Littérature scientifique sur le sujet « Bilingual interactions »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Bilingual interactions ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Bilingual interactions"
Grosjean, Francois. « The bilingual individual ». Interpreting. International Journal of Research and Practice in Interpreting 2, no 1-2 (1 janvier 1997) : 163–87. http://dx.doi.org/10.1075/intp.2.1-2.07gro.
Texte intégralCASTILLA-EARLS, ANNY P., MARÍA ADELAIDA RESTREPO, ANA TERESA PÉREZ-LEROUX, SHELLEY GRAY, PAUL HOLMES, DANIEL GAIL et ZIQIANG CHEN. « Interactions between bilingual effects and language impairment : Exploring grammatical markers in Spanish-speaking bilingual children ». Applied Psycholinguistics 37, no 5 (25 novembre 2015) : 1147–73. http://dx.doi.org/10.1017/s0142716415000521.
Texte intégralMorales Lugo, Katherine. « The bilingual styles of young Puerto Rican adolescents online ». International Journal of the Sociology of Language 2024, no 286 (1 mars 2024) : 53–85. http://dx.doi.org/10.1515/ijsl-2023-0024.
Texte intégralCox, Jessica G. « EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER ». Studies in Second Language Acquisition 39, no 1 (1 décembre 2015) : 29–58. http://dx.doi.org/10.1017/s0272263115000364.
Texte intégralPhillips, Ian, Rebecca E. Bieber, Gregory M. Ellis et Douglas S. Brungart. « Age differentially impacts monolingual and bilingual listeners’ understanding of English speech in noise ». Journal of the Acoustical Society of America 153, no 3_supplement (1 mars 2023) : A341. http://dx.doi.org/10.1121/10.0019081.
Texte intégralOchsenbauer, Anne-Katharina, et Helen Engemann. « The impact of typological factors in monolingual and bilingual first language acquisition ». Language, Interaction and Acquisition 2, no 1 (27 juin 2011) : 101–28. http://dx.doi.org/10.1075/lia.2.1.05och.
Texte intégralKim, So Jung, Su-Jeong Wee et Soyeon Park. « Exploring multicultural books through predictions and social interactions : A case study with kindergarteners in the United States ». Australasian Journal of Early Childhood 44, no 1 (mars 2019) : 32–47. http://dx.doi.org/10.1177/1836939119841472.
Texte intégralAmengual, Mark. « Phonetics of Early Bilingualism ». Annual Review of Linguistics 10, no 1 (16 janvier 2024) : 191–210. http://dx.doi.org/10.1146/annurev-linguistics-031522-102542.
Texte intégralKehoe, Margaret M. « Lexical-phonological interactions in bilingual children ». First Language 35, no 2 (9 mars 2015) : 93–125. http://dx.doi.org/10.1177/0142723715574398.
Texte intégralBRITO, NATALIE H., ERIC R. MURPHY, CHANDAN VAIDYA et RACHEL BARR. « Do bilingual advantages in attentional control influence memory encoding during a divided attention task ? » Bilingualism : Language and Cognition 19, no 3 (17 décembre 2015) : 621–29. http://dx.doi.org/10.1017/s1366728915000851.
Texte intégralThèses sur le sujet "Bilingual interactions"
ALFAIFI, SAEEDA HASSAN. « CODE SWITCHING AMONG BILINGUAL SAUDIS ON FACEBOOK ». OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1077.
Texte intégralHatzidaki, Anna. « Interactions between languages in verb- and pronoun-agreement in bilingual sentence production ». Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/6583.
Texte intégralFahad, Ahmed K. « Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers ». University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512.
Texte intégralAbou-Samra, Myriam. « Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère ». Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.
Texte intégralThis research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction
Morgan, Larry Douglas. « Effects of participant roles on input interactions and comprehensible output ». PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4431.
Texte intégralMann, Lisa Sybil. « The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms ». PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.
Texte intégralDoumbia, Mahamadou Siaka. « Les pratiques de reformulation dans les interactions bilingues bamanankan-français à l'école fondamentale 1er cycle au Mali ». Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH007.
Texte intégralThe thesis aims to analyze the phenomenon of reformulations in the context of bilingual French-Bamanankan interactions in the classes of elementary shool in Mali. The study is based on a corpus of 39h 35 min video and audio recordings consisting of sequences of classes and interviews. The sequences, filmed in 12 classes of the 4th year, concern two non-linguistic disciplines: geography, taught in Bamanankan L1, and observation sciences, taught in French L2. The films were transcribed and analyzed using the CLAN software which allowed the extraction of all instances of annotated reformulations. The analysis carried out on them, both qualitatively and quantitatively, leads to several results. It turns out that reformulations are an omnipresent phenomenon in the discourse of interactants, teachers, and students, in geography as well as in observational sciences, in L1 as in L2. These activities participate in the construction of knowledge in students, which could be verified with the help of an understanding assessment. The comparison of teachers shows that experience, among other factors, affects the production and management of reformulations. Based on observed practices, proposals, arguing for an optimization of the use of didactic reformulations and all bilingual practices, were formulated as contributions in the direction of improving the quality of teaching in Mali, or even in West Africa
Nin dɔnniyafasɛbɛn laɲini ye ka kuma tɛrɛmɛwalew taabolo fɛsɛfɛsɛ kumaɲɔgɔnya senfɛ farasɛkan ni bamanankan kanfilakalan hukumu kɔnɔ Mali dugumakalan tigɛyɔrɔ fɔlɔ kalansow kɔnɔ. Baara in sinsinna ɲininikunnafoni kan min labɛnna ni lamagaja dɔw ye ani kumakan tàlenw, minnu bɛɛ bὲnna waati 39 ni sanga 35 ma kàlansenw ni koɲɛɲinibarow kan. Jàw tàli bòlila sàn 4nan kàlanso 12 minnu kan, olu bɛ kàlanbolo fila kan kandɔn sèn tɛ minnu na : sìgidɔn min bɛ lakalan bamanankan na (kalankɛkan fɔlɔ - K1 sugandilen) ani nimadɔn, o min bɛ lakalan faransɛkan na (kalankɛkan filannan -K2 suguandilen). Ja kumakanw sɛbɛnna k’u fɛsɛfɛsɛ ni jàtebila kɛrɛnkɛrɛnnen ye, CLAN, ale min kɛra sababu ye kà kumatɛrɛmɛwalew tàamasiyɛnnenw bɛɛ tɔmɔ ka kɛ ɲɔgɔn kan. Sɛgɛsɛgɛli minnu kɛra olu kan, hakɛko ni ɲùmanya kiimɛni na, o wolola jaabi caman na. A yera k’a fɔ kumatɛrɛmɛwalew ye kow ye minnu bɛ kumaɲɔgɔnmaw, karamɔgɔw ni kalandenw, ka kumaɲɔgɔnya tɔ jiidi sìgidɔn ni nimadɔn kàlanni sèn fɛ, K1 ni K2 fìla bɛɛ la fana. O kumatɛrɛmɛwalew jɔyɔrɔ ka bon kosɛbɛ dɔnniyaw sɔrɔli la kàlandenw fɛ. O sera ka sɛmɛntiya ni kalandenw ka faamuya kiimɛni ye. Karamɔgɔw ka sangaɲɔgɔnmani y’a jira k’a fɔ ko lahalaya wɛrɛw cɛ la, ko kɛbaakɔrɔya jɔyɔrɔba bɛ kumatɛrɛmɛwalew fɔli n’u tɔbɔtɔli la. Ka kɛɲɛ ni kalankɛwale lajɛlenw ye, hakilinajira dɔw kɛra minnu bɛ kàlanɲɛdɔn kumatɛrɛmɛwalew waleyali senkɔrɔmatintin kà fàra kanfilakan baara bɛɛ kan walasa o ka kɛ kàlanko sankɔrɔtali sababu ye Mali la, fo ka se Farafinna tilebinyanfan bɛɛ ma
McParker, Matthew Carl. « Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms ». Thesis, Portland State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132008.
Texte intégralThe largest refugee group entering the United States in recent years is from Burma. Refugee students face a daunting set of challenges, from language and cultural differences to living in poverty, in becoming successful in their new homes. To be successful in schools and gain cultural and social capital, refugee students must learn and internalize the specific norms of their classrooms. In middle school, students are particularly reliant upon their peers for support, making peer interactions especially important. In multicultural settings, students have ample opportunities for intercultural interactions, which can help refugee students navigate their new settings and become more successful. Unfortunately, there has been little research on the experiences of Burmese refugee students in classrooms in the United States.
I used a qualitative, transcendental phenomenological approach to study how three female Burmese refugee students experienced multicultural middle school classrooms in the United States, especially their intercultural interactions, through interviews, observations, and stimulated recall.
The participants reported wanting to understand what they were learning, stay on task, and be kind to other students. Those traits developed from their experiences in their countries of origin and combined to create a picture of what a good student should be. In observations, students acted out their ideas of what it meant to be a good student. Their intercultural interactions in class reaffirmed their identities as good students.
Implications based on the findings include setting up intentional intercultural interactions with a diverse group of students in classrooms with multicultural approaches and that researchers examine the experiences of various groups of marginalized students while accounting for the context in which they learn and acknowledging a multifaceted view of adolescent identity development.
Hernandez, Gonzalez Olivia. « Predictors of Behavior Problems in the Context of Peer Play Interactions : A Sample of Low-Income Latino Preschoolers ». Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6861.
Texte intégralHargrave, Lauren D. « An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students ». UKnowledge, 2015. http://uknowledge.uky.edu/edp_etds/35.
Texte intégralLivres sur le sujet "Bilingual interactions"
Winkler, Alexander. Neo-Latin and the vernaculars : Bilingual interactions in the early modern period. Leiden : Brill, 2019.
Trouver le texte intégralMarilyn, Martin-Jones, et University of Lancaster. Centre for Language in Social Life., dir. Bilingual resources in primary classroom interaction. Lancaster : Centre for Language in Social Life, 1993.
Trouver le texte intégralFitzpatrick, Finbarre. Language and interaction among young bilingual children in the first year at school. [s.l : The Author], 1989.
Trouver le texte intégralIngrid, Jung, Serrano Javier et Urban Christiane, dir. Aprendiendo a mirar : Una investigación de lingüística aplicada y educación. Lima : Universidad Nacional del Altiplano-Puno, 1989.
Trouver le texte intégralGusdorf, Florent. Guide bilingue anglais-français du cybermonde. Paris : Ellipses, 1998.
Trouver le texte intégralJana, Staton, dir. Dialogue journals in the multilingual classroom : Building language fluency and writing skills through written interaction. Norwood, N.J : Ablex Pub. Corp., 1993.
Trouver le texte intégralNamekawa, Eriko. Gengo shōsūha no kodomo no gainen hattatsu o unagasu kyōka gakushū shien : Bogo to Nihongo ga yūgōshita kotoba no yaritori = Encouraging concept development in an academic learning support class for language minority students : mixed-language interaction of L1 and L2. 8e éd. Tōkyō : Kabushiki Kaisha Koko Shuppan, 2019.
Trouver le texte intégralCreese, Angela. Multilingual Classroom Ecologies : Inter-Relationships, Interactions, and Ideologies (Bilingual Education and Bilingualism). Multilingual Matters Limited, 2003.
Trouver le texte intégralPreschool Bilingual Education : Agency in Interactions Between Children, Teachers, and Parents. Springer, 2018.
Trouver le texte intégralSchwartz, Mila. Preschool Bilingual Education : Agency in Interactions Between Children, Teachers, and Parents. Springer, 2018.
Trouver le texte intégralChapitres de livres sur le sujet "Bilingual interactions"
Gimeno-Martínez, Marc, et Cristina Baus. « Chapter 5. Unravelling cross-language effects in bimodal bilingualism ». Dans Bilingual Processing and Acquisition, 159–80. Amsterdam : John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.05gim.
Texte intégralSchwartz, Mila. « Preschool Bilingual Education : Agency in Interactions between Children, Teachers, and Parents ». Dans Preschool Bilingual Education, 1–24. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_1.
Texte intégralRodriguez-Cuadrado, Sara, et Carlos Romero Rivas. « Chapter 8. Effects of foreign-accented speech on language comprehension processes and social cognition ». Dans Bilingual Processing and Acquisition, 236–64. Amsterdam : John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.08rod.
Texte intégralKroll, Judith F., et Eleonora Rossi. « Chapter 10. Models and metaphors ». Dans Studies in Bilingualism, 210–29. Amsterdam : John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.10kro.
Texte intégralPearson, Barbara Zurer, et Luiz Amaral. « Interactions between input factors in bilingual language acquisition ». Dans Input and Experience in Bilingual Development, 99–117. Amsterdam : John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.13.06pea.
Texte intégralSalikhova, Elvina A., Nailya G. Iskuzhina et Ilshat S. Nasipov. « Bilingual Polymodal Personality in the Aspect of Intercultural Interactions ». Dans Complex Social Systems in Dynamic Environments, 195–209. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23856-7_20.
Texte intégralFreedman, H. I., et I. Baggs. « Convergence to Equilibria in General Models of Unilingual-Bilingual Interactions ». Dans Differential Equations Models in Biology, Epidemiology and Ecology, 28–33. Berlin, Heidelberg : Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-45692-3_3.
Texte intégralReed, Beatrice Szczepek. « Managing Educational Interactions : A Case Study of Bilingual Supervision Meetings ». Dans International Management and Intercultural Communication, 84–95. London : Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-55325-6_7.
Texte intégralKolu, Jaana. « Relationship Between Translingual Practices and Identity Performance and Positioning on the Swedish-Finnish Border ». Dans Arctic Encounters, 263–93. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42979-8_9.
Texte intégralAmengual, Mark. « Chapter 4. Cross-language influences in the acquisition of L2 and L3 phonology ». Dans Cross-language Influences in Bilingual Processing and Second Language Acquisition, 74–99. Amsterdam : John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.16.04ame.
Texte intégralActes de conférences sur le sujet "Bilingual interactions"
Sha, Hanyue. « The Roles of E-Book Narration and Parent-Child Verbal Interactions During Bilingual Shared Reading ». Dans AERA 2023. USA : AERA, 2023. http://dx.doi.org/10.3102/ip.23.2011768.
Texte intégralAguirre, Maia, Manex Serras, Laura García-sardiña, Jacobo López-fernández, Ariane Méndez et Arantza Del Pozo. « Exploiting In-Domain Bilingual Corpora for Zero-Shot Transfer Learning in NLU of Intra-Sentential Code-Switching Chatbot Interactions ». Dans Proceedings of the 2022 Conference on Empirical Methods in Natural Language Processing : Industry Track. Stroudsburg, PA, USA : Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.emnlp-industry.13.
Texte intégralNazare, Juliana, Anneli Hershman, Ivan Sysoev et Deb Roy. « Bilingual SpeechBlocks ». Dans CHI PLAY '17 : The annual symposium on Computer-Human Interaction in Play. New York, NY, USA : ACM, 2017. http://dx.doi.org/10.1145/3116595.3116616.
Texte intégralSeo, Hyeong-Won, Hong-Seok Kwon, Min-ah Cheon et Jae-Hoon Kim. « Constructing Bilingual Multiword Lexicons for a Resource-Poor Language Pair ». Dans Human-computer Interaction 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.54.24.
Texte intégralJennifer, Sanjeda Sara, Sheikh Aminul Islam, Sharmin Sultana Koly, Rashedul Amin Tuhin, M. Saddam Hossain Khan et Md Mohsin Uddin. « BilinBot : A Bilingual Chatbot using Deep Learning ». Dans 2023 5th International Congress on Human-Computer Interaction, Optimization and Robotic Applications (HORA). IEEE, 2023. http://dx.doi.org/10.1109/hora58378.2023.10156681.
Texte intégralAlikaev, Rashid Sultanovich. « Bilingual Space Of Political Discourse : Trends In Language Interaction ». Dans International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.7.
Texte intégralZhao, Xu, Zihao Wang, Hao Wu et Yong Zhang. « Semi-Supervised Bilingual Lexicon Induction with Two-way Interaction ». Dans Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA : Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.emnlp-main.238.
Texte intégralMalzkuhn, Melissa, et Melissa Herzig. « Bilingual storybook app designed for deaf children based on research principles ». Dans IDC '13 : Interaction Design and Children 2013. New York, NY, USA : ACM, 2013. http://dx.doi.org/10.1145/2485760.2485849.
Texte intégralHei, Xiaoxuan, Chuang Yu, Heng Zhang et Adriana Tapus. « A Bilingual Social Robot with Sign Language and Natural Language ». Dans HRI '24 : ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA : ACM, 2024. http://dx.doi.org/10.1145/3610978.3640549.
Texte intégralLi, Zhaoqi, et Le Tong. « An Unsupervised Approach to Bilingual Lexicon Induction with Comparable Corpora ». Dans 2023 4th International Conference on Intelligent Computing and Human-Computer Interaction (ICHCI). IEEE, 2023. http://dx.doi.org/10.1109/ichci58871.2023.10277813.
Texte intégral