can produce bilingual children.
Temple University--Theses

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45

Cheng, May-ling. "A case study of the home language experience of students of the Singapore international school in Hong Kong". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424394.

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46

Schmidt, Anke-Elaine Iris. "The acquisition of rhythm and related phonological properties in simultaneous bilinguals". Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708264.

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47

Tin, Choi-yau Carmela. "Description of bilingual phonology in Cantonese-English preschoolers". Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279356.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

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48

Leung, Wing-pik. "The acquisition of linguistic politeness phenomena in Hong Kong bilingual children". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23000892.

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49

Vasquez, Melissa. "Syntactic aspects of code-switchinging in bilingual Spanish- Swedish children". Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-20521.

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The aim of this essay was to analyze bilingual children in conversation. The essay examinesunder what syntactic circumstances bilingual Spanish / Swedish speaking children codeswitch.The data for this essay is based on recordings of two of the author’s familymembers. The focus is on how bilingual children code-switch, if it is more likely forbilingual children to code-switch when the syntax of two languages are in alignment and ifthere is a dominant language. The collections of recordings are based on real conversationsbetween two bilingual children. The two participants in the study are Spanish and Swedishspeakers; they were born and raised in Sweden with Hispanic parents. The children havebeen exposed to both Spanish and Swedish at home. To be able to obtain the data the authoronly took the most important parts from the transcripts; both audio and video recordingswere made to capture spontaneous conversations between the two brothers. The results showthat the two participants code-switch most frequently at points when the syntax of the twolanguages is in alignment.

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50

Viñas, Nestor. "THE NOVELTY EFFECT IN MONOLINGUAL AND BILINGUAL CHILDREN". Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-718.

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This study aims to examine memory performance in monolingual and bilingual children, and whether novel information (compared to familiar information) is differently recognized by bilingual children compared to monolingual children, and for boys compared to girls. A sample of 49 pupils from Swedish schools (28 bilingual children and 21 monolingual children; and 24 girls and 25 boys) was used in this study. Both bilinguals and monolingual had to remember or make decisions about different lists of words. They also performed two tasks of semantic memory. After that, they had to rate themselves in their proficiency of Swedish knowledge (writing, reading, speaking and understanding) and knowledge in mother tongue (only for bilinguals). In all memory tasks, no differences were found between bilingual and monolingual groups. Also, novel information was recognized similarly to familiar information and none of the groups was different in this regard.

Syftet med denna studie är att undersöka minnesprestationer hos enspråkiga- och tvåspråkiga barn och om ny information känns igen på ett annat sätt än bekant information hos enspråkiga jämfört med tvåspråkiga barn samt hos killar jämfört med tjejer. Ett stickprov på 49 elever från svenska skolor (28 tvåspråkiga och 21 enspråkiga, 24 tjejer och 25 killar) användes i studien. Både enspråkiga- och tvåspråkiga fick i uppgift att komma ihåg och besluta om olika ordlistor. De fick också två test om semantiskt minne. Efteråt fick de bedöma sin förmåga i svenska språket (skriva, läsa, tala och förstå) och tvåspråkiga bedömde även sin förmåga i hemspråket. Inga skillnader fanns mellan grupperna avseende resultaten av minnsestesterna. Vidare upptäcktes inga skillnader i att komma ihåg ny och bekant information hos någon av grupperna.

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Tesis sobre el tema "Bilingualism in children"

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