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Letteratura scientifica selezionata sul tema "Bilingualism"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 5 luglio 2025

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Articoli di riviste sul tema "Bilingualism"

Marlina, Leni. "BILINGUALISM AND BILINGUAL EXPERIENCES: A CASE OF TWO SOUTHEAST ASIAN FEMALE STUDENTS AT DEAKIN UNIVERSITY." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 2 (May 4, 2017): 182. http://dx.doi.org/10.24036/ld.v10i2.7429.

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BILINGUALISME AND PENGALAMAN BILINGUAL: Sebuah Studi Kasus Dua Mahasiswa Perempuan Asia Tenggara di Deakin UniversityAbstractBilingualism is inseparable from humans’ life. It occurs practically in every country, in all classes of society and in all age groups. Besides, it has many dimensions. This paper is to describe bilingualism dan bilingual experiences from two international students who were studying at Deakin University in 2012. To describe bilingual experiences students two Southeast Asian female students had been interviewed at Deakin University in 2012. To explore their detail experiences that might not be accessed during the interview, two questionnaires had been used. Furthermore, the respondents’ life narrative being bilinguals was written based on the result of the interview and the questionnaires.Additionally, this paper contains some discussions. Firstly, it describes the respondents’ bilingual experiences: their languages, their countries, their brief history of becoming bilingual, and their family environment in relation to bilingualism. Secondly, it examines bilinguals’ responses and then applying them for Baker’s (2011a) dimensions of bilingualism and other related theories. Thirdly, it includes a critical analysis of the socio, political, and educational issues discussed by the respondents in relation to being brought up bilingually. Last, it includes an analysis on how bilingual experiences shape their identities and view the world.Key words: bilingualism, bilingual experience, asian female students AbstrakBilingualisme tidak dapat dipisahkan dari kehidupan manusia. Hal ini terjadi secara praktis di setiap negara, di semua kelas masyarakat dan di semua kelompok usia. Selain itu, bilingualisme juga memiliki banyak dimensi. Makalah ini untuk menjelaskan bilingualisme dan pengalaman bilingualis (dwi bahasa) dua siswa internasional yang sedang belajar di Deakin University pada tahun 2012. Untuk menggambarkan pengalaman dwi bahasa, dua siswa perempuan Asia Tenggara telah diwawancarai di Deakin University pada tahun 2012. Untuk mengeksplorasi pengalaman detail mereka yang mungkin tidak dapat diakses selama wawancara, dua kuesioner juga digunakan. Selanjutnya, narasi hidup responden menjadi bilingualis ditulis berdasarkan hasil wawancara dan kuesioner. Selain itu, makalah ini berisi beberapa diskusi. Pertama, menggambarkan pengalaman dwibahasa responden: bahasa mereka, negara mereka, sejarah singkat mereka menjadi penutur dwi bahasa, dan lingkungan keluarga mereka terkait dengan bilingualisme. Kedua, mengkaji tanggapan bilinguals dan kemudian menerapkannya untuk dimensi bilingualisme Baker (2011a) dan teori terkait lainnya. Ketiga, mencakup analisis kritis tentang isu sosio, politik, dan pendidikan yang didiskusikan oleh responden sehubungan dengan diangkat secara bilingual. Terakhir, mencakup analisis tentang bagaimana pengalaman dwibahasa membentuk identitas mereka dan melihat dunia.Key words: bilingualism, bilingual experience, asian female students

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Pathare, Manali, Ester Navarro, and Andrew R. A. Conway. "Seeing Through Other Eyes: How Language Experience and Cognitive Abilities Shape Theory of Mind." Behavioral Sciences 15, no. 6 (May 30, 2025): 755. https://doi.org/10.3390/bs15060755.

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Understanding others’ perspectives, or Theory of Mind (ToM), is a critical cognitive skill essential for social competence and effective interpersonal interactions. Although ToM is present in varying degrees across individuals, recent research indicates that linguistic factors, particularly bilingualism, can significantly influence its expression. Building on these findings, the current study examined performance on the perspective-taking trials of the Director Task among bilinguals and monolinguals. The results showed a nonsignificant trend in accurate responses as a function of bilingualism; however, a significant effect was found when examining only perspective-taking trials, with bilinguals outperforming monolinguals, suggesting that larger sample sizes are needed to identify this effect. Interestingly, a significant interaction between fluid intelligence and bilingualism was found, suggesting that bilinguals with higher fluid intelligence performed better on perspective-taking trials compared to bilinguals with lower fluid intelligence. The results emphasize the importance of domain-general abilities for the effect of bilingualism on perspective-taking and suggest that bilingualism’s effect on ToM may be more salient in individuals with higher cognitive abilities.

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Frederiksen, Anne Therese, and Judith F. Kroll. "Regulation and Control: What Bimodal Bilingualism Reveals about Learning and Juggling Two Languages." Languages 7, no. 3 (August 11, 2022): 214. http://dx.doi.org/10.3390/languages7030214.

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In individuals who know more than one language, the languages are always active to some degree. This has consequences for language processing, but bilinguals rarely make mistakes in language selection. A prevailing explanation is that bilingualism is supported by strong cognitive control abilities, developed through long-term practice with managing multiple languages and spilling over into more general executive functions. However, not all bilinguals are the same, and not all contexts for bilingualism provide the same support for control and regulation abilities. This paper reviews research on hearing sign–speech bimodal bilinguals who have a unique ability to use and comprehend their two languages at the same time. We discuss the role of this research in re-examining the role of cognitive control in bilingual language regulation, focusing on how results from bimodal bilingualism research relate to recent findings emphasizing the correlation of control abilities with a bilingual’s contexts of language use. Most bimodal bilingualism research has involved individuals in highly English-dominant language contexts. We offer a critical examination of how existing bimodal bilingualism findings have been interpreted, discuss the value of broadening the scope of this research and identify long-standing questions about bilingualism and L2 learning which might benefit from this perspective.

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Gutierrez, John R., Josiane F. Hamers, and Michel H. A. Blanc. "Bilinguality and Bilingualism." Modern Language Journal 75, no. 2 (1991): 241. http://dx.doi.org/10.2307/328838.

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

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

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Dolitsky, Marlene. "Bilinguality & bilingualism." Journal of Pragmatics 19, no. 4 (April 1993): 380–83. http://dx.doi.org/10.1016/0378-2166(93)90096-8.

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Wang, Anni. "Exploring the L2 Acquisition Outcome of Simultaneous Bilinguals and The Influence of Input." Journal of Education, Humanities and Social Sciences 42 (December 17, 2024): 951–57. https://doi.org/10.54097/s7k6vx19.

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Simultaneous bilingualism refers to bilingualism where the bilingual is exposed to both languages from birth and learn two languages before the age of three. Such bilinguals become native-like in both languages (called balanced bilingualism), or have a stronger and weaker language (called unbalanced bilingualism). Therefore, this article depicts simultaneous bilinguals’ learning outcome of their weaker language from syntax, phonetics, and vocabulary acquisition, and discusses the influence of input on the acquisition process. Specifically, in their lesser exposed language, simultaneous bilinguals follow monolingual developmental patterns in syntax acquisition, maintain acceptable language-specific distinctions but produce non-nativelike overlaps phonetically, and generally have smaller a receptive and expressive vocabulary than monolinguals. Quantity of input is crucial to the success of simultaneous bilingualism and balanced bilingualism, and heavily influences vocabulary acquisition. This article provides directions for future research in simultaneous bilingualism and the function of input in language acquisition.

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Anjelia Ratu Oasis, Anggelia Dwi Agustin, and Nuryani. "Bilingualisme pada Kanal YouTube Leonardo Edwin." Kopula: Jurnal Bahasa, Sastra, dan Pendidikan 7, no. 1 (March 28, 2025): 180–95. https://doi.org/10.29303/kopula.v7i1.6269.

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Abstrak Penelitian ini bertujuan untuk mendeskripsikan bentuk bilingualisme yang terjadi pada anak usia 6 tahun dalam kanal YouTube Dedeto Tv dalam konten video “Faunaland Ancol Seru Banget!! Edukasi yang Menyenangkan Tentang Fauna” dengan tautan https://youtu.be/jRLH6WG0kF0?si=SmSrQxpN19Pni0mh. Penelitian ini menggunakan metode deskriptif kualitatif. Subjek pada penelitian ini berupa anak usia 6 tahun bernama Enzo dalam kanal YouTube Dedeto Tv yang terdapat dalam konten video “Faunaland Ancol Seru Banget!! Edukasi yang Menyenangkan Tentang Fauna”. Data dalam penelitian ini adalah tuturan kata, frasa, klausa, dan kalimat dari konten video “Faunaland Ancol Seru Banget!! Edukasi yang Menyenangkan Tentang Fauna” pada kanal YouTube Dedeto Tv. Teknik pengumpulan data dalam penelitian ini menggunakan teknik dokumentasi dan teknik catat. Teknik analisis data dalam penelitian ini, menggunakan teknik simak dan teknik transkripsi. Dari hasil penelitian ini, ditemukan sebanyak 26 data tuturan bilingualisme yang termasuk ke dalam tiga jenis bilingualisme sebagai berikut: 1) Bilingualisme majemuk sebanyak 2 data, 2) Bilingualisme koordinatif sebanyak 3 data, dan 3) Bilingualisme subordinatif sebanyak 21 data. Abstract This study aims to describe the form of bilingualism found on Leonardo Edwin's YouTube channel in the video content “Sehari Kuliah Musim Dingin di Amerika! Cantikkk Banget!”. This study used descriptive qualitative method. The source of the data in this study is the video content on Leonardo Edwin's YouTube channel which consists of “Sehari Kuliah Musim Dingin di Amerika! Cantikkk Banget!!” with the link https://youtu.be/wPiUOYx0Eqg. The data in this study are the utterances of words, phrases, clauses, and sentences from the video content “Sehari Kuliah Musim Dingin di Amerika! Cantikkk Banget!” on Leonardo Edwin's YouTube channel. Data collection techniques in this study used photographic techniques and note-taking techniques. Data analysis techniques in this study, using listening techniques and transcription techniques. From the results of this study, it was found that there were 26 data of bilingualism utterances belonging to the three types of bilingualism as follows: 1) 2 data of compound bilingualism, 2) 3 data of coordinative bilingualism, and 3) 21 data of subordinate bilingualism. Keywords: Bilingualism, YouTube Channel, Leonardo Edwin, Sociolinguistics .

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Centeno, José G. "The Relevance of Bilingualism Questionnaires in the Personalized Treatment of Bilinguals With Aphasia." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 17, no. 3 (October 2010): 65–73. http://dx.doi.org/10.1044/cds17.3.65.

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Bilingualism questionnaires are important intake instruments to develop clinically useful individual bilingualism histories on dual-language users. Insights from these questionnaires enhance diagnostic difference-versus-disorder determinations and therapeutic suitability. The relevance of bilingualism questionnaires, often stressed in the case of pediatric bilingual cases, has received minimal attention in aphasia rehabilitation with bilinguals. This article discusses the development and implementation of systematic bilingualism questionnaires to gather pre-morbid experiential insights on bilinguals with critical value in the design of personalized, social aphasia intervention that would maximize plausible linguistic, cultural, and cognitive interactions affecting language recovery.

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Più fonti

Tesi sul tema "Bilingualism"

Grigor, Iuliia. "The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/12077.

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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtençao do grau de Mestre em Didáctica do Inglês, In the modern scientific world, linguists have made a big buzz about the notion of bilingualism. Such a situation is the result of a persistent call of the European community for bilingualisation, which is dictated by a constant mobility of people around Europe. In order to grasp the nature of bilingualism, a vast majority of scientific papers have been published which rest upon the results of an enormous number of action researches held. But these papers deal primarily with the notion of bilingualism itself. Also, constant attempts to subdivide bilingualism can be found. If we will speak about the world of education, lots of linguists (not even practitioners) give you advice on how to foster a bilingual child. In this paper, through a detailed analysis of the relevant literature, we will try to understand what to do if you are working with children who happen to be bilinguals, what role bilingual education programs play in modern educational system, and what their objectives are. Also, how being bilingual will influence a child’s cognitive processes and their intelligence and how teachers can benefit from a child’s bilingualism. By means of an action research we will try to clarify how being bilingual will help children acquire vocabulary.

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Barr, Regina L. "Sociolinguistics and Bilingualism." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1512423875160549.

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Barbiero, Giulia <1997&gt. "Attitudes Toward Bilingualism." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21265.

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Questa tesi ha l’obiettivo di analizzare il bilinguismo dal punto di vista teorico, storico, linguistico e geografico. Il bilinguismo è un termine trattato in molti campi di studio tra cui quello linguistico, psicologico e pedagogico. Essendo un argomento così multidimensionale, è anche caratterizzato da numerose definizioni diverse, il bilinguismo infatti, non presenta una definizione univoca, ma piuttosto viene considerato diversamente dipendentemente dal campo di studi in cui viene trattato. Nel corso del tempo quindi, il bilinguismo è stato definito in maniera diversa e l’opinione generale delle persone è cambiata drasticamente. Questo cambiamento di opinione nei confronti del bilinguismo è stato poi applicato sia nella sfera familiare che in quella sociale. Il primo capitolo di questa tesi, dunque, si focalizza sulle varie definizioni di bilinguismo e sul cambiamento di opinione delle persone nel corso del tempo. Il secondo capitolo invece, si concentra sul ruolo della lingua inglese e di come, in particolare, sia arrivata ad essere considerata la lingua franca attuale da molti. Ne segue le definizioni di lingua franca e lingua globale. Il capitolo include inoltre una presentazione delle politiche linguistiche principali adottate nel corso degli anni. Il terzo capitolo descrive dal punto di vista storico l’approccio al bilinguismo di ogni continente, con un particolare focus sull’Europa. L’ultimo capitolo consiste in una serie di interviste a soggetti bilingui. Le interviste hanno lo scopo di analizzare le diverse esperienze e opinioni degli intervistati.

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Wright, Sue. "Bilingualism and educational achievement a study of young bilinguals in Birmingham schools and colleges /." Thesis, Online version, 1992. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.332287.

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Bäckström, Elin. "Affective Emotions and Bilingualism." Thesis, Stockholm University, Department of English, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6659.

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This essay deals with bilingualism and how affectionate feelings are expressed. There seems to be a difference in meaning between the English phrase I love you and the corresponding Swedish jag älskar dig, where the English phrase is used more frequently and casually than the Swedish phrase. In this paper, affective emotions in Swedish-English bilingualism is examined on two levels: 1) the expression of affectionate feelings in general and 2) the translatability and meaning of I love you and jag älskar dig.A qualitative study, with the purpose to investigate how two groups of Swedish-English bilinguals experience meaning and translatability in their affective repertoires, was carried out. 25 people participated in the study, of whom those in the first group are L1 speakers of English who have acquired Swedish as a second language, and those in the second are L1 speakers of both English and Swedish with at least one parent from an English-speaking country. The results of the study were compared with results derived from previous research on language and emotion and bilingualism. Furthermore, a few professional translators were interviewed about the translatability of I love you and jag älskar dig.The results from the study show a tendency for late learners of Swedish to use English rather than Swedish when expressing affection, while the childhood bilinguals of both Swedish and English show a general preference for Swedish. However, respondents show a high degree of accommodation; they choose their language based on the L1 or preferred language of the interlocutor. A vast majority in both groups reported experiencing feelings of affection to be expressed differently in their English-speaking culture compared to the Swedish culture. A majority of respondents in the first group do not experience a difference in meaning between I love you and jag älskar dig, while a majority in the second group, with both Swedish and English as L1, do. The results from the study cannot be claimed to account for more than the experiences and opinions of the 25 respondents, but correspond with previous research results within the fields of language and emotion and bilingualism.

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Trites, Monique Marie Gabrielle. "Bilingualism and reasoning ability." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26619.

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The purposes of the present study were (1) to investigate relationships between levels of verbal and non verbal reasoning ability and second language acquisition and (2) to examine the concurrent validity of the Test Of Nonverbal Intelligence (TONI) using the WISC-R and the Children's Word Finding Test as criteria and to verify the equivalence of the two forms of the TONI. The present study was conducted because of the controversy that exists in the literature, over the relationship between bilingualism and cognitive ability. While previous research used "general intelligence" tests to investigate differences between unilinguals and bilinguals, the present study examined a more precise construct: verbal and non-verbal reasoning ability in Grade 3 French Immersion students as compared to Grade 3 Non French Immersion Students. All students came from homes in which English was the only language spoken, had been continuously enrolled from kindergarten through the end of Grade 3 in their current academic programs, and were not attending Learning Assistance centers. The two groups came from families with high socioeconomic status. An analysis of variance was used to compare the two groups on the WISC-R, the TONI and the Children's Word Finding Test. Correlations between scores on the three tests were calculated to verify the level of equivalence of the two forms of the TONI, and of the validity of the TONI concurrently with the WISC-R and with the Children's Word Finding Test. The French Immersion group scored higher than the Non-French Immersion group on the TONI -A (p = .07) and the Children's Word Finding Test (p = .10) and significantly higher on the Performance Scale and Full Scale of the WISC-R. After controlling for variability on cognitive ability levels (WISC-R), the French Immersion group still scored higher than the Non-French Immersion group on the TONI A and the Children's Word Finding Test (p = .09). The TONI correlated poorly with the WISC-R, as well as with the Children's Word Finding Test. The low correlation of the TONI with the WISC-R was explained by the difference in the range of the age interval of the norms of each test. The coefficient of equivalence of the two forms of the TONI was significantly lower than that reported by the authors of the technical manual. Furthermore, an order effect was found for both French Immersion and Non-French Immersion groups, when the Form A of the TONI was administered first (This was not however, the case when the Form B of the TONI was administered first). When the TONI A was given first the correlation between the scores of the TONI A and TONI B was high for the French Immersion group but not for the Non-French Immersion group. It was concluded that although interpretation of the results is confounded by possible initial differences between groups, the French Immersion group demonstrated a tendency towards better verbal and non-verbal inductive and deductive reasoning ability (p = .09). Further, it was concluded that the two forms of the TONI are not equivalent and that there is an order effect when TONI A is administered first, but not when TONI B is administered first. Further research is needed on this test before it can be considered a reliable substitute for the WISC-R. Education, Faculty of Graduate

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Roberts, Sean Geraint. "Evolutionary approach to bilingualism." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7995.

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The ability to learn multiple languages simultaneously is a fundamental human linguistic capacity. Yet there has been little attempt to explain this in evolutionary terms. Perhaps one reason for this lack of attention is the idea that monolingualism is the default, most basic state and so needs to be explained before considering bilingualism. When thinking about bilingualism in this light, a paradox appears: Intuitively, learning two languages is harder than learning one, yet bilingualism is prevalent in the world. Previous explanations for linguistic diversity involve appeals to adaptation for group resistance to freeriders. However, the first statement of the paradox is a property of individuals, while the second part is a property of populations. This thesis shows that the properties of cultural transmission mean that the link between individual learning and population-level phenomena can be complex. A simple Bayesian model shows that just because learning one language is easier than two, it doesn't mean that monolingualism will be the most prevalent property of populations. Although this appears to resolve the paradox, by building models of bilingual language evolution the complexity of the problem is revealed. A bilingual is typically defined as an individual with "native-like control of two languages" (Bloomfield, 1933, p. 56), but how do we define a native speaker? How do we measure proficiency? How do we define a language? How can we draw boundaries between languages that are changing over large timescales and spoken by populations with dynamic structures? This thesis argues that there is no psychological reality to the concept of discrete, monolithic, static `languages' - they are epiphenomena that emerge from the way individuals use low-level linguistic features. Furthermore, dynamic social structures are what drives levels of bilingualism. This leads to a concrete definition of bilingualism: The amount of linguistic optionality that is conditioned on social variables. However, integrating continuous variation and dynamic social structures into existing top-down models is difficult because many make monolingual assumptions. Subsequently, introducing bilingualism into these models makes them qualitatively more complicated. The assumptions that are valid for studying the general processes of cultural transmission may not be suitable for asking questions about bilingualism. I present a bottom-up model that is specifically designed to address the bilingual paradox. In this model, individuals have a general learning mechanism that conditions linguistic variation on semantic variables and social variables such as the identity of the speaker. If speaker identity is an important conditioning factor, then `bilingualism' emerges. The mechanism required to learn one language in this model can also learn multiple languages. This suggests that the bilingual paradox derives from focussing on the wrong kind of question. Rather than having to explain the ability to learn multiple languages simultaneously as an adaptation, we should be asking how and why humans developed a flexible language learning mechanism. This argument coincides with a move in the field of bilingualism away from asking `how are monolinguals and bilinguals different?' to `how does the distribution of variation affect the way children learn?'. In this case, while studies of language evolution look at how learning biases affect linguistic variation, studies of bilingualism look at how linguistic variation affects learning biases. I suggest that the two fields have a lot to offer each other.

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Ibrahim, Anna. "Bilingualism in translation tasks." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6251/.

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Maltais, Cathy Florence. "Bilingualism in the Canadian federal public service : the value of the bilingualism bonus." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3024217/.

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This study aims to investigate if the bilingualism bonus is a motivating factor for usage or acquisition of a second official language in the Canadian federal public service and also to investigate whether the bilingualism bonus plays a role in increasing the level of bilingualism in the public service or not. This was an action research based study in which mixed methods were utilised to collect data, including a survey of public servants. The study found that the bilingualism bonus does not perform the intended role of the bonus, which is to motivate employees to use or acquire their second official language. The study also shows that the bilingualism bonus does not play a role in increasing bilingualism in the public service as a whole. In applying the expectancy theory model, it was found that the reason the bonus does not motivate employees to learn and/or use their second official language is because some of the values in the expectancy equation are nil, therefore motivation is nil.

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Jones, Karen. "Marketing communications and bilingualism : the impact of bilingualism on consumers' response to marketing messages." Thesis, Bangor University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568764.

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Marketing communication focuses on employing strategies that appeal to its target audience and messages must identify the target audience and communicate in ways that appeal to its needs and expectations to be effective (Palmer 2009). However, targeting consumers with marketing messages in English regardless of cultural heritage and native language continues (Puntoni et al. 2009). Whilst language policies influence the public sector to target Welsh consumers with bilingual messages, the private sector continue to convey predominately-English messages. In contrast, faced with the same challenge, all commercial businesses try to stand out from their competitors (Bhargava 2008). Further, the number of Welsh first language speakers living in Wales is on the increase (Welsh Language Board, 2003). Therefore, contemporary marketing communication calls for marketing messages that appeal to a wider Welsh bilingual market. This thesis investigates the impact bilingual marketing stimuli has on comprehension, attitudes, and resulting behaviour of Welsh consumers. A large scale, holistic research approach was utilised in the study, mutually supported by a deductive and inductive mixed method design to produce robust data. This strengthens any weakness in the methods, as one compensated for the other (Fulcher and Scott 2007), thus cancelling out any limitations (Milliken 2001). A non-probability sampling method was adopted that would positively identify the target audience fitting the language criteria. Choosing a non-parametric route to the method of analysis is in light of non- probability sampling in addition to limitations in sample size and unknown normality of distribution. The e-Prime software application suite creates all the computerised experiment designs. The quantitative data was analysed using the statistical package for social science (SPSS), whilst using qualitative data, the content was analysed and thematic techniques used to uncover themes. Contributing data interpretation drawn from small samples acts as a platform for designing the confirmatory survey aimed at strengthening validity and reliability. The findings draw on narratives and statistical significant correlations in bilingual qualities of consumers that focus on the assumption that Welsh products are associated with quality goods that are higher in price. A strong sense of passion and pride for the Welsh language's development emerges from the analysis that has the potential to offer a lucrative business growth opportunity for local businesses. However, the additional costs of producing bilingual marketing messages are unjustified whilst consumer comprehension gaps in the Welsh language exist. From the analysis and discussions, the development of two distinctive framework models will assist businesses in directing contemporary marketing communications at specifically targeted audiences based on language proficiency and its motivational appeal. In addition, having to attend to only one academic level of Welsh, this adds to the comprehension gap problem making it difficult for creating marketing communications that challenge the comprehension gap. Commercial competitive advantages are difficult to achieve when language level variations are restricted in their use to segment the market to beat the competition. Support for a variation of language levels for businesses to use that target consumer groups within each comprehension level offer businesses more scope to adopt cost effective strategies that offer competitive advantages. Future proposed research directions include use of language proficiency as a tool to segment the bilingual market and, in doing so, test the effectiveness of marketing messages designed to identify with each target market. Also, there is opportunity to explore the impact such marketing messages may have on those not specifically targeted (non- Welsh speakers) as well as the effects of their appeal on the tourist trade.

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Più fonti

Libri sul tema "Bilingualism"

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

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

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

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Libben, Maya, Mira Goral, and Gary Libben, eds. Bilingualism. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/bpa.6.

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Dewaele, Jean-Marc, Alex Housen, and Wei Li, eds. Bilingualism. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596315.

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Jansen, Silke, Sonja Higuera del Moral, Jessica Stefanie Barzen, Pia Reimann, and Markus Opolka. Demystifying Bilingualism. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87063-8.

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Plaza-Pust, Carolina, and Esperanza Morales-López, eds. Sign Bilingualism. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/sibil.38.

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Schmid, Monika S., and Wander Lowie, eds. Modeling Bilingualism. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sibil.43.

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McCardle, Peggy, and Erika Hoff, eds. Childhood Bilingualism. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598715.

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Macdonald, Roderick Alexander. Legal bilingualism. [Toronto]: Faculty of Law, University of Toronto, 1988.

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Capitoli di libri sul tema "Bilingualism"

Leon Guerrero, Sibylla, and Gigi Luk. "Chapter 2. From the spatial ego to cognitive control." In Studies in Bilingualism, 12–37. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.02leo.

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Ellen Bialystok’s early work from 1976–1988 has had a lasting influence on the fields of bilingualism and linguistics. This chapter reviews her seminal work establishing bilingualism as a cross-disciplinary area of study in 1976. It then explores Bialystok’s language processing research of the 1980’s, articulating two of her crucial, yet often overlooked achievements. First, Bialystok’s early information processing models for word-level representations set the stage for an explosion of cognitive bilingualism research by identifying cognitive processes involved in second language acquisition. Second, her work set a precedent for understanding the spectrum of language experiences and their complexities, providing essential insight into why even subtle distinctions should be considered and reported when describing bilinguals. Presciently, Bialystok’s early work anticipated current understandings and future directions for bilingualism research, making her sustained contributions to the area an invaluable asset for continued exploration.

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Pliatsikas, Christos. "Chapter 14. Bilingualism and brain structure." In Studies in Bilingualism, 301–16. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.14pli.

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The study of the effects of bilingualism on brain structure has gained significant traction in the last decade, naturally following the pioneering work by Ellen Bialystok and others on the effects of bilingualism on cognition. However, despite the general interest and enthusiasm about the related evidence, the field of bilingualism-induced structural brain plasticity remains young and relatively unexplored. At the same time, this field has been largely limited to young and healthy populations. This chapter revisits and reviews the evidence about bilingualism-induced neuroplasticity and the contemporary theories that provide explanations of the available evidence, with a particular focus on the ageing and patient bilingual brain. Specifically, a full account of the reported effects on healthy ageing bilinguals is provided, followed by the limited findings from diseases that cause progressive brain decline, such as mild cognitive impairment, Alzheimer’s and Huntington’s diseases, epilepsy, and multiple sclerosis. The chapter concludes with some suggestions for future directions for the field.

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Siemund, Peter, and Eliane Lorenz. "Chapter 5. Multilingual advantages." In Studies in Bilingualism, 123–51. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.05sie.

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In this contribution, we provide a critical reassessment of multilingual advantages, especially in the context of learning additional languages. Although there is widespread agreement that multilingual experience enhances language learning, a precise definition of the relevant conditions remains a challenge. After a topical overview, we discuss several case studies focusing on language learning advantages, interdependence, and cross-linguistic influence in different multilingual constellations. This discussion covers contexts of balanced bilingualism, heritage bilingualism, institutionally planned multilingualism, minority language bilingualism, as well as multilingual settings in which English is used as a Lingua Franca. In addition, we elaborate on two conditions (type of bilingualism, type of language knowledge) that impact language learning in multilingual settings. It is important to distinguish between balanced and unbalanced bilinguals as well as general language proficiencies and grammatical knowledge. On the whole, this paper is a warning against foregone conclusions and an invitation to a more thoughtful approach to a highly fascinating field.

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Prestwood, Lauren, Christina Salnaitis, and Alejandro Brice. "Bilingualism." In Encyclopedia of Evolutionary Psychological Science, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2419-1.

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Manuel-Dupont, Sonia, Alfredo Ardila, Monica Rosselli, and Antonio E. Puente. "Bilingualism." In Critical Issues in Neuropsychology, 193–210. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-0682-3_8.

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Ray-Subramanian, Corey E. "Bilingualism." In Encyclopedia of Child Behavior and Development, 240–41. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_335.

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Bialystok, Ellen. "Bilingualism." In Where Language Meets Thought, 233–50. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003412427-12.

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Bialystok, Ellen, Fergus I. M. Craik, and Gigi Luk. "Bilingualism." In Where Language Meets Thought, 123–48. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003412427-8.

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Peña, Elizabeth D., and Lisa M. Bedore. "Bilingualism." In Encyclopedia of Cross-Cultural School Psychology, 153–55. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_43.

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Hakuta, Kenji. "Bilingualism." In Encyclopedia of psychology, Vol. 1., 410–14. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-149.

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Atti di convegni sul tema "Bilingualism"

Ferreira, Rebbeka, Catarina Castro, Gabriela Castanheira, Mayra Antonelli-Ponti, Mónica Seixas, and Cristina Costa-Lobo. "BILINGUALISM: CHALLENGES IN SECOND LANGUAGE ACQUISITION AND DEVELOPMENT." In 17th annual International Conference of Education, Research and Innovation, 7191–200. IATED, 2024. https://doi.org/10.21125/iceri.2024.1732.

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Oyejide, Aderemi O. "ASSOCIATION BETWEEN BILINGUALISM AND ELEMENTS OF WORKING MEMORY: ASSESSING BILINGUAL ADVANTAGE AMONG UNIVERSITY STUDENTS IN SOUTH AFRICA." In 19th International Technology, Education and Development Conference, 3065–72. IATED, 2025. https://doi.org/10.21125/inted.2025.0799.

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Son, Minhye. "Who Are Bilinguals? Surfacing Preservice Teachers' Conceptions of Bilingualism." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681238.

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Khotinets, Vera, and Oksana Kozhevnikova. "Executive Functions in Connection with the Development of Bilingual Speech of Senior Pre-schoolers." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.43.

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The paper analyzes the topical problems of bilingualism effects and its benefits in cognitive control of speech activity in two or more languages. In psychological science, there is insufficient research on the cognitive regulation of bilinguals in connection with speech development in the first and the second languages especially of children in the pre-school period that is characterized by a leap in speech development, functional restructuring, and expansion of regulatory resources. There is scarcity of works related to the specifics of cognitive control of speech activity of bilingual children with different levels of language proficiency and usage. The research aim was to examine the regulatory functions coordinative and subordinative preschool bilinguals in actualization of speech activity in their native and Russian languages. The study involved 65 bilingual children (Udmurt/Russian) aged 5.7 to 7.5 from preschool institutions of the Udmurt Republic: children with coordinative bilingualism (n = 32, 15 boys, 17 girls) equally speaking both languages and subordinative bilingualism with significant interference of the dominant language (mother tongue) while using the other (n = 33, 17 boys, 16 girls). Data collection materials were presented to the subjects in two versions: in the native and Russian languages. Theresearch techniques used in the study included: the Stroop Color and Word Test, “The Classification of Geometric Figures” “Verbal memory” “Visual Memory” “Verbal antonyms,” “Verbal classifications,” “Speech development (correction, restoration, completion of statements)” tests. The methods of mathematical statistics – descriptive statistics, the Mann-Whitney U-test, the Spearman correlation coefficient were used in data analysis. Based on the results of the empirical study, the fact of the absence of significant differences in the cognitive regulation of speech activity in the native language of preschoolers with coordinative and subordinative bilingualism was established. The obtained research results confirm astatement of Vygotsky’s cultural-historical theory that speech development causes changes in the development of regulatory functions. The practical significance of the findings is reinforced by the escalation of emigration processes in most countries increasing the professional responsibility of educators in supporting diversity and preserving the uniqueness of the childhood as an important stage in the general development of a person.

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tursunova, Matluba. "THEORETICAL FOUNDATIONS OF SOCIOLINGUISTICS AND BILINGUALISM: LINGUISTIC AND EDUCATIONAL PERSPECTIVES." In MODERN APPROACHES AND NEW DIRECTIONS IN TEACHING FOREIGN LANGUAGES, 274–76. BOOKMANY PRINT, 2025. https://doi.org/10.52773/tsuull.conf.2025./ikgh9141.

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Sociolinguistics and bilingualism are crucial fields in modern linguistic research, offering deep insights into language usage within social contexts. This paper explores the theoretical foundations of sociolinguistics, emphasizing its relevance to bilingualism. The phenomenon of bilingualism is examined in relation to linguistic, cognitive, and social factors, highlighting its significance in both theoretical linguistics and language education. This study also discusses the role of bilingualism in language acquisition and proficiency development, emphasizing its implications for educational strategies.

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Wittman, Hanna. "Teaching methods of multilingual education in schools. Motivation and multilingual education in schools." In Scientific-Practical Сonference ‘FAMILY RESILIENCE PERSPECTIVES IN THE CONTEXT OF MULTIPLE CRISES’. X Edition. Stratum plus I.P., High Anthropological School University, 2023. http://dx.doi.org/10.55086/prfcmcx199210.

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The approaches and processes that characterize language learning in the field of „bilingualism” have undergone drastic changes over the past half century. Generally, part of the old position that bilingualism is harmful to the speaker. There is some consensus that, under favorable circumstances, the use or mastery of two or more languages can have a positive effect on social and cognitive aspects of human development. Many studies, conducted before 2009, stated that bilingualism caused harm to the child’s development. These studies ignored the qualitative biographical data that indicated the advantages of bilingualism. Moreover, in these studies it is noted the lack of adherence to a correct and exact methodology, such as: a comparison of bilingual subjects with monolingual subjects of different socio-economic status. It is evident that researchers then proceeded from the assumption that bilingualism is the property of immigrants only without language tests or a clear definition of bilingualism. This position changed, Cummins (2005) argues, when Canadian researchers Lambert & Peal pointed out the methodological shortcomings of many of the early studies that had been done on second language acquisition.

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Попова, Юлия Игоревна. "PROBLEMS OF BILINGUALISM IN THE REPUBLIC OF TATARSTAN." In Анализ проблем и поиск перспективных научных решений: сборник статей международной научной конференции (Санкт-Петербург, Февраль 2024). Crossref, 2024. http://dx.doi.org/10.58351/240206.2024.78.91.004.

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В работе рассматривается билингвизм в Республике Татарстан, также достоинства и недостатки раннего билингвизма. Выявляются основные проблемы национального двуязычия в республике, выраженные в отсутствии практического функционирования билингвизма в республике, в отсутствии обязательного изучения детьми татарского языка в общеобразовательных школах и в интерференции при формировании речевой деятельности. The paper examines bilingualism in the Republic of Tatarstan, as well as the advantages and disadvantages of early bilingualism. The main problems of national bilingualism in the republic are revealed, expressed in the lack of practical functioning of bilingualism in the republic, in the absence of compulsory study of the Tatar language by children in secondary schools and in interference in the formation of speech activity.

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Passoni, Elisa, Adib Mehrabi, Erez Levon, and Esther de Leeuw. "Bilingualism, pitch range and social factors: preliminary results from sequential Japanese-English bilinguals." In 9th International Conference on Speech Prosody 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/speechprosody.2018-78.

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Soboleva, Kristina V. "Bilingualism And Modern Electronic Resourсes". У International Scientific Conference «PERISHABLE AND ETERNAL: Mythologies and Social Technologies of Digital Civilization-2021». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.03.50.

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Stewart, Mandy. "Whose Bilingualism Counts? Juxtaposing Sanctioned and Subaltern Bilingualism Through Two Dual Language Teachers' Testimonios." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681696.

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Rapporti di organizzazioni sul tema "Bilingualism"

Revie, J. History of bilingualism relating to federal mapping and documents. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1999. http://dx.doi.org/10.4095/298601.

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Gärkman, Heidi, Katija Aladin, and Christopher Petrie. Spotlight on Bilingual Education. HundrED, September 2020. http://dx.doi.org/10.58261/bwof1517.

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Through our research, we have discovered that bilingual education is about learning how to think and act in two (or more) languages and how to navigate between them. Bilingual education is an inclusive environment where more than one language is used to learn! We have been mindful of searching for innovations that best support the learning of languages in positive and welcoming bilingual and multilingual environments – innovations that in one way or another can bring together and support all members of a school community. With this Spotlight, we are proud to highlight innovative practices and approaches in bilingual education that excite, inspire, enable, create and support bilingual teaching and learning, language awareness and confidence, mother tongue education, bilingualism and multilingualism, cultural exchange, inclusion and diversity.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.

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Yücel Koç, Melike. Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.208.

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Brown, Julie. The Use and Interpretation of the Batería III With U.S. Bilinguals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1676.

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Dibblee, Ivonne. Dual Immersion Leadership: A Case Study of Three K-5 Principals Who Show Success with Emergent Bilinguals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6274.

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English-French Bilingualism, 1996. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301434.

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Bilingualism, 2006 (by census division). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301424.

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