Gotowe bibliografie tematyczne / Monolingual

Gotowa bibliografia na temat „Monolingual”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Monolingual"

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MACLEOD, ANDREA A. N., i CAROL STOEL-GAMMON. "The use of voice onset time by early bilinguals to distinguish homorganic stops in Canadian English and Canadian French". Applied Psycholinguistics 30, nr 1 (styczeń 2009): 53–77. http://dx.doi.org/10.1017/s0142716408090036.

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ABSTRACTThe goal of this study was to examine the extent to which bilingual speakers maintain language-specific phonological contrasts for homorganic stops when a cue is shared across both languages. To this end, voice onset time (VOT) was investigated in three groups of participants: early bilinguals speakers of Canadian French and Canadian English (n = 8), monolingual speakers of Canadian English (n = 8), and monolingual speakers of Canadian French (n = 7). Three questions were targeted: What are the general patterns of VOT production in bilingual and monolinguals? Do bilingual speakers produce different mean VOT than monolinguals? Do bilingual speakers produce different variability in VOT than monolinguals? Acoustic measurements of VOT were made from monosyllabic English and French words with word-initial bilabial or coronal stop consonants. The results indicate that the early bilingual speakers maintain monolingual-like phonemic contrasts, but that they exhibit more variation within categories than monolingual speakers.
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D, Lopez-Hernandez, Litvin P, Rugh-Fraser R, Cervantes R, Martinez F, Saravia S, Zakarian F i in. "A-111 The Relationship between Bilingualism and Perceived Workload on the Symbol Digit Modalities Test in Traumatic Brain Injury Survivors". Archives of Clinical Neuropsychology 35, nr 6 (28.08.2020): 904. http://dx.doi.org/10.1093/arclin/acaa068.111.

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Abstract Objective We evaluated perceived workload (measured by the NASA Task Load Index; NASA-TLX) as related to Symbol Digit Modalities Test (SDMT) performances in monolingual and bilingual traumatic brain injury (TBI) survivors and healthy comparison participants (HC). Method The sample consisted of 28 TBI survivors (12 monolinguals & 16 bilinguals) and 50 HC (20 monolinguals & 30 bilinguals). SDMT written (SDMT-W) and SDMT oral (SDMT-O) were used to evaluate group differences. Results ANCOVA, controlling for age, revealed that the HC group outperformed the TBI group on SDMT-W, p = .001, and SDMT-O, p = .047. Furthermore, bilinguals outperformed monolinguals on SDMT-W, p = .017. On the NASA-TLX, an interaction emerged on temporal demand rating, p = .023, with TBI bilinguals reporting higher temporal demand on SDMT tasks compared to TBI monolinguals, while the HC monolingual participants reported higher temporal demands ratings compared to HC bilingual participants. Furthermore, monolingual participants showed higher levels of frustration with regard to the SDMT task compared to bilingual participants, p = .029. Conclusion Our data revealed TBI survivors underperformed on both SDMT trials compared to the HC participants. Also, bilingual participants demonstrated better SDMT-W performances compared to monolingual participants. Furthermore, our TBI bilingual sample reported themselves to be more rushed to complete the SDMT compared to monolingual TBI sample, but they were less frustrated. Meanwhile, our HC monolingual sample felt more rushed to complete the SDMT tasks compared to HC bilingual participants, but they were less frustrated. While we observed differences in workload ratings between language groups, it is unclear if language use, and/or other variables are driving these results.
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Munoz, Isabel, Daniel W. Lopez-Hernandez, Rachel A. Rugh-Fraser, Amy Bichlmeier, Abril J. Baez, Bethany A. Nordberg, Sarah Saravia i in. "A-113 Evaluation of a Recognition Trial for the Symbol Digit Modalities Test as a Performance Validity Measure in Monolingual and Bilingual Traumatic Brain Injury Survivors". Archives of Clinical Neuropsychology 36, nr 6 (30.08.2021): 1162. http://dx.doi.org/10.1093/arclin/acab062.131.

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Abstract Objective Research shows that traumatic brain injury (TBI) patients perform worse than healthy comparisons (HC) on the Symbol Digit Modalities Test (SDMT). We evaluated cut-off scores for a newly developed recognition trial of the SDMT as a performance validity assessment in monolingual and bilingual TBI survivors and HC adults. Method The sample consisted of 43 acute TBI (ATBI; 24 monolinguals; 19 bilinguals), 32 chronic TBI (CTBI; 13 monolinguals; 19 bilinguals), and 57 HC (24 monolinguals; 33 bilinguals) participants. All participants received standardized administration of the SDMT. None of the participants displayed motivation for feigning cognitive deficits. Results The HC group outperformed both TBI groups on the demographically adjusted SDMT scores, p = 0.000, ηp2 = 0.24. An interaction emerged in SDMT scores where monolingual ATBI outperformed bilingual ATBI and bilingual CTBI outperformed monolingual CTBI, p = 0.017, ηp2 = 0.06. No differences were found in the SDMT recognition trial. Both Bichlmeier and Boone’s suggested cut-off scores had different failure rates in ATBI (Bichlmeier: 77%; Boone: 37%), CTBI (Bichlmeier: 69%; Boone: 19%), and HC (Bichlmeier: 56%; Boone: 26%). For the monolingual group (Bichlmeier: 66%; Boone: 36%) and the bilingual group (Bichlmeier: 66%; Boone: 21%). Finally, chi-squared analysis revealed monolingual TBI had greater failure rates than the bilingual ATBI. Conclusion Bichlmeier’s proposed cut-off score resulted in greater failure rates in TBI survivors compared to Boone’s suggested cut-off score. Furthermore, monolingual ATBI were influenced more by Bichlmeier’s cut-off score than the bilingual ATBI group, although the reason for this finding is unclear and requires additional study with a larger sample size.
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Enzinna, Naomi Ruth. "The influence of language background and exposure on phonetic accommodation". Proceedings of the Linguistic Society of America 3, nr 1 (3.03.2018): 41. http://dx.doi.org/10.3765/plsa.v3i1.4333.

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This study examines whether language background, short-term exposure to monolingual and bilingual speech, and long-term exposure to monolingual and bilingual speech influences speech accommodation. To address this question, I examine whether English monolinguals and Spanish-English bilinguals, either from a predominately monolingual community or a predominately bilingual community, vary their speech when interacting with a monolingual English speaker versus a Spanish-English bilingual speaker. Additionally, I examine whether speakers are more likely to converge after being primed with monolingual English or Spanish-English bilingual speech. To test this, participants complete an interactive communication task, where they are presented with a 6x6 board on a computer screen and asked questions about the words on the board, which contain variables that differ in English and Spanish. Results show that both language background and long-term exposure to monolingual or bilingual speech in a speaker’s speech community influence accommodation.
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Krivickaitė, Eglė. "Non-word repetition test: research into Lithuanian monolingual and Lithuanian-English bilingual children". Taikomoji kalbotyra, nr 4 (5.03.2015): 1–22. http://dx.doi.org/10.15388/tk.2014.17468.

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The majority of studies comparing the language development of monolingual and bilingual children have found that bilinguals’ lexicon in each language is smaller than that of a comparable monolingual age-peers (Pearson et al. 1997; Werker et. al. 2009). Some studies have found that same-ages bilingual and monolingual children have relatively equal sized vocabularies when the vocabularies of both languages is taken into account (Bialystok 2001; Werker et al. 2009).The purpose of this study is twofold: 1) to introduce the Lithuanian non-word repetition test; 2) to present the results of a test, when monolingual (Lithuanian) and bilingual (L1 – Lithuanian, L2 – English) children had to produce Lithuanian non-words. The main focus of the study was to investigate the performance of monolinguals and bilinguals during the test in reference to word length and word complexity, namely consonant clusters.The test results with monolingual and bilingual children have shown that the length of the word is a very important indicator: repetition accuracy was found to decline with the increasing number of syllables in both monolingual and bilingual groups. The results of the complexity demonstrated that both groups were better when performing initial clusters rather than medial clusters, especially in longer words (mostly 4-syllable). The study has shown that the test results improve with age: older monolingual and bilingual children repeat non-words more accurately than younger children.The overall Lithuanian non-word repetition test results show that bilinguals repeat non-words less accurately than monolinguals. In the future, more children should participate in the non-word repetition test.
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Scherger, Anna-Lena, i Lena Kliemke. "nr="4"nr="5"Monolingualer und bilingualer Erwerb von Wortbildungsstrategien im Deutschen". Zeitschrift für Wortbildung / Journal of Word Formation 5, nr 2 (1.01.2021): 4–34. http://dx.doi.org/10.3726/zwjw.2021.02.01.

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Abstract The present study investigates word formation processes and strategies in monolingual and bilingual children by age 7 to 8. Using an elicitation task in form of naming of low frequent complex objects, it is analyzed whether bilingual children use other word formation strategies than monolinguals do. Therefore, N=9 monolinguals and N=9 bilinguals were tested. N=268 elicited reactions were analyzed. Results show bilinguals to use the same word formation strategies to the same extent as monolinguals do. Compounding overweighs derivation in each child. However, a more in-depth qualitative analysis shows that the complex compounds formed by bilingual children disregard the German composition rule of right-hand heads to a significantly higher extent than the monolingual children do. Since this acquisition process has been reported for German monolingual 2-year old children, this result is interpreted as a delayed acquisition process rather than a transfer from the respective first language.
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SHIRO, Martha, Erika HOFF i Krystal M. RIBOT. "Cultural differences in the content of child talk: evaluative lexis of English monolingual and Spanish–English bilingual 30-month-olds". Journal of Child Language 47, nr 4 (23.03.2020): 844–69. http://dx.doi.org/10.1017/s0305000919000990.

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AbstractWe examined the size, content, and use of evaluative lexis by 26 English monolingual and 20 Spanish–English bilingual 30-month-old children in interaction with their mothers. We extracted the evaluative words, defined as words referring to cognition, volition, or emotion. Controlling for overall vocabulary skills as measured by the MacArthur-Bates inventories, monolinguals had a larger evaluative lexicon than the bilinguals’ Spanish evaluative lexicon, but no difference was found between monolinguals’ and bilinguals’ English evaluative lexicons. There were differences between the monolinguals and bilinguals in the distribution of evaluative words across semantic categories: English monolingual children used more words pertaining to volition and cognition and talked more about volition than the Spanish–English bilingual children. These results suggest that the development of evaluative lexicons is influenced by cultural differences, and consequently, bilingual children, who are also bicultural, follow a different developmental path in both languages from the path followed by their monolingual peers.
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Goldstein, Brian A., i Ferenc Bunta. "Positive and negative transfer in the phonological systems of bilingual speakers". International Journal of Bilingualism 16, nr 4 (2.12.2011): 388–401. http://dx.doi.org/10.1177/1367006911425817.

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The present study examines the phonological skills of bilingual children, taking language use and proficiency into consideration, and compares their skills to monolingual peers. The main research question is whether bilingual children who have parent-reported language use and proficiency measures commensurate with those of their monolingual peers have phonological skills comparable to their monolingual peers. METHOD. Thirty typically developing Spanish- and English-speaking children participated in this study who were matched on age and language use and proficiency (10 monolingual English, mean age: 5;10; 10 monolingual Spanish, mean age: 5;10, and 10 bilingual, mean age: 6;0). The independent variable was language status (bilingual versus monolingual), and the dependent measures included phonological whole-word measures, segmental accuracy measures, and phonological patterns. RESULTS. Bilingual children did not differ from their monolingual peers on any of the Spanish measures, except on accuracy for stops, on which the monolinguals outperformed their bilingual peers. However, bilingual children outperformed their monolingual English-speaking peers on Proximity, PVC, PCC-R, and PCC for nasals. Moreover, bilingual children displayed lower frequencies-of-occurrence on phonological patterns than their English-speaking monolingual peers: weak syllable deletion, spirantization, and fronting. DISCUSSION. The findings of our study indicate that bilingual children may have an advantage over their monolingual peers when it comes to select phonological skills when language use and proficiency are controlled for.
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NGUYEN, THIEN-KIM, i JANET WILDE ASTINGTON. "Reassessing the bilingual advantage in theory of mind and its cognitive underpinnings". Bilingualism: Language and Cognition 17, nr 2 (25.09.2013): 396–409. http://dx.doi.org/10.1017/s1366728913000394.

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The present study aimed (a) to determine whether the bilingual advantage in false-belief (FB) understanding is replicated when considering socio-economic status and (b) to assess whether conflict inhibition and/or working memory underpin the advantage, if there is one. Monolingual preschoolers (24 English monolinguals and 24 French monolinguals) and 24 English–French bilingual counterparts received FB, conflict inhibition, working memory, and verbal ability tests. Monolingual and bilingual groups were equivalent on parental income and education, measured through a parental questionnaire. Results indicated that bilinguals significantly outperformed monolinguals on FB, but only after statistically controlling for language proficiency and age. Working memory likely compensated for the potential negative impact of bilinguals’ low language proficiency on FB.
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KAUSHANSKAYA, MARGARITA. "Cognitive mechanisms of word learning in bilingual and monolingual adults: The role of phonological memory". Bilingualism: Language and Cognition 15, nr 3 (9.02.2012): 470–89. http://dx.doi.org/10.1017/s1366728911000472.

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Previous studies have indicated that bilingualism may facilitate lexical learning in adults. The goals of this research were (i) to examine whether bilingual influences on word learning diverge for phonologically-familiar and phonologically-unfamiliar novel words, and (ii) to examine whether increased phonological memory capacity can account for bilingual effects on word learning. In Experiment 1, participants learned phonologically-familiar novel words that were constructed using the phonemes of English – the native language for all participants. In Experiment 2, participants learned phonologically-unfamiliar novel words that included non-English phonemes. In each experiment, bilingual adults were contrasted with two groups of monolingual adults: a high memory-span monolingual group (that matched bilinguals on phonological memory performance) and a low-span monolingual group. Results showed that bilingual participants in both experiments outperformed monolingual participants, both high-span and low-span. High-span monolinguals outperformed low-span monolinguals when learning phonologically-unfamiliar novel words, but not when learning phonologically-familiar novel words. The findings suggest that the bilingual advantage for novel word learning is not contingent on the phonological properties of novel words, and that phonological memory capacity as measured here cannot account for the bilingual effects on learning.
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Rozprawy doktorskie na temat "Monolingual"

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Hoominfar, Elham. "Challenges of Monolingual Education". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404055112.

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Dylman, Alexandra S. "Lexical selection in bilingual and monolingual naming". Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589443.

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Lexical selection is the process whereby semantic concepts activate and ultimately select a word to be produced in speech. This thesis examined the similarities of bilingual and monolingual lexical selection in naming. Chapter 2 reports three experiments that examined lexical facilitation in the picture-word task. Similar results were found for bilinguals and monolinguals. When bilinguals named in Ll, and monolinguals produced common names, identical distractors (PERRO+perro, DOG+dog) produced facilitation, whereas translations (PERRO+dog) and synonyms (DOG+hound) had no effect. However, when bilinguals named in L2, and monolinguals produced less common synonym names, identical distractors (DOG+dog, HOUND+hound) as well as translations (DOG+perro), and synonyms (HOUND+dog), produced facilitation. Synonyms in monolinguals simulated the effects from translations in bilinguals. Chapter 3 reports four experiments that investigated the role of orthography in the picture-word task in Japanese (and an attempt to simulate this in English using pseudohomophones). The phonological Japanese script Hiragana snowed larger effects than the morphological script Kanji or the alphabetic script Romaji. Chapter 4 reports four experiments that investigated the semantic distance between distractors and targets in the picture- word Stroop tasks. There were no effects from synonyms of target names, and larger interference from more closely than distantly related distractors. Finally, Chapter 5 reports a series of experiments investigating lexical selection using the picture-picture task, which produced disappointing results. The thesis concludes that there are cornmonalities in monolingual and bilingual lexical selection.
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Entwistle, Miranda L. "Categorical perception in bilingual and monolingual adults". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29688.pdf.

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Entwistle, Miranda L. "Categorical perception in bilingual and monolingual adults". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27313.

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The categorical perception paradigm was used to compare French/English bilinguals' and French and English monolinguals' categorization of code-switched words. A previous study by Burki-Cohen et al. (1987) showed that bilinguals' categorization of a cross-language continuum that varied from a French word to an English word was different when the words were presented in the context of a French or an English carrier phrase. Using the same stimuli the present study examined whether the effects of base language (i.e. the carrier phrase) are due to processing specific to bilinguals or are mediated by general phonetic or auditory processes. Results showed that all three groups were affected by the base language in the same way, suggesting that general processes were involved. These findings indicate that manipulating a carrier phrase does not ensure that a level of language processing is invoked which can reveal categorization processes that are particular to bilinguals.
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Нгуєн, В’єт Нган. "Language skills of bilingual and monolingual speakers". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13194.

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Fusté-Herrmann, Belinda. "Idiom comprehension in bilingual and monolingual adolescents". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002352.

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Fusté-Herrmann, Belinda. "Idiom Comprehension In Bilingual And Monolingual Adolescents". Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/256.

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A majority of Latino adolescents are reading below a proficient level, according to federal data, and there is a significant gap between overall reading proficiency of Latino and non-Latino, Caucasian adolescents. The purpose of this study was to investigate the linguistic underpinnings of Latino students' text comprehension. A positive relationship appears to exist between idiom comprehension and academic achievement, as well as idiom comprehension and reading comprehension, in typically developing, monolingual adolescents. Since reading comprehension and idiom comprehension share many of the same linguistic processes, idiom comprehension may provide a unique perspective for investigating Latino adolescents' reading comprehension. Using the Global Elaboration Model (GEM, Levorato, Nesi, & Cacciari, 2004) as the conceptual framework, the present study examined the relationship between idiom comprehension and reading comprehension with a population that had not been studied in this manner: bilingual (Spanish-English) adolescents in West Central Florida and their monolingual (English-only) peers. The GEM posits that idiom comprehension develops in tandem with other linguistic development requiring inferencing ability; and that idiom x comprehension ability can be predicted by reading comprehension ability. The present research design included the evaluation of idiomatic familiarity, semantic transparency, and contextual support, as well as three other linguistic measures: a) a reading comprehension task, b) an error detection task, and c) a synonym task. Results indicated that the three linguistic measures predicted 33% of the variance in idiom comprehension accuracy; and error detection was the strongest predictor of idiom comprehension accuracy. Furthermore, monolinguals outperformed bilinguals on all measures. The synonym task, a measure of lexical depth, best predicted language group membership. There was a three-way interaction among idiomatic familiarity, semantic transparency, and contextual support; and a three-way interaction among familiarity, transparency, and language group. Lastly, the three linguistic measures significantly predicted the bilinguals' amount of English experience, with qualitative differences emerging between sequential and simultaneous language learners. Findings lend support to the psychological reality of the GEM and provide insight into the linguistic foundations of reading comprehension in Spanish-English bilinguals.
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Burlingham, Bronwyn. "Lexicographic traditions and prefatory discourse of 17 th century dictionaries: Monolingual English, monolingual French, and bilingual French-English works". Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26861.

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In this study, we have explored the prefaces of monolingual English, monolingual French, and bilingual French-English dictionaries of the 17 th century. The monolingual works studied constitute the first of this kind to have been published. Over the course of this research, we have demonstrated that despite different lexicographic traditions, dictionary prefaces convey basically the same type of information, and address the same general issues. This study is divided into two main sections. In the first, we have provided historical information on the dictionaries, so as to illustrate the historical context in which they were published. In the second section, we have examined the prefaces themselves, first giving an overview of each text studied, and then providing a thematic analysis of the prefaces within each group as a whole, observing topics that are commonly treated among them, within the broader categories of dictionary content, lexicographic context, and linguistic context. Over the course of the research, we have established that though each text is unique, certain features are shared not only among the prefaces within one same category, but in fact across all three types of dictionary.
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Aitken, Marjorie A. Fisher Robert L. "Preparing monolingual teachers to teach English language learners". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172874.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed November 17, 2004. Dissertation Committee: Robert L. Fisher (chair), Fabiola Ehlers-Zavala, Barbara Meyer, S. Rex Morrow. Includes bibliographical references (leaves 192-208) and abstract. Also available in print.
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Viñas, Nestor. "THE NOVELTY EFFECT IN MONOLINGUAL AND BILINGUAL CHILDREN". Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-718.

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This study aims to examine memory performance in monolingual and bilingual children, and whether novel information (compared to familiar information) is differently recognized by bilingual children compared to monolingual children, and for boys compared to girls. A sample of 49 pupils from Swedish schools (28 bilingual children and 21 monolingual children; and 24 girls and 25 boys) was used in this study. Both bilinguals and monolingual had to remember or make decisions about different lists of words. They also performed two tasks of semantic memory. After that, they had to rate themselves in their proficiency of Swedish knowledge (writing, reading, speaking and understanding) and knowledge in mother tongue (only for bilinguals). In all memory tasks, no differences were found between bilingual and monolingual groups. Also, novel information was recognized similarly to familiar information and none of the groups was different in this regard.


Syftet med denna studie är att undersöka minnesprestationer hos enspråkiga- och tvåspråkiga barn och om ny information känns igen på ett annat sätt än bekant information hos enspråkiga jämfört med tvåspråkiga barn samt hos killar jämfört med tjejer. Ett stickprov på 49 elever från svenska skolor (28 tvåspråkiga och 21 enspråkiga, 24 tjejer och 25 killar) användes i studien. Både enspråkiga- och tvåspråkiga fick i uppgift att komma ihåg och besluta om olika ordlistor. De fick också två test om semantiskt minne. Efteråt fick de bedöma sin förmåga i svenska språket (skriva, läsa, tala och förstå) och tvåspråkiga bedömde även sin förmåga i hemspråket. Inga skillnader fanns mellan grupperna avseende resultaten av minnsestesterna. Vidare upptäcktes inga skillnader i att komma ihåg ny och bekant information hos någon av grupperna.

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Książki na temat "Monolingual"

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Atkinson, David. Teaching monolingual classes. London: Longman, 1993.

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Caruso, Emiliano. Vocabolario monolingue di greco antico: Monolingual dictionary of ancient Greek. Roma: Emiliano Caruso, 2014.

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Challenging the monolingual mindset. Bristol: Multilingual Matters, 2015.

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Hajek, John, i Yvette Slaughter, red. Challenging the Monolingual Mindset. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092529.

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Wessén, Elias. Våra ord: Deras uttal och ursprung : kortfattad etymologisk ordbok. Stockholm: Norstedts ordbok, 1999.

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G, Brice Roanne, red. Language development: Monolingual and bilingual acquisition. Upper Saddle River, NJ: Allyn & Bacon, An imprint of Pearson Education, 2008.

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Lennon, Brian. In Babel's shadow: Multilingual literatures, monolingual states. Minneapolis, MN: University of Minnesota Press, 2010.

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Caldas, Stephen J. Raising bilingual-biliterate children in monolingual cultures. Clevedon: Multilingual Matters, 2006.

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In Babel's shadow: Multilingual literatures, monolingual states. Minneapolis: University of Minnesota Press, 2010.

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Lübke, Diethard. Dictionnaire scolaire du francais: A basic monolingual dictionary. London: Hodder and Stoughton, 1986.

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Części książek na temat "Monolingual"

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Bashkansky, Guy, i Uzzi Ornan. "Monolingual Translator Workstation". W Machine Translation and the Information Soup, 136–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-49478-2_13.

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Singh, Michael, i Lu Si Yi. "Multilingual/monolingual tensions". W Postmonolingual Critical Thinking, 1–23. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367810405-1.

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Singh, Michael, i Jinghe Han. "Post-monolingual Education". W Pedagogies for Internationalising Research Education, 195–231. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2065-0_6.

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Søgaard, Anders, Ivan Vulić, Sebastian Ruder i Manaal Faruqui. "Monolingual Word Embedding Models". W Cross-Lingual Word Embeddings, 9–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-031-02171-8_2.

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Slaughter, Yvette, i John Hajek. "Introduction". W Challenging the Monolingual Mindset, redaktorzy John Hajek i Yvette Slaughter, 1–13. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092529-003.

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Norrby, Catrin. "1. English in Scandinavia: Monster or Mate? Sweden as a Case Study". W Challenging the Monolingual Mindset, redaktorzy John Hajek i Yvette Slaughter, 17–32. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092529-004.

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Cavallaro, Francesco, i Ng Bee Chin. "2. Language in Singapore: From Multilingualism to English Plus". W Challenging the Monolingual Mindset, redaktorzy John Hajek i Yvette Slaughter, 33–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092529-005.

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Sharifian, Farzad. "3. English as an International Language: A Multilingual and Pluricentric Perspective". W Challenging the Monolingual Mindset, redaktorzy John Hajek i Yvette Slaughter, 49–62. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092529-006.

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Schüpbach, Doris. "4. German or Swiss? Address and Other Routinised Formulas in German-speaking Switzerland". W Challenging the Monolingual Mindset, redaktorzy John Hajek i Yvette Slaughter, 63–77. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092529-007.

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Kretzenbacher, Heinz, Michael Clyne, John Hajek, Catrin Norrby i Jane Warren. "5. Meet and Greet: Nominal Address and Introductions in Intercultural Communication at International Conferences". W Challenging the Monolingual Mindset, redaktorzy John Hajek i Yvette Slaughter, 78–94. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092529-008.

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Streszczenia konferencji na temat "Monolingual"

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Sidorova, N. A. "MONOLINGUAL ENVIRONMENT – MULTICULTURAL PROBLEM". W XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-385.

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Hu, Chang. "Collaborative translation by monolingual users". W the 27th international conference extended abstracts. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1520340.1520438.

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Bhalloo, Insiya, Kai Leung i Monika Molnar. "Well-established monolingual literacy predictors in bilinguals". W 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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Streszczenie:
An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.
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Hartmann, William, Roger Hsiao i Stavros Tsakalidis. "Alternative networks for monolingual bottleneck features". W 2017 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2017. http://dx.doi.org/10.1109/icassp.2017.7953166.

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Sintichakis, Marios, i Panos Constantopoulos. "A method for monolingual thesauri merging". W the 20th annual international ACM SIGIR conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/258525.258551.

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Barzilay, Regina, i Noemie Elhadad. "Sentence alignment for monolingual comparable corpora". W the 2003 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2003. http://dx.doi.org/10.3115/1119355.1119359.

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Mahata, Sainik Kumar, Soumil Mandal, Dipankar Das i Sivaji Bandyopadhyay. "Code-Mixed to Monolingual Translation Framework". W FIRE '19: Forum for Information Retrieval Evaluation. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3368567.3368579.

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Huang, Liang, Wenbin Jiang i Qun Liu. "Bilingually-constrained (monolingual) shift-reduce parsing". W the 2009 Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1699648.1699668.

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Lü, Yajuan, i Ming ZHOU. "Collocation translation acquisition using monolingual corpora". W the 42nd Annual Meeting. Morristown, NJ, USA: Association for Computational Linguistics, 2004. http://dx.doi.org/10.3115/1218955.1218977.

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Barrachina, Sergio, i Juan Miguel Vilar. "Incremental and iterative monolingual clustering algorithms". W 8th European Conference on Speech Communication and Technology (Eurospeech 2003). ISCA: ISCA, 2003. http://dx.doi.org/10.21437/eurospeech.2003-109.

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Raporty organizacyjne na temat "Monolingual"

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Ibrahim, Ali, Boris Katz i Jimmy Lin. Extracting Structural Paraphrases from Aligned Monolingual Corpora. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2003. http://dx.doi.org/10.21236/ada460577.

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Coloma, Carmen Julia, Claudia Araya i Camilo Quezada. Development of grammaticality and sentence complexity in monolingual Spanish-speaking children with specific language impairment: An exploratory study. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/sintagma.2019.31.06.

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Abila, Amparo. A Comparison of the Vocabulary Ability of Four- and Five-Year-Old Bilingual Mexican-American Children with That of Monolingual Anglo-American Children. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2451.

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Dell'Olio, Franca, i Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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