Letteratura scientifica selezionata sul tema "Cree language materials – Bilingual"
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Consulta la lista di attuali articoli, libri, tesi, atti di convegni e altre fonti scientifiche attinenti al tema "Cree language materials – Bilingual".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Articoli di riviste sul tema "Cree language materials – Bilingual"
1
Al-Bataineh, Hussein, e Saleem Abdelhady. "Cree-English intrasentential code-switching: Testing the morphosyntactic constraints of the Matrix Language Frame model". Open Linguistics 5, n. 1 (31 dicembre 2019): 706–28. http://dx.doi.org/10.1515/opli-2019-0039.
Testo completoAbstract (sommario):
AbstractThis study examines the morphosyntactic constraints on Cree-English intrasentential codeswitching involving mixed nominal expressions to test the Matrix Language Frame (MLF) model. The MLF model is one of the most influential frameworks in the field of contact linguistics used in the study of grammatical aspects of codeswitching and other contact-induced phenomena. The three principles associated with MLF, viz., the Matrix Language Principle, the Asymmetry Principle and the Uniform Structure Principle, were tested on data consisting of 10 video recordings (constituting of 323 tokens of English nouns in mixed utterances) collected from the speech of a Cree child, aged 04;06 - 06;00. The data is drawn from Pile’s (2018) thesis which is based on the data collected from the Chisasibi Child Language Acquisition Study (CCLAS). The results of the analyses suggest general support for the three principles since, in the entire data set, not a single counter example has been recorded. The Cree-English bilingual data appears asymmetrical in structure, where the Matrix Language, namely Cree, provides morpheme order and outsider late system morphemes, and consequently, is responsible for the well-formedness and morphosyntactic frame of bilingual clauses..
2
Arppe, Antti, Atticus G. Harrigan, Katherine Schmirler, Daniel Dacanay e Rose Makinaw. "Nêhiyawi-pîkiskwêwina maskwacîsihk : Spoken Dictionary of Maskwacîs Cree". Dictionaries: Journal of the Dictionary Society of North America 44, n. 2 (2023): 127–42. http://dx.doi.org/10.1353/dic.2023.a915068.
Testo completoAbstract (sommario):
ABSTRACT: This paper details the development of nêhiyawi-pîkiskwêwina maskwacîsihk: Spoken Dictionary of Maskwacîs Cree (in progress). Since 2014, this joint project between the Maskwacîs Education and Schools Commission (MESC) and the Alberta Language Technology Lab (ALTLab) has sought to record carefully pronounced, isolated spoken audio for the approximately 9,000 entries in the Maskwacîs Dictionary of Cree Words (Maskwachees Cultural College 2009), as well as to fill lexical gaps through elicitation, to record example sentences for as many of these entries as possible, and to make these recordings publicly available online. Between 2014 and 2018, approximately 700 hours of audio and close to 120,000 recordings for 20,300 carefully spoken word and phrase types were gathered in elicitation sessions. After extracting and annotating the relevant Cree vocabulary, these audio clips were compiled in a novel, publicly accessible online Speech Database as well as through itwêwina , the intelligent bilingual online Cree–English dictionary. The entries in this database are currently in the process of orthographic standardization, gloss standardization, and linguistic analysis. Simultaneously, native speakers of Cree are re-reviewing the database's entries to ensure pronunciation quality and verify definitions where needed. In this paper, we discuss the origins of this project; the original elicitation sessions; the postprocessing, standardization, and validation of the recordings; and means by which these recordings can be publicly accessed online.
3
Papen, Robert A. "Hybrid Languages in Canada Involving French". Journal of Language Contact 7, n. 1 (31 marzo 2014): 154–83. http://dx.doi.org/10.1163/19552629-00701007.
Testo completoAbstract (sommario):
Valdman et al. (2005) claims there exist two mixed languages involving French in North America: Michif – a blend of French and Cree – and Chiac – a blend of French and English. The purpose of this article is to compare the sociolinguistic history as well as the linguistic structures of these two linguistic entities in order to show that even though there are a number of interesting similarities between the two, their histories, and more importantly their structures, show that Michif and Chiac are not to be considered as belonging to the same linguistic class. Michif is a true Bilingual Mixed Language (Thomason, 1997) while Chiac has not yet attained the status of an independent language and should more rightly be considered as a “fossilized mixed code” (Winford, 2003).
4
Bishop, John E., e Kevin Brousseau. "The End of the Jesuit Lexicographic Tradition in Nêhirawêwin". Historiographia Linguistica 38, n. 3 (21 ottobre 2011): 293–324. http://dx.doi.org/10.1075/hl.38.3.02bis.
Testo completoAbstract (sommario):
Summary Our knowledge of the Cree dialect continuum has benefited from nearly four centuries of lexicography, the earliest of which saw manuscripts produced by Christian missionaries as tools for evangelization. As esteemed as the extant dictionaries may be, very few indepth studies have been undertaken to assess their value relative to one another and to the historical and modern dialects of the continuum. This study represents one such attempt – a thorough examination of Jesuit Jean-Baptiste de la Brosse’s (1724–1782) Radicum Montanarum Silva (1766–1772), a bilingual Latin manuscript dictionary of the dialects termed Nêhirawêwin by their speakers and Montagnais by the lexicographer. By comparing this dictionary with the three sources used by La Brosse, this paper examines the practice of Jesuit lexicography and reminds us of the pitfalls that arise from an uninformed use of such manuscripts.
5
Hoffmeister, Robert J., Spyridoula Karipi e Vassilis Kourbetis. "BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS". Momento - Diálogos em Educação 31, n. 02 (28 luglio 2022): 500–527. http://dx.doi.org/10.14295/momento.v31i02.14506.
Testo completoAbstract (sommario):
Considering Deaf children and adults as bilingual - their first language is a Signed Language (SL) and the second language is learned via print - provides professionals with a paradigm to be used for creating better learning opportunities. In this paper, Greek Sign Language ((G)SL)) [1] as a first language (L1) is the base language we use to present certain bilingual methodological teaching and learning considerations. This work is the result of a long journey from the initial thinking of the American Sign Language Curriculum and its influence on the development of the (G)SL curriculum in Greece. The paper offers discussion of innovative educational multimedia material that are easily accessed via online web portals, developed for teaching (G)SL as an L1 to pre-school and primary school Deaf children. In this work, SL as L1 is a resource that fully enables Deaf children to learn an L2 via print, supporting their bilingual acquisition capabilities. In developing curricula and supporting materials, we consider two important foundational components: Deaf native signers and near native signers as language role models for Deaf children, parents and teachers; and the development and interaction with digital educational materials. Thus, collaboration between educational and technology professionals and members of the Deaf community is critical. This bilingual model can be incorporated into any SL. (G)SL) is used as a model to display innovative practices merging SL (L1), print (L2), technology and creative instructional and assessment materials, maximized by understanding the visual nature of SL and its advantages for school learning. The penultimate goal is Deaf students to become successful bilingual learners to fully function in the world today and tomorrow.
[1] In this paper, we will use (G)SL to indicate that we are discussing Greek Signed Language but content and technology can be used for any SL.
6
Khair, Imamatul. "Realities and Impacts of Teaching Approach and Method in Bilingual Classroom in Indonesia". PAROLE: Journal of Linguistics and Education 12, n. 1 (30 aprile 2022): 103–18. http://dx.doi.org/10.14710/parole.v12i1.103-118.
Testo completoAbstract (sommario):
Pedagogical approach and methods are prominent in students’ engagement in second language learning. Strategies and scaffolds are two other interconnected issues that matter in bilingual classrooms. This study crafted some findings of pedagogical practices performed by bilingual teachers which may fall into accommodating or dumbing down bilingual learners’ needs. It is an ethnographic study which used class observations as data to find the realities of practices that teachers used for English language learners at the Indonesian college level. It revealed how a teacher stood for a certain method and pedagogical approach to negotiate instructional strategies within a bilingual classroom. Further, this study picturized challenges, upsides, and downsides of using the approach and method in the bilingual classroom which needs further balance of two language acquisitions. This study implicates principles of second language teaching and learning and most importantly bilingual teaching resources are required to improve the effectiveness of bilingual teaching.
7
Luchkina, Tatiana, Tania Ionin, Natalia Lysenko, Anastasia Stoops e Nadezhda Suvorkina. "Evaluating the Russian Language Proficiency of Bilingual and Second Language Learners of Russian". Languages 6, n. 2 (11 maggio 2021): 83. http://dx.doi.org/10.3390/languages6020083.
Testo completoAbstract (sommario):
The starting point of most experimental and clinical examinations of bilingual language development is the choice of the measure of participants’ proficiency, which affects the interpretation of experimental findings and has pedagogical and clinical implications. Recent work on heritage and L2 acquisition of Russian used varying proficiency assessment tools, including elicited production, vocabulary recognition, and in-house measures. Using such different approaches to proficiency assessment is problematic if one seeks a coherent vision of bilingual speaker competence at different acquisition stages. The aim of the present study is to provide a suite of validated bilingual assessment materials designed to evaluate the language proficiency speakers of Russian as a second or heritage language. The materials include an adaptation of a normed language background questionnaire (Leap-Q), a battery of participant-reported proficiency measures, and a normed cloze deletion test. We offer two response formats in combination with two distinct scoring methods in order to make the testing materials suited for bilingual Russian speakers who self-assess as (semi-) proficient as well as for those whose bilingualism is incipient, or declining due to language attrition. Data from 52 baseline speakers and 503 speakers of Russian who reported dominant proficiency in a different language are analyzed for test validation purposes. Obtained measures of internal and external validity provide evidence that the cloze deletion test reported in this study reliably discriminates between dissimilar target language attainment levels in diverse populations of bilingual and multilingual Russian speakers.
8
Gao, Jingting. "Bilingual Education in Shaanxi Province of China: a Critical Analysis of the Educational Policy in Practice". Journal of Higher Education Research 3, n. 3 (2 luglio 2022): 300. http://dx.doi.org/10.32629/jher.v3i3.881.
Testo completoAbstract (sommario):
The development of bilingual education model has been influenced by the emergence of bilingualism and bilingual education. This paper analyzes and explains the relationship between bilingual education model, language policy and school practice from multiple perspectives. The focus of this article is to study the bilingual education model in Shaanxi Province, China, to analyze the types of bilingual education in Shaanxi and the advantages and disadvantages of applying this model. Based on the national conditions of our country, the promulgation of language policies, and the differences and problems in school practice, we will critically discuss and put forward some feasible suggestions on these problems.
9
Dębski, Robert, e Agnieszka Rabiej. "Emergent Literacy in Bilingual Children". Socjolingwistyka 35 (2021): 77–87. http://dx.doi.org/10.17651/socjoling.35.5.
Testo completoAbstract (sommario):
The objective of the article is to (1) explain the role of emergent literacy in the community language in developing literacy in the additional language and biliteracy, and (2) demonstrate the need to develop resources supporting emergent reading skills in community languages in Australia. A critical review of literature in the field of emergent literacy and bilingual language development shows that the interaction between languages in the development of biliteracy is complex, but overall it demonstrates a positive impact of emergent literacy in the community language on the development of literacy skills in the additional language in later years. The article presents emergent literacy example materials, targeting bilingual children in Australia with Polish backgrounds, and explains the design considerations underpinning their development. A particular emphasis is on explaining how the materials have been designed to (1) stress the presence of different cultures and languages in the children’s environment (2) teach how to transfer reading skills and behaviours from Polish into English, and (3) emphasise those specific grapheme-phoneme relations in Polish which present difficulties for children acquiring Polish and English. The authors conclude that opportunities for transfer of early reading skills and behaviours from a community language to an additional language can be enhanced by designing reading materials for positive transfer, because learners who are acquiring an additional language use the strategies which they find most useful in their first language. It may be equally important to develop reading materials and instruction in the mainstream language in a way that community-language-speaking children are able to draw upon the skills which they bring with them into the reading learning process at school from home.
10
Ma, Kaiwen. "The Challenges and Solutions in Bilingual Education". Lecture Notes in Education Psychology and Public Media 24, n. 1 (20 novembre 2023): 242–48. http://dx.doi.org/10.54254/2753-7048/24/20230740.
Testo completoAbstract (sommario):
This paper addresses the complex challenges associated with materials used in bilingual education programs and offers practical solutions. These challenges affect both teachers and learners, impacting the effectiveness of bilingual education. Problems encompass cultural insensitivity, lack of authenticity, outdated content, limited language variety, inadequate language exposure, and an imbalance in language proficiency development. These issues hinder students understanding of cultural nuances, restrict their ability to engage authentically in language, and reduce the relevance of their learning experience. The paper proposes solutions, emphasizing cultural sensitivity, authenticity, up-to-date content, acknowledgment of language diversity, and a balance between language proficiency and exposure. It also stresses the importance of high-quality materials, accessibility, and teacher support to enhance bilingual learning. In conclusion, addressing these challenges through a comprehensive approach ensures that bilingual education materials facilitate language learning, cultural understanding, and global preparedness.
Tesi sul tema "Cree language materials – Bilingual"
1
Ramm, Luba L. "The impact of the use of printed instructional materials with native language support on immigrant students' performance in high school mathematics". Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/202.
Testo completo
2
Hamilton, Sarah A. Braun. "Writing Chinuk Wawa: A Materials Development Case Study". PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/2875.
Testo completoAbstract (sommario):
This study explored the development of new texts by fluent non-native speakers of Chinuk Wawa, an endangered indigenous contact language of the Pacific Northwest United States. The texts were developed as part of the language and culture program of the Confederated Tribes of the Grand Ronde Community of Oregon for use in university-sponsored language classes. The collaborative process of developing 12 texts was explored through detailed revision analysis and interviews with the materials developers and other stakeholders.
Fluent non-native speakers relied on collaboration, historical documentation, reference materials, grammatical models, and their own intuitions and cultural sensibilities to develop texts that would be both faithful to the speech of previous generations and effective for instruction. The texts studied were stories and cultural information developed through research-based composition, translation from interlinear and narrative English in ethnographic sources, and editing of transcribed oral narrative.
The revision analysis identified points of discussion in the lexical development and grammatical standardization of the language. The preferred strategy for developing new vocabulary was use of language-internal resources such as compounding although borrowing and loan translation from other local Native languages were also sometimes considered appropriate. The multifunctionality of the lexicon and evidence of dialectal and idiolectal usage problematicized the description of an “ideal” language for pedagogical purposes. Concerns were also expressed about detailed grammatical modeling due to potential influence on non-native speaker intuitions and the non-utility of such models for revitalization goals.
Decisions made in the process of developing texts contributed to the development of a written form of Chinuk Wawa that would honor and perpetuate the oral language while adapting it for the requirements of inscription. The repeated inclusion of discourse markers and the frequent removal of nominal reference brought final versions of texts closer to oral style, while inclusion of background information and the avoidance of shortened pronouns and auxiliaries customized the presentation for a reading audience.
The results of this study comprise a sketch of one aspect of the daily work of language revitalization, in which non-native speakers shoulder responsibility for the growth of a language and its transfer to new generations of speakers.
3
Fornas, Leander. "Some approaches to improving Cree language and culture retention". 1998. https://scholarworks.umass.edu/dissertations/AAI9841869.
Testo completoAbstract (sommario):
My dissertation focuses on a major problem found in Cree language retention efforts and in Cree education across the Cree Nation of Canada: the lack of a standard Cree orthography. My arguments for standardization are broad-based due to factors of cultural, religious, sociopolitical and educational biases that vie for their regional voice on Cree language matters. Meanwhile, Cree language and culture continue to ebb with each passing generation. This sets the parameters of my study. Information has been gathered from literature review, as well as from interviews, observations and other miscellaneous field sources. To help resolve the predicament of multiple versions of written Cree as practiced today, the thrust of this study proposes a standard phonemicization of Cree in Roman that is compatible to the current needs of the five main Cree dialect populations. I view Cree language and Cree culture as almost synonymous, being that Cree culture is keeper of the Cree language. This interdependency of Cree language and Cree culture is the key to Cree identity. The native language and cultural survival efforts of circumpolar indigenous cultures are increasingly threatened by external pressures. This I illustrate by presenting parallels in the geography, material culture, livelihood, traditions, sociopolitics, education, etc. of the Crees, Samis, and northwestern Siberian aboriginal groups. All the above arctic indigenous groups have common problems in areas listed. All arctic native peoples are a shrinking minority in an expanding global population. The Crees, as other circumpolar native peoples, have no alternative but to move ever more expeditiously in their efforts at Cree language and culture preservation that adapts to changing times, if expectations are that Cree is to survive and function as a working language well into the first century of the third millennium. Perhaps, this study may help persuade the Crees toward cooperative interaction with circumpolar groups striving to save their threatened native languages and lifeways. Interaction between the Crees, Samis and the Siberian Ob-Ugrians and Samoyeds could be a step in the right direction for all concerned.
4
Nikkel, Walter. "Language revitalization in northern Manitoba: a study of an elementary school Cree bilingual program". Thesis, 2006. http://hdl.handle.net/1993/258.
Testo completoAbstract (sommario):
This thesis concerns a study of an elementary school Cree bilingual program. Students’ language proficiency, attitudes and academic performance were analyzed and parent and teacher interviews were conducted to assess the program’s effectiveness and to determine how well it meets community needs and expectations. The study found that students were learning Cree vocabulary but developing only limited communicative ability and they were not able to converse. The study also found that Cree Program students had positive attitudes toward Cree language and culture, and that their performance in other subject areas was not negatively affected by their focus on Cree language learning. Adult interviews demonstrated that parents and teachers had realistic assessments of students’ performance, but that they were strongly committed to the program. Parents demonstrated that they were very engaged in their children’s education.October 2006
5
Baloyi, Gugulethi N. "Foundation Phase reading materials: what do commercial publishers and educational NGOs offer African language speakers?" Thesis, 2017. https://hdl.handle.net/10539/24587.
Testo completoAbstract (sommario):
A research report submitted to the School of Literature, Language and Media, Faculty of Humanities, University of the Witwatersrand in partial fulfillment of the requirements for the degree of Master of Arts in Publishing Studies, 2017This study has aimed to investigate what reading materials commercial publishers and education NGOs currently offer to Foundation Phase learners in the nine official African languages and also the extent to which these materials are marketed and made available to the general public by the publishers. It has been guided by two research questions. The first is as follows: What is available for early readers (learners) to read in their home languages? This question seeks to address the issue of what kind of reading material is available for Foundation Phase learners to use in early literacy, in the nine indigenous South African languages, ranging from readers, to fictional and non-fiction information books which are likely to develop their interest in reading and their literacy skills. In addition to what is available for learners, the second main question is: How do people find out about materials that are being published? How are the materials being marketed by the publishers? Who knows about them and how do they know about them? How would people get access to the materials if they wished to purchase them? The study is in two parts. The first part involved a survey of published reading materials and the second part was a personal investigation of accessibility, in terms of ease or difficulty of finding and/or purchasing these reading materials. One of the main findings is that outside the mainstream educational publishers there is reluctance on the part of many publishers to publish texts in African languages for young readers. At present, much of the reading material published by the mainstream educational publishers for Foundation Phase readers conforms to the requirements of the CAPS curriculum. The limited variety may discourage children from reading in their home languages. The limited availability to the general public of existing texts in African languages is another of the key findings of this study and the lack of information about freely available texts is third. One encouraging development is that education NGOs are finding creative ways to make interesting texts available to young readers in a range of languages.
XL2018
Libri sul tema "Cree language materials – Bilingual"
1
Wynne, Tina. Wisakecak eko maka maikanak =: Wesakaychak and the wolves. Cobalt, Ont: Highway Book Shop, 1993.
Cerca il testo completo
2
Lazarus, Sandus. Wisakecak eko maka amisk =: Wesakaychak and the beaver. Cobalt, Ont: Highway Book Shop, 1993.
Cerca il testo completo
3
Ballantyne, Bill. Wesakejack and the flood. Winnipeg: Bain & Cox, Publishers, 1994.
Cerca il testo completo
4
Highway, Tomson. Caribou song. Brighton, Mass: Fifth House, 2013.
Cerca il testo completo
5
Ballantyne, Bill. Wesakejack and the bears. Winnipeg, Canada: Bain & Cox, Publishers, 1994.
Cerca il testo completo
6
Wrangham, Catherine. Bilingual in Britain: Language training materials for the bilingual worker. London: Institute of Linguistics Educational Trusts, 1989.
Cerca il testo completo
7
Wrangham, Catherine. Bilingual in Britain: Language training materials for the bilingual worker. London: Institute of Linguists Educational Trust, 1996.
Cerca il testo completo
8
Langer, Jennifer. ESOL refugee pack: Bilingual materials,Somali/English. London: HAAN Associates, 1992.
Cerca il testo completo
9
Pacis, Carla M. The grand parade. Quezon City, Philippines: Adarna House, 2009.
Cerca il testo completo
10
Tadjo, Véronique. The lucky grain of corn. London: Milet, 2000.
Cerca il testo completoCapitoli di libri sul tema "Cree language materials – Bilingual"
1
Bakker, Peter. "The Source Languages of Michif". In A Language of Our Own, 248–76. Oxford University PressNew York, NY, 1997. http://dx.doi.org/10.1093/oso/9780195097115.003.0009.
Testo completoAbstract (sommario):
Abstract In the foregoing chapters we have seen that Michif, which combines Cree and French elements, is a language in its own right. It is a so-called intertwined language spoken by the Métis people. The Métis are a consequence of the Canadian fur trade, during which European men married Amerindian women. Their children were bilingual, and they more or less combined the grammatical system of the mother’s language with the lexicon of the father’s. From this combination the Michif language emerged, a language with Cree verbs and French nouns.
2
Asrifan, Andi, Muthmainnah e Mohammed Galal Mohammed. "The Perceptions on Bilingual-based Materials Approach in English for Educational Technology". In Modern Perspectives in Language, Literature and Education Vol. 4, 28–38. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/mplle/v4/8349d.
Testo completo
3
Hough, Ruth A. "Methods and Materials for the Bilingual—English as a Second Language Teacher". In Handbook of Instructional Practices for Literacy Teacher-Educators, 283–90. Routledge, 2001. http://dx.doi.org/10.4324/9781410605214-30.
Testo completo
4
Crowe, Kathryn. "Assessing Signed Language Skills in Bi-/Multilingual, Deaf and Hard of Hearing Children". In The Handbook of Language Assessment Across Modalities, 207–20. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190885052.003.0018.
Testo completoAbstract (sommario):
Providing appropriate and evidence-based services for linguistically diverse, bilingual, and multimodal deaf and/or hard-of-hearing (D/HH) children is an important aspect of education and intervention programs. The increasing linguistic diversity of D/HH children creates challenges for professionals who need to understand and document these children’s linguistic systems through appropriate and informative assessment of children’s speech, and spoken language, and/or sign language skills. However, assessment can prove challenging, particularly when a child’s language environment contains more than one language in one or more modality. In this chapter, areas of assessment relevant to bilingual D/HH children are discussed to guide practitioners’ decisions on selecting and using appropriate assessment materials and approaches. Special focus is given to assessment considerations that can inform practice when assessment resources for a particular language are not available.
5
Aerila, Juli-Anna, e Merja Kauppinen. "Stories Make Readers". In Research Anthology on Bilingual and Multilingual Education, 880–904. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch044.
Testo completoAbstract (sommario):
Using literature in multilingual and second language classes promotes literacy skills and helps children to adapt to second language instruction. This chapter presents the theoretical framework and practical implementations for enhancing the use of literature in multilingual environments employing Stories Make Readers (StoRe)–project as an example. StoRe concept helps to promote the use of fictional literature and to increase the reading materials and reading time at school and at home. An important aim is to offer, in multilingual groups, reading materials that correspond to the reading abilities and interest of the readers, and to connect different collaborative, child-centered, and multidisciplinary activities in reading. The multilingual line of the StoRe project, called Creating Innovative Approaches to Language Education (IKI), identifies and promotes innovative models for the use and development of language in education and creates research-based, pedagogical maps that help teachers develop and improve their pedagogical practices.
6
Guadamillas Gómez, María Victoria. "Plurilingual and Literacy Competencies in Preschool". In Research Anthology on Bilingual and Multilingual Education, 1253–66. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch063.
Testo completoAbstract (sommario):
This chapter describes a didactic proposal with the main goal of introducing plurilingual and literacy competencies in early school years. Furthermore, the chapter offers a linguistic and intercultural analysis of two picture books that can be used at preschool to promote L2 learning and cultural awareness. Firstly, the legislation regarding preschool is commented on and related to L2 development and acquisition at this stage. Then secondly, children's literature is regarded as an intercultural vehicle and connected to “culture” in a preschool content and language integrated learning (CLIL) setting. Thirdly, two picture books are analysed with respect to their potential as language learning materials and cultural triggers, and finally, some brief reflections are made.
7
Galasso, Bruno, e Dirceu Esdras. "The Conception of the First Bilingual Education Course for the Deaf in Higher Education". In Advances in Educational Technologies and Instructional Design, 15–36. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0453-2.ch002.
Testo completoAbstract (sommario):
In this chapter, the authors explore the development of the first bilingual education course aimed at deaf people in higher education in Brazil, exploring the pedagogical model that guided the course conception. The design process of the first bilingual learning platform accessible through sign language is presented, including learning tools specifically developed to support the experience of deaf students. Additionally, it describes the organizational and methodological principles, including the preparation and production of teaching materials and the bilingual virtual learning platform for deaf students, which were part of an innovative educational model capable of bringing deaf and non-deaf students together in a single ecosystem.
8
Pimentel-Velázquez, Cynthia Yanin, e Víctor Pavón-Vázquez. "The Pedagogical Dimension and the Use of Materials in English-Taught Programs in Higher Education". In Teacher Training for English-Medium Instruction in Higher Education, 320–39. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2318-6.ch015.
Testo completoAbstract (sommario):
The necessity to develop the language proficiency of students in higher education and to equip them with the necessary professional and multicultural competences has become a priority in higher education. Irrespective of the different kind of proposals available, it is a fact that, today, English-taught programs are raising a great deal of interest. However, very little attention is being given to the pedagogical dimension, not only to what concerns the specific methodologies, but also to the resources with which they work. In this chapter the authors will review the basic principles that should encourage the development of materials adapted for bilingual teaching, and more specifically, they will analyse the properties and most relevant characteristics that these materials must possess, ending up by offering a practical instrument regarding the criteria that should encourage the design and development of didactic materials for bilingual education at the tertiary level.
9
Salomone, Rosemary. "A Revolution in the Making". In The Rise of English, 307–34. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190625610.003.0012.
Testo completoAbstract (sommario):
This chapter examines the growing interest in dual language immersion programs that, abandoning the deficit narrative, respond to demands of globalization and migration. The chapter looks at notable examples in two states and one city and the political and demographic factors that have made each one succeed. The California discussion focuses on grassroots efforts by Californians Together in building a coalition of advocates and state legislators despite a state law limiting bilingual instruction. In Utah it examines the collaboration among business interests, language advocates, and the state, with an overlay of religious pragmatism. The discussion lastly turns to New York City and the “bilingual revolution” led by French-speaking families with the support of the French embassy. The chapter reveals the challenges facing these programs in staffing, funding, and materials and in assuring that they serve the less privileged students whose bilingual potential the approach was originally designed to realize.
10
Terrazas-Arellanes, Fatima E., Carolyn Knox, Carmen Rivas e Emily Walden. "English Language Learners’ Online Science Learning". In Advances in Educational Technologies and Instructional Design, 322–55. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch017.
Testo completoAbstract (sommario):
English Learners may struggle when learning science if their cultural and linguistic needs are unmet. The Collaborative Online Projects for English Language Learners in Science project was created to assist English learners’ construction of science knowledge, facilitate academic English acquisition, and improve science learning. The project is a freely available, online project-based, bilingual instructional website designed for English learners of Hispanic origin. The project website contains two units: Let’s Help Our Environment and What Your Body Needs. To create these collaborative online projects, two constructivist approaches were combined: The Cognitive-Affective Theory of Learning with Media and Project-Based Learning. These approaches to science education were used as the basis for culturally and linguistically relevant science instruction, which was delivered within a collaborative, online instructional platform. Using a case study design, two teachers demonstrated implementation of the project with fidelity, and students showed statistically significant gains in science content assessments. The Collaborative Online Projects for English Language Learners in Science project provides educators with a strong model for creating instructional materials that support English learners’ science learning by combining culturally-relevant, constructivist, collaborative projects using online, multimedia technology.
Atti di convegni sul tema "Cree language materials – Bilingual"
1
González-Rosende, María Eugenia, José Ignacio Bueso-Bordils, Encarna Castillo, Sara Paradells e Mónica Pascual. "BILINGUAL TEACHING LAB MATERIALS TO FACILITATE SCIENTIFIC LANGUAGE IMMERSION OF INTERNATIONAL STUDENTS: A STUDY CASE". In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0416.
Testo completo
2
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.
Testo completoAbstract (sommario):
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.
3
Lebedeva, M. Y., T. S. Veselovskaya, L. Y. Zhiltsova, O. F. Kupreshchenko e A. N. Laposhina. "LEXICAL PROFILES OF RUSSIAN TEXTBOOKS FOR L1 AND L2 LEARNERS: COMPARATIVE CORPUS STUDY". In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1036-1048.
Testo completoAbstract (sommario):
This corpus-based study investigates the vocabulary of modern Russian textbooks for primary school children with different language proficiency in Russian (L1, L2 and bilingual children). As there are very limited requirements for this kind of educational materials and no official frameworks of language proficiency for very young learners of Russian, we suppose that the objective analysis of current coursebooks can show the present state of the field and reveal the areas of improvement. In this paper we focus on a detailed frequency analysis of vocabulary items and collocations within different sections of textbooks. For the research purposes a special textbook corpus TIRTEC has been created and annotated. By comparing the lexical content of textbooks, we endeavour to reveal the methodological approach to language teaching of children with different educational needs. Also the data from textbooks is compared to the words frequency range according to Russian National Corpus, so it permits to evaluate modern Russian textbooks in terms of their affinity to the “real” language.
Rapporti di organizzazioni sul tema "Cree language materials – Bilingual"
1
Best Practice Case: TC Project number TC9905059: Ticuna Education Project. Inter-American Development Bank, gennaio 2006. http://dx.doi.org/10.18235/0008872.
Testo completoAbstract (sommario):
The general objective of this project was to improve the quality of education at the Ticuna indigenous schools in the Amazonas state in Brazil through the implementation of a four-course Bilingual Ticuna teacher program in which the indigenous people are the principal actors in the transformation of their education system. The outcomes of this program went beyond its intended objectives of training bilingual Ticuna teachers and developing Ticuna teaching materials, to becoming a vehicle for the Ticuna communities to preserve and maintain Ticuna cultural traditions, language and values.