Bibliografie tematiche / Bilingualism in children

Letteratura scientifica selezionata sul tema "Bilingualism in children"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 30 luglio 2024

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Articoli di riviste sul tema "Bilingualism in children"

1

Tian, Fangjing, Yuan Lan, Qingyang Li e Wen Yang. "The Effect of Bilingualism on Children's Creative Thinking of Cognitive Functioning: Evidence from Chinese Native Speaker". Lecture Notes in Education Psychology and Public Media 48, n. 1 (17 maggio 2024): 25–32. http://dx.doi.org/10.54254/2753-7048/48/20231453.

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This essay investigates the impact of bilingualism, specifically learning English as a second language, on the creative thinking of Chinese-speaking children. Bilingualism's influence on cognitive functioning, particularly creative thinking, has been widely debated, with studies showing varying results. The study includes Chinese monolinguals and Chinese-English bilinguals from different age groups, with the aim of exploring potential differences in creative thinking between the two groups. To assess creative thinking, a battery of standardized creativity tests adapted to the Chinese language and culture is used, including linguistic, figural, and ideational tasks. The results are analyzed using a mixed-method approach, considering the effects of bilingualism, age-related changes, and task-specific differences. Expected outcomes may include identifying a bilingual advantage in certain aspects of creative thinking, age-related variations in creative thinking skills, and task-specific disparities. This research provides insights into the complex relationship between bilingualism, cognitive functioning, and creative thinking, particularly within the context of Chinese-speaking children. The findings have implications for educational practices, curriculum development, and language learning strategies, highlighting the importance of considering language and culture when studying the impact of bilingualism on cognitive functioning and creative thinking. This study emphasizes the significance of investigating the effects of specific language pairs on cognition and creative thinking, shedding light on the potential advantages and challenges associated with bilingualism.
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2

KORMI-NOURI, REZA, ALI-REZA MORADI, SHAHRAM MORADI, SAEED AKBARI-ZARDKHANEH e HAEDEH ZAHEDIAN. "The effect of bilingualism on letter and category fluency tasks in primary school children: Advantage or disadvantage?" Bilingualism: Language and Cognition 15, n. 2 (6 ottobre 2010): 351–64. http://dx.doi.org/10.1017/s1366728910000192.

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The aim of the current study was to examine the effects of bilingualism on letter and category fluency tasks. Participants were 1,600 monolingual and bilingual children from three cities in Iran: Tehran (Persian monolinguals), Tabriz (Turkish–Persian bilinguals), and Sanandaj (Kurdish–Persian bilinguals). We separately presented nine Persian letters and thirty-one categories to the participants, and asked them to generate as many words as possible using each of these initial letters and categories within a maximum of three minutes. Bilingual children generated more words than monolingual children in the letter fluency task; this effect was more pronounced in Grade 1 and for Turkish–Persian bilinguals. However, Persian monolinguals generated significantly more words than both bilingual groups in the category fluency task. Thus, bilingualism can be of both advantage and disadvantage, and produce a dissociative effect. We discuss the results on the basis of the specific nature and different cognitive demands of letter and category fluency tasks. We suggest that the degree of language proficiency of bilinguals should be considered as an important variable in future research on bilingualism.
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3

Vender, Maria, e Chiara Melloni. "Phonological Awareness across Child Populations: How Bilingualism and Dyslexia Interact". Languages 6, n. 1 (28 febbraio 2021): 39. http://dx.doi.org/10.3390/languages6010039.

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Phonological awareness is a complex and multifaceted skill which plays an essential role in the development of an individual’s language and literacy abilities. Phonological skills are indeed dramatically impaired in people with dyslexia, at any age and across languages, whereas their development in bilinguals is less clear. In addition, the interaction between bilingualism and dyslexia in this domain is still under-investigated. The aim of this paper is to provide new experimental evidence on this topic by exploring the phonological competence in Italian of monolingual and bilingual children with and without dyslexia. To this purpose, we developed three tasks, assessing nonword repetition, rhyme detection and spoonerisms, which we administered to 148 10-year-old children in two distinct studies. In Study 1, we found that two groups of L2 Italian typically developing bilinguals, having either Arabic or Romanian as L1, performed similarly to Italian monolinguals in all measures, pointing to absence of both bilingualism-related and L1-related effects in these tasks. In Study 2, we administered the same tasks to four groups of children: Italian monolinguals with dyslexia, Italian monolingual typically developing children, L2 Italian bilinguals with dyslexia and L2 Italian bilingual typically developing children. Results showed that children with dyslexia, both monolingual and bilingual, exhibited significantly more difficulties than typically developing children in all three tasks, whereas bilinguals, consistent with Study 1, performed similarly to their monolingual peers. In addition, no negative effects of bilingualism in dyslexia were found, indicating that being bilingual does not provide additional difficulties to children with dyslexia.
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Goksan, Sezgi, Froso Argyri, Jonathan D. Clayden, Frederique Liegeois e Li Wei. "Early childhood bilingualism: effects on brain structure and function". F1000Research 9 (15 maggio 2020): 370. http://dx.doi.org/10.12688/f1000research.23216.1.

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Abstract (sommario):
Growing up in a bilingual environment is becoming increasingly common. Yet, we know little about how this enriched language environment influences the connectivity of children’s brains. Behavioural research in children and adults has shown that bilingualism experience may boost executive control (EC) skills, such as inhibitory control and attention. Moreover, increased structural and functional (resting-state) connectivity in language-related and EC-related brain networks is associated with increased executive control in bilingual adults. However, how bilingualism factors alter brain connectivity early in brain development remains poorly understood. We will combine standardised tests of attention with structural and resting-state functional magnetic resonance imaging (MRI) in bilingual children. This study will allow us to address an important field of inquiry within linguistics and developmental cognitive neuroscience by examining the following questions: Does bilingual experience modulate connectivity in language-related and EC-related networks in children? Do differences in resting-state brain connectivity correlate with differences in EC skills (specifically attention skills)? How do bilingualism-related factors, such as age of exposure to two languages, language usage and proficiency, modulate brain connectivity? We will collect structural and functional MRI, and quantitative measures of EC and language skills from two groups of English-Greek bilingual children - 20 simultaneous bilinguals (exposure to both languages from birth) and 20 successive bilinguals (exposure to English between the ages of 3 and 5 years) - and 20 English monolingual children, 8-10 years old. We will compare connectivity measures and attention skills between monolinguals and bilinguals to examine the effects of bilingual exposure. We will also examine to what extent bilingualism factors predict brain connectivity in EC and language networks. Overall, we hypothesize that connectivity and EC will be enhanced in bilingual children compared to monolingual children, and each outcome will be modulated by age of exposure to two languages and by bilingual language usage.
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5

Goksan, Sezgi, Froso Argyri, Jonathan D. Clayden, Frederique Liegeois e Li Wei. "Early childhood bilingualism: effects on brain structure and function". F1000Research 9 (4 novembre 2020): 370. http://dx.doi.org/10.12688/f1000research.23216.2.

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Abstract (sommario):
Growing up in a bilingual environment is becoming increasingly common. Yet, we know little about how this enriched language environment influences the connectivity of children’s brains. Behavioural research in children and adults has shown that bilingualism experience may boost executive control (EC) skills, such as inhibitory control and attention. Moreover, increased structural and functional (resting-state) connectivity in language-related and EC-related brain networks is associated with increased executive control in bilingual adults. However, how bilingualism factors alter brain connectivity early in brain development remains poorly understood. We will combine standardised tests of attention with structural and resting-state functional magnetic resonance imaging (MRI) in bilingual children. This study will allow us to address an important field of inquiry within linguistics and developmental cognitive neuroscience by examining the following questions: Does bilingual experience modulate connectivity in language-related and EC-related networks in children? Do differences in resting-state brain connectivity correlate with differences in EC skills (specifically attention skills)? How do bilingualism-related factors, such as age of exposure to two languages, language usage and proficiency, modulate brain connectivity? We will collect structural and functional MRI, and quantitative measures of EC and language skills from two groups of English-Greek bilingual children - 20 simultaneous bilinguals (exposure to both languages from birth) and 20 successive bilinguals (exposure to English between the ages of 3 and 5 years) - and 20 English monolingual children, 8-10 years old. We will compare connectivity measures and attention skills between monolinguals and bilinguals to examine the effects of bilingual exposure. We will also examine to what extent bilingualism factors predict brain connectivity in EC and language networks. Overall, we hypothesize that connectivity and EC will be enhanced in bilingual children compared to monolingual children, and each outcome will be modulated by age of exposure to two languages and by bilingual language usage.
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6

Morett, Laura M. "The Influence of Tonal and Atonal Bilingualism on Children’s Lexical and Non-Lexical Tone Perception". Language and Speech 63, n. 2 (12 marzo 2019): 221–41. http://dx.doi.org/10.1177/0023830919834679.

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This study examined how bilingualism in an atonal language, in addition to a tonal language, influences lexical and non-lexical tone perception and word learning during childhood. Forty children aged 5;3–7;2, bilingual either in English and Mandarin or English and another atonal language, were tested on Mandarin lexical tone discrimination, level-pitch sine-wave tone discrimination, and learning of novel words differing minimally in Mandarin lexical tone. Mandarin–English bilingual children discriminated between and learned novel words differing minimally in Mandarin lexical tone more accurately than their atonal–English bilingual peers. However, Mandarin–English and atonal–English bilingual children discriminated between level-pitch sine-wave tones with similar accuracy. Moreover, atonal–English bilingual children showed a tendency to perceive differing Mandarin lexical and level-pitch sine-wave tones as identical, whereas their Mandarin–English peers showed no such tendency. These results indicate that bilingualism in a tonal language in addition to an atonal language—but not bilingualism in two atonal languages—allows for continued sensitivity to lexical tone beyond infancy. Moreover, they suggest that although tonal–atonal bilingualism does not enhance sensitivity to differences in pitch between sine-wave tones beyond infancy any more effectively than atonal–atonal bilingualism, it protects against the development of biases to perceive differing lexical and non-lexical tones as identical. Together, the results indicate that, beyond infancy, tonal–atonal bilinguals process lexical tones using different cognitive mechanisms than atonal–atonal bilinguals, but that both groups process level-pitch non-lexical tone using the same cognitive mechanisms.
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7

Jakoniuk-Diallo, Anna, e Martyna Bączyk. "Dwujęzyczność a opóźnienie poznawczych objawów demencji". Studia Edukacyjne, n. 63 (15 novembre 2021): 7–19. http://dx.doi.org/10.14746/se.2021.63.1.

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Bilingualism is a topic that is most often discussed in the context of raising and working with children. However, the role that bilingualism plays in adulthood and late adulthood is underestimated in the literature. At this stage of life, some people may develop the first symptoms of neurodegenerative diseases, mainly associated with memory and communication disorders. The article briefly introduces the most common causes of dementia symptoms and then discusses bilingualism in several, closely related aspects. The publication contains information on the impact of bilingualism on delaying the symptoms of dementia and triggers of this phenomenon. The creativity of bilinguals and the unique impact of bilingualism on working memory and executive control are addressed.
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8

Blom, Elma, e Tessel Boerma. "Effects of language impairment and bilingualism across domains". Linguistic Approaches to Bilingualism 7, n. 3-4 (7 marzo 2017): 277–300. http://dx.doi.org/10.1075/lab.15018.blo.

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Abstract (sommario):
Abstract Purpose: This study examined the effects of language impairment (LI) and bilingualism across vocabulary, morphology and verbal memory in a sample of children learning Dutch. Methods: Children (MAGE = 71 months) were assigned to a monolingual group with typical development (TD) (n = 30), bilingual TD (n = 30), monolingual LI (n = 30) or bilingual LI group (n = 30). Vocabulary was measured with the Peabody Picture Vocabulary Test, morphology with the Taaltoets Alle Kinderen, verbal short-term (VSTM) and working memory (VWM) with forward and backward digit span tasks. Results: Language knowledge (vocabulary, morphology) was affected by LI and bilingualism. Language processing (VSTM, VWM) was influenced by LI only. When language knowledge was controlled, the bilinguals outperformed the monolinguals on VSTM and VWM when TD and LI were collapsed. Bilingualism aggravated the effects of LI for vocabulary. Conclusions: Bilingualism may create a risk for the vocabulary knowledge of children with LI, but might be beneficial for their verbal memory.
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9

Apriana, Aulia, e Adi Sutrisno. "Bilingualism in Indonesian Children's Language Acquisition". Journal of Language and Literature 22, n. 2 (26 settembre 2022): 458–65. http://dx.doi.org/10.24071/joll.v22i2.4195.

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Abstract (sommario):
Language acquisition and development are two important phases in a child’s life. Hundreds of ideas have been tested to build a scientific explanation for how children may understand and produce the languages of their environment. Language intake, exposure volume and duration, and grammatical complexity all appear to have a role in influencing children's language development. These intricacies become even more complicated as children differ greatly from one another. It's on top of the several languages the children pick up along the route. Some children speak only one language (monolingual), whereas others speak multiple languages (bilingual). Apart from the endless debate about whether being bilingual is a blessing or a curse, it is fascinating to study how those children finally end up being bilinguals, either through acquisition or learning. Therefore, this article aims at portraying the phenomenon of bilingualism in Indonesian children’s language acquisition by looking at the strengths and weaknesses of being bilinguals, the important factors in second language acquisition and learning, and the strategies for second language acquisition and learning. In conclusion, to be bilingual, a child has undergone a very long process. Even though some experts are still debating whether bilingualism is beneficial or even harmful for their cognitive, psychological, and linguistic competence, children nowadays are created to be bilinguals even since they were born. As a result, those children grow up as multilingual children who are ready to cope with the dynamic of the environmental changes around them.
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Betivu, Alexandra-Denisa. "Learning a Foreign Language in the Context of Immersion". Educatia 21, n. 25 (30 novembre 2023): 355–63. http://dx.doi.org/10.24193/ed21.2023.25.40.

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The following thesis aims to discover how the language acquisition process develops in preschoolers when learning two languages, in the immersion context, as early bilinguals. This article applies and combines knowledge and theories from education, linguistics, psycholinguistics, and the study of bilingualism. Throughout the paper, basic notions about bilingualism and the development of early bilingualism in the case of immersion preschoolers and dominant theories were presented. The methods used to discover this thesis's specific responses were a questionnaire and an interview. Those methods were used on three children, born in the country of immersion and learning both the minority and majority language. The respondents were the parents and preschool teachers of these children.
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Più fonti

Tesi sul tema "Bilingualism in children"

1

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

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2

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

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3

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

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The present thesis investigates the bilingualism involving Italian majority language and Friulian minority language. Preschool children aged 4 to 6 years old from the town of Gemona del Friuli in the Friuli Venezia Giulia region were tested through a picture supported elicited production experiment designed to investigate relative clauses acquisition (cf. COST Action 33, Friedmann et al. in prep.). Two research questions were addressed: the first concerned the acquisition of relative clauses, in order to verify whether the Italian-Friulian children productions would be comparable with the related cross-linguistic literature; the second question concerned the type of bilingualism found, in order to provide a characterization of its peculiarities: the results were then analysed also with respect to specific bilingual factors as cross-linguistic influence, language dominance and input role. As far as the first research question is concerned, the data presented in this thesis confirm that Italian-Friulian children’s performance is in line with cross-linguistic results in all conditions, namely for SRCs, ORCs, and PPRCs. Specifically, in line with the predictions made following the Relativized Minimality approach (Rizzi 1990, 2004; Friedmann et al. 2009), results support both the subject-object asymmetry and the ORCs and PPRCs performance similarity. Moreover, through a further investigation of PPRCs, an effect of the type of prepositions was found: in the case of PPRCs with lexical prepositions children produced more target-like structures than with PPRCs with functional prepositions. However, it should be added that PPRCs are still scarcely investigated and further research would be needed to better understand the issue. Turning to the second research question, results were analysed comparing the Italian and the Friulian experimental session, also with respect to specific bilingual factors such as cross-linguistic influence, language dominance and input role (Mioni 1979; Meisel 2004; Gorsjean 2011; Rowe and Grohmann 2013). Having considered that the children’s production was essentially in Italian regardless of the language of elicitation being Friulian or Italian, and the ameliorating role played by Italian in influencing the children’s results, it can be said that the Italian-Friulian bilingualism is unbalanced with Italian being the strongly dominant language and Friulian being the weak one. Nonetheless, even if Italian is certainly the dominant language, it should be noted that specific influences of Friulian on Italian were indeed present in the children’s production, regardless of the children being described by their parents as receiving or not receiving a minimum Friulian input. This suggests that even if it is not clear to which extent, still Friulian is alive and productive in those contexts in which the children grow.
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Kenner, Anne Charmain. "Social scripts : children writing in a multilingual nursery". Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242193.

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

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I tre studi presentati nella tesi hanno esplorato diversi contesti di bilinguismo in Italia. Sono stati analizzati la relazione tra bilinguismo e doppia-alfabetizzazione e i loro effetti sugli apprendimenti scolastici. Ad oggi, l’educazione bilingue è ancora vista con scetticismo, sebbene anche come una risorsa. Il primo contesto è quello delle scuole di immersione Italiano-Inglese, dove i bambini sono educati in modo bilingue, con una continua e consistente esposizione alle due lingue. Il secondo è quello dei bambini immigrati, che imparano l’Italiano come seconda lingua nelle scuole pubbliche monolingui, e che vengono alfabetizzati solo in Italiano, oppure anche nella loro lingua madre (minoritaria). Gli studi hanno investigato lo sviluppo cognitivo, linguistico e delle abilità di lettura, e la relazione tra linguaggio e alfabetizzazione. I bambini delle scuole di immersione erano bilingui sequenziali precoci, esposti all’Inglese come seconda lingua (L2) entro i tre anni alla scuola dell’infanzia. I bambini immigrati erano bilingui sequenziali che vivevano stabilmente in Italia, con differenti lingue minoritarie, esposti all’Italiano come seconda lingua maggioritaria (L2) entro i cinque anni, in concomitanza con l’ingresso alla scuola primaria. I risultati emersi dai due studi sui bilingui delle scuole di immersione hanno dimostrato che essi non sono disavvantaggiati né in ritardo rispetto ai pari monolingui Italiani nello sviluppo cognitivo, linguistico, narrativo e delle abilità di lettura. Essi inoltre migliorano in entrambe le lingue durante il percorso scolastico. Sono emerse correlazioni positive tra le performance di lettura e linguaggio in Italiano e in Inglese, a supporto delle evidenze sul transfer di abilità dall’Italiano L1 all’Inglese L2. Infine, le abilità linguistiche correlano con quelle di lettura nella stessa lingua, a conferma che l’età di prima esposizione bilingue impatta positivamente sugli apprendimenti, ove il linguaggio orale supporta lo sviluppo delle abilità di lettura (così come le abilità mnestiche). In conclusione, il metodo di immersione Italiano-Inglese non rappresenta uno svantaggio per l’acquisizione e lo sviluppo degli apprendimenti nei bambini, che anzi raggiungono buone capacità linguistiche di lettura. L’immersione bilingue rappresenta dunque un affidabile sistema educativo, che offre grandi opportunità per il futuro dei nostri bambini. I risultati raggiunti dallo studio sui bilingui immigrati hanno dimostrato un vantaggio a livello dell’intelligenza non verbale a favore dei bi-alfabetizzati, rispetto a quelli istruiti solo in Italiano L2 (mono-alfabetizzati). Al contrario i bilingui mono-alfabetizzati hanno ottenuto migliori performance al test di memoria a breve termine. I bilingui bi-alfabetizzati hanno dimostrato un vantaggio rispetto ai mono-alfabetizzati nella comprensione scritta, abilità fondamentale per lo studio e il successo scolastico, sebbene non nelle abilità di lettura nel loro complesso. Nessuno svantaggio comunque è emerso nelle misure di velocità e accuratezza in lettura nei bi-alfabetizzati. Infine, le abilità cognitive e linguistiche correlano con quelle di lettura. Anche se potrebbe non esserci un vantaggio globale su tutti i parametri considerati, educare i bilingui immigrati anche nella loro L1 sembra potenziare alcune abilità cruciali per il loro successo scolastico, e non inficia lo sviluppo degli apprendimenti in Italiano. Implementare l’immersione bilingue e la doppia-alfabetizzazione nelle politiche educative Italiane sembra essere una scelta vincente da sostenere. Entrambi i sistemi educativi bilingui considerati si sono dimostrati efficaci, e rappresentano un’esperienza educativa positiva, di cui le future generazioni possono e dovrebbero giovare.
The three studies presented in this thesis aimed at exploring different contexts of bilingualism in Italy. We explored the relationship between bilingualism and biliteracy and their effects on academic outcomes. For educational stakeholders, biliteracy is partly perceived with concern, partly considered a resource. The first context studied in this project are Italian-English immersion schools, where children are educated bilingually, being consistently and continuously exposed to both languages. The second context focuses on immigrant children (heritage bilinguals), who learn Italian as a second language in mainstream monolingual, public schools, and receive formal reading and writing instruction only in Italian or additionally in their respective mother language (minority language). The studies investigated cognitive, linguistic, and reading development, and the relation between language and literacy. Children in immersion schools were early sequential bilingual, exposed to English as a second language (L2) by the age of three in kindergarten. Heritage bilinguals were sequential bilinguals living stably in Italy, with heterogeneous minority languages, and exposed to Italian as a second-majority language (L2) at last from the age of five, when starting Italian public primary school. The results from the two studies with children in Italian-English immersion programs showed no disadvantage or delay in their cognitive, linguistic, reading, and narrative development in Italian (L1) compared to Italian monolinguals and an improvement in both the languages across grades. Positive correlations were found between Italian and English performances in reading and language measures, supporting the evidence of a presumable transfer of skills from Italian L1 to English L2. Finally, language abilities in one language correlated with reading abilities in the same language, confirming that the age of first oral bilingual exposure impacts literacy development, with oral language supporting reading development (as well as memory skills). We concluded that Italian-English immersion education does not disadvantage literacy acquisition in children, but they obtain a good language proficiency and reading development. Bilingual immersion education represents a reliable education system, which gives access to many possibilities for children’s future. The results from the study with immigrant bilinguals showed that children who were instructed in both their languages (biliterates) performed better in the non-verbal intelligence test than those literate only in Italian L2 (monoliterates). In contrast, monoliterates were better at short-term memory. Biliterate bilinguals did not performed better than monoliterates in general reading skills, but in reading comprehension, which is generally considered a fundamental ability for academic success. However, no disadvantages emerged for the biliterate children in reading speed and accuracy. Finally, the cognitive and language measures correlated with reading proficiency measures. Even if there might not be a comprehensive advantage in all the reading measures, educating heritage bilinguals also in their L1 enhances some crucial skills for their academic success and does not hamper literacy development in Italian. Sustaining bilingual immersion and a biliteracy route to learning appears to be an excellent choice to be implemented in Italian educational policy. Bilingual immersion programs and immigrant children's biliteracy education showed to be both effective and represent a beneficial educational experience for future generations of children.
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Swanwick, Ruth Anne. "Deaf children's developing sign bilingualism : dimensions of language ability, use and awareness". n.p, 1999. http://dart.open.ac.uk/abstracts/page.php?thesisid=146.

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

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8

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

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9

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

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

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Libri sul tema "Bilingualism in children"

1

Armon-Lotem, Sharon, Jong Jan de e Natalia Meir. Assessing multilingual children disentangling bilingualism from language impairment. Bristol: Multilingual Matters, 2015.

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2

Susanne, Döpke, a cura di. Cross-linguistic structures in simultaneous bilingualism. Amsterdam: J. Benjamins Pub. Co., 2000.

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3

Hakuta, Kenji. Cognitive development of bilingual children. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1987.

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1952-, Duncan Deirdre M., a cura di. Working with bilingual language disability. London: Chapman and Hall, 1989.

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5

al-Sūdānıi, Mu°s̤°t̤afá Mu°h̤ammed. Bilingual Arabic-English children's project. London: Sodaney, 1990.

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6

C, Willig Ann, e Greenberg Hinda Feige, a cura di. Bilingualism and learning disabilities: Policy and practice. New York: American Library Pub. Co., 1986.

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1942-, Ahlgren Inger, e Hyltenstam Kenneth, a cura di. Bilingualism in deaf education. Hamburg: Signum, 1994.

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Acriotou, Despina. Bilingualism and education of children of Greek origin in Britain. Manchester: University of Manchester, 1994.

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Hakuta, Kenji. Bilingualism and cognitive development: Three perspectives and methodological implications. Los Angeles: Center for Language Education and Research, University of California, 1986.

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Štefánik, Jozef. Jeden človek, dva jazyky: Dvojjazyčnost̓ u detí : predsudky a skutočnosti. Bratislava: Academic Electronic Press, 2000.

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Capitoli di libri sul tema "Bilingualism in children"

1

Peristeri, Eleni, Eleni Baldimtsi, Ianthi Maria Tsimpli e Stephanie Durrleman. "Chapter 8. Bilingualism matters". In Studies in Bilingualism, 204–31. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.08per.

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This study investigated bilingualism effects on language, executive functions and Theory of Mind (ToM) in children with Autism Spectrum Disorder (ASD), and with Developmental Language Disorder (DLD). The performance of these clinical groups was compared to that of children with typical development (TD). All groups were matched on socio-economic status, IQ and chronological age (oscillating around 11 years), and were composed of a total of one hundred and twenty-two participants. Overall, children with ASD and DLD showed more difficulty than their TD peers on language tasks, and monolingual children with ASD struggled more than other groups on both EF and ToM tasks. Bilingualism boosts in executive functions and ToM emerged in bilingual children with ASD compared to their monolingual peers with ASD, however these bilingual advantages were not observed in children with DLD. More specifically, bilinguals with ASD performed better than their monolingual peers at inhibiting distracting non-verbal stimuli and at attributing false beliefs. Bilingual autistic children’s performance in the ToM task related to IQ, sentence comprehension and (marginally) to socio-economic status. Taken together, these findings highlight the selective cognitive benefits of bilingualism, which may vary depending on the children’s condition, on their individual cognitive and linguistic abilities, as well as on their socio-economic backgrounds. This work also shows that bilingualism has no negative effects on children’s development, including those with ASD or DLD.
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Rispens, Judith, e Elise de Bree. "Past tense production in children with SLI and bilingual children". In Studies in Bilingualism, 259–78. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/sibil.52.12ris.

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Kehoe, Margaret, e Mélodie Matrat. "Chapter 11. Dynamic assessment in phonology". In Studies in Bilingualism, 295–323. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.11keh.

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Dynamic assessment (DA) is an approach strongly recommended for bilingual children since it measures children’s learning capacities and not their static knowledge. It has been widely applied to the assessment of children’s lexical, morphosyntactic, and narrative abilities but minimally so to children’s phonological abilities; however, its application to phonology has existed for many years in the form of stimulability testing. This chapter reviews the notion of stimulability and how it has been integrated into DA approaches to phonological production, primarily in English. The authors describe two French DAs of phonology, which manipulate linguistic environment and cue levels, and target structures that are late acquired in French speech sound development. The chapter presents preliminary data on them with French-speaking monolingual and bilingual children.
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Brouwer, Susanne, Deniz Özkan e Aylin C. Küntay. "Semantic prediction in monolingual and bilingual children". In Studies in Bilingualism, 49–74. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/sibil.52.04bro.

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Marton, Klara. "Chapter 17. Executive control in bilingual children". In Studies in Bilingualism, 265–79. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/sibil.57.17mar.

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Lasimbang, Rita, Carolyn R. Miller e Francis Ottigil. "Language Competence and Use among Coastal Kadazan Children". In Studies in Bilingualism, 333. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/sibil.1.22las.

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Ardito, Barbara, Maria Cristina Caselli, Angela Vecchietti e Virginia Volterra. "Deaf and hearing children: Reading together in preschool". In Studies in Bilingualism, 137–64. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/sibil.38.08ard.

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Fiani, Rachel, Guillemette Henry e Philippe Prévost. "Narrative comprehension in Lebanese Arabic-French bilingual children". In Studies in Bilingualism, 32–60. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/sibil.61.02fia.

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Margetson, Kate, Sharynne McLeod e Sarah Verdon. "Chapter 8. Diagnosing speech sound disorder in bilingual Vietnamese-English-speaking children". In Studies in Bilingualism, 217–45. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.08mar.

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Multilingual children suspected of having speech sound disorders (SSD) are often only assessed in English due to challenges facing speech-language pathologists (SLPs) such as inadequate resources, lack of access to multilingual SLPs or interpreters, and limited SLP knowledge and skill in assessing unfamiliar languages. This paper describes the speech profiles and diagnostic decision-making for four bilingual Vietnamese-English speaking children aged 4–6 years. When using English-only assessment all children were diagnosed with SSD. When assessed in English and Vietnamese, only two children were diagnosed with SSD. Many mismatches could be explained by cross-linguistic transfer and ambient phonology. These different diagnostic outcomes demonstrate that direct speech assessment in home language(s) and English is essential for accurate diagnosis of SSD in multilingual children.
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Melloni, Chiara, e Maria Vender. "Chapter 19. Morphological awareness in L2 Italian children with a migrant background". In Studies in Bilingualism, 500–528. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.19mel.

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Research on morphological awareness in bilingual children has generated conflicting evidence, with studies reporting bilingual gains and others finding poorer performance relative to monolinguals. In this study, we explored further this issue by testing 54 school-aged children speaking Italian as an L2 on a broad domain of morphology and by means of nonword tasks, with the aim to reduce potential vocabulary effects on morphological abilities. One group of monolingual Italian-speaking children and two groups of bilingual L2 Italian children (with Romanian and Albanian as L1s) took part in the experiment. Results evidenced similar performances in most tasks, but limited underachievement was found in bilinguals, especially in the Albanian-Italian speaking children. This bilingual gap can be explained by the genealogical and typological distance between the L1 and the target language. Crucially, it disappears once vocabulary and exposure factors are taken into account.
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Atti di convegni sul tema "Bilingualism in children"

1

Wang, Yitong. "Bilingualism of Children in Immigrant families". In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.103.

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Khotinets, Vera, e 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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Garaeva, U. A. "Exploring cognitive processes in children's bilingual learning: The role of native and second languages." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-22.

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This study examines the cognitive processes that accompany the acquisition of bilingualism in children, with an emphasis on the role of their native and second languages. Examines how cognitive development is shaped by bilingualism and the interaction between two languages.
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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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Hornackova Klapicova, Edita, e Elena Ciprianova. "RECENT STUDIES IN BILINGUAL AND MULTILINGUAL CHILDREN IN SLOVAKIA". In 10th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscah.2023/s15.16.

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Like the rest of Central Europe, Slovakia has been a multicultural and multilingual society for centuries. Although Slovak is recognized as the official language, there are many other languages spoken in the country. Due to historical reasons, the largest minority communities are Hungarian, Roma, Czech and Rusyn, but the number of bilingual and multilingual speakers varies according to the region, with the highest concentration in Western and Eastern Slovakia. In contemporary Slovakia, bilingualism and multilingualism also results from international migration, globalization or mixed marriages. In this environment children are often exposed to more than one language and experiencing or acquiring another language(s) becomes natural part of their socialization. This paper provides an overview of the linguistic situation and sociolinguistic context of bilingualism and multilingualism as a common phenomenon in the territory of Slovakia and presents the most recent studies in bilingual and multilingual competence in children. Our research focuses mainly on the questions of language differentiation, code-switching, code-mixing, and natural interpreting skills. A few examples of short dialogues are provided to illustrate the features of bilingual communication. The findings are based on the error analysis of spontaneous and elicited production of language and the outcomes of experimental tests carried out in form of a number of individual case studies of children in Slovakia.
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Hornackova Klapicova, Edita, e Elena Ciprianova. "RECENT STUDIES IN BILINGUAL AND MULTILINGUAL CHILDREN IN SLOVAKIA". In 10th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscah.2023/s11.16.

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Abstract (sommario):
Like the rest of Central Europe, Slovakia has been a multicultural and multilingual society for centuries. Although Slovak is recognized as the official language, there are many other languages spoken in the country. Due to historical reasons, the largest minority communities are Hungarian, Roma, Czech and Rusyn, but the number of bilingual and multilingual speakers varies according to the region, with the highest concentration in Western and Eastern Slovakia. In contemporary Slovakia, bilingualism and multilingualism also results from international migration, globalization or mixed marriages. In this environment children are often exposed to more than one language and experiencing or acquiring another language(s) becomes natural part of their socialization. This paper provides an overview of the linguistic situation and sociolinguistic context of bilingualism and multilingualism as a common phenomenon in the territory of Slovakia and presents the most recent studies in bilingual and multilingual competence in children. Our research focuses mainly on the questions of language differentiation, code-switching, code-mixing, and natural interpreting skills. A few examples of short dialogues are provided to illustrate the features of bilingual communication. The findings are based on the error analysis of spontaneous and elicited production of language and the outcomes of experimental tests carried out in form of a number of individual case studies of children in Slovakia.
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Qu, Li, Joel Low, Pei Shan Chong e F. F. E. Keren-Happuch. "Task Switching in English-Chinese Bilinguals: A Life Span Approach". In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/heiz7355.

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The current study investigated the developmental trajectory of 124 English-Chinese Singaporean bilinguals (41 6-9-year-olds, 44 18-26-year-olds, and 39 55-79-year-olds) with the Standard (SD), Total Change (TC), Positive Priming (PP), and Negative Priming (NP) versions of the Computerized Dimensional Change Card Sort task. Tasks were administrated in either English or Chinese. Additionally, participants were tested with both English and Chinese versions of the Peabody Picture Vocabulary Test. Separate curve fitting indicated that significant quadratic trends appeared in the local switch costs for accuracy only in the SD and the PP versions. Children had significantly larger local switch costs in all the versions compared to young adults and elderly adults, who had similar local switch costs. These findings suggest that bilingualism may slow down the decay of information maintaining, updating, disinhibition, and task set integration in elderly adults. Results imply that bilingual advantage may accumulate through childhood, and be preserved in late adulthood.
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Guimaraes, Cayley, Diego R. Antunes, Laura S. Garcia, Andre L. Pires Guedes e Sueli Fernandes. "Conceptual meta-environment for Deaf children Literacy challenge: How to design effective Artifacts for bilingualism construction". In 2012 Sixth International Conference on Research Challenges in Information Science (RCIS). IEEE, 2012. http://dx.doi.org/10.1109/rcis.2012.6240426.

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Zaretsky, E., e C. Hey. "The influence of bilingualism on the phonological short-term memory: The advantage of bilingual children in repetition tasks". In Abstract- und Posterband – 91. Jahresversammlung der Deutschen Gesellschaft für HNO-Heilkunde, Kopf- und Hals-Chirurgie e.V., Bonn – Welche Qualität macht den Unterschied. © Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0040-1711325.

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ALEKSANDROVA, N. SH. "ON THE UNDERSTANDING OF HUMAN SPEECH. IN SEARCH OF “DESIGN IDEAS” OF NATURE". In ЯЗЫК И ИСКУССТВЕННЫЙ ИНТЕЛЛЕКТ. Издательский Дом ЯСК, 2023. http://dx.doi.org/10.37892/978-5-907498-47-1-1.

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Understanding of speech like probably the vast majority of other human cognitive functions is provided by the joint work of two differently directed brain mechanisms. During normal functioning these mechanisms coexist, complement each other, and it is extremely difficult to discern each of them one by one but in case of pathology when one of the mechanisms weakens and the second continues to work, this becomes possible. Also, when adults learn a new language in the language environment, one can observe the processes that a person experiences in early childhood when mastering their native language. Based on the data of linguistic pathology and bilingualism: one of the mechanisms of speech comprehension can be described as an involuntary understanding of the general meaning of addressed speech without relying on individual words. It can be observed and studied in isolation when mastering new languages in a language environment, i. e., during the formation of natural bilingualism. At its core, this process is the extraction of the general meaning of statements from a specific situation relying on the whole complex of non-verbal means of communication. The second mechanism of human comprehension of speech is arbitrary, conscious understanding based on known words and requiring the inclusion of voluntary attention. In isolation this mechanism can be observed when teaching languages to children with impressive (sensory) alalia, who are persistently impaired in their ability to master the language as a native one. The described mechanisms of speech comprehension are a manifestation in the language sphere of two global ways of human cognition.
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