Livros: "Bilingual interactions"

1

Winkler, Alexander. Neo-Latin and the vernaculars: Bilingual interactions in the early modern period. Leiden: Brill, 2019.

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2

Marilyn, Martin-Jones, e University of Lancaster. Centre for Language in Social Life., eds. Bilingual resources in primary classroom interaction. Lancaster: Centre for Language in Social Life, 1993.

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3

Fitzpatrick, Finbarre. Language and interaction among young bilingual children in the first year at school. [s.l: The Author], 1989.

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4

Ingrid, Jung, Serrano Javier e Urban Christiane, eds. Aprendiendo a mirar: Una investigación de lingüística aplicada y educación. Lima: Universidad Nacional del Altiplano-Puno, 1989.

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5

Gusdorf, Florent. Guide bilingue anglais-français du cybermonde. Paris: Ellipses, 1998.

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6

Jana, Staton, ed. Dialogue journals in the multilingual classroom: Building language fluency and writing skills through written interaction. Norwood, N.J: Ablex Pub. Corp., 1993.

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7

Namekawa, 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. 8^a ed. Tōkyō: Kabushiki Kaisha Koko Shuppan, 2019.

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8

Creese, Angela. Multilingual Classroom Ecologies: Inter-Relationships, Interactions, and Ideologies (Bilingual Education and Bilingualism). Multilingual Matters Limited, 2003.

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9

Preschool Bilingual Education: Agency in Interactions Between Children, Teachers, and Parents. Springer, 2018.

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10

Schwartz, Mila. Preschool Bilingual Education: Agency in Interactions Between Children, Teachers, and Parents. Springer, 2018.

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11

(Editor), Angela Creese, e Peter W. Martin (Editor), eds. Multilingual Classroom Ecologies: Inter-Relationships, Interactions and Ideologies (Bilingual Education and Bilingualism, 44). Multilingual Matters Limited, 2004.

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12

Creese, Angela And. Multilingual Classroom Ecologies: Inter-Relationship, Interactions and Ideologies. Bilingual Education and Bilingualism, Volume 44. Multilingual Matters, 2003.

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13

Chan, Clara Ho-yan. Legal Translation and Bilingual Law Drafting in Hong Kong: Challenges and Interactions in Chinese Regions. Taylor & Francis Group, 2020.

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14

Chan, Clara Ho-yan. Legal Translation and Bilingual Law Drafting in Hong Kong: Challenges and Interactions in Chinese Regions. Taylor & Francis Group, 2020.

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15

Chan, Clara Ho-yan. Legal Translation and Bilingual Law Drafting in Hong Kong: Challenges and Interactions in Chinese Regions. Taylor & Francis Group, 2020.

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16

Chan, Clara Ho-yan. Legal Translation and Bilingual Law Drafting in Hong Kong: Challenges and Interactions in Chinese Regions. Taylor & Francis Group, 2020.

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17

Couture, Katherine Anne. PERCEPTUAL DIFFERENCES IN ACADEMIC INTERACTIONS BETWEEN BLACK STUDENTS AND WHITE FACULTY IN BACCALAUREATE SCHOOLS OF NURSING (NURSING EDUCATION). 1991.

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18

Li, Wei. Codeswitching. Editado por Robert Bayley, Richard Cameron e Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0018.

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Many psycholinguists maintain that bilinguals operate between monolingual modes and a bilingual mode. What this means is that bilinguals can behave as if they were monolingual by using only one of the languages they know. It is only when they are using more than one language in the same episode of interaction that they are in a bilingual model. Codeswitching is a term used to describe a range of linguistic behavior that involves the use of more than one language or language variety in the same interaction. This chapter focuses on some of the key issues of codeswitching for sociolinguists, beginning with a discussion of the terminological and methodological issues. Then, it provides a review of the studies on the motivations and structural patterns of codeswitching. Lastly, the chapter presents an alternative approach to codeswitching that views it as a creative performance rather than as simply a combination of linguistic structures.

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19

Hernandez, Miguel Jimenez. El Pajarracol / The Big Bird (Cuentos Interactivos Bilingues / Interactive Bilingual Stories). Grupo Oceano, 2006.

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20

Hernandez, Miguel Jimenez. La Alfombra Magica / The Magic Carpet (Cuentos Interactivos Bilingues / Interactive Bilingual Stories). Grupo Oceano, 2006.

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21

Simonet, Miguel. The Phonetics and Phonology of Bilingualism. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935345.013.72.

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This chapter provides a selective overview of recent research on the phonetics and phonology of bilingualism. The central idea put forth in the chapter is that, in bilingualism and second-language learning, cross-language categories are involved in complex interactions that can take many forms, including assimilations and dissimilations. The sound categories of the two languages of a bilingual seem to coexist in a common representational network and appear to be activated simultaneously in the processing of speech in real time, but some degree of specificity is attested. The chapter then goes on to explore some of the characteristics of cross-language sound interactions, including the fact that these interactions are pliable and appear to be mediated by the structure of the lexicon.

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22

Gafaranga, Joseph. Bilingualism as Interactional Practices. Edinburgh University Press, 2017. http://dx.doi.org/10.3366/edinburgh/9780748675951.001.0001.

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Research in code-switching, undertaken against the backdrop of very negative attitudes towards the concurrent use of two or more languages within the same conversation, has traditionally been geared towards rehabilitating this form of language use. From being seen as a random phenomenon reflecting the user’s lack of competence, code-switching is currently seen as sign of an advanced level of competence in the languages involved and as serving different interactional functions. However, as a result of its success, the research tradition now faces an entirely new challenge: Where to from here? How can research in code-switching continue to be relevant and interesting now it has largely achieved its original purpose? This books seeks to answer this programmatic question. The author argues that, in order to overcome this challenge, the notion of bilingualism (multilingualism) itself must be redefined. Bilingualism must be seen as consisting of multiple interactional practices. Accordingly, research in bilingualism and in code-switching in particular must aim to describe each of those practices in its own right. In other word, the aim should be an empirically based understanding of the various interactional practices involving the use of two or more languages. In the book, this new research direction is illustrated by means of three case studies: language choice and speech representation in bilingual interaction, language choice and conversational repair in bilingual interaction and language choice and appositive structures in written texts in Rwanda.

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23

Poplack, Shana. Borrowing in the speech community. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190256388.003.0004.

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This chapter reports on the first large-scale community-based study of borrowing as it transpires in the course of regular bilingual interactions. It represents an initial attempt to furnish an empirical basis for going beyond attested loanwords to characterize the borrowing process. Departing from distinctions among lone other-language items of varying frequencies, detailed structural analyses ascertain whether English-origin nonce words incorporated into French display different structural properties from established loanwords. Among the diagnostics examined are gender assignment, plural inflection, verb morphology, word order, and phonetic realization. All lone items, whether nonce or established, display virtually identical linguistic behavior to attested loanwords. Integration is achieved almost immediately at the morphosyntactic level, while phonological integration is variable. This work inaugurated the comparative sociolinguistic method, illustrated throughout this volume, which will be seen to be crucial in the analysis of bilingual behavior, and led to the first corpus-based definition of nonce borrowing.

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24

Lleó, Conxita. Bilingualism and Child Phonology. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935345.013.53.

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The present article poses some fundamental questions related to bilingualism and to the acquisition of two phonological components, by very young children. It discusses different types of bilingualism and their outcomes. After a brief consideration of alleged pros and cons of bilingualism brought up in the past decades, two perspectives of bilingualism are sketched—psycholinguistic and sociolinguistic—and certain aspects of bilingual child phonology are presented from each of these points of view. The essential issue is whether different outcomes of bilingual child phonology are predictable, and to find the crucial criteria to support the predictions. Finally, the discussion addresses some basic questions about bilingual acquisition, and ends with a summary of various types of cross-linguistic interaction.

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25

Jenks, C., e P. Seedhouse. International Perspectives on ELT Classroom Interaction. Palgrave Macmillan, 2015.

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26

Bullock, Barbara E., Lars Hinrichs e Almeida Jacqueline Toribio. World Englishes, Code-Switching, and Convergence. Editado por Markku Filppula, Juhani Klemola e Devyani Sharma. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.009.

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In this chapter, it is argued that the study of World Englishes (WE) should assume a more central place in the analysis of variation and change in the context of language contact. Because they emerge from situations of bilingualism and contact, WE varieties are highly informative with regard to the structural issues of code-switching and convergence (also termed structural borrowing, transfer, interference, imposition). The inherently mixed nature of WE is shown here to mirror the diverse structural patterns that are commonly encountered in bilingual speech. It is argued that different mixing patterns arise in response to the social and medial embedding of WE vernaculars at the community, the individual, and the interactional levels. Social evaluations of relative prestige, individual projections of style, stance, and identity, and the complex nature of multilingual interaction conspire to bring about complex, new language structures.

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27

Logan, Thomas F. Controlling involvement: A naturalistic study of peer interaction in a bilingual, bicultural preschool. 1990.

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28

Kibler, Amanda K. Longitudinal Interactional Histories: Bilingual and Biliterate Journeys of Mexican Immigrant-origin Youth. Palgrave Macmillan, 2018.

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29

Kibler, Amanda K. Longitudinal Interactional Histories: Bilingual and Biliterate Journeys of Mexican Immigrant-origin Youth. Palgrave Macmillan, 2018.

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30

Hernandez, Miguel Jimenez. El Mago Matias/ The Magician Mathias (Cuentos Interactivos Bilingues). Grupo Oceano, 2006.

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31

Hernandez, Miguel Jimenez. La Casita Encantada/ The Small Haunted House (Cuentos Interactivos Bilingues). Grupo Oceano, 2006.

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32

Crosslinguistic Influence and Crosslinguistic Interaction in Multilingual Language Learning. Bloomsbury Academic, 2015.

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33

Jessner, Ulrike, Gessica De Angelis e Marijana Kresic. Crosslinguistic Influence and Crosslinguistic Interaction in Multilingual Language Learning. Bloomsbury Publishing Plc, 2017.

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34

Hernandez, Miguel Jimenez. El Medico De Trozosland/ the Doctor in Trozosland (Cuentos Interactivos Bilingues). Grupo Oceano, 2006.

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35

Hernandez, Miguel Jimenez. La Casa De Las Brujas/ The Witches' House (Cuentos Interactivos Bilingues). Grupo Oceano, 2006.

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36

Wong, Jean, e Hansun Zhang Waring. Storytelling in Multilingual Interaction. Taylor & Francis Group, 2021.

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37

Verhelst, Berenice, e Tine Scheijnen, eds. Greek and Latin Poetry of Late Antiquity. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781009031769.

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Although Greek and Latin poetry from late antiquity each poses similar questions and problems, a real dialogue between scholars on both sides is even now conspicuously absent. A lack of evidence impedes discussion of whether there was direct interaction between the two language traditions. This volume, however, starts from the premise that direct interaction should never be a prerequisite for a meaningful comparative and contextualising analysis of both late antique poetic traditions. A team of leading and emerging scholars sheds new light on literary developments that can be or have been regarded as typical of the period and on the poetic and aesthetic ideals that affected individual works, which are both classicizing and 'un-classical' in similar and diverging ways. This innovative exploration of the possibilities created by a bilingual focus should stimulate further explorations in future research.

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38

Matoesian, Gregory. Language and Law. Editado por Robert Bayley, Richard Cameron e Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0034.

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This chapter focuses on the complex yet elusive relationship between language, law, and sociocultural context. It discusses the sociocultural dimensions of language and law, paying particular attention to the role of power in legal discourse. The first section discusses the major contributing approaches to the sociocultural analysis of language and law: conversation analysis, linguistic anthropology, and, to a lesser extent, Critical Discourse Analysis. The second section covers substantive studies from what has been referred to as the language and power school of legal anthropology: Law school socialization, police–citizen interaction, courtrooms, bilingual encounters, and cross-cultural misunderstandings in legal interviews and translation. The last section suggests a new direction for the study of language and law, one that may provide a deeper understanding of language, law, and sociocultural context.

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39

Wong, Jean, e Hansun Zhang Waring. Storytelling in Multilingual Interaction: A Conversation Analysis Perspective. Taylor & Francis Group, 2021.

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40

Wong, Jean, e Hansun Zhang Waring. Storytelling in Multilingual Interaction: A Conversation Analysis Perspective. Taylor & Francis Group, 2021.

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41

Wong, Jean, e Hansun Zhang Waring. Storytelling in Multilingual Interaction: A Conversation Analysis Perspective. Taylor & Francis Group, 2021.

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42

Staton, Jana, e Joy Kreeft Peyton. Dialogue Journals in the Multilingual Classroom: Building Language Fluency and Writing Skills Through Written Interaction (Writing Research). Ablex Publishing, 1996.

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43

Staton, Jana, e Joy Kreeft Peyton. Dialogue Journals in the Multilingual Classroom: Building Language Fluency and Writing Skills Through Written Interaction (Writing Research). Ablex Publishing, 1996.

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44

Benati, Alessandro G., e Hossein Nassaji. Interactional Feedback Dimension in Instructed Second Language Learning: Linking Theory, Research, and Practice. Bloomsbury Publishing Plc, 2016.

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45

Interactional Feedback Dimension in Instructed Second Language Learning: Linking Theory, Research, and Practice. Bloomsbury Publishing Plc, 2015.

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46

Bayley, Robert, Richard Cameron e Ceil Lucas, eds. The Oxford Handbook of Sociolinguistics. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.001.0001.

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The Oxford Handbook of Sociolinguistics contains forty chapters dealing with a great variety of topics in the study of language and society. It presents the major theoretical approaches in particular bilingual and multilingual contexts, and both spoken and signed languages. The volume not only offers an up-to-date guide to the diverse areas of the study of language in society, but also numerous guideposts to where the field is headed. The first section examines the contributions of the various disciplines that have contributed to the sociolinguistic enterprise. The second section deals with methods, a central concern of a discipline that bases its conclusions on evidence drawn from the real world of social interaction. The third section deals directly with a number of issues in multilingualism and language contact. The fourth section focuses on a core area of sociolinguistics: the study of language variation and change. The fifth section focuses on macrosociolinguistics and explores language policy, ideology, and attitudes in a wide range of contexts. The final section of the volume discusses sociolinguistics in a number of different domains including law, medicine, sign-language interpretation, language awareness, language revitalization, and social activism.

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47

Jolowicz, Daniel. Latin Poetry in the Ancient Greek Novels. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192894823.001.0001.

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This work establishes and explores connections between Greek imperial literature and Latin poetry. As such, it challenges conventional thinking about literary and cultural interaction of the period, which assumes that imperial Greeks are not much interested in Roman cultural products (especially literature). Instead, it argues that Latin poetry is a crucially important frame of reference for Greek imperial literature. This has significant ramifications, bearing on the question of bilingual allusion and intertextuality, as well as on that of cultural interaction during the imperial period more generally. The argument mobilizes the Greek novels—a literary form that flourished under the Roman Empire, offering narratives of love, separation, and eventual reunion in and around the Mediterranean basin—as a series of case studies. Three of these novels in particular—Chariton’s Chaereas and Callirhoe, Achilles Tatius’ Clitophon and Leucippe, and Longus’ Daphnis and Chloe—are analysed for the extent to which they allude to Latin poetry, and for the effects (literary and ideological) of such allusion. After an Introduction that establishes the cultural context and parameters of the study, each chapter pursues the strategies of an individual novelist in connection with Latin poetry: Chariton and Latin love elegy (Chapter 1); Chariton and Ovidian epistles and exilic poetry (Chapter 2); Chariton and Vergil’s Aeneid (Chapter 3); Achilles Tatius and Latin love elegy (Chapter 4); Achilles Tatius and Vergil’s Aeneid (Chapter 5); Achilles Tatius and the theme of bodily destruction in Ovid’s Metamorphoses, Lucan’s Bellum Civile, and Seneca’s Phaedra (Chapter 6); Longus and Vergil’s Eclogues, Georgics, and Aeneid (Chapter 7). The work offers the first book-length study of the role of Latin literature in Greek literary culture under the empire and thus provides fresh perspectives and new approaches to the literature and culture of this period.

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48

Gibson, Mark, e Juana Gil, eds. Romance Phonetics and Phonology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198739401.001.0001.

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The research in this volume addresses several recurring topics in Romance Phonetics and Phonology with a special focus on the segment, syllable, word, and phrase levels of analysis. The original research presented in this volume ranges from the low-level mechanical processes involved in speech production and perception to high-level representation and computation. The interaction between these two dimensions of speech and their effects on first- and second-language acquisition are methodically treated in later chapters. Individual chapters address rhotics in various languages (Spanish, Italian, and Brazilian Portuguese), both taps and trills, singleton and geminate; vowel nasalization and associated changes; sibilants and fricatives, the ways in which vowels are affected by their position; there are explorations of diphthongs and consonant clusters in Romanian; variant consonant production in three Catalan dialects; voice quality discrimination in Italian by native speakers of Spanish; mutual language perception by French and Spanish native speakers of each other’s language; poetry recitation (vis-à-vis rhotics in particular); French prosodic structure; glide modifications and pre-voicing in onsets in Spanish and Catalan; vowel reduction in Galician; and detailed investigations of bilinguals’ language acquisition. A number of experimental methods are employed to address the topics under study including both acoustic and articulatory data; electropalatography (EPG), ultrasound, electromagnetic articulography (EMA).

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