Artículos de revistas sobre el tema "Hebrew language, textbooks for children"
Siga este enlace para ver otros tipos de publicaciones sobre el tema: Hebrew language, textbooks for children.
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores artículos de revistas para su investigación sobre el tema "Hebrew language, textbooks for children".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore artículos de revistas sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
Roubalová, Marie, Roman Kralik y Peter Kondrla. "Importance and method of teaching biblical Hebrew and aramaic in religious education of children and adults". Journal of Education Culture and Society 12, n.º 1 (17 de junio de 2021): 59–67. http://dx.doi.org/10.15503/jecs2021.1.59.67.
Texto completoResumen
Aim. The aim of this paper is to show and explain the meaning and the importance teaching biblical Hebrew and Aramic in religious education. Method. The paper presents a descriptive study of philosophy of teaching Biblical Hebrew and Aramaic as an integral part of religious education, and at the same time it points out the main problems of this education which are connected with the fact that the original language of the Tanakh (one of the basic textbooks for religious education) is not the native language of the students being taught (even Israelis whose native language is Hebrew do not speak Biblical Hebrew) and studying it demands knowledge of Biblical Hebrew and Aramaic. Results. However, as the ideal method for teaching a foreign language does not exist, the choice of teaching methods must be based on the fact that each student or teacher prefers different method of work.
2
ChungHyeSeung. "Analysis of Question Characteristics of the Israeli National Language Textbooks: Focusing on Hebrew language textbooks of primary school". korean language education research 51, n.º 4 (diciembre de 2016): 215–37. http://dx.doi.org/10.20880/kler.2016.51.4.215.
Texto completo
3
Bloch, Gali. "Heritage Hebrew in Finland: Insights from Multilingual Families". Languages 9, n.º 6 (13 de junio de 2024): 216. http://dx.doi.org/10.3390/languages9060216.
Texto completoResumen
This study addresses the research gap in heritage Hebrew in Nordic countries, focusing on the perspectives of Hebrew-speaking immigrant parents in Finland. The objective is to understand family language policies and the use of Hebrew within multilingual families, exploring factors influencing parental decisions on heritage Hebrew transmission to the children. Employing a mixed qualitative–quantitative approach and the FLP analysis method, the research explores language management and the dynamic use of Hebrew within families, examining factors that influence heritage Hebrew maintenance in Finland. A survey of 36 families revealed a shift away from Hebrew towards the majority languages in Finland, with approximately a third of the children having poor or non-existent oral Hebrew skills. Despite the emphasis on Hebrew literacy by many parents, the reported proficiency levels were low, with slightly over 10% of children demonstrating good or excellent reading and writing skills, while 43% were entirely illiterate in the language. A third of respondents cited challenges in accessing Hebrew education, attributing it as the primary reason for the children’s illiteracy, as only 26.3% of children received external Hebrew teaching. While the connection between the birth order of the children and their heritage Hebrew skills presented diverse patterns, the survey revealed a notable shift towards Finnish as the primary communication language among siblings. A unique connection was found between parents’ birthplace and language choices, indicating reduced Hebrew transmission among repatriated parents. These insights contribute to understanding heritage Hebrew dynamics in Finland, with potential implications for informing policies supporting language transmission in similar contexts and practical application in multilingual families worldwide. Furthermore, by analyzing the dynamics of maintaining heritage Hebrew in Finland and investigating the language policies of immigrant Israeli families in the Nordic context, this study expands the theoretical understanding and contributes to the advancement of the fields of heritage languages and family language policies.
4
Nahir, Moshe. "Micro language planning and the revival of Hebrew: A schematic framework". Language in Society 27, n.º 3 (junio de 1998): 335–57. http://dx.doi.org/10.1017/s0047404500020005.
Texto completoResumen
ABSTRACTSupported by contemporary evidence, this study discusses the revival of Hebrew a century ago (within two or three decades), with a focus on the actual total shift of pre-Israel Palestine's Jewish community from Yiddish and several other languages to Hebrew as an all-purpose means of communication. First, four “factors” that prevailed prior to and during the revival are discussed: the “communicative”, “political”, “religious”, and “literary.” The study then proposes schematically that the shift to Hebrew evolved in a cycle consisting of four consecutive albeit partially overlapping “steps”: (1) The children are instilled with desired language attitudes. (2) The children acquire the code, Hebrew. (3) The children transfer Hebrew, now a second language, out of the schools. (4) With these children now adults, their newly born receive Hebrew as a first language. Finally, the study suggests that, in the absence of a central authority, the revival can be seen as a case of “micro language planning,” in which potential speakers constituted “language planning agents” active in “language planning cells.” (Language revival, Hebrew, language planning, language shift, vernacular)
5
Soesman, Aviva, Joel Walters y Sveta Fichman. "Language Control and Intra-Sentential Codeswitching among Bilingual Children with and without Developmental Language Disorder". Languages 7, n.º 4 (26 de septiembre de 2022): 249. http://dx.doi.org/10.3390/languages7040249.
Texto completoResumen
The present study investigated bilingual language control among preschool children in a sentence repetition task containing unilingual stimuli and codeswitched stimuli within prepositional phrases (PPs). Cross-language errors, that is, codeswitches that were not part of the stimulus sentences, were taken as evidence of difficulties in language control. Specifically, we investigated cross-language errors as a function of stimulus sentence type (codeswitched or unilingual), CS site within the PP, directionality (English or Hebrew stimulus sentences), and group status (children with typical language development (TLD), and children with Developmental Language Disorder (DLD)). We also examined cross-language errors in terms of word class and locus in the sentence. The participants were 65 English (home language)–Hebrew (societal language) bilinguals with TLD and 13 with DLD, ages 5;5–6;10 (M = 5;11). Stimulus sentences contained five codeswitch conditions within prepositional phrases, for example, a codeswitched preposition (P) or a codeswitched preposition, determiner and noun (P+DET+N), and a ‘no switch’ condition. The stimuli were 36 English and 36 Hebrew sentences (+24 fillers) matched for semantic content and syntax. English sentences contained switches to Hebrew, and Hebrew sentences contained switches to English. The results showed more cross-language errors for codeswitched than unilingual sentence stimuli. The children with TLD showed a directionality effect, producing more cross-language errors in Hebrew sentence stimuli than in English, but the children with DLD did not. The children with DLD had more cross-language errors than their peers with TLD for English stimuli. Most cross-language errors appeared in the sentence-final, adverbial temporal phrase. Findings are discussed in terms of language co-activation and competition in order to account for the difference in performance on unilingual versus codeswitched stimuli and in light of sociopragmatic and psycholinguistic factors to account for the directionality effect among children with TLD and the lack thereof among children with DLD.
6
Marcinkowski, Roman. "Hebrew as a Subject of Research and Teaching in Poland from the Early 16th Century to the 20th Century. A Contribution to Further Reflections". Verbum Vitae 41, n.º 2 (12 de junio de 2023): 309–37. http://dx.doi.org/10.31743/vv.13715.
Texto completoResumen
The paper explores the history of Hebrew studies in Poland from the early 16th century to the 20th century. The beginnings of academic studies and thorough research into biblical Hebrew can be traced back to the 16th century as the first lecturers of classical languages appeared at the Kraków University. They were also the first to write textbooks for learning this language, and some of tchem translated biblical books from their original languages. Jewish printing houses had a significant impact on the growing interest in Hebrew studies, both in the Jewish and Christian communities. Passion for Hebrew was still observed in Poland in the 17th and 18th centuries. In turn, the late 18th century and the 19th century were the times of the Jewish Enlightenment (Haskalah) and disputes about the shape of Hebrew. At universities theological studies included biblical Hebrew courses. The 20th century saw the emergence of numerous centres for Hebrew studies at leading Polish universities, offering full-time Bachelor and Master’s programmes, conducting interdisciplinary research, developing scholarly publications in the field and establishing organizations aiming to promote research on Jewish history, culture and language.
7
Meir, Natalia, Joel Walters y Sharon Armon-Lotem. "Bi-directional cross-linguistic influence in bilingual Russian-Hebrew children". Linguistic Approaches to Bilingualism 7, n.º 5 (4 de mayo de 2016): 514–53. http://dx.doi.org/10.1075/lab.15007.mei.
Texto completoResumen
Abstract This study examines cross-linguistic influence of L1 on L2 and L2 on L1 and the extent to which age of L2 onset (L2 AoO) is linked to the acquisition of morpho-syntactic properties in both languages of bilingual children who acquire L1-Russian as a heritage language and L2-Hebrew as a majority language. Our investigation of L1-L2 influence focuses on morpho-syntactic features, whose configurations vary in Russian and Hebrew. Definiteness is realized in Hebrew (but not in Russian), aspect is selected in Russian (but not in Hebrew), and [ACC] case is realized in both languages (but the mapping is different across the two languages); finally, the features of [Person], [Number] and [Gender] are mapped onto verbal inflections in both languages. A total of 110 Russian-Hebrew bilingual children aged 5;5–6;5 with varying ages of L2-Hebrew onset (0–60 months), 20 Hebrew-speaking monolinguals and 20 Russian-speaking monolinguals participated. Results demonstrate cross-linguistic influence, showing that it is bi-directional (L1 on L2 and L2 on L1). The patterns of cross-linguistic influence were similar: bilinguals performed similarly to monolinguals on features, with similar configurations in L1 and L2 (i.e., subject-verb agreement) but performed lower for properties realized differently in L1 and L2 (i.e., [DEF] articles in L2-Hebrew; [PERF] aspect and [ACC] case inflections in L1-Russian). The results also showed an effect of L2 AoO on the acquisition of both L1 and L2. Children with earlier AoO to L2-Hebrew (before 24 months) achieve better mastery in L2-Hebrew and performed lower in L1-Russian. Conversely, later AoOs to L2, led to better mastery of L1 and weaknesses in the acquisition of L2. Findings are discussed in light of the Feature Re-assembly Hypothesis.
8
Abdulameer NAYYEF ALHUDEEB, Faeza. "THE IMAGE OF JERUSALEM IN HEBREW CHILDREN'S LITERATURE: THE PLAY (JERUSALEM TO ME) AS A MODEL". International Journal of Education and Language Studies 03, n.º 01 (1 de marzo de 2022): 58–69. http://dx.doi.org/10.47832/2791-9323.1-3.5.
Texto completoResumen
The Zionist movement, in all its stages, relied on Hebrew literature in order to achieve its aggressive and colonial goals. The celebration of Hebrew literature, in its various expressive and poetic forms, was a celebration of describing the conditions of the Jews, and directing them to emigrate to Palestine. Hebrew education books at various school levels described many Zionist concepts and in accordance with smart educational policies. Likewise, Hebrew literature directed at children played an important and vital role that differs from the rest of other literatures, as it carried with it Zionist ideological orientations according to ideological and political ideas and thus succeeded in creating children of a nature. Especially, Jewish writers focused on raising children through literature and focused on important historical issues and special educational trends. All this led to the success of the Zionist project. Zionism began caring for the Jewish child from the beginning, as it issued newspapers for children next to public libraries, and the movement began to revive the Hebrew language and enrich Hebrew children's literature from 1890-1891. Many Hebrew works directed to children have appeared, including story, poetry, and drama. In 1893, the first Hebrew magazine directed at children was published, entitled ( ולם קטן) (a small world). The Zionist movement did not neglect those who direct and take care of children’s literature because the child is the first building block of the state. Therefore, it placed the Jewish child within the framework of its project to accommodate the various Jewish immigrations to Palestine and the production of Hebrew children's literature. With the revival of the Hebrew language at the end of the nineteenth century and the increase of the Zionist presence in Palestine, it became one of the goals of Zionism to make the Hebrew language a language of dialogue between children and to consolidate the values of secular Zionism. One of these methods was to stage theatrical performances in the Hebrew language in front of young children. In this research, I will deal with the play (Jerusalem is mine) by the writer Galia Yei, as this play is concerned with Jewish assimilation in Jerusalem and linking the past with the present. And the Hebrew theater tried to prove the Jewishness of Jerusalem through historical events
9
EVIATAR, ZOHAR y RAPHIQ IBRAHIM. "Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children". Applied Psycholinguistics 21, n.º 4 (diciembre de 2000): 451–71. http://dx.doi.org/10.1017/s0142716400004021.
Texto completoResumen
The study explores the effects of the relationship between exposure to two languages in childhood and metalinguistic abilities. Arabic-speaking children who had been exposed to both spoken and literary Arabic were compared to Russian–Hebrew bilinguals and Hebrew monolinguals. All of the children were in kindergarten or first grade. The tests included language arbitrariness, phonological awareness, and vocabulary. As compared to the Hebrew monolinguals, the Russian–Hebrew bilinguals revealed the following pattern: higher performance on arbitrariness and phonological awareness tasks and lower performance on the vocabulary measure. The results of the Arab children mimicked those of the Russian–Hebrew bilinguals and differed from those of the Hebrew monolinguals. We conclude that exposure to literary Arabic requires the same intensive language analyses as those demanded of children exposed to languages as different as Russian and Hebrew.
10
ARMON-LOTEM, SHARON. "Between L2 and SLI: inflections and prepositions in the Hebrew of bilingual children with TLD and monolingual children with SLI". Journal of Child Language 41, n.º 1 (26 de noviembre de 2012): 3–33. http://dx.doi.org/10.1017/s0305000912000487.
Texto completoResumen
ABSTRACTVerb inflectional morphology and prepositions are loci of difficulty for bilingual children with typical language development (TLD) as well as children with Specific Language Impairment (SLI). This paper examines errors in these linguistic domains in these two populations. Bilingual English–Hebrew and Russian–Hebrew preschool children, aged five to seven, with TLD, and age-matched monolingual Hebrew-speaking children with SLI, were tested using sentence completion and sentence imitation tasks in their L2 Hebrew. Our findings show that, despite the similarity in the locus of errors, the two populations can be distinguished by both the quantity and the quality of errors. While bilingual children with TLD had substitution errors often motivated by the first language, most of the errors of monolingual children with SLI involved omission of the whole morpheme or feature reduction. This difference in the nature of the errors is discussed in terms of bilingual processing vs. impaired representation.
11
Schwartz, Mila, Haitham Taha, Hanan Assad, Ferdos Khamaisi y Zohar Eviatar. "The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew". Journal of Speech, Language, and Hearing Research 59, n.º 4 (agosto de 2016): 797–809. http://dx.doi.org/10.1044/2016_jslhr-l-14-0363.
Texto completoResumen
Purpose The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness. Method The study sample comprised 93 six-year-old children. The bilinguals had attended bilingual Hebrew−Arabic kindergartens for 1 academic year and were divided into 2 groups: home language Hebrew (L1) and home language Arabic (L1). These groups were compared to age-matched monolingual Hebrew speakers and monolingual Arabic speakers. We used nonwords similar in structure to familiar words in both target languages, representing 6 inflectional morphological categories. Results L1 Arabic and L1 Hebrew bilinguals performed significantly better than Arabic- and Hebrew-speaking monolinguals in the respective languages. Differences were not found between the bilingual groups. We found evidence of cross-linguistic transfer of morphological awareness from Arabic to Hebrew in 2 categories−bound possessives and dual number−probably because these categories are more salient in Palestinian Spoken Arabic than in Hebrew. Conclusions We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.
12
Kahn-Horwitz, Janina, Sara Kuash, Raphiq Ibrahim y Mila Schwartz. "How do previously acquired languages affect acquisition of English as a foreign language". Written Language and Literacy 17, n.º 1 (11 de abril de 2014): 40–61. http://dx.doi.org/10.1075/wll.17.1.03kah.
Texto completoResumen
The present study aims to examine the linguistic and orthographic proximity hypothesis in new script acquisition by comparing the performance of Circassian L1 speaking children who are emerging quadri-literates with Hebrew L1 speaking children who are emerging biliterates. Tests in decoding and spelling various English target conventions were conducted. Thirty 10 year old Circassian L1 speaking children were compared to 46 Hebrew L1 speaking children. Results show that the group of Circassian L1 speaking children outperformed the group of Hebrew L1 speaking children and showed a significant advantage in decoding and spelling target orthographic conventions. There were no significant differences between the two groups on decoding and spelling the silent 〈e〉, which provided a challenge for both groups. The results provide support for the linguistic and orthographic proximity hypothesis whereby phonemes and orthographic characteristics that exist in a child’s first or additional language system and writing system facilitate acquisition of orthographic conventions in a new language and writing system. Keywords: linguistic and orthographic proximity; decoding; spelling; Circassian; Hebrew; EFL
13
Schwarzwald, Ora. "Language Problems as Reflected in Hebrew Poems for Children". Language Problems and Language Planning 12, n.º 3 (1 de enero de 1988): 239–51. http://dx.doi.org/10.1075/lplp.12.3.04sch.
Texto completoResumen
RESUMEN Problemas idiomáticos reflejadas en poesías hebreas para niños El présente estudio, dedicado a temas idiomáticos y lingüísticos, es el resultado de un trabajo de investigación de poesías hebreas para niños. La investigación revela que varias de las poesías están dedicadas a renovación idiomática y a problemas de estandarización. Taies problemas son presentados aquí por medio de poemas infantiles a modo de ilustración del dilema histórico y sociolingüístico del renacimiento de la lengua hebrea. El artículo enfoca cuatro áreas, a saber: (1) el renacimiento del Hebreo y la contributión de la Segunda Inmigración (1904-1914); (2) conflictos referentes a la electión del Hebreo como lengua national; (3) tendencias normativas y no-normativas del lenguaje; (4) discrepancia de generaciones en el uso y sus razones. A pasar de que el número de poem as infantiles, los cuales han sido dedicados a problemas idiomáticos, es relativamente pequeño, su existencia prueba sin duda la importancia asignada a tal problemática. Sus actitudes reflejan la positión concerniente al renacimiento de la lengua, su pureza, como así su correcto uso en la sociedad israelí. Los poetas lograron describir en pocas líneas lo que fue tratado ampliamente en artículos y libros de estudiosos. RESUMO Lingvaj problemoj prezentitaj en hebreaj porinfanaj poemoj La nuna studo, dediĉita al lingvaj kaj lingvistikaj demandoj, rezultas el gênerala superrigardo de hebreaj porinfanaj poemoj. Tiu superrigardo montris, ke pluraj tiuj poemoj traktas la lingvan revivigon kaj problemojn de normigo. La poemoj rolas kiel ilustraĵoj de la historia kaj socilingvistika dilemo frontata en la revivigo de la hebrea lingvo. La aǔtoro traktas kvar demandojn: (1) la revivigon de la hebrea kaj la kontribuon de la Dua Enmigrado; (2) konflikton pri la elekto de la hebrea kiel nacia lingvo; (3) normajn kaj nenormajn kreajn emojn en la lingvo; (4) generaciajn diferencojn en la lingvouzo. Kvankam la nombro de porinfanaj poemoj, kiuj traktas la problemojn de la hebrea lingvo, estas malgranda, oni ne povas dubi, ke la poetoj konsideras tiujn problemojn gravaj. Iliaj starpunktoj montras ilian preokupiĝon pri la revivigo de la lingvo, ĝia pureco, kaj ĝia ĝusta utiligo en la kunteksto de la israela socio. Tiuj ĉi poetoj sukcesas priskribi en siaj mallongaj kaj simplaj poemoj aferojn, kiujn erudiciuloj diskutas je granda amplekso en siaj superkleraj libroj kaj artikoloj.
14
Asli-Badarneh, Abeer y Mark Leikin. "Morphological ability among monolingual and bilingual speakers in early childhood: The case of two Semitic languages". International Journal of Bilingualism 23, n.º 5 (18 de junio de 2018): 1087–105. http://dx.doi.org/10.1177/1367006918781079.
Texto completoResumen
This study examines the possible effects of bilingualism, mother tongue and type of morphology on morphological awareness of Arabic- and Hebrew-speaking preschoolers (mean age – 5:4). Four groups of children participated in the study: (1) 50 Arabic-speaking monolingual speakers; (2) 50 Hebrew-speaking monolingual speakers; (3) 50 Arabic/Hebrew bilingual speakers; and (4) 50 Hebrew/Arabic bilingual speakers. Participants from the bilingual groups were sequential non-balanced bilingual speakers who started learning a second language at ages 3–4 in a bilingual Arabic/Hebrew kindergarten. All children performed two tasks on inflectional morphology and three tasks on derivational morphology in one or both languages. To examine inflectional morphology, domain plural nouns were chosen because of their linear nature in both Hebrew and Arabic and because inflectional plural-noun morphology is acquired very early. In derivational morphology, the focus was on the verbs because of their high token frequency, early acquisition compared to nominal morphology, and its importance for Semitic languages. The results demonstrate significant effects of mother tongue, bilingualism and type of morphology on the children’s performance. The better results were obtained in Hebrew-speaking monolinguals and in Arabic-speaking bilinguals. Monolingual Hebrew speakers performed better in Hebrew than Arabic-speakers did in Arabic. At the same time, Arabic-speaking bilingual children demonstrated significantly better results in Hebrew (second language) than Hebrew speakers did in Arabic (second language). Analysis of the findings also shows that differences in performance among the bilingual and monolingual groups seem to relate not only to psycholinguistic factors such as linguistic complexity but also to sociolinguistic factors (e.g. diglossia in Arabic).
15
EVIATAR, ZOHAR, HAITHAM TAHA, VIKKI COHEN y MILA SCHWARTZ. "Word learning by young sequential bilinguals: Fast mapping in Arabic and Hebrew". Applied Psycholinguistics 39, n.º 3 (21 de febrero de 2018): 649–74. http://dx.doi.org/10.1017/s0142716417000613.
Texto completoResumen
ABSTRACTWe tested children attending bilingual Hebrew–Arabic kindergartens on a fast mapping task. These early sequential bilinguals included those with Hebrew as their home language and those with Arabic as their home language. They were compared to monolingual Hebrew and Arabic speakers. The children saw pictures of unfamiliar objects and were taught pseudowords as the object names that followed typical Hebrew, typical Arabic, or neutral phonotactics. Memory, phonological, and morphological abilities were also measured. The bilingual groups performed similarly to each other, and better than the monolingual groups, who also performed similarly to each other. Memory and the interaction between language experience and metalinguistic abilities (phonological and morphological awareness) significantly accounted for variance on the fast mapping tasks. We predicted that bilinguals would be more sensitive to phonotactics than monolinguals. Instead, we found that Arabic speakers (bilinguals and monolinguals) performed better with Hebrew-like stimuli than with Arabic-like stimuli, and no effect of phonotactics for Hebrew speakers. This may reflect the diglossia in Arabic language acquisition. The results suggest that the process of fast mapping is sharpened by multilingual experience, and may be sensitive to sociolinguistic factors such as diglossia.
16
Raichlin, Rina, Joel Walters y Carmit Altman. "Some wheres and whys in bilingual codeswitching: Directionality, motivation and locus of codeswitching in Russian-Hebrew bilingual children". International Journal of Bilingualism 23, n.º 2 (18 de marzo de 2018): 629–50. http://dx.doi.org/10.1177/1367006918763135.
Texto completoResumen
Aims and objectives: Differences in directionality, motivations and locus of codeswitching have been reported for children’s codeswitching, but these constructs have not been subjected to experimental study in order to examine how they may interact. This study investigated these variables in bilingual preschool children’s codeswitching. Methodology: Thirty-two Russian-Hebrew bilingual children (mean age 6;3) performed two tasks: Retelling of narratives manipulated for setting/topic and listener and Conversation with a bilingual adult. Retelling conditions included a Russian story retold to a Hebrew-speaking puppet, a Hebrew story retold to a Russian speaking puppet and a Mixed language story retold to a bilingual puppet. The Conversation task involved responses to questions in Russian, Hebrew and codeswitched speech about holidays and activities at home and in preschool. Data and Analysis: All children’s speech was audio recorded and transcribed using CHILDES conventions for data transcription. Codeswitched utterances were coded for the following: Directionality (Hebrew-to-Russian/Russian-to-Hebrew); Motivation (psycholinguistic/sociopragmatic); and Locus (intra-utterance/cross-speaker). Results: Overall children produced more codeswitching from Russian to Hebrew and did so more for psycholinguistic motivations (to maintain fluency or to overcome difficulties in lexical access). Originality: High rates of codeswitching occurred in this study, ranging from 15% to 22% for Conversation and Retelling, respectively (calculated as codeswitched instances per utterance). This high rate may be attributed to the experimental nature of the tasks, which intended to elicit codeswitching in children’s speech. Significance: Drawing from Green and Wei’s processing model, findings regarding directionality and motivation are discussed in terms of connectivity and activation.
17
Tubul-Lavy, Gila. "Intra-word inconsistency in apraxic Hebrew-speaking children". Clinical Linguistics & Phonetics 26, n.º 6 (27 de abril de 2012): 502–17. http://dx.doi.org/10.3109/02699206.2012.663050.
Texto completo
18
Soesman, Aviva y Joel Walters. "Codeswitching within prepositional phrases: Effects of switch site and directionality". International Journal of Bilingualism 25, n.º 3 (15 de marzo de 2021): 747–71. http://dx.doi.org/10.1177/13670069211000855.
Texto completoResumen
Aims and Research Questions: Codeswitching (CS) was investigated among English-Hebrew bilingual preschool children in a sentence repetition task focusing on switching at different points in prepositional phrases (PPs). We asked the extent to which sentence repetition accuracy differed (1) as a function of the switch site in the PP and (2) as a function of directionality, English-to-Hebrew versus Hebrew-to-English CS. Design/Methodology: English/first language (L1)-Hebrew/second language (L2), sequential bilingual children ( N = 65), ages 5;5–6;5, participated. Thirty-six English and 36 Hebrew stimulus sentences were matched for semantic content and syntax. English stimulus sentences contained switches to Hebrew; Hebrew stimuli contained switches to English. Six ‘switch’ conditions were examined: a single codeswitched noun (N), a determiner–noun switch (DET+N), a codeswitched preposition (P), a preposition–determiner switch (P+DET), a switch of the entire PP (P+DET+N), and a no-switch condition. Data and Analysis: Audio recordings were transcribed and coded. Full sentence repetition was coded as correct/incorrect. The number of errors and the proportion of CS errors were computed. A 6 × 2 repeated-measures analysis of variance examined the effects of switch site within the PP and directionality (L1-to-L2 versus L2-to-L1). Findings/Conclusions: Accuracy was highest for the non-switched, N, and P+DET+N conditions. Accuracy was lowest for DET+N switches in English sentences, and for P switches in Hebrew sentences, and these two conditions showed the highest proportion of CS errors. The findings show evidence for a hierarchy of processing costs and directionality differences, which are interpreted in terms of contrastive typological features, particularly definiteness marking in the two languages, English by a free morpheme, and Hebrew by a bound clitic.
19
Kupersmitt, Judy R. y Sharon Armon-Lotem. "The linguistic expression of causal relations in picture-based narratives: A comparative study of bilingual and monolingual children with TLD and DLD". First Language 39, n.º 3 (13 de marzo de 2019): 319–43. http://dx.doi.org/10.1177/0142723719831927.
Texto completoResumen
The present study examines the linguistic expression of causal relations between the motion events within the main episode in a picture-based narrative. One hundred and fifty children aged 5–7 were asked to narrate a story based on a series of pictures: 45 Hebrew monolinguals (19 with Developmental Language Disorders [DLD]), 57 English–Hebrew bilinguals (20 with DLD) and 48 Russian–Hebrew bilinguals (21 with DLD). The narratives told by bilingual children with Typical Language Development (TLD) were as complex as those of their monolingual peers in occurrence of causal relations to establish a goal-oriented episode, and in the use of language forms as cohesive devices. By contrast, bilingual and monolingual children with DLD showed lower performance on expression of causal relations, particularly those involving more complex scenes that demand higher levels of linguistic complexity and content elaboration. The form–function analyses enabled an exploration of cognitive and language abilities in interaction in the context of narrative discourse production. The study reinforced the differences between children with TLD and children with DLD, showing that typical language development rather than the proficiency in a particular language is necessary for generating causal relations and the particular linguistic forms that together yield a coherent narrative.
20
Kwak, Jeongran. "Sign Language Education as Cognitive Academic Language: Focusing on the ‘Japanese Sign Language(JSL)’ Curriculum and Textbooks of Meisei Gakuen in Japan". Korean Association For Learner-Centered Curriculum And Instruction 22, n.º 20 (31 de octubre de 2022): 611–29. http://dx.doi.org/10.22251/jlcci.2022.22.20.611.
Texto completoResumen
Objectives The purpose of this study is to present implications for deaf education of Korea by analyzing the ‘Japanese Sign Language(JSL)’ curriculum and textbooks of Meisei Gakuen in Japan, which provides bilingual and bicultural deaf education from the perspective of cognitive academic language. Methods For this purpose, the characteristics of Meisei Gakuen's kindergarten, elementary, and middle school ‘JSL’ curriculum and textbooks were analyzed from the perspective of cognitive academic language. Results First, the ‘JSL’ curriculum in kindergarten was designed to develop sign language skills as a basic communicative skills by considering the differences in sign language proficiency of deaf children. Sign language textbooks were designed to develop a sense of language for sign language through sign shapes cards and classifier textbooks. Second, the elementary school ‘JSL’ curriculum was designed to comprehensively develop the cognitive academic sign language ability in linguistic, cognitive, and socio-cultural aspects. Sign language textbooks are structured to systematically develop deaf culture and sign language’s grammar. Third, the ‘JSL’ curriculum of the middle school was structured to deepen the cognitive academic sign language ability in linguistic, cognitive, and socio-cultural aspects. Sign language textbooks were designed to deepen awareness of sign language by learning sign language linguistics. Fourth, as a limitation, there was an aspect that the sign language curriculum and sign language textbooks did not sufficiently consider the level difference by age and grade. Conclusions The direction of the development of the cognitive academic sign language curriculum for using Korean sign language as a teaching-learning language was suggested.
21
Bridge, Edward J. "A Mother’s Influence: Mothers Naming Children in the Hebrew Bible". Vetus Testamentum 64, n.º 3 (28 de julio de 2014): 389–400. http://dx.doi.org/10.1163/15685330-12341163.
Texto completoResumen
When parents are narrated in the Hebrew Bible as actively naming their children, mothers naming children occurs more frequently than fathers naming children. When this phenomenon is combined with those biblical texts that indicate women as having influence over the religious leanings or language spoken by their children, it suggests that the authors of the Hebrew Bible texts recognized that women had significant standing and influence in the ancient Israelite household.
22
Moritz, Ivana y Ivana Marinić. "The Use of Visual Metonymy in English Textbooks for Young Learners: Evidence From Croatia". Theory and Practice in Language Studies 13, n.º 2 (1 de febrero de 2023): 286–98. http://dx.doi.org/10.17507/tpls.1302.03.
Texto completoResumen
Multimodal communication is found in modern discourse types, including textbooks, influencing the attitude and motivation in message interpretation. The paper will explore instances of visual metonymy in English textbooks for young learners (grades 1-4) approved by the Ministry of Science and Education in the Republic of Croatia. Metonymy is qualitatively simpler than conceptual metaphor (Rundblad & Annaz, 2010), requires less cognitive effort to process and is, therefore, more salient in textbooks for children. Previous studies (Guijarro, 2015; Littlemore, 2009) indicated its important role in both these fields of authors' interest. The occurrences of visual metonymy in the approved textbooks will be collected, analysed and grouped according to the metonymic target (actions, emotions, occupations, etc.). The results will show which concepts appear most commonly as metonymic targets in the visual form in the textbooks and attempt to determine their appropriateness for the chronological, mental and cognitive age of children. Also, the functions of visual metonymies will be identified.
23
Balestrieri, Anna. "A „Polytropos" Zionist: The life and literary production of Zakharia Klyuchevich Mayani". Iudaica Russica, n.º 2(9) (29 de diciembre de 2022): 1–43. http://dx.doi.org/10.31261/ir.2022.09.01.
Texto completoResumen
The kaleidoscope of pseudonyms behind which he hid himself on the pages of the Russian- Jewish weekly Rassvet is a reflection of the multifaceted personality of Zakharia Klyuchevich. Historian, archaeologist, linguist, teacher, political activist, journalist, caricaturist, painter, poet, screenwriter, biologist, it is difficult to find an area into which he did not venture. The spectrum of languages he mastered, or tried as an author, is equally colorful: from his native Russian to quasi-native French, through English, Hebrew, German, Yiddish, Polish, Ancient Greek, Turkish, up to Albanian and Etruscan, two languages he tried to link by identifying the latter as a protolanguage of the former. The amount of material left behind by this polyhedric author is voluminous. Correspondence in various languages (Italian, Russian, English, and French), diaries, theater screenplays (Hebrew, English), essays (French), poetry (French, Russian, and Hebrew), authored language textbooks (French-Hebrew, Russian-Hebrew), sketches, paintings, and newspaper clippings are preserved at the Jabotinsky Institute in Tel Aviv. Through a thorough analysis of this material, we will try to draw the portrait of this ish eshkolot, this Renaissance type of intellectual, who has been forgotten in their treatises by historians of literature, Zionism, art and archeology, perhaps precisely because of the difficulty in tracing his movements and activities, the excessive chameleon-like nature of his occupations and cryptonyms.
24
Kupersmitt, Judy R., Sveta Fichman y Sharon Armon-Lotem. "Causal Relations and Cohesive Strategies in the Narratives of Heritage Speakers of Russian in Their Two Languages". Languages 9, n.º 7 (15 de julio de 2024): 248. http://dx.doi.org/10.3390/languages9070248.
Texto completoResumen
Causal relations allow a very detailed insight into the narrative skills of children from various backgrounds; however, their contribution has not been sufficiently studied in bilingual populations. The present study examines the expression of causal relations and the linguistic forms used to encode them in narratives of bilingual children speaking Russian as the Heritage Language (HL) and Hebrew as the Societal Language (SL). Narratives were collected from 21 typically developing Russian–Hebrew bilingual children using the Frog story picture book and were coded for frequency and type of episodic components, and for causal relations focusing on enabling and motivational relations. Results showed that the number of episodic components was higher in Hebrew than in Russian. An in-depth analysis showed that more components were mentioned in the first five episodes, particularly at the onset of the story. Causal relations were similar in both languages but were differently distributed across the languages—more enabling relations in Russian stories and more motivational relations in Hebrew stories. Production of episodic components and causal relations was affected by language proficiency but not by age of onset of bilingualism (AoB). In terms of language forms, lexical chains (e.g., search~find) were the most frequent means for inferring relations. Syntactic and referential cohesion were used in dedicated episodes to convey relations in both languages. Finally, a higher number of significant correlations between narrative productivity measures, episodic components, and causal relations were found in SL/Hebrew than in HL/Russian. The study results underscore the need to understand how language-specific abilities interact with knowledge of narrative discourse construction.
25
Melnik, Nurit. "Existentials and possessives in Modern Hebrew". Studies in Language 42, n.º 2 (6 de junio de 2018): 389–417. http://dx.doi.org/10.1075/sl.17041.mel.
Texto completoResumen
Abstract This paper considers the relationship between synchronic variation and language change in the context of the existential and possessive constructions in Modern Hebrew, which exhibit a normative – colloquial alternation. The study examines usage patterns across age groups and time periods, as represented in spoken-language corpora. It shows that the non-normative construction is used extensively in the contemporary speech of adults. Moreover, a comparison of the use of the normative – colloquial alternations by two populations, children and adults, in different time periods, provides evidence to suggest that these constructions are undergoing language change. A cross-linguistic perspective lends additional support: across languages the expression of existence involves non-canonical structures, which are particularly susceptible to language variation and, possibly, language change.
26
Shany, Michal, Esther Geva y Liat Melech-Feder. "Emergent literacy in children of immigrants coming from a primarily oral literacy culture". Written Language and Literacy 13, n.º 1 (4 de marzo de 2010): 24–60. http://dx.doi.org/10.1075/wll.13.1.02sha.
Texto completoResumen
This study examined emergent literacy skills of 61 kindergarten children whose families had immigrated to Israel from a primarily oral society (Ethiopia). Three complementary perspectives were examined: developmental patterns, individual differences, and the contribution of parent literacy. The emergent literacy skills of children whose families were from Ethiopia were compared to those of 52 children coming from a primarily literate culture. The groups had acquired less complex Hebrew literacy skills in the same order, including phonological awareness, letter naming and consonant writing. However, the Ethiopian Israeli children were less proficient on various aspects of Hebrew language proficiency, and less familiar with aspects of cultural and environmental literacy. Most were also unable to speak or comprehend Amharic. In both groups, phonological awareness explained individual differences in letter naming, but vocabulary and syntactic knowledge added to the explained variance only in the Ethiopian Israeli group. Letter naming was associated with consonant writing in both groups. Hebrew oral and written language proficiency of Ethiopian Israeli mothers was positively correlated with literacy skills in their children. The results underscore the importance of distinguishing between less complex, modularized, aspects of emergent literacy and more complex literacy skills. Here the cumulative effects of poverty, oral home culture, parental inability to mediate language and literacy, and non-optimal conditions for becoming bilingual place young immigrant children at risk for academic failure early on.
27
Bernhardt, Elizabeth B. "A Content Analysis of Reading Methods Texts: What are we Told about the Nonnative Speaker of English?" Journal of Reading Behavior 26, n.º 2 (junio de 1994): 159–89. http://dx.doi.org/10.1080/10862969409547844.
Texto completoResumen
This paper focuses on how second-language children are portrayed in reading and language arts methods textbooks and in practice-oriented reading and language arts journals. Seventy-five textbooks and three journals published between 1980 and 1992 were examined for (a) their labelling of second-language children, (b) their use and application of second-language research, and (c) their instructional strategies. Although there is a high probability that inservice and preservice teachers have had some contact in professional fora with issues in second-language reading, professional writings do not provide a thorough discussion of second-language learners that reflects the current knowledge base.
28
Budzyńska, Paula. "How authentic is language included in English and German language textbooks for primary education in Poland? A case study". Glottodidactica. An International Journal of Applied Linguistics 45, n.º 1 (10 de septiembre de 2018): 27–40. http://dx.doi.org/10.14746/gl.2018.45.1.02.
Texto completoResumen
This study aims at investigating the authenticity of vocabulary and grammar structures included in two selected English language textbooks (hereafter ELTs) and two German language textbooks (hereafter GLTs) for the first stage of education in Poland. In order to achieve the assumed objective, the author examined literary materials, that is, songs, rhymes, or short stories, included in selected ELTs and GLTs in accordance with the principles of the corpus stylistics method developed, for example, by Semino & Short (2004), Mahlberg (2014), or McIntyre (2015). With the support of BYU-BNC and DWDS corpora, the performed analysis indicated, for instance, that in the case of both types of textbooks studied, the number of authentic words that children are to learn seems to be rather insufficient. The outcomes of the study enable suggesting certain modifications targeted at the increase of the authenticity of language that the analysed textbooks include.
29
Katzenberger, Irit y Sara Meilijson. "Hebrew language assessment measure for preschool children: A comparison between typically developing children and children with specific language impairment". Language Testing 31, n.º 1 (11 de julio de 2013): 19–38. http://dx.doi.org/10.1177/0265532213491961.
Texto completo
30
Meir, Natalia. "Effects of Specific Language Impairment (SLI) and bilingualism on verbal short-term memory". Linguistic Approaches to Bilingualism 7, n.º 3-4 (2 de febrero de 2017): 301–30. http://dx.doi.org/10.1075/lab.15033.mei.
Texto completoResumen
Abstract The current study assessed independent and combined effects of SLI and bilingualism on tasks tapping into verbal short-term memory (vSTM) with varying linguistic load in two languages (Russian and Hebrew). The study explored the extent to which the presence of SLI is related to limited vSTM storage and bilingualism is associated with reduced vocabulary size. A total of 190 monolingual and bilingual children aged 5;5–6;8 participated in the current study: 108 sequential Russian-Hebrew bilinguals (18 with SLI), 48 Hebrew monolinguals (13 with SLI) and 34 Russian monolinguals (14 with SLI). Children performed three repetition tasks: forward-digit span (FWD), non-word repetition (NWR) and sentence repetition (SRep); bilingual children were tested in both of their languages. Results indicated a negative effect of SLI on all experimental tasks tapping into vSTM. The effect of SLI rose as a function of increased linguistic load. Regarding bilingualism, no effect was found on the measure of vSTM with the lowest linguistic load (FWD), while its effect was robust once the linguistic load was increased (SRep). The results reported in this study bring evidence that lower performance on measures of vSTM in children with SLI and bilingual children stem from different sources. Although, children with SLI have limitations of vSTM, deficient vSTM cannot fully account for the linguistic difficulties observed in children with SLI. As for bilingualism, it does not affect verbal storage when the linguistic load is minimal, while poor performance in bilingual children on tasks with greater linguistic load is attributed to smaller vocabulary sizes.
31
Leonard, Laurence B. y Esther Dromi. "The use of Hebrew verb morphology by children with specific language impairment and children developing language normally". First Language 14, n.º 42-43 (octubre de 1994): 283–304. http://dx.doi.org/10.1177/014272379401404219.
Texto completo
32
Pattanayak, Binay. "Towards A Mother-Language Based Multi-Lingual Education in Jharkhand". Tasambo Journal of Language, Literature, and Culture 1, n.º 01 (28 de febrero de 2023): 33–42. http://dx.doi.org/10.36349/tjllc.2023.v01i01.005.
Texto completoResumen
Jharkhand is a highly multi-lingual Indian state, which is home to at least 33 indigenous communities, who speak around 20 mother languages. The new state used to experience the highest dropout of children at primary level in India. The author set up a research centre on children’s languages, M-TALL Akhra. The mother-language based centre focused on research and innovation in language and education. It conducted a state wide linguistic survey, which revealed that 96 percent children in the state spoke in indigenous languages, which are very different from the school’s Hindi language. Children failed to understand the language of textbooks, teachers and examination. Hence, they left school. M-TALL Akhra developed bilingual picture dictionaries in 9 indigenous languages for children in early grades. Then ‘Bhasha Puliya’ (language bridge) with content for pre-school education was developed. The piloting enabled around 80% children to acquire desired school readiness. It led to expansion of the programme to 7,200 pre-school education centres. Finally, it was upscaled across the board with improvised contents. Then M-TALL Akhra developed culture sensitive primary textbooks in 16 indigenous languages in five scripts. These textbooks, published in 7 languages since 2016, are used by indigenous children in around a thousand schools. A second linguistic survey was conducted recently by M-TALL Akhra for the state to design a foundational literacy numeracy (FLN) roadmap for children as desired under the National Education Policy, 2022.
33
Dromi, Esther, Laurence B. Leonard y Michal Shteiman. "The Grammatical Morphology of Hebrew-Speaking Children With Specific Language Impairment". Journal of Speech, Language, and Hearing Research 36, n.º 4 (agosto de 1993): 760–71. http://dx.doi.org/10.1044/jshr.3604.760.
Texto completoResumen
Many English-speaking children with specific language impairment have unusual difficulty with grammatical morphemes such as past tense and third-person singular verb inflections and function words such as articles. Unfortunately, the source of this difficulty is not yet clear, in part because some of the possible contributing factors are confounded in English. In the present study, alternative accounts of grammatical morpheme difficulties were evaluated using children with specific language impairment who were acquiring Hebrew. We examined the grammatical morpheme production and comprehension of 15 Hebrew-speaking children with specific language impairment, 15 normally developing compatriots matched for age and 15 normally developing children matched for mean length of utterance in words. The results provided tentative support for the notion that grammatical morphemes are less difficult for children with specific language impairment if they take the form of stressed and/or lengthened syllables and if they appear in a language in which nouns, verbs, and adjectives must be inflected. The possibility that features such as person, number, and gender are missing from the underlying grammars of these children seems less likely.
34
Friedmann, Na'ama. "Young Children and A-chains: The Acquisition of Hebrew Unaccusatives". Language Acquisition 14, n.º 4 (19 de octubre de 2007): 377–422. http://dx.doi.org/10.1080/10489220701600523.
Texto completo
35
VITAL, HEDVA y RACHEL KARNIOL. "Procedural versus narrative cross-language priming and bilingual children's reading and sentence sequencing of same genre and opposite genre text in the other language". Bilingualism: Language and Cognition 14, n.º 4 (15 de noviembre de 2010): 547–61. http://dx.doi.org/10.1017/s1366728910000520.
Texto completoResumen
How bilingual children represent procedural versus narrative text is important for both pedagogical and theoretical reasons. To examine this issue, bilingual children and children learning English as a Second Language (ESL) read Hebrew sentences comprising either a procedural (i.e., “how to”) or a narrative text (i.e., description of “doing”) and reading times were measured. Half the children were primed with the same text, in English, in either the same genre or the opposite genre. Text sentences were then randomly sequenced and sentence sequencing mistakes and correct sentence sequencing times were assessed. Irrespective of genre, primed children read the Hebrew test text more quickly, and they read it as quickly as the English prime text. The priming effect was only evident on the last five sentences of each task. Primed children made fewer sentence sequencing mistakes than unprimed children, except when they were primed and tested with procedural text. With text reading times covaried, time for correct sequencing of the sentences showed only a main effect for genre. These data indicate that procedural genre material is harder to process than narrative genre material for bilingual children but that they are not aware of this greater difficulty. The data have important implications for our understanding of the way bilinguals construct mental models.
36
Rosenhouse, Judith. "Intonation Problems of Hearing-Impaired Hebrew-Speaking Children". Language and Speech 29, n.º 1 (enero de 1986): 69–92. http://dx.doi.org/10.1177/002383098602900107.
Texto completo
37
Saraswati, Noviantika y Rebecca Sarah Ayu. "SEXIST LANGUAGE SHOWING GENDER STEREOTYPES AS DEPICTED IN EFL TEXTBOOKS". UC Journal: ELT, Linguistics and Literature Journal 2, n.º 2 (18 de noviembre de 2021): 119–32. http://dx.doi.org/10.24071/uc.v2i2.3896.
Texto completoResumen
One of the most prominent ways to shape children and adolescents’ mindset is through learning formally at school. EFL textbooks have an important role for students to learn English, but they will also unconsciously learn about gender stereotypes. These gender stereotypes include the belief that women’s role is limited to being a housewife, a good mother to her children, and an obedient woman for her husband. For men, their role is more to the wider part of society, which includes being a breadwinner and more successful in career. The object of this study is BSE English textbooks from grade X-XII. This paper will analyse sexist languages shown in the EFL textbooks using Mills (1995) theory and gender stereotypes using Arliss’ (1991) theory. This research is considered as descriptive qualitative research. The result shows that there are three types of sexist languages: fragmentation, presupposition and inference, and generic nouns. The second research formulation indicates that there are three gender stereotypes, namely stereotypes on traits, roles, and behavior.
38
Glewwe, Paul, Michael Kremer y Sylvie Moulin. "Many Children Left Behind? Textbooks and Test Scores in Kenya". American Economic Journal: Applied Economics 1, n.º 1 (1 de enero de 2009): 112–35. http://dx.doi.org/10.1257/app.1.1.112.
Texto completoResumen
A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)
39
Rudin, Shai. "Language, Poetics, and Ideology in Holocaust Literature for Hebrew-Speaking Children". Children's Literature 49, n.º 1 (2021): 157–88. http://dx.doi.org/10.1353/chl.2021.0010.
Texto completo
40
Dromi, Esther, Laurence B. Leonard, Galit Adam y Sara Zadunaisky-Ehrlich. "Verb Agreement Morphology in Hebrew-Speaking Children With Specific Language Impairment". Journal of Speech, Language, and Hearing Research 42, n.º 6 (diciembre de 1999): 1414–31. http://dx.doi.org/10.1044/jslhr.4206.1414.
Texto completo
41
Berman, Ruth A. "Marking of verb transitivity by Hebrew-speaking children". Journal of Child Language 20, n.º 3 (octubre de 1993): 641–69. http://dx.doi.org/10.1017/s0305000900008527.
Texto completoResumen
ABSTRACTThe study examines children's command of transitivity permutations in Hebrew, where a change in verb-argument syntax entails a change in verb-morphology. 30 children aged two, three and eight were required to produce existing and novel Hebrew verbs differing in transitivity. Younger children showed a good grasp of the syntax and semantics, but not the morphological marking of transitivity, three-year-olds did much better, and eight-year-olds produced mainly adultlike responses. Results were higher on existing verbs than on novel forms. Direction of change had little effect with existing verbs, but with novel verbs success was much higher in changing intransitive to transitive forms than the converse. Some alternations proved easier than others, e.g. intransitive activity verbs in the basic pa'al verb-pattern yielded more causative hif'il forms than intransitive inchoative verbs in the nif'al pattern. Findings throw light on the development of derivational morphology, item-based versus class-based learning, and the impact of lexical productivity and language-particular properties on acquisition.
42
RISPENS, JUDITH y ELISE DE BREE. "Bilingual children's production of regular and irregular past tense morphology". Bilingualism: Language and Cognition 18, n.º 2 (1 de abril de 2014): 290–303. http://dx.doi.org/10.1017/s1366728914000108.
Texto completoResumen
This study examined the production of the Dutch past tense in Dutch–Hebrew bilingual children and investigated the effect of type of past tense allomorph (de versus te) and token frequency on productions of the past tense. Seven-year-old bilingual children (n=11) were compared with monolingual children: age-matched (n=30) and younger vocabulary-matched (n=21). Accuracy of regular and novel past tense was similar for the bilingual and monolingual groups, but the former group was worse on irregular past tense than the age-matched monolingual peers. All three groups showed effects of type frequency: te past tenses were more accurate than de. The difference between the bilingual and monolingual children surfaces in the extent of the effect: for the bilingual children it was most pronounced in verbs with low token frequency and novel verbs. Results are interpreted as stemming from a learning strategy or from phonological transfer from the Hebrew morphosyntactic system.
43
Kogman, Tal. "Haskalah scientific knowledge in Hebrew garment". Target. International Journal of Translation Studies 19, n.º 1 (26 de julio de 2007): 69–83. http://dx.doi.org/10.1075/target.19.1.05kog.
Texto completoResumen
Scientific texts for Jewish children and youth were produced within the German-Jewish culture from the end of the 18th century and throughout the 19th century. The intention was to fill in the gap in the Judaic literature in Hebrew vis-à-vis the German-Christian literary and educational systems as part of modernization processes. Two case studies of German-Hebrew scientific translations (in natural history and astronomy) are described in an attempt to illustrate the strategies applied by the Jewish translators, which in their turn reflect the cultural constraints they faced and the creative ways they chose to deal with them, taking into account the models already available to the target system and the types of target audience the translated texts were intended for.
44
Medawattegedera, Vivimarie VanderPoorten. "Representing Women ‘Our Way’: An English Language Teaching Television Programme in Sri Lanka". Society and Culture in South Asia 4, n.º 1 (8 de noviembre de 2017): 94–122. http://dx.doi.org/10.1177/2393861717730621.
Texto completoResumen
Research on gender representation in English textbooks reveals that messages about gender roles and gender identity transmitted through texts affect the future behaviour of children as they formulate their own roles in society. There is a limited number of studies on visual analysis of gender in textbooks and a dearth of such research on teaching materials in Sri Lanka. This study analyses a TV programme produced to teach school children English in order to uncover the ideological assumptions related to gender and gender roles embedded in the programme.
45
Akmaliyah, Zalifa Nuri, Hendar Riyadi, Yasir Hudzaifah, Mohammad Rosyid Ridho y Muhammad Ibnu Pamungkas. "Arabic Language Teaching for Children Based on Gender Equality Values". Asian Journal of Education and Social Studies 50, n.º 3 (19 de febrero de 2024): 257–67. http://dx.doi.org/10.9734/ajess/2024/v50i31302.
Texto completoResumen
The pursuit of Arabic language proficiency is a reflection of lifelong learning experiences as well as efforts during schooling. Learning the mother tongue is an integral part of people's understanding of culture, history, and current society. This paper examines the role of gender equality and proactive attitudes in teaching Arabic to children in a typical Indonesian school environment. The aim of this research is to explore gender awareness when teaching Arabic as an official subject in full-day schools. This research uses descriptive-analytical methods, data includes observation techniques, and textbook reviews. Data was collected through analysis of textbooks (cover, content and images), and continued with examination of teacher instructions when interacting with students. The research results show that there are traditional gender roles in learning Arabic at school. Based on an analysis of the textbook series "Aku Cinta Bahasa Arab" or "I Love Arabic", it can be concluded that there is a gender bias in Arabic textbooks used in the school environment. The research has implications for increasing teachers' understanding of gender values to socialize gender values in the subjects they teach.
46
Schwartz, Mila, Esther Geva, David L. Share y Mark Leikin. "Learning to read in English as third language". Written Language and Literacy 10, n.º 1 (30 de octubre de 2007): 25–52. http://dx.doi.org/10.1075/wll.10.1.03sch.
Texto completoResumen
The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive transfer of phonological processing skills from L1 Russian to L3 English even in the context of two linguistically and orthographically distinct languages. The sample of 107 11-year-old children from Haifa, Israel, were divided into three groups matched in age, gender, social-economic level, verbal and non-verbal IQ: bi-literate bilinguals, mono-literate bilinguals and mono-literate monolinguals. The research was conducted in two stages. In the first stage a wide range of linguistic, meta-linguistic, cognitive and literacy tasks in Hebrew (L2) and in Russian (L1) were administered. In the second stage linguistic, meta-linguistic and literacy skills in English (L3) were assessed. The results demonstrated that bi-literate bilinguals outperformed mono-literate bilingual and mono-lingual children on a number of basic literacy measures (phoneme deletion and analysis, pseudoword decoding and spelling) in English (L3). Even after controlling for (L2) Hebrew reading accuracy, bi-literacy independently explained 16% of the variance in English reading accuracy among Russian-Hebrew fifth grade bilinguals.
47
Angelopoulos, Nikos, Eleftheria Geronikou y Arhonto Terzi. "Locality and Intervention in the Acquisition of Greek Relative Clauses". Languages 7, n.º 4 (28 de octubre de 2022): 275. http://dx.doi.org/10.3390/languages7040275.
Texto completoResumen
According to the most recent formulation of Relativized Minimality, grammatical features are distinguished between those that are syntactically active and those that are not. Under this view, only the first play a role in the computation of locality. Furthermore, whether a certain feature is +/− syntactically active is determined by language-specific factors. Gender is one of the grammatical features that has been argued to have different values in Hebrew vs. Italian, and as a result, to play a role only in Hebrew-speaking children’s comprehension of relative clauses, in terms of intervention effects. Amidst this backdrop, this paper focuses on gender and case, and examines whether or not they have similar effects in the comprehension of relative clauses by Greek-speaking children. Greek differs from Hebrew in that gender does not qualify as a syntactically active feature, hence, the prediction is that it should behave like case, which does not qualify as syntactically active either. The paper presents results from a novel study showing that, indeed, neither gender nor case are responsible for intervention effects in the comprehension of relative clauses by Greek-speaking children, although both features are robustly expressed in Greek nominal morphology.
48
Suppiah, Puspalata C. A/P y Ramesh Nair. "Ethnic Identity in English Language Textbooks: Considerations for a Multicultural Society". Social and Management Research Journal 13, n.º 1 (30 de junio de 2016): 77. http://dx.doi.org/10.24191/smrj.v13i1.5149.
Texto completoResumen
There is evidence to suggest that young children more readily absorb the subtle messages that are encoded in any type of text and talk, and what they take away from these texts contributes in helping them develop their own identity in relation to their role in society. In this paper, we examine the construction of ethnic identity in a selection of English language textbooks targeted at young Malaysian children in primary schools. Based on a content analysis of visual and verbal language in two Primary Three English language textbooks, we report on the encoded messages that are transmitted to young Malaysian children about their place in society. The findings reveal significant imbalances in the way characters of different ethnic backgrounds are represented. This imbalance is a cause for concern as the message conveyed to young Malaysian children could be potentially damaging.
Keywords: textbook, ethnicity, identity construction
49
Schwartz, Mila, Bracha Nir, Mark Leikin, Ronit Levie y Dorit Ravid. "The Acquisition of Noun Plurals among Early Sequential Russian-Hebrew Speaking Bilinguals: A Longitudinal Multiple Case Study". Heritage Language Journal 11, n.º 2 (30 de agosto de 2014): 151–85. http://dx.doi.org/10.46538/hlj.11.2.3.
Texto completoResumen
The focus of the present study was the trajectory of the acquisition of noun pluralization in Hebrew as a window into the development of inflectional morphology among early sequential Russian-Hebrew speaking bilinguals. Our participants were six early sequential bilingual children between 36 and 42 months of age at the beginning of the study, who acquired Russian (L1) at home and at preschool within a ‘first language first approach’ and whose age at the onset of their acquisition of Hebrew (L2) was about 3 years. We investigated both qualitative and quantitative features of noun pluralization in Hebrew (L2) acquisition in order to determine (1) whether early sequential bilingual children are delayed or accelerated in this domain; (2) whether they show similar or different patterns of errors in comparison to the L1 children; and (3) at what age sequential bilingual children acquire regular versus irregular noun plural forms compared with the L1 children. We relied on a multi-faceted longitudinal analysis of noun pluralization, examining both correct and incorrect production- in structured elicitations as well as in (semi-) spontaneous interactions. Comparing our data to those collected for Hebrew L1 speakers, the results for monolinguals and early sequential bilinguals show a striking similarity with respect to the development of pluralization. These findings suggest that the accelerated rate of ESBs’ L2 pluralization mechanism provides evidence of the linguistic maturation hypothesis.
50
Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, n.º 2 (junio de 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.
Texto completoResumen
The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.