Littérature scientifique sur le sujet « Linguistic and cultural diversity diversity »
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Articles de revues sur le sujet "Linguistic and cultural diversity diversity"
Lahey, Margaret. « Linguistic and Cultural Diversity ». Journal of Speech, Language, and Hearing Research 35, no 3 (juin 1992) : 638–39. http://dx.doi.org/10.1044/jshr.3503.638.
Texte intégralMaffi, Luisa. « LINGUISTIC, CULTURAL, AND BIOLOGICAL DIVERSITY ». Annual Review of Anthropology 34, no 1 (octobre 2005) : 599–617. http://dx.doi.org/10.1146/annurev.anthro.34.081804.120437.
Texte intégralCrowell, Caryl Gottlieb, Sandra Costell, Carol Cribett-Bell, Kathy Lohse, Carmen Martinez, Liz Redondo, Tracy Smiles, Katrina Smits et Kathy G. Short. « Celebrating Linguistic Diversity ». Language Arts 75, no 3 (1 mars 1998) : 228–36. http://dx.doi.org/10.58680/la19983290.
Texte intégralTrabant, Jürgen. « Linguistic Justice vs. Linguistic Diversity ». Philological Encounters 1, no 1-4 (26 janvier 2016) : 61–78. http://dx.doi.org/10.1163/24519197-00000005.
Texte intégralChu, Xiaoquan. « Linguistic Diversity in Trans-cultural Communication ». Fudan Journal of the Humanities and Social Sciences 7, no 4 (25 septembre 2014) : 525–36. http://dx.doi.org/10.1007/s40647-014-0041-z.
Texte intégralSklyar, Natalia V. « Diversity of the Concept «Cultural Person» ». Proceedings of Southern Federal University. Philology 2020, no 2 (22 juin 2020) : 78–86. http://dx.doi.org/10.18522/1995-0640-2020-2-78-86.
Texte intégralMuhammad ISHAQ et Dr Naima Saeed. « INMATES, REPOSITORY OF LINGUISTIC DIVERSITY. » Al-Burz 9, no 1 (20 décembre 2017) : 129–41. http://dx.doi.org/10.54781/abz.v9i1.107.
Texte intégralShekar, Chandra, et M. N. Hegde. « Cultural and Linguistic Diversity Among Asian Indians ». Topics in Language Disorders 16, no 4 (août 1996) : 54–64. http://dx.doi.org/10.1097/00011363-199608000-00007.
Texte intégralSteele, James, Peter Jordan et Ethan Cochrane. « Evolutionary approaches to cultural and linguistic diversity ». Philosophical Transactions of the Royal Society B : Biological Sciences 365, no 1559 (12 décembre 2010) : 3781–85. http://dx.doi.org/10.1098/rstb.2010.0202.
Texte intégralReed, Paul E., et Melissa M. Baese-Berk. « Addressing diversity in speech science curricula ». Journal of the Acoustical Society of America 153, no 3_supplement (1 mars 2023) : A210. http://dx.doi.org/10.1121/10.0018682.
Texte intégralThèses sur le sujet "Linguistic and cultural diversity diversity"
Ward, Natalia, Amber N. Warren, A. Rountree et M. Dias. « Analyzing Science Read-Aloud Texts for Cultural and Linguistic Diversity ». Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5949.
Texte intégralSargazi, Hossnieh. « Managing linguistic and cultural diversity in Merseyside's primary schools : theory, policy and practice ». Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6120/.
Texte intégralHong, Huili, Karin Keith, Renee Rice Moran et LaShay Jennings. « Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity ». Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/994.
Texte intégralHeusing, Gerald. « Aspekte der linguistischen und kulturellen Komplexität Ugandas ». Universität Leipzig, 2005. https://ul.qucosa.de/id/qucosa%3A33605.
Texte intégralWang, Rayna. « Exemplary practices that affirm and promote cultural and linguistic diversity in head start classrooms ». Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107433.
Texte intégralWith the continued growth of culturally and linguistically diverse (CLD) students, it is necessary for teachers to be intentional about serving students whose backgrounds are assets but nonetheless different from the dominant culture and language in American society. Because most research on teaching practices has focused on the academic development of children in preschool, this study tries to fill a gap in the literature by examining teaching practices that respond to and affirm cultural diversity. After conducting interviews and observations in three Head Start classrooms, four core teacher beliefs (reciprocal relationships with family, importance of home language, social emotional emphasis, and inclusion of culture) were identified across the sites; these beliefs impacted how teachers created a multicultural space and tailored instruction for students. The findings contribute to the field by providing insight for how teachers can continue to foster inclusive classrooms that value and celebrate children’s unique identities
Thesis (BA) — Boston College, 2017
Discipline: Departmental Honors
Discipline: Education
Grossman, Kelly Marie. « Negotiating the Non-Negotiable : Re-visioning Writing Center Approach to Cultural and Linguistic Diversity ». Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375279778.
Texte intégralShearer, Karen. « PARENTAL INVOLVEMENT : TEACHERS' AND PARENTS' VOICES ». Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.
Texte intégralEd.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
Barinaga, Ester. « Levelling vagueness : a study of cultural diversity in an international project group ». Doctoral thesis, Stockholm : Economic Research Institute, Stockholm School of Economics (EFI), 2002. http://www.hhs.se/efi/summary/594.htm.
Texte intégralRunciman, Talya. « From Deficit to Diversity : Inviting learners to use their linguistic and cultural repertoires for Literacy Learning ». Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30120.
Texte intégralSantos, Marcia Andrea dos. « Nos não conseguimos enxergar dessa maneira ... = representações e formação de educadores ». [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269693.
Texte intégralTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-15T17:56:38Z (GMT). No. of bitstreams: 1 Santos_MarciaAndreados_D.pdf: 1505589 bytes, checksum: c29a1ec89e18bfe3033080d55ce70293 (MD5) Previous issue date: 2010
Resumo: Este estudo tem por finalidade descrever e discutir as representações de educadores da rede pública de um município do sudoeste do Paraná acerca dos conceitos de língua, cultura e identidade, com vistas a compreender os sentidos que atribuem à diversidade linguística e sociocultural presente no contexto em que atuam. Embora tal contexto inclua uma variedade étnica considerável, optou-se por aqui focalizar as representações construídas acerca da negritude e da indianidade dada à relevância desses grupos étnicos localmente. O corpus de análise desta tese reúne dados gerados durante atividades escritas e interações em sala de aula ocorridas ao longo de oito encontros com professores e gestores municipais realizados em um curso de formação docente promovido pelo CEFIEL - Centro de Formação Continuada do Instituto de Estudos da Linguagem da UNICAMP. A pesquisa em questão é de cunho qualitativo/interpretativista e segue os preceitos epistemológicos advogados por Moita Lopes (2006) para estudos conduzidos no campo aplicado. O aparato teórico que deu sustentação ao trabalho orientou-se por contribuições advindas da Linguística Aplicada (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), dos Estudos Culturais (HALL, 1997; WOODWARD, 2002), da Educação (SKLIAR, 2003; SILVA, 2005), da Antropologia (THOMAZ, 1995) e da Sociologia (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Os resultados obtidos na análise dos dados sugerem que a) as concepções relativas aos três conceitos focalizados com as quais a maior parte dos sujeitos pesquisados opera contribuem para que atitudes etnocêntricas e pouco tolerantes para com o diferente sejam mantidas e/ou b) que eles desconhecem, ou preferem não reconhecer, a pluralidade linguística e sociocultural considerável do ambiente em que atuam profissionalmente. A expectativa é que este trabalho possa subsidiar a construção de currículos interculturais de formação de educadores que os torne capazes de trabalhar com a diferença de modo produtivo e respeitoso
Abstract: This study aims at describing and discussing the representations educators who work in public schools in a district of southeast Paraná have of concepts such as language, culture and identity in order to understand the meanings they attribute to local linguistic and socio-cultural diversity. Although the context these educators work in includes considerable ethnic variety, only representations of indigenous and afro-descendent people were examined considering the relevance of such ethnic groups in the area. The analyzed corpus include data collected during written activities and classroom interactions that occurred along eight encounters with teachers and school principals and assistants in a course sponsored by CEFIEL - Center for Continuing Education of the Institute of Language Studies of the State University of Campinas (UNICAMP). This study is qualitative and interpretative in nature and follows the epistemological principals suggested by Moita Lopes (2006) for applied research. The theoretical bases adopted was oriented by contributions from the fields of Applied Linguistics (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), Cultural Studies (HALL, 1997; WOODWARD, 2002), Education (SKLIAR, 2003; SILVA, 2005), Anthropology (THOMAZ, 1995) and Sociology (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Data analyses results suggest that most research subjects a) operate with theoretical conceptions in regard to the three focused concepts which contribute for the maintenance of ethnocentric beliefs and attitudes of disrespect for differences and /or b) do not know, or prefer not to acknowledge the considerable linguistic and socio-cultural plurality of the context in which the act professionally. The expectation is that the research here described can contribute to the elaboration of intercultural curricula for the education of school professionals thus enabling them to work with differences in school environments in more productive and respectful ways
Doutorado
Multiculturalismo, Plurilinguismo e Educação Bilingue
Doutor em Linguística Aplicada
Livres sur le sujet "Linguistic and cultural diversity diversity"
Jordan, Peter, Ethan E. Cochrane et James Steele. Cultural and linguistic diversity : Evolutionary approaches. London : Royal Society, 2010.
Trouver le texte intégralMiglio, Viola, et Xabier Irujo Ametzaga. Language rights and cultural diversity. Reno, Nevada : Center for Basque Studies/University of Nevada, Reno, 2014.
Trouver le texte intégralGoldstein, Brian. Resource guide on cultural and linguistic diversity. San Diego, Calif : Singular Pub. Group, 2000.
Trouver le texte intégralMartin, Deirdre. Language disabilities in cultural and linguistic diversity. Buffalo, NY : Multilingual Matters, 2009.
Trouver le texte intégralIsaac, Kim M. Speech pathology in cultural and linguistic diversity. London : Whurr, 2002.
Trouver le texte intégralBasterra, María del Rosario. Cultural validity in assessment : Addressing linguistic and cultural diversity. Sous la direction de Solano Flores Guillermo. New York, NY : Routledge, 2011.
Trouver le texte intégralMonica, Barni, et Extra Guus, dir. Mapping linguistic diversity in multicultural contexts. New York : Mouton de Gruyter Berlin, 2008.
Trouver le texte intégralMargaret, Davis, O'Brien Maryann, Massachusetts. Dept. of Education., Massachusetts. Bureau of Equity and Language Services. et Massachusetts. Dept. of Education. Bureau of Professional Development., dir. Common competencies : The promise of linguistic/cultural diversity. Quincy, MA : Massachusetts Dept. of Education, 1990.
Trouver le texte intégralLê, Quỳnh. Linguistic diversity and cultural identity : A global perspective. Hauppauge, N.Y : Nova Science Publisher's, 2011.
Trouver le texte intégralPiccardo, Enrica, Geoff Lawrence, Aline Germain-Rutherford et Angelica Galante, dir. Activating Linguistic and Cultural Diversity in the Language Classroom. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87124-6.
Texte intégralChapitres de livres sur le sujet "Linguistic and cultural diversity diversity"
Maffi, Luisa. « 2. Linguistic Diversity ». Dans Cultural and Spiritual Values of Biodiversity, 19–58. Rugby, Warwickshire, United Kingdom : Practical Action Publishing, 1999. http://dx.doi.org/10.3362/9781780445434.002.
Texte intégralDasgupta, Tannistha. « Linguistic and Cultural Diversity ». Dans Ethnographic Research in the Social Sciences, 102–10. London : Routledge India, 2023. http://dx.doi.org/10.4324/9781003392774-11.
Texte intégralSpring, Joel. « Student Cultural and Linguistic Diversity ». Dans American Education, 129–53. 21e éd. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003442035-7.
Texte intégralKuzich, Sonja, et Toni Dobinson. « Sliding culturesUnrecognised cultural and linguistic diversity in academia ». Dans Linguistic Diversity and Discrimination, 228–41. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003317128-20.
Texte intégralMiller, Katrina E. « Cultural and Linguistic Diversity and AAC ». Dans Principles and Practices in Augmentative and Alternative Communication, 69–74. New York : Routledge, 2024. http://dx.doi.org/10.4324/9781003525905-6.
Texte intégralBedi, Shruti, et Sébastien Lafrance. « The Linguistic Diversity of Pluralist Cultures ». Dans Inclusion and Diversity, 11–28. London : Routledge India, 2023. http://dx.doi.org/10.4324/9781003379034-3.
Texte intégralSallis, Richard, et Carol Carter. « Drama for cultural and linguistic diversity (CALD) ». Dans The Routledge Companion to Drama in Education, 413–26. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003000914-45.
Texte intégralFrings-Hessami, Viviane. « Embracing the Diversity : Teaching Recordkeeping Concepts to Students from Different Cultural and Linguistic Backgrounds ». Dans Diversity, Divergence, Dialogue, 541–50. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71292-1_42.
Texte intégralDovchin, Sender, Alastair Pennycook et Shaila Sultana. « Transglossia and Cultural Jamming : Parodies and Group Solidarity ». Dans Popular Culture, Voice and Linguistic Diversity, 165–89. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61955-2_7.
Texte intégralAkkari, Abdeljalil, et Myriam Radhouane. « Awareness and Appreciation of Linguistic Diversity ». Dans Intercultural Approaches to Education, 133–46. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70825-2_10.
Texte intégralActes de conférences sur le sujet "Linguistic and cultural diversity diversity"
Choudhary, Narayan, LR Premkumar, Chandan Singh, Shubhanan Mondal, Priya Shivangi, Beluru Sudarshan, P. Perumal Samy et Shailandra Mohan. « Bharatavani Project - Reviving Linguistic Diversity and Cultural Heritage in India : A Case Study ». Dans International Workshop on Digital Language Archives : LangArc-2023. University of North Texas, 2023. http://dx.doi.org/10.12794/langarc2114300.
Texte intégralFlint, Sarah, et Kristen Pammer. « Principles of Test Development in Papua New Guinea ». Dans International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2014. http://dx.doi.org/10.4087/xkso1762.
Texte intégralRamirez Rodriguez, Pablo. « HISPANIC DIALECT GEOGRAPHY IN THE UNITED STATES : LINGUISTIC AND CULTURAL DIVERSITY OF CURRENT SPANISH ». Dans 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0289.
Texte intégralSpasić, Jelena Lj. « GLOBALIZACIJSKI PROCESI U ROMANU „LETO KAD SAM NAUČILA DA LETIM“ ». Dans KNjIŽEVNOST ZA DECU U NAUCI I NASTAVI. University of Kragujevac, Faculty of Education in Jagodina, 2022. http://dx.doi.org/10.46793/kdnn21.049s.
Texte intégralŽefran, Mojca, Anja Pirih et Silva Bratož Bratož. « EDUCATION STUDENTSʼ ATTITUDES TOWARDS LINGUISTIC DIVERSITY FROM A COMPARATIVE PERSPECTIVE ». Dans Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.149z.
Texte intégralRusu, Djulieta. « The role of extracurricular activities in foreign languages for intercultural competence aquisition ». Dans Masa rotunda "Multilingvism și Interculturalitate in Contextul Globalizarii”, editia III. Academy of Economic Studies of Moldova, 2023. http://dx.doi.org/10.53486/9789975147835.08.
Texte intégralNefedova, Elena A., et Elena A. Kovrigina. « About project of an electronic ideographic dictionary from Arkhangelsk dialect ». Dans Lexicography of the digital age. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-19-1-2021-119.
Texte intégralPeterson, Jacqueline. « Relations Between Cultural and Linguistic Diversity, Classroom Climate, and Reading Comprehension in Norwegian Elementary Classrooms (Poster 12) ». Dans 2023 AERA Annual Meeting. Washington DC : AERA, 2023. http://dx.doi.org/10.3102/2012054.
Texte intégralMouli, T. Sai Chandra. « Towards Understanding Identity, Culture and Language ». Dans GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.
Texte intégralSemenova, E. M. « «Uniformity – diversity» as the basic archetypical metaphorical opposition of American linguistic culture ». Dans Научные тенденции : Филология, Культурология, Искусствоведение. ЦНК МОАН, 2018. http://dx.doi.org/10.18411/spc-26-03-2018-12.
Texte intégralRapports d'organisations sur le sujet "Linguistic and cultural diversity diversity"
Torbay, Lara. Linguistic Minority Rights in Turkey, Iraq, and Lebanon. Fribourg (Switzerland) : IFF, 2023. http://dx.doi.org/10.51363/unifr.diff.2023.39.
Texte intégralAdris Saaed, Saaed, et Wafaa Sabah Khuder. The Language of the People of Bashiqa : A Vehicle of their Intangible Cultural Heritage. Institute of Development Studies, août 2022. http://dx.doi.org/10.19088/creid.2022.003.
Texte intégralEstrada, Fernando, Magaly Lavadenz, Meghan Paynter et Roberto Ruiz. Beyond the Seal of Biliteracy : The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.
Texte intégralTurin, M. Linguistic Diversity and the Preservation of Endangered Languages. Kathmandu, Nepal : International Centre for Integrated Mountain Development (ICIMOD), 2007. http://dx.doi.org/10.53055/icimod.473.
Texte intégralTurin, M. Linguistic Diversity and the Preservation of Endangered Languages. Kathmandu, Nepal : International Centre for Integrated Mountain Development (ICIMOD), 2007. http://dx.doi.org/10.53055/icimod.473.
Texte intégralStanton, Robert, undefined et undefined. Cultural Diversity in Conservation Organizations Part 01. The Nature Conservancy, janvier 2009. http://dx.doi.org/10.3411/col.01272245.
Texte intégralStanton, Robert, undefined et undefined. Cultural Diversity in Conservation Organizations Part 03. The Nature Conservancy, janvier 2009. http://dx.doi.org/10.3411/col.01272247.
Texte intégralStanton, Robert, undefined et undefined. Cultural Diversity in Conservation Organizations Part 02. The Nature Conservancy, janvier 2009. http://dx.doi.org/10.3411/col.01272248.
Texte intégralMoon, Molly K. Understanding the Impact of Cultural Diversity on Organizations. Fort Belvoir, VA : Defense Technical Information Center, mars 1997. http://dx.doi.org/10.21236/ada397893.
Texte intégralAshraf, Quamrul, et Oded Galor. Genetic Diversity and the Origins of Cultural Fragmentation. Cambridge, MA : National Bureau of Economic Research, janvier 2013. http://dx.doi.org/10.3386/w18738.
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