Articoli di riviste sul tema "Cree language materials – Bilingual"
Segui questo link per vedere altri tipi di pubblicazioni sul tema: Cree language materials – Bilingual.
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 articoli di riviste per l'attività di ricerca sul 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.
Vedi gli articoli di riviste di molte aree scientifiche e compila una bibliografia corretta.
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.
11
Fernández, Sofia, José Rodriguez e Isabella Rodriguez. "Effectiveness of English Language Learning Apps for Bilingual Speakers". Research Studies in English Language Teaching and Learning 1, n. 1 (20 marzo 2023): 20–26. http://dx.doi.org/10.62583/rseltl.v1i1.3.
Testo completoAbstract (sommario):
The emergence of mobile technologies has revolutionized the field of language learning, especially for bilingual speakers who seek to enhance their English language proficiency. English language learning apps have been developed to provide convenience and flexibility in language learning, allowing users to access language learning materials anywhere and anytime. The purpose of this research paper is to explore the effectiveness of English language learning apps for bilingual speakers. A review of existing literature was conducted to evaluate the impact of English language learning apps on the language learning outcomes of bilingual speakers. The research findings suggest that English language learning apps are effective tools in improving bilingual speakers' English language skills. However, certain factors such as app design, user motivation, and language proficiency level can affect the effectiveness of these apps. Further research is needed to understand the role of these factors in the effectiveness of English language learning apps for bilingual speakers.
12
Boştină-Bratu, Simona, Alina Negoescu e Lucia Morar. "Advantages of Language Proficiency in the Military Environment". International conference KNOWLEDGE-BASED ORGANIZATION 28, n. 2 (1 giugno 2022): 129–33. http://dx.doi.org/10.2478/kbo-2022-0060.
Testo completoAbstract (sommario):
Abstract Multilingualism describes the fact of using several living languages, understanding them, and mastering their nuances. Languages apprenticeship is long, tedious, but rewarding. Worldwide, 60-75% of the population speaks at least two languages. To be monolingual is to be part of a minority. For the new generations of military leaders, speaking several languages is a huge advantage, socially, professionally and neurologically. After briefly reviewing some scientific data on the advantages of the bilingual brain, the paper discusses how bilingualism positively affects their cognitive development as future Army leaders. Indeed, the obligation to juggle between two languages, the mother tongue and the language learned, offers bilingual people better control of the executive functions of their brain. In other words, the faculties of attention, memory, reasoning developed by learning the language are reinforced. This is an advantage for the military leader, who can thus process each piece of information more quickly and adapt more effectively to the evolution of a situation in a theatre of operations, for example. Cognitive control skills, mental flexibility, the ability to perform tasks requiring change, monitoring and conflict control are thus easier for a bilingual army officer.
13
Mirchevska-Bosheva, Bilyana, e Natalia V. Medvedeva. "Pedagogical discourse of a bilingual - future teacher of the Russian language". Russian Language Studies 20, n. 3 (30 settembre 2022): 344–59. http://dx.doi.org/10.22363/2618-8163-2022-20-3-344-359.
Testo completoAbstract (sommario):
Learning of the Russian pedagogical discourse of a bilingual person plays a great role in science, because this discourse is based on ethno-cultural/bilingual consciousness, cognitive processes, speech activity and communicative behavior peculiarities. The relevance of the study is determined by the need to analyze pedagogical discourse of a bilingual Komi-Permyak bachelor in the process of training for the profession of a Russian language teacher. The aim of the research is to build a model of communicative-verbal act of a bilingual in different educational environments: monolingual (Russian-speaking), bilingual (Komi-Permyak-Russian), multilingual in multi-ethnic classes. Research materials include scientific sources on cognitive science, psycholinguistics, discourse studies, bilingualism; textbooks and manuals on teaching Russian as a native/non-native tongue/foreign language; scientific works on comparison of Komi-Permyak and Russian languages. The research methods are the following: involved observation of the process of educational communication, analysis of the Russian-language pedagogical discourse of a Komi-Permyak bachelor bilingual personality, communicative speech acts modeling. The study proved that the pedagogical discourse of a bilingual teacher of the Russian language specifically reflects the processes of ethno-linguistic consciousness, manifested in cognitive, speech, linguistic and methodological activity, and communicative behavior. Communicative acts are not perfect and should be controlled by the bilingual consciousness of the teacher and vary depending on the certain audience. Pedagogical discourse research both from the side of the teacher bilingual personality and of students provides grounds for effective training of a future teacher at the university. The results of discursive analysis are presented by models of communicative speech acts based on different learning environments and addressees, that allow to create linguistic and methodological base for a future bilingual teacher of the Russian language, who will be ready to teach Russian-speaking monolinguals, bilingual Komi-Permyaks, students with different native languages.
14
Vynarchyk, Mariia. "COGNITIVE, LINGUISTIC AND CULTURAL ASPECTS OF EDUCATIONAL ACTIVITIES OF BILINGUAL PRIMARY SCHOOLS AND PRE-SCHOOLS IN THE CITY OF BORDEAUX IN FRANCE". Scientific journal of Khortytsia National Academy, n. 2023-8 (25 maggio 2023): 7–12. http://dx.doi.org/10.51706/2707-3076-2023-8-8.
Testo completoAbstract (sommario):
The scientific article explores the educational activities of bilingual primary schools and preschools in the city of Bordeaux in France. The research carried out is the result of the author's scientific internship at the University of Bordeaux 3. It has been established that the educational process in bilingual schools is aimed at achieving a single goal - high-quality language learning, which is important in today's conditions and contributes to the implementation of its linguistic aspect. Pupils of bilingual classes have the opportunity to immerse themselves in a bilingual environment on a daily basis under the constant attention of qualified specialists in bilingual education. All necessary conditions are created so that children learn easily and are maximally interested in the educational process. In the conditions of bilingual education, it is typical for teachers to actively use interactive methods of educational foreign language activities, since the degree of perception and assimilation of knowledge by students depends on the correct choice of teaching methods, the way of presenting and explaining the topic of the lesson. This significantly strengthens the cognitive aspect of bilingual education. Having analyzed the activity of bilingual schools in the city of Bordeaux, we can single out the characteristic features of their functioning: the activity of bilingual classes is focused on teaching one or more non-linguistic disciplines in two languages: native and foreign; admission of students to bilingual classes is based on voluntariness and conscious choice; functioning of bilingual classes is carried out under the constant attention of the Ministry of Education, departments and national councils on education, as well as the management of educational institutions; one of the factors of the successful functioning of bilingual classes is the professional training of the teacher; study in bilingual classes ends with passing the exam for a Bachelor's degree marked "European" or "international", which gives the opportunity to continue studying in leading educational institutions in Europe and the world.
15
V. Chavez, Jason. "Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum". Arab World English Journal 13, n. 3 (24 settembre 2022): 325–38. http://dx.doi.org/10.24093/awej/vol13no3.21.
Testo completoAbstract (sommario):
This study aimed to absorb the narratives from the parents on the using of the English Language in terms of utilizing their stories in the different levels of curriculum development, such as teaching activities and strategies. The study analyzed the narratives on their diverse experiences with the English Language and how these stories can contribute to the development of the English Language Teaching (ELT) curriculum. This study was exploratory research that used narratives of bilingual parents from Zamboanga City, Philippines, as the foundation for real-life application of the English language. Forty (40) bilingual parents, who have children as learners of the English Language, were interviewed extensively to navigate their experiences in their real professional lives to extract important stories where the use of the English Language was important for many purposes. Results revealed that the narratives of the bilingual parents, which included real-life examples of using the English Language, can contribute to a better curriculum design for ELT, relevant and timely production of learning materials, and better training programs for teachers on activities and teaching strategies. These narratives are collaborative materials for the schools to consider in designing the English Language Teaching Curriculum. The real-life applications of the English language increase the authenticity and practical value of specific ELT strategies and other teaching-learning styles
16
Fekar Gharamaleki, Fatemeh, Hourieh Ahadi, Mehdi dastjerdikazemi, Pouan bagherpour, Akbar Darouie, Abbas Ebadi, fariba yadegar, Salah Eddin Karimi e Gelavizh karimijavan. "Determinants of Language Impairment in Turkish-Persian Bilingual Children". Scientific Journal of Rehabilitation Medicine 10, n. 5 (6 marzo 2022): 0. http://dx.doi.org/10.32598/sjrm.10.5.8.
Testo completoAbstract (sommario):
Background and Aims: Bilingual children are sometimes over-identified with language impairment and sometimes their language impairment under-identified that in either case, proper intervention is not possible. Accurate measurement of bilingual child language development involves assessing both of their languages. The purpose of this study was to identify a set of measures that would discriminate language impairment in bilingual Turkish-Persian children aged 5 to 7 years in Tehran. Materials and Methods: In this descriptive-analytical study, the language sample of 24 bilingual children with no language impairment and 8 bilingual children with language impairment was analyzed according to the linguistic measures of mean length of Terminable-unit, number of total words, number of different words, and number of grammatical errors per Terminable-unit. Children without language impairment were selected from kindergartens and schools by multi-stage cluster sampling method. Language-impaired children were selected by the Speech-Language Pathologist with at least three years of bilingual speech and language pathology services from Tehran-based speech therapy clinics in an accessible manner. There was no significant difference between the groups in terms of nonverbal intelligence, age of exposure and duration of exposure to Persian. Parents responded to questions about their perceptions of their children’s speech and language skills and family history of speech and language problems. Results: Diagnostic analysis indicated that 3 measures discriminated the groups of children with sensitivity 87.5%: the Parent Report Questionnaire, number of total words, and mean length of T-unit. Conclusion: According to the results, Indicators of parental reports and language criteria in identifying the language damage of Turkish-Persian bilingual children can be of diagnostic use for speech and language pathologists.
17
Ramos, Pablo Ramón. "Attention to Diversity in Bilingual Education: Stakeholder Perceptions in a Bilingual Region". Journal of Language Teaching and Research 14, n. 4 (1 luglio 2023): 1094–107. http://dx.doi.org/10.17507/jltr.1404.28.
Testo completoAbstract (sommario):
This study aims at showcasing educational stakeholders’ perspectives on catering for diversity in Content and Language Integrated Learning (CLIL) settings in Spain, specifically in the Valencian Region. This research, which is part of the ADiBE Project (Attention to Diversity in Bilingual Education), begins by depicting the main principles of CLIL and its deployment in Spain and the Valencian Community. Then, after framing the different studies conducted under the acronym ADiBE, the article presents the objectives, research design, sample, variables, instruments, procedure and statistical methodology of this study. Finally, the results are outlined in three steps: descriptive, within-cohort and across-cohort results in the five sections which have been canvassed: linguistic aspects, methodology and groupings, materials and resources, evaluation and teacher training and coordination. Consequently, this paper carves out a clear picture of how CLIL is being implemented in the Valencian Community, a traditionally bilingual region which is increasingly becoming multilingual.
18
Huynh, Duc Du. "Sino-Vietnamese Bilingual Dictionaries from the Middle Ages to the Present". Acta Linguistica Asiatica 14, n. 1 (30 gennaio 2024): 111–41. http://dx.doi.org/10.4312/ala.14.1.111-141.
Testo completoAbstract (sommario):
Sino-Vietnamese bilingual dictionaries of the Middle Ages and the Modern Ages serve as crucial source materials for the examination of the historical evolution of bilingual lexicography within the realm of East Asian Chinese characters. Despite their significance, the scholarly community has bestowed limited attention on this subject, leaving numerous facets unexplored. This article endeavors to furnish a comprehensive overview of the prevailing status of Sino-Vietnamese bilingual dictionaries, delving into three primary perspectives. Building upon this framework, the historical trajectory of Sino-Vietnamese bilingual dictionaries is delineated into three pivotal epochs, each further classified into distinct sub-categories based on regional disparities between the North and the South, as well as variations attributable to different compilers. The overarching objective is to present a holistic panorama of Sino-Vietnamese bilingual dictionaries from the Middle Ages to the Modern Ages, thereby laying a solid groundwork for subsequent scholarly inquiry and advancement.
19
Mufida, Nisa Hanum, e Harni Kartika Ningsih. "IDENTIFYING COMPOSITIONAL INSTRUMENTS IN A BILINGUAL PICTURE BOOK FOR LANGUAGE LEARNING". LLT Journal: A Journal on Language and Language Teaching 25, n. 2 (10 ottobre 2022): 596–615. http://dx.doi.org/10.24071/llt.v25i2.4696.
Testo completoAbstract (sommario):
Bilingual picture books are one of the materials in joint-reading activities between adults and pupils. When using picture books, adults face difficulty conveying meaning from the book to children. Therefore, this paper investigates the compositional elements of a bilingual picture book and provides an understanding of exploring a picture book to create meaningful reading activities. This case study employs a multimodal discourse analytical approach to understand the placement of the visual resources and the dual text of a bilingual picture book entitled Kina Punya Teman Baru. The result shows the compositional instruments tend to attract the reader's focus on the characters and the continuity of the storyline. The tendency of using co-located backgrounds along with the simple bull eye focus of images directs readers to the actions and emotions experienced by the character. Visual elements in a bilingual picture book are put in a contextualized setting offering readers the to explore the particular image. This bilingual picture book uses Indonesian as L1 and English as L2. The composition of the verbal text layout indicates that this bilingual picture book is intended for pupils speaking Indonesian and are willing to learn English, but they still require scaffolding in accessing the language being learned.
20
Eikerling, Maren, Marco Andreoletti, Matteo Secco, Bianca Luculli, Giulia Cha, Sofía Castro, Stefania Gazzola et al. "Remote Screening for Developmental Language Disorder in Bilingual Children: Preliminary Validation in Spanish–Italian Speaking Preschool Children". Applied Sciences 13, n. 3 (21 gennaio 2023): 1442. http://dx.doi.org/10.3390/app13031442.
Testo completoAbstract (sommario):
Due to the difficulties in differentiating bilingual children with Developmental Language Disorder (DLD) from bilingual children with temporary language difficulties that may be caused by heterogeneous language input, language assessments of bilingual children are challenging for clinicians. Research demonstrates that assessments of bilingual children should be in all the languages a bilingual child speaks. This can be arduous for clinicians, but computerised screening approaches provide potential solutions. MuLiMi is a new web-based platform designed to automatise screening procedures for bilingual children at risk of DLD. To validate this procedure and investigate its reliability, 36 Spanish-speaking children, aged 4–6 years old, living in Italy, were tested remotely using the Italian–Spanish MuLiMi DLD screening. Sixteen of the participants were previously diagnosed with DLD. L2 (second or societal language) as well as L1 (first or family language) language abilities in static (nonword repetition, grammaticality judgement, and verb comprehension) as well as dynamic tasks (dynamic novel word learning) were assessed. Speed and accuracy of the children’s responses were automatically recorded (except nonword repetition). Significant associations emerged between the results obtained in the screening tasks when comparing them to parental questionnaires and standardised tests. An exploratory analysis of the diagnostic accuracy indicates that the single screening scores as well as the overall total score significantly contribute to DLD (risk) identification.
21
Lorenzo, Francisco, e Adrián Granados. "ONE GENERATION AFTER THE BILINGUAL TURN: RESULTS FROM A LARGE-SCALE CLIL TEACHERS’ SURVEY". Elia, n. 20 (2020): 77–111. http://dx.doi.org/10.12795/elia.2020.i20.04.
Testo completoAbstract (sommario):
The bilingual turn required education systems to undergo structural changes in order to adapt to the new situations. These adjustments included better language training for teachers, the adoption of alternative teaching methods, the increased use of ICT and self-designed materials, the curricular integration of content and language and the creation of competence-based assessment guidelines. In order to evaluate the depth of this transformation and the actual effect that it had on students and schools, a sustained observation covering a sufficiently wide timespan needed to be performed. Two decades after the inception of bilingual education in Andalusia—Southern Spain—, this paper will describe the configuration of the Bilingual Program as perceived by the change agents: the school teachers. L1 Spanish teachers, L2 teachers and content teachers adopted different practices and therefore hold slightly divergent opinions. Nevertheless, there exists a consensus on the general benefits of CLIL bilingual education. Drawing from their perceptions, which will be presented for each of the above-mentioned aspects, this paper will counter the most recurrent criticisms that CLIL education meets. Keywords: Bilingual education, content and language integrated learning (CLIL), competence-based learning, teachers’ perception, Andalusian Bilingual Program, Andalusia.
22
Perez Peguero, Lisset. "The Impact of Technology-Enhanced Language Learning on Bilingual Education". International Journal of Scientific Research and Management (IJSRM) 12, n. 04 (12 aprile 2024): 3340–50. http://dx.doi.org/10.18535/ijsrm/v12i04.el05.
Testo completoAbstract (sommario):
Bilingual education stands as a pivotal approach in contemporary educational landscapes, aiming to cultivate bilingualism and enhance academic achievement among students. In recent years, technology-enhanced language learning (TELL) has emerged as a promising avenue to augment bilingual education efforts. This paper presents a thorough examination of the impact of TELL on bilingual education, synthesizing theoretical frameworks, exploring various technologies utilized, assessing effectiveness, and addressing challenges and future directions. The theoretical underpinnings of TELL encompass constructivism, sociocultural theory, and cognitive load theory. Drawing from constructivist principles, TELL engages learners actively in constructing knowledge through meaningful interactions with technology-mediated learning environments. Sociocultural theory accentuates the socio-cultural context of language learning, underscoring TELL's potential to foster collaboration and cultural exchange among bilingual learners. Cognitive load theory informs the design of TELL materials to optimize learning outcomes by managing cognitive resources effectively. Technologies employed in bilingual education span diverse platforms, including computer-assisted language learning (CALL), mobile applications, virtual reality (VR), augmented reality (AR), and online collaboration tools. CALL platforms offer interactive exercises and personalized feedback, while mobile applications afford ubiquitous access to language learning resources. VR and AR technologies provide immersive experiences, enriching cultural understanding and language proficiency. Online collaboration tools facilitate synchronous and asynchronous communication, fostering peer interaction and collaboration. Research findings underscore the effectiveness of TELL in enhancing language proficiency, cultural understanding, and overall learning outcomes in bilingual education settings. TELL interventions have demonstrated significant improvements across language skills, motivating learners and fostering positive attitudes toward language learning. However, challenges such as limited access to technology, digital literacy skills, and the need for teacher training persist, hindering widespread implementation. Addressing these challenges requires concerted efforts to promote equitable access to technology, enhance digital literacy skills, and provide ongoing professional development for educators. Collaborative endeavors among stakeholders are essential to develop inclusive strategies for leveraging technology to support bilingual learners effectively. Future research should focus on innovative TELL approaches, long-term impact evaluation, and best practices for technology integration in bilingual education. TELL holds immense promise in enriching bilingual education by providing interactive, engaging, and culturally relevant learning experiences. By leveraging theoretical frameworks and diverse technologies, TELL has the potential to transform language learning practices and cultivate global citizens proficient in multiple languages. However, concerted efforts are needed to overcome challenges and maximize the benefits of TELL for all bilingual learners, emphasizing the importance of collaboration, research, and advocacy in advancing bilingual education in the digital age.
23
Matusiak, Krystyna K., Ling Meng, Ewa Barczyk e Chia-Jung Shih. "Multilingual metadata for cultural heritage materials". Electronic Library 33, n. 1 (2 febbraio 2015): 136–51. http://dx.doi.org/10.1108/el-08-2013-0141.
Testo completoAbstract (sommario):
Purpose – The purpose of this paper is to explore multilingual access in digital libraries and to present a case study of creating bilingual metadata records for the Tse-Tsung Chow Collection of Chinese Scrolls and Fan Paintings. The project, undertaken at the University of Wisconsin-Milwaukee Libraries, provides access to digital copies of calligraphic and painted Chinese scrolls and fans from the collection donated by Prof Tse-Tsung Chow (Cezong Zhou). Design/methodology/approach – This paper examines the current approaches to multilingual indexing and retrieval in digital collections and presents a model of creating bilingual parallel records that combines translation with controlled vocabulary mapping. Findings – Creating multilingual metadata records for cultural heritage materials is in an early phase of development. Bilingual metadata created through human translation and controlled vocabulary mapping represents one of the approaches to multilingual access in digital libraries. Multilingual indexing of collections of international origin addresses the linguistic needs of the target audience, connects the digitized objects to their respective cultures and contributes to richer descriptive records. The approach that relies on human translation and research can be undertaken in small-scale digitization projects of rare cultural heritage materials. Language and subject expertise are required to create bilingual metadata records. Research limitations/implications – This paper presents the results of a case study. The approach to multilingual access that involves research, and it relies on human translation that can only be undertaken in small-scale projects. Practical implications – This case study of creating parallel records with a combination of translation and vocabulary mapping can be useful for designing similar bilingual digital collections. Social implications – This paper also discusses the obligations of holding institutions in undertaking digital conversion of the cultural heritage materials that originated in other countries, especially in regard to providing metadata records that reflect the language of the originating community. Originality/value – The research and practice in multilingual indexing of cultural heritage materials are very limited. There are no standardized models of how to approach building multilingual digital collections. This case study presents a model of providing bilingual access and enhancing the intellectual control of cultural heritage collections.
24
Panyawuthakrai, Rakkhun. "A Survey on Teachers’ Attitudes Towards Bilingual Education (Thai-Tai Yai based) for Border Schools in Mae Hong Son, Thailand". Rajabhat Chiang Mai Research Journal 24, n. 2 (10 luglio 2023): 194–214. http://dx.doi.org/10.57260/rcmrj.2023.262737.
Testo completoAbstract (sommario):
This paper aimed to carry out a preliminary survey on teachers’ attitudes towards bilingual education (Thai-Tai Yai based) for local schools in border areas of Pang Mu areas, Mueang district of Mae Hong Son Province of Thailand, to reveal 1) the feasibility and requirements of implementing MTB program(s) in border schools; 2) the nature and implementation of MTB materials; and 3) the nature and implementation of MTB curricula. The research population was 109 teachers from 18 educational institutions. The research instruments were 1) a survey form about language and language use in schools and 2) a questionnaire consisting of five sections: basic information of the respondents; opinions on the management of bilingual education; cost and need for creating primary bilingual media, bilingual courses; and suggestions, respectively. Data were analyzed quantitatively and qualitatively by using frequency, percentage, summation, and arithmetic mean. The results were that (1) the teachers were not ready for any form and aspect of teaching instructions—having few costs and making few demands for building and creating media for bilingual instructions in five related issues as follows: solid foundational media; primary media for listening-speaking Thai; preparation for reading-writing the Thai language; development of reading-writing skills in Tai Yai language with Thai characters; and enhancement of reading-writing skills with reading materials in Tai Yai language; (2) the teachers have few costs and needs for creating a bilingual model course in their schools on eight bases, namely: educational standards; Thai/Tai Yai languages; Thai/Tai Yai cultures; local needs conformity; basic language skills; multicultural understanding, Tai Yai cultural conservation; and teaching plans in bi/multilingual education, and; (3) the teachers lack knowledge, understanding of bi/multilingualism principles, and experiences. Conclusively, bilingual (Thai-Tai Yai) education was not a ready requirement for schools in Mae Hong Son border areas.
25
Ariani, Ni Made, e Ni Luh Putu Krisnawati. "The Linguistic Landscape of Accommodations in Ubud". PAROLE: Journal of Linguistics and Education 12, n. 2 (11 novembre 2022): 231–39. http://dx.doi.org/10.14710/parole.v12i2.231-239.
Testo completoAbstract (sommario):
This research investigates what languages signs in the accommodation businesses use in the area of Ubud, Bali, Indonesia to introduce or promote their businesses. As it is widely known, Ubud has become one of the most visited destinations in the world. The blooming tourism industry in Ubud provides an important effect in the growth of this business. Analyzing the linguistic situation of this region is expected to provide an important insight about the position of Balinese as the local language, Indonesian as the national language and English as the international language. The finding of this research shows that among the entire 328 collected signs in this research, Balinese is used as many as 266 times in bilingual signs, Indonesian is used as many as 258 times in bilingual signs, English is used as many as 373 times, both in monolingual and bilingual signs. This finding shows that English still dominates the communication system in this area, therefore Balinese and Indonesian need to promoted more in public space.
26
Ariani, Ni Made, e Ni Luh Putu Krisnawati. "The Linguistic Landscape of Accommodations in Ubud". PAROLE: Journal of Linguistics and Education 12, n. 2 (11 novembre 2022): 82–90. http://dx.doi.org/10.14710/parole.v12i2.82-90.
Testo completoAbstract (sommario):
This research investigates what languages signs in the accommodation businesses use in the area of Ubud, Bali, Indonesia to introduce or promote their businesses. As it is widely known, Ubud has become one of the most visited destinations in the world. The blooming tourism industry in Ubud provides an important effect in the growth of this business. Analyzing the linguistic situation of this region is expected to provide an important insight about the position of Balinese as the local language, Indonesian as the national language and English as the international language. The finding of this research shows that among the entire 328 collected signs in this research, Balinese is used as many as 266 times in bilingual signs, Indonesian is used as many as 258 times in bilingual signs, English is used as many as 373 times, both in monolingual and bilingual signs. This finding shows that English still dominates the communication system in this area, therefore Balinese and Indonesian need to promoted more in public space.
27
Zhu, Qibo, Diana Inkpen e Ash Asudeh. "Automatic extraction of translations from web-based bilingual materials". Machine Translation 21, n. 3 (settembre 2007): 139–63. http://dx.doi.org/10.1007/s10590-008-9040-7.
Testo completo
28
Кдирбаева, А. "Development and implementation of intercultural bilingual education". Ренессанс в парадигме новаций образования и технологий в XXI веке 1, n. 1 (22 novembre 2023): 74–76. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp74-76.
Testo completoAbstract (sommario):
What is bilingual education? Bilingual education is becoming the trend of last decades, but not every parent knows what this word actually means. The essence of bilingual education is the bilingual presentation of school subjects. It is not limited to grammar, vocabulary or just listening cartoons in English. A foreign language becomes a mechanism of cognition, not its purpose. So the subjects like mathematics, biology, physics, art history and foreign literature are taught exclusively in English. Russian language or Mother Tongue is educated in Russian or Mother Tongue class only. However, a number of schools and kindergartens consider themselves to be «bilingual», just teaching kids to English only twice a week. This article provides information about real bilingual education , about its opportunities and obstacles and about development and implementation of intercultural bilingual education.
29
Hosen, Md Sozib, e Mst Tanna Khatun. "The Impact of Media/Technology on Rural and Urban Children to be Bilingual/ Multilingual". International Journal of Language and Literary Studies 3, n. 4 (5 dicembre 2021): 93–101. http://dx.doi.org/10.36892/ijlls.v3i4.731.
Testo completoAbstract (sommario):
This article will focus on the comparative study of the influence of media and technology on rural and urban children to be bilingual and multilingual. The study will also shed light on the importance of bilingualism and multilingualism. TV and YouTube are taken into account as tools of media and technology for implicit language learning. Children of 8-12 years are considered as samples of language learners. Data have been collected from a primary source through a questionnaire and interviews. The result of the research shows that there is a significant impact of watching different kinds of TV/YouTube programs (cartoons, movies, serials, reality shows) which are presented in foreign languages on children to be bilingual and multilingual though the results of the rural and urban area are significantly different. In the study, the researchers have found that children living in municipal area are more bilingual and multilingual compared to children living in rustic area.
30
Galiullina, G. "Speech behavior of a bilingual in everyday discourse". Philology and Culture, n. 2 (17 settembre 2023): 25–32. http://dx.doi.org/10.26907/2782-4756-2023-72-2-25-32.
Testo completoAbstract (sommario):
The article deals with certain aspects of the Tatar-Russian bilingual individual’s speech behavior in everyday discourse. The object of our analysis is the language of everyday communication of the Tatar-Russian bilinguals belonging to the young, middle and older generations inside and outside the family, as well as the specifics of language use in these spheres. We conducted a comparative analysis of the linguistic behavior of the two categories of respondents on the basis of the factual material, collected through questionnaires and the recordings of spontaneous conversational speech fragments. The research was conducted using descriptive, statistical methods and a correlation analysis, which made it possible to establish the correlation between the language situation, competence and social parameters of the respondents. The first group of respondents was humanities students of Tatar nationality, among whom 67.6 % of the respondents came from rural families and 32.4% were from urban families. The second group of respondents were representatives of different age groups of mono-ethnic and mixed families, as well as two representatives of other ethnic groups who have an above-average level of Tatar language proficiency. The analysis showed that in today’s active bilingual society the language of everyday communication is complex and multidimensional in its nature. Its functionality and range depend on the language personality’s place of residence and a communicative situation. In the course of our research, we identified the specifics and reasons for language mixing in Tatar colloquial speech. As the respondents leave their family society, there is a noticeable increase in the number of Russian words and expressions in their speech, which is especially characteristic of the younger generation of bilinguals. As the research has shown, in modern conditions, Tatar-Russian bilingualism is actively developing, penetrating into such a stable sphere as a family society. This phenomenon is also observed in modern families, which implement Tatar-Russian bilingualism and whose members’ first language is their native Tatar language.
31
Surotun, Isnaeni Azi, Fahrur Rozi e Suwandi . "The Implementation of a Bilingual Program to Improve the English Skills at Al Azhar Islamic Elementary School 25 Semarang". International Journal of Research and Review 9, n. 12 (29 dicembre 2022): 506–18. http://dx.doi.org/10.52403/ijrr.20221256.
Testo completoAbstract (sommario):
A bilingual education program uses a mother tongue and a foreign language as the medium of instruction. Dos Santos (2019) conducts a thorough analysis of the teaching and learning process of a bilingual program. Students can acquire listening, speaking, reading, and writing skills through bilingual instruction during educational activities. This study's objective was to identify and describe: 1) the implementation of a bilingual learning program to enhance students' listening, speaking, reading, writing, grammar, and vocabulary in English at Al Azhar Islamic School 25 Semarang; 2) the planning of a bilingual learning program to enhance students' English skills. The methodology of this study is qualitative. the methods used to gather data through documentation studies, interviews, and observation. methods for analyzing data, how to present data, and how to verify data The study's findings demonstrate: 1) The preparations teachers make for the bilingual program learning, including learning targets, learning materials, learning techniques, learning media, and learning assessment. (2) From the execution of the bilingual program that has been done at Al Azhar Islamic Elementary School, both in learning and day-to-day existence, it is generally excellent to further develop English language abilities, specifically tuning in, talking, perusing, and composing. Keywords: Implementation, Bilingual program, English skills.
32
Shahnoza, Xushmurodova. "IMPACT OF BILINGUALISM ON THIRD LANGUAGE ACQUISITION AND BILINGUAL TEACHING." 2016-yil, 1-son (95) ANIQ VA TABIIY FANLAR SERIYASI 1, n. 95 (25 maggio 2023): 1–13. http://dx.doi.org/10.59251/2181-1296.2023.v2.138.2.2001.
Testo completoAbstract (sommario):
Abstract Bilingualism has been found to have a positive effect on the acquisition of a third language. This article explores the different theories of third language acquisition, including the Cumulative Enhancement Model and the Linguistic Coding Differences Hypothesis, and how bilingualism can facilitate the learning of a third language. In addition, the article discusses the various elements of bilingual teaching, such as immersion and transitional bilingual programs, and how they can be used to promote bilingualism and biliteracy. The article concludes by highlighting the importance of bilingualism and bilingual teaching in promoting language learning and cultural understanding in our increasingly globalized world.
33
Chaieberras, Zahra, e Diego Rascón-Moreno. "Perspectives of Compulsory Secondary Education Students on Bilingual Sections in Madrid (Spain)". English Language Teaching 11, n. 10 (29 settembre 2018): 152. http://dx.doi.org/10.5539/elt.v11n10p152.
Testo completoAbstract (sommario):
This article presents an empirical study about the students’ perspectives on bilingual sections in Compulsory Secondary Education (CSE) in the Community of Madrid, Spain. Its aim is to highlight the students’ opinions and their level of satisfaction of Content and Language Integrated Learning (CLIL) in this monolingual setting. The results extrapolate from the analysis of questionnaires and focus groups interviews. These two methods of research gave excellent opportunities for 754 bilingual participants in 18 bilingual schools (schools are public, charter, and private ones from both rural and urban areas) to expose their opinions and attitudes about the program. Thus, the article outlines the main findings in relation to the following factors: students’ use, competence and development of English in class; methodology; materials and resources; evaluation; teachers’ use, competence and development of English in class; mobility; improvement and motivation towards learning English; teacher training and mobility; and finally, overall appraisal of bilingual sections.
34
Asrifan, Andi, Baso Jabu, Haryanto Atmowardoyo e Yan Chen. "Analysis of Students’ Perceptions of Bilingual-Based Materials in English for Educational Technology in Indonesia". International Journal of English Linguistics 7, n. 6 (27 settembre 2017): 204. http://dx.doi.org/10.5539/ijel.v7n6p204.
Testo completoAbstract (sommario):
Bilingusiam has become necessary because of international travel, mass media, immigration and the global economy. Baker (2006) argues that bilinguals are present in every country, in every social class and in all age groups. Research of English as a foreign language (EFL) in Indonesia within the framework of bilingualism can be challenging. This study addressed the students’ perspectives on the issue of bilingual-based materials of teaching in English for educational technology through the students’ perspective to improve the educational program in the future. The results show that the majority of students had a positive perspective toward the implementation of bilingual-based materials in their English language courses and believed the materials were appropriate and easy to understand.
35
Spiridonova, N. I. "PEDAGOGICAL CONDITIONS FOR FORMING BILINGUAL MATHEMATICAL COMPETENCE IN BASIC SCHOOL STUDENTS". Education & Pedagogy Journal, n. 1(1) (6 luglio 2021): 75–86. http://dx.doi.org/10.23951/2782-2575-2021-1-75-86.
Testo completoAbstract (sommario):
Introduction. In the process of bilingual education, schoolchildren must not only qualitatively master the content of the subject but also overcome language difficulties. There is a connection between speech and mathematical activities. The essence and structure of bilingual mathematical competence are based on this relationship, allowing bilingual students to effectively acquire knowledge in the conditions of national-Russian bilingualism. We have also proposed ways of forming bilingual mathematical competence focused on developing mathematical speech culture and teaching schoolchildren to use multicultural knowledge. Aim. The article aims to characterize the pedagogical conditions directed at the emergence of bilingual mathematical competence among basic school students (grades 5 to 9) within national-Russian bilingualism. Material and methods. The study relies on theoretical methods of comparative analysis, synthesis, and generalization provided by the scientific and methodological literature on the researched topic. Results and discussion. Works indicating a clear relationship between the language of instruction and the subject of Mathematics were analyzed. The need to take into account the mother tongue of schoolchildren in bilingual education was established. In addition, it was found that the degree of native and Russian language proficiency affects the mathematics achievement of bilingual students. According to the analysis, bilingual education should lead to the emergence of competencies distinguished by a high level of language proficiency and high-quality mastering of the subject. Conclusion. The concept of “bilingual mathematical competence” got a detailed description in the course of the research. This concept combines components of a school subject, languages ( native and Russian), and a component of intercultural communication. The following pedagogical components were described: 1) tasks aimed at mastering terminology, symbols, and graphic images; verbal and logical constructions of the mathematical language; written educational texts; 2) illustrated Yakut-Russian, Russian-Yakut terminological dictionary in mathematics for the 5th and 6th grades, which includes 349 terms and set phrases; 3) bilingual strategies aimed at reducing the linguistic complexity of mathematical problems (by replacing unfamiliar or rare words; changing the passive voice to active verb forms; reducing long names and indications; highlighting individual conditional sentences, or changing the order of the conditional and main sentences; replacing complex questions to simple ones; clarification of abstractions using more specific information); 4) methods and techniques of bilingual teaching of mathematics (consecutive translation, visual aids, immersion teaching, semantization); 5) tasks that contain historical, ethnocultural, and local history materials.
36
Tan de Ramos, Jennifer. "Study on the Vocabulary of Filipino- English Bilingual Children Outside the School Setting". International Journal of Language and Literary Studies 5, n. 1 (4 marzo 2023): 113–20. http://dx.doi.org/10.36892/ijlls.v5i1.1168.
Testo completoAbstract (sommario):
In the field of language learning, language acquisition is an issue that is interesting to investigate since there are a number of theories that explain how language is acquired at an early age. Among early bilinguals, it is important to study the factors that affect their vocabulary. This study explores the word list among Filipino- English bilingual children outside the school setting. The goal was to determine which language, whether Filipino or English, was used predominantly. A second goal was to identify the category the predominant word list belonged to. Two groups of participants were selected randomly and were asked to identify familiar words. The findings revealed that the early bilingual children belonging to the lower-income strata prefer nouns over other English word categories. The findings support the theories of noun bias, stereotyping, and Social Interaction. The results of the study may further improve procedures being done in support of data-driven language learning theory.
37
Mojeiko, Marina A. "Bilingualism in culturological projection: the phenomenon of open thinking". Journal of the Belarusian State University. Sociology, n. 3 (29 settembre 2022): 81–91. http://dx.doi.org/10.33581/2521-6821-2022-3-81-91.
Testo completoAbstract (sommario):
Bilingualism is considered as a phenomenon of culture in the context of language contact. A comparative analysis of the phenomena of bilingualism and biculturality is carried out. It is shown that, while creating prerequisites for the biculturality of the subject, bilingualism, however, does not provide it. The function of choosing a language as a choice of social roles, which opens up for a bilingual subject, is shown. The leading role of language choice in the context of communicative adaptation is substantiated. The criteria of language choice are considered: social, socio-psychological and occasional-situational. Adaptive strategies are modelled in relation to speech behaviour in a communicative situation. The significance of the balance between the linguistic and ethnic identity of the subject, on the one hand, and his desire to meet the linguistic expectations of the interlocutor, on the other, is shown. The role of bilingualism as a factor in the emphasis of reflection on language is substantiated. It is shown that in a bilingual context the problems of language development go beyond boundaries of linguistics and become а subject of wide social discussions. The role of bilingualism in literary creativity is revealed, the value of using lexemes of the second language as a tool for enriching artistic expressiveness is shown. It is proved that the more languages in the applied thesaurus of the subject, the richer the emotional palette of his perception of the world. The potential of the language is revealed in relation to not only expressing, but also reflecting emotions, which expands the range of reflexive comprehension of the emotional sphere. On the material of the texts of poetic culture in Belarus, the expansion of the range of expressive possibilities of bilingual subject is substantiated and its significance for the development of artistic culture is demonstrated. The specificity of bilingual subject’s thinking is revealed. Firstly, it is substantiated that in different linguistic projections, a particular fragment of reality can not only turn with its different facets, but in general be configured in a different way, expanding the interpretive potential of the subject and his cognitive capabilities. Thus, the picture of the world of a bilingual subject turns out to be more multidimensional and more plastic. Secondly, it is shown that the possibility of switching the language code, open to a bilingual subject, entails the possibility of appealing to the values of both cultures behind the languages. The thinking of a bilingual subject turns out to be open in relation to more than one option for perceiving reality, which provides not only a richness of perception, but also an expansion of the range of understanding. Such open thinking also means expanding the possibilities of mutual understanding in cross-cultural dialogue, which ensures the effectiveness of both interpersonal communications and the success of international interactions.
38
Myers-Scotton, C. "The Matrix Language Frame Model and Code-Switching in Bilingual Speech". Bulletin of Chelyabinsk State University, n. 7 (2021): 100–109. http://dx.doi.org/10.47475/1994-2796-2021-10713.
Testo completo
39
Нуруллина, Гузель Миннезуфаровна. "FORMATION OF COMMUNICATIVE COMPETENCE AT BILINGUAL STUDENTS IN THE PROCESS OF RESEARCH-ORIENTED TRAINING". Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, n. 3(116) (7 ottobre 2022): 208–15. http://dx.doi.org/10.37972/chgpu.2022.116.3.025.
Testo completoAbstract (sommario):
В современной системе профессионального образования и в методике преподавания русского языка особенно актуальным является вопрос, связанный с формированием коммуникативной компетенции студентов-билингвов. Цель исследования заключается в выявлении особенностей и разработке методики формирования коммуникативной компетенции студентов-билингвов в процессе исследовательски-ориентированного обучения. В научной работе автор выявлет трудности усвоения русского языка студентами-билингвами в процессе изучения вузовских дисциплин; рассматривает исследовательски-ориентированное обучение, изучает текстоцентрический подход к формированию коммуникативной компетенции студентов-билингвов в процессе исследовательски-ориентированного обучения. Научная новизна работы заключается в том, что, исследуя текстоцентрический подход, автор статьи утверждает ведущую роль текста-импульса в формировании лингвистических знаний и коммуникативной компетенции студентов-билингвов. Автор статьи приходит к выводу, что тексты-импульсы могут пробудить интерес у обучающихся, замотивировать их, вызвать эмоциональный отклик. Студенты-билингвы в процессе работы над текстом осознанно выбирают нужные лексические и грамматические языковые средства, используют в речи верные конструкции и словоформы. В результате доказано, что работа с текстами-импульсами, основанная на исследовательски-ориентированном обучении, способствует лучшему освоению лингвистических знаний и направлена на развитие коммуникативной компетенции студентов-выпускников. In the modern system of professional education and in the methodology of teaching the Russian language, the issue related to the formation of communicative competence at bilingual students is particularly relevant. The purpose of the study is to identify the features and develop a methodology for the formation of communicative competence at bilingual students in the process of research-oriented training. The author identifies the difficulties of bilingual students mastering the Russian language in the process of studying university disciplines; examines in detail research-oriented training, studies in detail the text-centric approach to the formation of communicative competence at bilingual students in the process of research-oriented training. The scientific novelty of the work lies in the fact that considering the text-centric method as the main linguistic method, the author of the article asserts the leading role of the impulse text in the formation of linguistic knowledge and communicative competence of bilingual students. In this paper, it is concluded that impulse texts can arouse the interest of students, motivate them, cause an emotional response. Bilingual students consciously choose the necessary lexical and grammatical language means in the process of working on the text, use the correct constructions and word forms in speech. As a result, it is proved that working with impulse texts based on research-oriented training contributes to a better mastering of linguistic knowledge and is aimed at development of communicative competence of graduate students.
40
Perry, Jamie L., Katelyn Kotlarek, Lucia Mendez, Yolanda Holt, Stephen Fafulas e Katie Broadwell. "Nasometric Comparison Between Spanish–English Bilingual and English Monolingual Children". Cleft Palate-Craniofacial Journal 56, n. 3 (9 luglio 2018): 331–39. http://dx.doi.org/10.1177/1055665618786350.
Testo completoAbstract (sommario):
Objective: It is well established in the literature that English diagnostic tests should not be directly applied to speakers whose primary language is Spanish. Normative nasalance data across word and sentence-level stimuli among Spanish–English bilingual children living in the United States have not been provided. The present study aims to (1) compare differences in nasalance between typically developing Spanish–English bilingual children and English-speaking monolingual children and (2) determine whether within-speaker nasalance differences exist in Spanish–English bilingual children when presented with English and Spanish speech stimuli. Design: Thirty-four typically developing children including 17 monolingual English speakers and 17 Spanish–English bilingual speakers with normal velopharyngeal anatomy between 5 and 7 years of age participated in the study. Speakers were recorded using a nasometer producing sets of stimulus items at the word and sentence level in English (English monolinguals) and in both Spanish and English for bilingual children. Results: Results indicated no statistically significant difference between nasalance values across the different stimuli between monolingual and bilingual participants. However, within-subject effects showed statistical significance between English and Spanish word stimuli among the bilingual group. Conclusions: These findings emphasize the importance of using language-specific diagnostic materials for nasalance testing, which would be of importance in the treatment of individuals with cleft palate.
41
Contero Urgal, Candela. "Enhancing the implementation of bilingual education at university through practice: Analysis of CLIL trial lessons by an ESP teacher". PAROLE: Journal of Linguistics and Education 10, n. 1 (30 aprile 2020): 46–61. http://dx.doi.org/10.14710/parole.v10i1.46-61.
Testo completoAbstract (sommario):
University teacher training specialised in bilingual education is spreading around Spanish universities. Particularly in Andalusia, where our research originates, universities are searching for systematised methods to train their future bilingual teachers in Content and Language Integrated Learning (CLIL). This paper presents the case of the University of Cadiz, where this study was carried out. This university followed a new training formula led by an ESP (English for Specific Purposes) teacher who performed the role of CLIL teacher trainer. Based on AUTHOR’s (2017) description of the aforesaid CLIL teacher training scheme known as “CLILUT courses” (that is to say, CLIL Training or University Teachers), this study focuses on an in-depth analysis of CLIL trial lesson plans elaborated within such a peer-teacher environment. The present study is then aimed at examining the data obtained through in-class direct observation of 68 CLIL trial lessons which were created from 2010 to 2014 at the University of Cádiz and analysed with the help of rubrics created upon Nunan’s theory (1989). Results show that ESP teachers can offer substantial help for new CLIL university teachers who might face specific foreign language-related problems when starting to take part in bilingual programmes.
42
Shishkina, Nadezhda Sergeevna. "Dysgraphia Manifestations Peculiarities in Elementary Bilingual Schoolchildren". Development of education, n. 4 (6) (18 dicembre 2019): 50–53. http://dx.doi.org/10.31483/r-43461.
Testo completoAbstract (sommario):
The presented article is devoted to the problem of writing disorders in elementary bilingual schoolchildren in the Russian-language learning environment. The aim of the study is to identify the dysgraphia manifestations peculiarities in elementary bilingual schoolchildren. The concepts of «dysgraphia», «bilingualism», and «transfer» are clarified in the article. Particular attention is paid to the transfer of the native language in the process of learning the Russian language as a second language. Analysis of the study results showed that 100% of children have both spelling and dysgraphic errors. When testing the ability to write at dictation, children made various types of dysgraphic errors. Methods. A comparative analysis of linguistic differences at the phonetic and grammatical levels is given on the examples of Khakass, Azerbaijani and Russian speech. As part of the study, a methodology was conducted for examining written speech among bilingual schoolchildren of Khakass and Azerbaijan nationalities studying in Russian in the 2nd grade of the city of Abakan. Result. Qualitative and quantitative analysis of the data showed the presence of specific writing errors of all types of dysgraphia in this category of children. The applicable scope of results. The materials of the article can be used by speech therapists and teachers in the analysis and classification of the identified violations of written speech in elementary bilingual schoolchildren. The authors come to the conclusion that it is necessary to develop more effective scientifically-based methodological system for teaching Russian as a second language.
43
Spiridonova, Natalia Ivanovna. "Features of mathematical concepts formation at school students on the basis of bilingual education". Samara Journal of Science 6, n. 1 (1 marzo 2017): 219–25. http://dx.doi.org/10.17816/snv201761316.
Testo completoAbstract (sommario):
The paper deals with mathematical concepts formation at students on the basis of bilingual education. It describes the results of experimental work, including the questioning of students and teachers, aimed at identifying preferences of native or the Russian language as the language of instruction, screening efforts to identify the level of mathematical language learning at pupils of 5-6 classes on the basis of the two languages. As a result of psycho-pedagogical and educational materials and dissertations analysis the author describes peculiarities of bilingual educational process aimed at mathematical concepts formation in educational institutions of the Republic of Sakha (Yakutia). This process takes place in stages and is implemented through the combined action. The author concludes that the primary means of performing steps corresponding to the steps of mathematical concepts formation can be bilingual didactic complex, aimed at concepts formation and pupils mathematical speech development. The findings of the study can be used as the basis for designing a technique of mathematical concepts formation in terms of bilingualism, for educational materials creation, as well as used by school teachers with native language training.
44
Ye, Zhou. "The Study of the Teaching Models and Prospects of Bilingual Teaching in Local Universities of China - A Case Study of Leshan Normal University, Sichuan". English Language Teaching 9, n. 6 (10 maggio 2016): 147. http://dx.doi.org/10.5539/elt.v9n6p147.
Testo completoAbstract (sommario):
<p>In present China, bilingual teaching, as an education model, can meet an urgent demand for increasing interdisciplinary talents who have high levels of professional knowledge as well as competent foreign language abilities to deal with the ever-increasing global social, economic, scientific and technological exchanges, and international cooperation. Bilingual teaching is now developing fast in many local universities in China. However, the result is far from satisfaction. Inappropriate teaching strategies, learning materials as well as insufficient qualified bilingual teachers bring about the students’ lack of learning motivation, and thus to hamper the development of bilingual teaching. It is hoped that this paper can enrich the knowledge of bilingual teaching in local universities of China and provide useful and valuable information for students and teachers who are interested in this field. At the same time, it also provides a useful guidance for the future bilingual teaching practitioners.</p>
45
Xiao, Yuxi. "The Influence of Children's Literature on Bilingual Education in China". Lecture Notes in Education Psychology and Public Media 20, n. 1 (26 ottobre 2023): 167–71. http://dx.doi.org/10.54254/2753-7048/20/20231506.
Testo completoAbstract (sommario):
Children's literature has emerged as a significant resource in bilingual education, particularly in China because it helps students become more proficient in multiple languages, have a deeper understanding of different cultures, and have increased opportunities for communication and future academic success. This paper provides an overview of the current state of employing children's literature in bilingual education and explores its influence on language skills, cultural understanding, and literacy development. The paper highlights the need for effective teaching materials and strategies in bilingual education and analyzes the challenges faced in using children's literature in this context. Further, several key strategies are proposed for the use of children's literature in bilingualism. It discusses the influence of children's literature on cultural comprehension and bilingual vocabulary learning and suggests practical activities like book club discussions and creative writing for better application in bilingual education. It also promotes a comprehensive approach involving cultural integration, teacher training, material development, creative activities, and research-based strategies to enhance learning outcomes for bilingual students.
46
Wu, Wei-Chen, Chia-Han Yang e Ming Turner. "Exploring the Interdisciplinary Relationship between Music and Language for Enhanced Bilingual Curriculum". Journal of Curriculum Studies Research 5, n. 3 (27 novembre 2023): 96–112. http://dx.doi.org/10.46303/jcsr.2023.33.
Testo completoAbstract (sommario):
Developing an interdisciplinary approach is a paramount concern for educators and researchers in the field of education, given its proven effectiveness in enhancing cognitive comprehension and practical knowledge application. This study examines the pivotal role of music as a potential medium that possesses traits akin to language, serving as a conduit for expressing thoughts and emotions. Emphasizing the significance of music education, this study delves into its profound impact on fostering linguistic abilities. Through a comprehensive review of 32 studies, this study explores the dynamic interplay between music and language. It examines the development of musical properties and inherent characteristics of music competency, catering to diverse intelligences within the framework of linguistic growth. The findings obtained from the specified studies illustrate the manifold benefits of music in enhancing specific aspects of linguistic abilities, underscoring its positive impact on language education. This study provides valuable recommendations for music/language educators and bilingual instructors. It also identifies potential areas of focus, thereby establishing the foundation for future inquiries within this interdisciplinary field.
47
Pomortseva, Nadezhda P., e Valeria V. Avdeeva. "Implementing the principles of bilingual education in the Republic of Tatarstan". Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 28, n. 3 (28 febbraio 2023): 67–75. http://dx.doi.org/10.34216/2073-1426-2022-28-3-67-75.
Testo completoAbstract (sommario):
The relevance of the research topic is determined by the necessity and complexity of implementing the principles of bilingual education in certain regions of the Russian Federation. At the present stage of development, the Russian Federation adheres to the principles of multiculturalism, multilingualism, multi-ethnicity, respect for national and cultural identity. In this regard, the experience gained by the Republic of Tatarstan in the implementation of a bilingual language policy is important. The wide coverage of the audience of different age of participants in the bilingual education programme, the variety of forms and methods of its implementation provide the authors with significant material for rendering the issue and making recommendations within the framework of the research problem. In the course of the work, the authors clarified the concept – the authors analysed the definition of the concept of “bilingualism”; summarised the best practices of the Republic of Tatarstan in the implementation of the language policy in various educational institutions of the Republic and in the field of out-of-school work. They classified the forms and methods of implementing this policy through social networks within the framework of the concept of bilingual youth policy of the Republic of Tatarstan. The research materials are of interest towards specialists on this issue, and can be widely used to improve the effectiveness of the implementation of bilingual language policy in the regions of the Russian Federation and worldwide.
48
Medvedeva, Natalya V. "The Nature of Errors in Russian Speech of a Future Bilingual Teacher of the Russian Language: Psycholinguistic, Linguo-Methodological Approaches to the Interpretation of Experimental Data". Polylinguality and Transcultural Practices 21, n. 1 (15 marzo 2024): 83–98. http://dx.doi.org/10.22363/2618-897x-2024-21-1-83-98.
Testo completoAbstract (sommario):
Thematic justification is explained by the necessity to analyze errors in the Russian speech of a bilingual personality of natural foreign - Russian bilingual Komi - Permyak based on specific character of the processes of his speech. Phenomenon of “error” is interpreted on the basis of psycholinguistic approach as a result of failure in mechanism of speech of a bilingual and linguo-methodological approaches as a fact of normalization disorder and the exploration of tooling for improving the Russian speech of a bilingual personality. The author relies on studies in which the linguistic and didactic vectors of error research tend to interpret the processes of speech-cognitive activity and are explained psycholinguistically and linguistically. The choice of a psycholinguistic approach to the study of errors makes it possible to identify their nature, to interpret them not only as facts of violation of speech normativity, but also as manifestations of processes of violations/failures/interference in the speech-mental activity of the speaker and writer. Purpose of the study is to analyze errors in the Russian speech of a bilingual speaker - a future teacher of the Russian language (Komi-Permyak) in the process of perception and generation of the Russian speech. Object of the study is the speech activity of a bilingual speaker in Russian, the subject is errors in his speech in the conditions of preparation for the profession of a Russian language teacher. Materials of the study were experimental data: errors in the written and oral Russian speech of bilingual Komi - Permyak students during linguo-methodological subjects and in their written works. The study methods are direct viewing of the Russian speech of a bilingual Komi - Permyak student, analysis of his written works and oral statements, error interpretation through psycholinguistic and linguo-methodological approaches. The study results confirm the hypothesis: the nature of errors in Russian oral and written speech of a foreign - Russian bilingual is psycholinguistic, appearing on the all levels of a bilingual personality in interlingual interactions of the systems of the native and Russian languages, which determines the functioning of the speech mechanisms in Russian. In order to improve the Russian speech of a foreign - Russian bilingual it is necessary to develop an effective linguo-methodological tooling for teaching.
49
Gutiérrez, Francisco José Melara, e Ignacio González López. "Uncovering Teachers’ Needs in the Quest for Quality Bilingual Education". Journal of Language Teaching and Research 14, n. 4 (1 luglio 2023): 1065–72. http://dx.doi.org/10.17507/jltr.1404.25.
Testo completoAbstract (sommario):
This article identifies the training needs of primary school teachers within the area of bilingual education related to their daily work, viewed through the lens of effective professional practice. Using a mixed methods research design, a self-assessment questionnaire was constructed based on comparative document analysis, a discussion group, and expert opinion. The purpose of this questionnaire was to determine the existing discrepancy between what is perceived as the reality of classroom performance and how it should be in order to ensure the delivery of quality bilingual education, supported by the parameters of school effectiveness. The questionnaire was completed by teachers from the Spanish region of Andalusia. The priority training demands detected pertain to the creation and maintenance of a local and external network of contacts for the purposes of collaboration, the promotion of intercultural communication, and the evaluation, selection, adaptation, and use of existing CLIL materials. On the basis of such demands, several considerations are proposed in the development of ongoing training that will enable bilingual education teachers to carry out their work effectively.
50
Каленкова, О. Н. "CONTENT AND PRESENTATION FORM ANALYSIS OF TESTING MATERIALS IN RUSSIAN LANGUAGE FOR BILINGUAL CHILDREN". Russkii iazyk za rubezhom, n. 3(292) (30 giugno 2022): 10–15. http://dx.doi.org/10.37632/pi.2022.292.3.001.
Testo completoAbstract (sommario):
Настоящая статья посвящена вопросам пересмотра и корректировки некоторых субтестов в системе сертификационного тестирования школьников-билингвов на уровень владения русским языком на основе анализа результатов последних лет. This article is devoted to the issues of revision and adjustment of several subtests in the system of certification testing of bilingual schoolchildren for the level of proficiency in the Russian language based on the analysis of the results of recent years.