Gotowa bibliografia na temat „Bilingual interactions”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Bilingual interactions”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Bilingual interactions"
Grosjean, Francois. "The bilingual individual". Interpreting. International Journal of Research and Practice in Interpreting 2, nr 1-2 (1.01.1997): 163–87. http://dx.doi.org/10.1075/intp.2.1-2.07gro.
Pełny tekst źródłaCASTILLA-EARLS, ANNY P., MARÍA ADELAIDA RESTREPO, ANA TERESA PÉREZ-LEROUX, SHELLEY GRAY, PAUL HOLMES, DANIEL GAIL i ZIQIANG CHEN. "Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children". Applied Psycholinguistics 37, nr 5 (25.11.2015): 1147–73. http://dx.doi.org/10.1017/s0142716415000521.
Pełny tekst źródłaMorales Lugo, Katherine. "The bilingual styles of young Puerto Rican adolescents online". International Journal of the Sociology of Language 2024, nr 286 (1.03.2024): 53–85. http://dx.doi.org/10.1515/ijsl-2023-0024.
Pełny tekst źródłaCox, Jessica G. "EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER". Studies in Second Language Acquisition 39, nr 1 (1.12.2015): 29–58. http://dx.doi.org/10.1017/s0272263115000364.
Pełny tekst źródłaPhillips, Ian, Rebecca E. Bieber, Gregory M. Ellis i Douglas S. Brungart. "Age differentially impacts monolingual and bilingual listeners’ understanding of English speech in noise". Journal of the Acoustical Society of America 153, nr 3_supplement (1.03.2023): A341. http://dx.doi.org/10.1121/10.0019081.
Pełny tekst źródłaOchsenbauer, Anne-Katharina, i Helen Engemann. "The impact of typological factors in monolingual and bilingual first language acquisition". Language, Interaction and Acquisition 2, nr 1 (27.06.2011): 101–28. http://dx.doi.org/10.1075/lia.2.1.05och.
Pełny tekst źródłaKim, So Jung, Su-Jeong Wee i Soyeon Park. "Exploring multicultural books through predictions and social interactions: A case study with kindergarteners in the United States". Australasian Journal of Early Childhood 44, nr 1 (marzec 2019): 32–47. http://dx.doi.org/10.1177/1836939119841472.
Pełny tekst źródłaAmengual, Mark. "Phonetics of Early Bilingualism". Annual Review of Linguistics 10, nr 1 (16.01.2024): 191–210. http://dx.doi.org/10.1146/annurev-linguistics-031522-102542.
Pełny tekst źródłaKehoe, Margaret M. "Lexical-phonological interactions in bilingual children". First Language 35, nr 2 (9.03.2015): 93–125. http://dx.doi.org/10.1177/0142723715574398.
Pełny tekst źródłaBRITO, NATALIE H., ERIC R. MURPHY, CHANDAN VAIDYA i RACHEL BARR. "Do bilingual advantages in attentional control influence memory encoding during a divided attention task?" Bilingualism: Language and Cognition 19, nr 3 (17.12.2015): 621–29. http://dx.doi.org/10.1017/s1366728915000851.
Pełny tekst źródłaRozprawy doktorskie na temat "Bilingual interactions"
ALFAIFI, SAEEDA HASSAN. "CODE SWITCHING AMONG BILINGUAL SAUDIS ON FACEBOOK". OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1077.
Pełny tekst źródłaHatzidaki, Anna. "Interactions between languages in verb- and pronoun-agreement in bilingual sentence production". Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/6583.
Pełny tekst źródłaFahad, Ahmed K. "Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512.
Pełny tekst źródłaAbou-Samra, Myriam. "Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère". Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.
Pełny tekst źródłaThis research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction
Morgan, Larry Douglas. "Effects of participant roles on input interactions and comprehensible output". PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4431.
Pełny tekst źródłaMann, Lisa Sybil. "The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.
Pełny tekst źródłaDoumbia, Mahamadou Siaka. "Les pratiques de reformulation dans les interactions bilingues bamanankan-français à l'école fondamentale 1er cycle au Mali". Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH007.
Pełny tekst źródłaThe thesis aims to analyze the phenomenon of reformulations in the context of bilingual French-Bamanankan interactions in the classes of elementary shool in Mali. The study is based on a corpus of 39h 35 min video and audio recordings consisting of sequences of classes and interviews. The sequences, filmed in 12 classes of the 4th year, concern two non-linguistic disciplines: geography, taught in Bamanankan L1, and observation sciences, taught in French L2. The films were transcribed and analyzed using the CLAN software which allowed the extraction of all instances of annotated reformulations. The analysis carried out on them, both qualitatively and quantitatively, leads to several results. It turns out that reformulations are an omnipresent phenomenon in the discourse of interactants, teachers, and students, in geography as well as in observational sciences, in L1 as in L2. These activities participate in the construction of knowledge in students, which could be verified with the help of an understanding assessment. The comparison of teachers shows that experience, among other factors, affects the production and management of reformulations. Based on observed practices, proposals, arguing for an optimization of the use of didactic reformulations and all bilingual practices, were formulated as contributions in the direction of improving the quality of teaching in Mali, or even in West Africa
Nin dɔnniyafasɛbɛn laɲini ye ka kuma tɛrɛmɛwalew taabolo fɛsɛfɛsɛ kumaɲɔgɔnya senfɛ farasɛkan ni bamanankan kanfilakalan hukumu kɔnɔ Mali dugumakalan tigɛyɔrɔ fɔlɔ kalansow kɔnɔ. Baara in sinsinna ɲininikunnafoni kan min labɛnna ni lamagaja dɔw ye ani kumakan tàlenw, minnu bɛɛ bὲnna waati 39 ni sanga 35 ma kàlansenw ni koɲɛɲinibarow kan. Jàw tàli bòlila sàn 4nan kàlanso 12 minnu kan, olu bɛ kàlanbolo fila kan kandɔn sèn tɛ minnu na : sìgidɔn min bɛ lakalan bamanankan na (kalankɛkan fɔlɔ - K1 sugandilen) ani nimadɔn, o min bɛ lakalan faransɛkan na (kalankɛkan filannan -K2 suguandilen). Ja kumakanw sɛbɛnna k’u fɛsɛfɛsɛ ni jàtebila kɛrɛnkɛrɛnnen ye, CLAN, ale min kɛra sababu ye kà kumatɛrɛmɛwalew tàamasiyɛnnenw bɛɛ tɔmɔ ka kɛ ɲɔgɔn kan. Sɛgɛsɛgɛli minnu kɛra olu kan, hakɛko ni ɲùmanya kiimɛni na, o wolola jaabi caman na. A yera k’a fɔ kumatɛrɛmɛwalew ye kow ye minnu bɛ kumaɲɔgɔnmaw, karamɔgɔw ni kalandenw, ka kumaɲɔgɔnya tɔ jiidi sìgidɔn ni nimadɔn kàlanni sèn fɛ, K1 ni K2 fìla bɛɛ la fana. O kumatɛrɛmɛwalew jɔyɔrɔ ka bon kosɛbɛ dɔnniyaw sɔrɔli la kàlandenw fɛ. O sera ka sɛmɛntiya ni kalandenw ka faamuya kiimɛni ye. Karamɔgɔw ka sangaɲɔgɔnmani y’a jira k’a fɔ ko lahalaya wɛrɛw cɛ la, ko kɛbaakɔrɔya jɔyɔrɔba bɛ kumatɛrɛmɛwalew fɔli n’u tɔbɔtɔli la. Ka kɛɲɛ ni kalankɛwale lajɛlenw ye, hakilinajira dɔw kɛra minnu bɛ kàlanɲɛdɔn kumatɛrɛmɛwalew waleyali senkɔrɔmatintin kà fàra kanfilakan baara bɛɛ kan walasa o ka kɛ kàlanko sankɔrɔtali sababu ye Mali la, fo ka se Farafinna tilebinyanfan bɛɛ ma
McParker, Matthew Carl. "Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms". Thesis, Portland State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132008.
Pełny tekst źródłaThe largest refugee group entering the United States in recent years is from Burma. Refugee students face a daunting set of challenges, from language and cultural differences to living in poverty, in becoming successful in their new homes. To be successful in schools and gain cultural and social capital, refugee students must learn and internalize the specific norms of their classrooms. In middle school, students are particularly reliant upon their peers for support, making peer interactions especially important. In multicultural settings, students have ample opportunities for intercultural interactions, which can help refugee students navigate their new settings and become more successful. Unfortunately, there has been little research on the experiences of Burmese refugee students in classrooms in the United States.
I used a qualitative, transcendental phenomenological approach to study how three female Burmese refugee students experienced multicultural middle school classrooms in the United States, especially their intercultural interactions, through interviews, observations, and stimulated recall.
The participants reported wanting to understand what they were learning, stay on task, and be kind to other students. Those traits developed from their experiences in their countries of origin and combined to create a picture of what a good student should be. In observations, students acted out their ideas of what it meant to be a good student. Their intercultural interactions in class reaffirmed their identities as good students.
Implications based on the findings include setting up intentional intercultural interactions with a diverse group of students in classrooms with multicultural approaches and that researchers examine the experiences of various groups of marginalized students while accounting for the context in which they learn and acknowledging a multifaceted view of adolescent identity development.
Hernandez, Gonzalez Olivia. "Predictors of Behavior Problems in the Context of Peer Play Interactions: A Sample of Low-Income Latino Preschoolers". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6861.
Pełny tekst źródłaHargrave, Lauren D. "An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students". UKnowledge, 2015. http://uknowledge.uky.edu/edp_etds/35.
Pełny tekst źródłaKsiążki na temat "Bilingual interactions"
Winkler, Alexander. Neo-Latin and the vernaculars: Bilingual interactions in the early modern period. Leiden: Brill, 2019.
Znajdź pełny tekst źródłaMarilyn, Martin-Jones, i University of Lancaster. Centre for Language in Social Life., red. Bilingual resources in primary classroom interaction. Lancaster: Centre for Language in Social Life, 1993.
Znajdź pełny tekst źródłaFitzpatrick, Finbarre. Language and interaction among young bilingual children in the first year at school. [s.l: The Author], 1989.
Znajdź pełny tekst źródłaIngrid, Jung, Serrano Javier i Urban Christiane, red. Aprendiendo a mirar: Una investigación de lingüística aplicada y educación. Lima: Universidad Nacional del Altiplano-Puno, 1989.
Znajdź pełny tekst źródłaGusdorf, Florent. Guide bilingue anglais-français du cybermonde. Paris: Ellipses, 1998.
Znajdź pełny tekst źródłaJana, Staton, red. Dialogue journals in the multilingual classroom: Building language fluency and writing skills through written interaction. Norwood, N.J: Ablex Pub. Corp., 1993.
Znajdź pełny tekst źródłaNamekawa, Eriko. Gengo shōsūha no kodomo no gainen hattatsu o unagasu kyōka gakushū shien: Bogo to Nihongo ga yūgōshita kotoba no yaritori = Encouraging concept development in an academic learning support class for language minority students : mixed-language interaction of L1 and L2. Wyd. 8. Tōkyō: Kabushiki Kaisha Koko Shuppan, 2019.
Znajdź pełny tekst źródłaCreese, Angela. Multilingual Classroom Ecologies: Inter-Relationships, Interactions, and Ideologies (Bilingual Education and Bilingualism). Multilingual Matters Limited, 2003.
Znajdź pełny tekst źródłaPreschool Bilingual Education: Agency in Interactions Between Children, Teachers, and Parents. Springer, 2018.
Znajdź pełny tekst źródłaSchwartz, Mila. Preschool Bilingual Education: Agency in Interactions Between Children, Teachers, and Parents. Springer, 2018.
Znajdź pełny tekst źródłaCzęści książek na temat "Bilingual interactions"
Gimeno-Martínez, Marc, i Cristina Baus. "Chapter 5. Unravelling cross-language effects in bimodal bilingualism". W Bilingual Processing and Acquisition, 159–80. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.05gim.
Pełny tekst źródłaSchwartz, Mila. "Preschool Bilingual Education: Agency in Interactions between Children, Teachers, and Parents". W Preschool Bilingual Education, 1–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_1.
Pełny tekst źródłaRodriguez-Cuadrado, Sara, i Carlos Romero Rivas. "Chapter 8. Effects of foreign-accented speech on language comprehension processes and social cognition". W Bilingual Processing and Acquisition, 236–64. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.08rod.
Pełny tekst źródłaKroll, Judith F., i Eleonora Rossi. "Chapter 10. Models and metaphors". W Studies in Bilingualism, 210–29. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.10kro.
Pełny tekst źródłaPearson, Barbara Zurer, i Luiz Amaral. "Interactions between input factors in bilingual language acquisition". W Input and Experience in Bilingual Development, 99–117. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.13.06pea.
Pełny tekst źródłaSalikhova, Elvina A., Nailya G. Iskuzhina i Ilshat S. Nasipov. "Bilingual Polymodal Personality in the Aspect of Intercultural Interactions". W Complex Social Systems in Dynamic Environments, 195–209. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23856-7_20.
Pełny tekst źródłaFreedman, H. I., i I. Baggs. "Convergence to Equilibria in General Models of Unilingual-Bilingual Interactions". W Differential Equations Models in Biology, Epidemiology and Ecology, 28–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-45692-3_3.
Pełny tekst źródłaReed, Beatrice Szczepek. "Managing Educational Interactions: A Case Study of Bilingual Supervision Meetings". W International Management and Intercultural Communication, 84–95. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-55325-6_7.
Pełny tekst źródłaKolu, Jaana. "Relationship Between Translingual Practices and Identity Performance and Positioning on the Swedish-Finnish Border". W Arctic Encounters, 263–93. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42979-8_9.
Pełny tekst źródłaAmengual, Mark. "Chapter 4. Cross-language influences in the acquisition of L2 and L3 phonology". W Cross-language Influences in Bilingual Processing and Second Language Acquisition, 74–99. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.16.04ame.
Pełny tekst źródłaStreszczenia konferencji na temat "Bilingual interactions"
Sha, Hanyue. "The Roles of E-Book Narration and Parent-Child Verbal Interactions During Bilingual Shared Reading". W AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2011768.
Pełny tekst źródłaAguirre, Maia, Manex Serras, Laura García-sardiña, Jacobo López-fernández, Ariane Méndez i Arantza Del Pozo. "Exploiting In-Domain Bilingual Corpora for Zero-Shot Transfer Learning in NLU of Intra-Sentential Code-Switching Chatbot Interactions". W Proceedings of the 2022 Conference on Empirical Methods in Natural Language Processing: Industry Track. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.emnlp-industry.13.
Pełny tekst źródłaNazare, Juliana, Anneli Hershman, Ivan Sysoev i Deb Roy. "Bilingual SpeechBlocks". W CHI PLAY '17: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3116595.3116616.
Pełny tekst źródłaSeo, Hyeong-Won, Hong-Seok Kwon, Min-ah Cheon i Jae-Hoon Kim. "Constructing Bilingual Multiword Lexicons for a Resource-Poor Language Pair". W Human-computer Interaction 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.54.24.
Pełny tekst źródłaJennifer, Sanjeda Sara, Sheikh Aminul Islam, Sharmin Sultana Koly, Rashedul Amin Tuhin, M. Saddam Hossain Khan i Md Mohsin Uddin. "BilinBot: A Bilingual Chatbot using Deep Learning". W 2023 5th International Congress on Human-Computer Interaction, Optimization and Robotic Applications (HORA). IEEE, 2023. http://dx.doi.org/10.1109/hora58378.2023.10156681.
Pełny tekst źródłaAlikaev, Rashid Sultanovich. "Bilingual Space Of Political Discourse: Trends In Language Interaction". W International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.7.
Pełny tekst źródłaZhao, Xu, Zihao Wang, Hao Wu i Yong Zhang. "Semi-Supervised Bilingual Lexicon Induction with Two-way Interaction". W Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.emnlp-main.238.
Pełny tekst źródłaMalzkuhn, Melissa, i Melissa Herzig. "Bilingual storybook app designed for deaf children based on research principles". W IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485849.
Pełny tekst źródłaHei, Xiaoxuan, Chuang Yu, Heng Zhang i Adriana Tapus. "A Bilingual Social Robot with Sign Language and Natural Language". W HRI '24: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3610978.3640549.
Pełny tekst źródłaLi, Zhaoqi, i Le Tong. "An Unsupervised Approach to Bilingual Lexicon Induction with Comparable Corpora". W 2023 4th International Conference on Intelligent Computing and Human-Computer Interaction (ICHCI). IEEE, 2023. http://dx.doi.org/10.1109/ichci58871.2023.10277813.
Pełny tekst źródła