Bibliografias temáticas / Bilingualism

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Literatura científica selecionada sobre o tema "Bilingualism"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 30 de julho de 2024

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Artigos de revistas sobre o assunto "Bilingualism"

Marlina, Leni. "BILINGUALISM AND BILINGUAL EXPERIENCES: A CASE OF TWO SOUTHEAST ASIAN FEMALE STUDENTS AT DEAKIN UNIVERSITY". Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, n.º 2 (4 de maio de 2017): 182. http://dx.doi.org/10.24036/ld.v10i2.7429.

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BILINGUALISME AND PENGALAMAN BILINGUAL: Sebuah Studi Kasus Dua Mahasiswa Perempuan Asia Tenggara di Deakin UniversityAbstractBilingualism is inseparable from humans’ life. It occurs practically in every country, in all classes of society and in all age groups. Besides, it has many dimensions. This paper is to describe bilingualism dan bilingual experiences from two international students who were studying at Deakin University in 2012. To describe bilingual experiences students two Southeast Asian female students had been interviewed at Deakin University in 2012. To explore their detail experiences that might not be accessed during the interview, two questionnaires had been used. Furthermore, the respondents’ life narrative being bilinguals was written based on the result of the interview and the questionnaires.Additionally, this paper contains some discussions. Firstly, it describes the respondents’ bilingual experiences: their languages, their countries, their brief history of becoming bilingual, and their family environment in relation to bilingualism. Secondly, it examines bilinguals’ responses and then applying them for Baker’s (2011a) dimensions of bilingualism and other related theories. Thirdly, it includes a critical analysis of the socio, political, and educational issues discussed by the respondents in relation to being brought up bilingually. Last, it includes an analysis on how bilingual experiences shape their identities and view the world.Key words: bilingualism, bilingual experience, asian female students AbstrakBilingualisme tidak dapat dipisahkan dari kehidupan manusia. Hal ini terjadi secara praktis di setiap negara, di semua kelas masyarakat dan di semua kelompok usia. Selain itu, bilingualisme juga memiliki banyak dimensi. Makalah ini untuk menjelaskan bilingualisme dan pengalaman bilingualis (dwi bahasa) dua siswa internasional yang sedang belajar di Deakin University pada tahun 2012. Untuk menggambarkan pengalaman dwi bahasa, dua siswa perempuan Asia Tenggara telah diwawancarai di Deakin University pada tahun 2012. Untuk mengeksplorasi pengalaman detail mereka yang mungkin tidak dapat diakses selama wawancara, dua kuesioner juga digunakan. Selanjutnya, narasi hidup responden menjadi bilingualis ditulis berdasarkan hasil wawancara dan kuesioner. Selain itu, makalah ini berisi beberapa diskusi. Pertama, menggambarkan pengalaman dwibahasa responden: bahasa mereka, negara mereka, sejarah singkat mereka menjadi penutur dwi bahasa, dan lingkungan keluarga mereka terkait dengan bilingualisme. Kedua, mengkaji tanggapan bilinguals dan kemudian menerapkannya untuk dimensi bilingualisme Baker (2011a) dan teori terkait lainnya. Ketiga, mencakup analisis kritis tentang isu sosio, politik, dan pendidikan yang didiskusikan oleh responden sehubungan dengan diangkat secara bilingual. Terakhir, mencakup analisis tentang bagaimana pengalaman dwibahasa membentuk identitas mereka dan melihat dunia.Key words: bilingualism, bilingual experience, asian female students

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Frederiksen, Anne Therese, e Judith F. Kroll. "Regulation and Control: What Bimodal Bilingualism Reveals about Learning and Juggling Two Languages". Languages 7, n.º 3 (11 de agosto de 2022): 214. http://dx.doi.org/10.3390/languages7030214.

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In individuals who know more than one language, the languages are always active to some degree. This has consequences for language processing, but bilinguals rarely make mistakes in language selection. A prevailing explanation is that bilingualism is supported by strong cognitive control abilities, developed through long-term practice with managing multiple languages and spilling over into more general executive functions. However, not all bilinguals are the same, and not all contexts for bilingualism provide the same support for control and regulation abilities. This paper reviews research on hearing sign–speech bimodal bilinguals who have a unique ability to use and comprehend their two languages at the same time. We discuss the role of this research in re-examining the role of cognitive control in bilingual language regulation, focusing on how results from bimodal bilingualism research relate to recent findings emphasizing the correlation of control abilities with a bilingual’s contexts of language use. Most bimodal bilingualism research has involved individuals in highly English-dominant language contexts. We offer a critical examination of how existing bimodal bilingualism findings have been interpreted, discuss the value of broadening the scope of this research and identify long-standing questions about bilingualism and L2 learning which might benefit from this perspective.

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Gutierrez, John R., Josiane F. Hamers e Michel H. A. Blanc. "Bilinguality and Bilingualism". Modern Language Journal 75, n.º 2 (1991): 241. http://dx.doi.org/10.2307/328838.

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Lanvers, Ursula, Josine F. Hamers e Michael Blanc. "Bilinguality and Bilingualism". Modern Language Review 96, n.º 4 (outubro de 2001): 1172. http://dx.doi.org/10.2307/3735982.

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Dorian, Nancy C., Josiane F. Hamers e Michel H. A. Blanc. "Bilinguality and Bilingualism". Language 66, n.º 4 (dezembro de 1990): 869. http://dx.doi.org/10.2307/414753.

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Dolitsky, Marlene. "Bilinguality & bilingualism". Journal of Pragmatics 19, n.º 4 (abril de 1993): 380–83. http://dx.doi.org/10.1016/0378-2166(93)90096-8.

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Tian, Fangjing, Yuan Lan, Qingyang Li e Wen Yang. "The Effect of Bilingualism on Children's Creative Thinking of Cognitive Functioning: Evidence from Chinese Native Speaker". Lecture Notes in Education Psychology and Public Media 48, n.º 1 (17 de maio de 2024): 25–32. http://dx.doi.org/10.54254/2753-7048/48/20231453.

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This essay investigates the impact of bilingualism, specifically learning English as a second language, on the creative thinking of Chinese-speaking children. Bilingualism's influence on cognitive functioning, particularly creative thinking, has been widely debated, with studies showing varying results. The study includes Chinese monolinguals and Chinese-English bilinguals from different age groups, with the aim of exploring potential differences in creative thinking between the two groups. To assess creative thinking, a battery of standardized creativity tests adapted to the Chinese language and culture is used, including linguistic, figural, and ideational tasks. The results are analyzed using a mixed-method approach, considering the effects of bilingualism, age-related changes, and task-specific differences. Expected outcomes may include identifying a bilingual advantage in certain aspects of creative thinking, age-related variations in creative thinking skills, and task-specific disparities. This research provides insights into the complex relationship between bilingualism, cognitive functioning, and creative thinking, particularly within the context of Chinese-speaking children. The findings have implications for educational practices, curriculum development, and language learning strategies, highlighting the importance of considering language and culture when studying the impact of bilingualism on cognitive functioning and creative thinking. This study emphasizes the significance of investigating the effects of specific language pairs on cognition and creative thinking, shedding light on the potential advantages and challenges associated with bilingualism.

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Centeno, José G. "The Relevance of Bilingualism Questionnaires in the Personalized Treatment of Bilinguals With Aphasia". Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 17, n.º 3 (outubro de 2010): 65–73. http://dx.doi.org/10.1044/cds17.3.65.

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Bilingualism questionnaires are important intake instruments to develop clinically useful individual bilingualism histories on dual-language users. Insights from these questionnaires enhance diagnostic difference-versus-disorder determinations and therapeutic suitability. The relevance of bilingualism questionnaires, often stressed in the case of pediatric bilingual cases, has received minimal attention in aphasia rehabilitation with bilinguals. This article discusses the development and implementation of systematic bilingualism questionnaires to gather pre-morbid experiential insights on bilinguals with critical value in the design of personalized, social aphasia intervention that would maximize plausible linguistic, cultural, and cognitive interactions affecting language recovery.

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Arce Rentería, M., K. Casalletto, S. Tom, J. Pa, A. Harrati, N. Armstrong, K. B. Rajan, J. Manly, D. Mungas e L. Zahodne. "The Contributions of Active Spanish-English Bilingualism to Cognitive Reserve among Older Hispanic Adults Living in California". Archives of Clinical Neuropsychology 34, n.º 7 (30 de agosto de 2019): 1235. http://dx.doi.org/10.1093/arclin/acz029.02.

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Abstract Objective Bilinguals may be able to retain similar levels of cognitive functioning given age and/or Alzheimer’s Disease-related neurodegeneration, compared to monolinguals. Many studies have yielded equivocal findings that may be explained by within-group differences among bilinguals, such as frequency of language use. The current study aimed to clarify the role of frequency of bilingual language use (i.e., active versus passive) in the association of brain structure and memory. We hypothesized that active bilinguals would demonstrate better memory performance compared to passive bilinguals and monolinguals, and that active bilingualism would buffer the effects of temporal lobe integrity on memory. Participants and Method In a longitudinal aging study, 217 older Hispanic adults (Age M = 74 years, SD = 6; 70% women) underwent neuropsychological evaluation and 1.5T MR imaging. Bilingualism was determined by self-reported use of English and Spanish. Active bilinguals reported using both languages daily. Multiple regression tested main effects and interactions of bilingualism and entorhinal cortical thickness on semantic and episodic memory, adjusted for age, sex/gender, and education. Results Bilingualism was associated with better semantic memory(F[2,209] = 6.25, p = .002) but not with episodic memory(F[2,209)] = 0.34, p = .71). There was a significant bilingualism X entorhinal cortical thickness interaction on semantic memory (β = -.26, p = .02), indicating that active bilinguals were better able to maintain cognitive functioning with lower cortical thickness, compared to passive bilinguals and monolinguals. Conclusions Active bilingualism may protect semantic memory against cortical thinning of the entorhinal cortex. Future studies will explore whether this relationship remains after accounting for additional environmental and sociocultural factors (e.g., immigrant status) that influence the ability or opportunity to become bilingual, and whether active bilingualism affects cognitive trajectory in late life.

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de Bruin, Angela. "Not All Bilinguals Are the Same: A Call for More Detailed Assessments and Descriptions of Bilingual Experiences". Behavioral Sciences 9, n.º 3 (24 de março de 2019): 33. http://dx.doi.org/10.3390/bs9030033.

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No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in relation to executive functioning. Next, I review different questionnaires and objective measurements that have been proposed to better define bilingual experiences. In order to better understand (effects of) bilingualism within and across studies, it is crucial to carefully examine and describe not only a bilingual’s proficiency and age of acquisition, but also their language use and switching as well as the different interactional contexts in which they use their languages.

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Teses / dissertações sobre o assunto "Bilingualism"

Grigor, Iuliia. "The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study". Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/12077.

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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtençao do grau de Mestre em Didáctica do Inglês,
In the modern scientific world, linguists have made a big buzz about the notion of bilingualism. Such a situation is the result of a persistent call of the European community for bilingualisation, which is dictated by a constant mobility of people around Europe. In order to grasp the nature of bilingualism, a vast majority of scientific papers have been published which rest upon the results of an enormous number of action researches held. But these papers deal primarily with the notion of bilingualism itself. Also, constant attempts to subdivide bilingualism can be found. If we will speak about the world of education, lots of linguists (not even practitioners) give you advice on how to foster a bilingual child. In this paper, through a detailed analysis of the relevant literature, we will try to understand what to do if you are working with children who happen to be bilinguals, what role bilingual education programs play in modern educational system, and what their objectives are. Also, how being bilingual will influence a child’s cognitive processes and their intelligence and how teachers can benefit from a child’s bilingualism. By means of an action research we will try to clarify how being bilingual will help children acquire vocabulary.

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Barr, Regina L. "Sociolinguistics and Bilingualism". University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1512423875160549.

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Barbiero, Giulia <1997&gt. "Attitudes Toward Bilingualism". Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21265.

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Questa tesi ha l’obiettivo di analizzare il bilinguismo dal punto di vista teorico, storico, linguistico e geografico. Il bilinguismo è un termine trattato in molti campi di studio tra cui quello linguistico, psicologico e pedagogico. Essendo un argomento così multidimensionale, è anche caratterizzato da numerose definizioni diverse, il bilinguismo infatti, non presenta una definizione univoca, ma piuttosto viene considerato diversamente dipendentemente dal campo di studi in cui viene trattato. Nel corso del tempo quindi, il bilinguismo è stato definito in maniera diversa e l’opinione generale delle persone è cambiata drasticamente. Questo cambiamento di opinione nei confronti del bilinguismo è stato poi applicato sia nella sfera familiare che in quella sociale. Il primo capitolo di questa tesi, dunque, si focalizza sulle varie definizioni di bilinguismo e sul cambiamento di opinione delle persone nel corso del tempo. Il secondo capitolo invece, si concentra sul ruolo della lingua inglese e di come, in particolare, sia arrivata ad essere considerata la lingua franca attuale da molti. Ne segue le definizioni di lingua franca e lingua globale. Il capitolo include inoltre una presentazione delle politiche linguistiche principali adottate nel corso degli anni. Il terzo capitolo descrive dal punto di vista storico l’approccio al bilinguismo di ogni continente, con un particolare focus sull’Europa. L’ultimo capitolo consiste in una serie di interviste a soggetti bilingui. Le interviste hanno lo scopo di analizzare le diverse esperienze e opinioni degli intervistati.

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Wright, Sue. "Bilingualism and educational achievement a study of young bilinguals in Birmingham schools and colleges /". Thesis, Online version, 1992. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.332287.

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Bäckström, Elin. "Affective Emotions and Bilingualism". Thesis, Stockholm University, Department of English, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6659.

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This essay deals with bilingualism and how affectionate feelings are expressed. There seems to be a difference in meaning between the English phrase I love you and the corresponding Swedish jag älskar dig, where the English phrase is used more frequently and casually than the Swedish phrase. In this paper, affective emotions in Swedish-English bilingualism is examined on two levels: 1) the expression of affectionate feelings in general and 2) the translatability and meaning of I love you and jag älskar dig.

A qualitative study, with the purpose to investigate how two groups of Swedish-English bilinguals experience meaning and translatability in their affective repertoires, was carried out. 25 people participated in the study, of whom those in the first group are L1 speakers of English who have acquired Swedish as a second language, and those in the second are L1 speakers of both English and Swedish with at least one parent from an English-speaking country. The results of the study were compared with results derived from previous research on language and emotion and bilingualism. Furthermore, a few professional translators were interviewed about the translatability of I love you and jag älskar dig.

The results from the study show a tendency for late learners of Swedish to use English rather than Swedish when expressing affection, while the childhood bilinguals of both Swedish and English show a general preference for Swedish. However, respondents show a high degree of accommodation; they choose their language based on the L1 or preferred language of the interlocutor. A vast majority in both groups reported experiencing feelings of affection to be expressed differently in their English-speaking culture compared to the Swedish culture. A majority of respondents in the first group do not experience a difference in meaning between I love you and jag älskar dig, while a majority in the second group, with both Swedish and English as L1, do. The results from the study cannot be claimed to account for more than the experiences and opinions of the 25 respondents, but correspond with previous research results within the fields of language and emotion and bilingualism.

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Trites, Monique Marie Gabrielle. "Bilingualism and reasoning ability". Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26619.

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The purposes of the present study were (1) to investigate relationships between levels of verbal and non verbal reasoning ability and second language acquisition and (2) to examine the concurrent validity of the Test Of Nonverbal Intelligence (TONI) using the WISC-R and the Children's Word Finding Test as criteria and to verify the equivalence of the two forms of the TONI. The present study was conducted because of the controversy that exists in the literature, over the relationship between bilingualism and cognitive ability. While previous research used "general intelligence" tests to investigate differences between unilinguals and bilinguals, the present study examined a more precise construct: verbal and non-verbal reasoning ability in Grade 3 French Immersion students as compared to Grade 3 Non French Immersion Students. All students came from homes in which English was the only language spoken, had been continuously enrolled from kindergarten through the end of Grade 3 in their current academic programs, and were not attending Learning Assistance centers. The two groups came from families with high socioeconomic status. An analysis of variance was used to compare the two groups on the WISC-R, the TONI and the Children's Word Finding Test. Correlations between scores on the three tests were calculated to verify the level of equivalence of the two forms of the TONI, and of the validity of the TONI concurrently with the WISC-R and with the Children's Word Finding Test. The French Immersion group scored higher than the Non-French Immersion group on the TONI -A (p = .07) and the Children's Word Finding Test (p = .10) and significantly higher on the Performance Scale and Full Scale of the WISC-R. After controlling for variability on cognitive ability levels (WISC-R), the French Immersion group still scored higher than the Non-French Immersion group on the TONI A and the Children's Word Finding Test (p = .09). The TONI correlated poorly with the WISC-R, as well as with the Children's Word Finding Test. The low correlation of the TONI with the WISC-R was explained by the difference in the range of the age interval of the norms of each test. The coefficient of equivalence of the two forms of the TONI was significantly lower than that reported by the authors of the technical manual. Furthermore, an order effect was found for both French Immersion and Non-French Immersion groups, when the Form A of the TONI was administered first (This was not however, the case when the Form B of the TONI was administered first). When the TONI A was given first the correlation between the scores of the TONI A and TONI B was high for the French Immersion group but not for the Non-French Immersion group. It was concluded that although interpretation of the results is confounded by possible initial differences between groups, the French Immersion group demonstrated a tendency towards better verbal and non-verbal inductive and deductive reasoning ability (p = .09). Further, it was concluded that the two forms of the TONI are not equivalent and that there is an order effect when TONI A is administered first, but not when TONI B is administered first. Further research is needed on this test before it can be considered a reliable substitute for the WISC-R.
Education, Faculty of
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Roberts, Sean Geraint. "Evolutionary approach to bilingualism". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7995.

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The ability to learn multiple languages simultaneously is a fundamental human linguistic capacity. Yet there has been little attempt to explain this in evolutionary terms. Perhaps one reason for this lack of attention is the idea that monolingualism is the default, most basic state and so needs to be explained before considering bilingualism. When thinking about bilingualism in this light, a paradox appears: Intuitively, learning two languages is harder than learning one, yet bilingualism is prevalent in the world. Previous explanations for linguistic diversity involve appeals to adaptation for group resistance to freeriders. However, the first statement of the paradox is a property of individuals, while the second part is a property of populations. This thesis shows that the properties of cultural transmission mean that the link between individual learning and population-level phenomena can be complex. A simple Bayesian model shows that just because learning one language is easier than two, it doesn't mean that monolingualism will be the most prevalent property of populations. Although this appears to resolve the paradox, by building models of bilingual language evolution the complexity of the problem is revealed. A bilingual is typically defined as an individual with "native-like control of two languages" (Bloomfield, 1933, p. 56), but how do we define a native speaker? How do we measure proficiency? How do we define a language? How can we draw boundaries between languages that are changing over large timescales and spoken by populations with dynamic structures? This thesis argues that there is no psychological reality to the concept of discrete, monolithic, static `languages' - they are epiphenomena that emerge from the way individuals use low-level linguistic features. Furthermore, dynamic social structures are what drives levels of bilingualism. This leads to a concrete definition of bilingualism: The amount of linguistic optionality that is conditioned on social variables. However, integrating continuous variation and dynamic social structures into existing top-down models is difficult because many make monolingual assumptions. Subsequently, introducing bilingualism into these models makes them qualitatively more complicated. The assumptions that are valid for studying the general processes of cultural transmission may not be suitable for asking questions about bilingualism. I present a bottom-up model that is specifically designed to address the bilingual paradox. In this model, individuals have a general learning mechanism that conditions linguistic variation on semantic variables and social variables such as the identity of the speaker. If speaker identity is an important conditioning factor, then `bilingualism' emerges. The mechanism required to learn one language in this model can also learn multiple languages. This suggests that the bilingual paradox derives from focussing on the wrong kind of question. Rather than having to explain the ability to learn multiple languages simultaneously as an adaptation, we should be asking how and why humans developed a flexible language learning mechanism. This argument coincides with a move in the field of bilingualism away from asking `how are monolinguals and bilinguals different?' to `how does the distribution of variation affect the way children learn?'. In this case, while studies of language evolution look at how learning biases affect linguistic variation, studies of bilingualism look at how linguistic variation affects learning biases. I suggest that the two fields have a lot to offer each other.

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Ibrahim, Anna. "Bilingualism in translation tasks". Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6251/.

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Maltais, Cathy Florence. "Bilingualism in the Canadian federal public service : the value of the bilingualism bonus". Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3024217/.

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This study aims to investigate if the bilingualism bonus is a motivating factor for usage or acquisition of a second official language in the Canadian federal public service and also to investigate whether the bilingualism bonus plays a role in increasing the level of bilingualism in the public service or not. This was an action research based study in which mixed methods were utilised to collect data, including a survey of public servants. The study found that the bilingualism bonus does not perform the intended role of the bonus, which is to motivate employees to use or acquire their second official language. The study also shows that the bilingualism bonus does not play a role in increasing bilingualism in the public service as a whole. In applying the expectancy theory model, it was found that the reason the bonus does not motivate employees to learn and/or use their second official language is because some of the values in the expectancy equation are nil, therefore motivation is nil.

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Jones, Karen. "Marketing communications and bilingualism : the impact of bilingualism on consumers' response to marketing messages". Thesis, Bangor University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568764.

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Marketing communication focuses on employing strategies that appeal to its target audience and messages must identify the target audience and communicate in ways that appeal to its needs and expectations to be effective (Palmer 2009). However, targeting consumers with marketing messages in English regardless of cultural heritage and native language continues (Puntoni et al. 2009). Whilst language policies influence the public sector to target Welsh consumers with bilingual messages, the private sector continue to convey predominately-English messages. In contrast, faced with the same challenge, all commercial businesses try to stand out from their competitors (Bhargava 2008). Further, the number of Welsh first language speakers living in Wales is on the increase (Welsh Language Board, 2003). Therefore, contemporary marketing communication calls for marketing messages that appeal to a wider Welsh bilingual market. This thesis investigates the impact bilingual marketing stimuli has on comprehension, attitudes, and resulting behaviour of Welsh consumers. A large scale, holistic research approach was utilised in the study, mutually supported by a deductive and inductive mixed method design to produce robust data. This strengthens any weakness in the methods, as one compensated for the other (Fulcher and Scott 2007), thus cancelling out any limitations (Milliken 2001). A non-probability sampling method was adopted that would positively identify the target audience fitting the language criteria. Choosing a non-parametric route to the method of analysis is in light of non- probability sampling in addition to limitations in sample size and unknown normality of distribution. The e-Prime software application suite creates all the computerised experiment designs. The quantitative data was analysed using the statistical package for social science (SPSS), whilst using qualitative data, the content was analysed and thematic techniques used to uncover themes. Contributing data interpretation drawn from small samples acts as a platform for designing the confirmatory survey aimed at strengthening validity and reliability. The findings draw on narratives and statistical significant correlations in bilingual qualities of consumers that focus on the assumption that Welsh products are associated with quality goods that are higher in price. A strong sense of passion and pride for the Welsh language's development emerges from the analysis that has the potential to offer a lucrative business growth opportunity for local businesses. However, the additional costs of producing bilingual marketing messages are unjustified whilst consumer comprehension gaps in the Welsh language exist. From the analysis and discussions, the development of two distinctive framework models will assist businesses in directing contemporary marketing communications at specifically targeted audiences based on language proficiency and its motivational appeal. In addition, having to attend to only one academic level of Welsh, this adds to the comprehension gap problem making it difficult for creating marketing communications that challenge the comprehension gap. Commercial competitive advantages are difficult to achieve when language level variations are restricted in their use to segment the market to beat the competition. Support for a variation of language levels for businesses to use that target consumer groups within each comprehension level offer businesses more scope to adopt cost effective strategies that offer competitive advantages. Future proposed research directions include use of language proficiency as a tool to segment the bilingual market and, in doing so, test the effectiveness of marketing messages designed to identify with each target market. Also, there is opportunity to explore the impact such marketing messages may have on those not specifically targeted (non- Welsh speakers) as well as the effects of their appeal on the tourist trade.

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Mais fontes

Livros sobre o assunto "Bilingualism"

1929-, Blanc Michel, ed. Bilinguality and bilingualism. 2^a ed. Cambridge: Cambridge University Press, 2000.

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Hamers, Josiane F. Bilinguality and bilingualism. Cambridge: Cambridge University Press, 1989.

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Hamers, Josiane F. Bilinguality and bilingualism. Cambridge: Cambridge University Press, 1988.

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Libben, Maya, Mira Goral e Gary Libben, eds. Bilingualism. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/bpa.6.

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Dewaele, Jean-Marc, Alex Housen e Wei Li, eds. Bilingualism. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596315.

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Jansen, Silke, Sonja Higuera del Moral, Jessica Stefanie Barzen, Pia Reimann e Markus Opolka. Demystifying Bilingualism. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87063-8.

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Plaza-Pust, Carolina, e Esperanza Morales-López, eds. Sign Bilingualism. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/sibil.38.

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Schmid, Monika S., e Wander Lowie, eds. Modeling Bilingualism. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sibil.43.

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McCardle, Peggy, e Erika Hoff, eds. Childhood Bilingualism. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598715.

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Macdonald, Roderick Alexander. Legal bilingualism. [Toronto]: Faculty of Law, University of Toronto, 1988.

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Mais fontes

Capítulos de livros sobre o assunto "Bilingualism"

Leon Guerrero, Sibylla, e Gigi Luk. "Chapter 2. From the spatial ego to cognitive control". In Studies in Bilingualism, 12–37. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.02leo.

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Ellen Bialystok’s early work from 1976–1988 has had a lasting influence on the fields of bilingualism and linguistics. This chapter reviews her seminal work establishing bilingualism as a cross-disciplinary area of study in 1976. It then explores Bialystok’s language processing research of the 1980’s, articulating two of her crucial, yet often overlooked achievements. First, Bialystok’s early information processing models for word-level representations set the stage for an explosion of cognitive bilingualism research by identifying cognitive processes involved in second language acquisition. Second, her work set a precedent for understanding the spectrum of language experiences and their complexities, providing essential insight into why even subtle distinctions should be considered and reported when describing bilinguals. Presciently, Bialystok’s early work anticipated current understandings and future directions for bilingualism research, making her sustained contributions to the area an invaluable asset for continued exploration.

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Prestwood, Lauren, Christina Salnaitis e Alejandro Brice. "Bilingualism". In Encyclopedia of Evolutionary Psychological Science, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2419-1.

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Manuel-Dupont, Sonia, Alfredo Ardila, Monica Rosselli e Antonio E. Puente. "Bilingualism". In Critical Issues in Neuropsychology, 193–210. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-0682-3_8.

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Ray-Subramanian, Corey E. "Bilingualism". In Encyclopedia of Child Behavior and Development, 240–41. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_335.

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Peña, Elizabeth D., e Lisa M. Bedore. "Bilingualism". In Encyclopedia of Cross-Cultural School Psychology, 153–55. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_43.

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Hakuta, Kenji. "Bilingualism." In Encyclopedia of psychology, Vol. 1., 410–14. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-149.

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Stein-Smith, Kathleen. "Bilingualism". In The French in Our Lives, 57–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003023760-7.

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Wigglesworth, Gillian, e Carmel O’Shannessy. "Bilingualism". In Research Questions in Language Education and Applied Linguistics, 677–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_118.

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Walker, Trent. "Bilingualism". In Routledge Handbook of Theravāda Buddhism, 271–84. London: Routledge, 2022. http://dx.doi.org/10.4324/9781351026666-22.

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Prestwood, Lauren, Christina Salnaitis e Alejandro Brice. "Bilingualism". In Encyclopedia of Evolutionary Psychological Science, 572–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_2419.

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Trabalhos de conferências sobre o assunto "Bilingualism"

Son, Minhye. "Who Are Bilinguals? Surfacing Preservice Teachers' Conceptions of Bilingualism". In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681238.

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Khotinets, Vera, e Oksana Kozhevnikova. "Executive Functions in Connection with the Development of Bilingual Speech of Senior Pre-schoolers". In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.43.

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The paper analyzes the topical problems of bilingualism effects and its benefits in cognitive control of speech activity in two or more languages. In psychological science, there is insufficient research on the cognitive regulation of bilinguals in connection with speech development in the first and the second languages especially of children in the pre-school period that is characterized by a leap in speech development, functional restructuring, and expansion of regulatory resources. There is scarcity of works related to the specifics of cognitive control of speech activity of bilingual children with different levels of language proficiency and usage. The research aim was to examine the regulatory functions coordinative and subordinative preschool bilinguals in actualization of speech activity in their native and Russian languages. The study involved 65 bilingual children (Udmurt/Russian) aged 5.7 to 7.5 from preschool institutions of the Udmurt Republic: children with coordinative bilingualism (n = 32, 15 boys, 17 girls) equally speaking both languages and subordinative bilingualism with significant interference of the dominant language (mother tongue) while using the other (n = 33, 17 boys, 16 girls). Data collection materials were presented to the subjects in two versions: in the native and Russian languages. Theresearch techniques used in the study included: the Stroop Color and Word Test, “The Classification of Geometric Figures” “Verbal memory” “Visual Memory” “Verbal antonyms,” “Verbal classifications,” “Speech development (correction, restoration, completion of statements)” tests. The methods of mathematical statistics – descriptive statistics, the Mann-Whitney U-test, the Spearman correlation coefficient were used in data analysis. Based on the results of the empirical study, the fact of the absence of significant differences in the cognitive regulation of speech activity in the native language of preschoolers with coordinative and subordinative bilingualism was established. The obtained research results confirm astatement of Vygotsky’s cultural-historical theory that speech development causes changes in the development of regulatory functions. The practical significance of the findings is reinforced by the escalation of emigration processes in most countries increasing the professional responsibility of educators in supporting diversity and preserving the uniqueness of the childhood as an important stage in the general development of a person.

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Wittman, Hanna. "Teaching methods of multilingual education in schools. Motivation and multilingual education in schools". In Scientific-Practical Сonference ‘FAMILY RESILIENCE PERSPECTIVES IN THE CONTEXT OF MULTIPLE CRISES’. X Edition. Stratum plus I.P., High Anthropological School University, 2023. http://dx.doi.org/10.55086/prfcmcx199210.

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The approaches and processes that characterize language learning in the field of „bilingualism” have undergone drastic changes over the past half century. Generally, part of the old position that bilingualism is harmful to the speaker. There is some consensus that, under favorable circumstances, the use or mastery of two or more languages can have a positive effect on social and cognitive aspects of human development. Many studies, conducted before 2009, stated that bilingualism caused harm to the child’s development. These studies ignored the qualitative biographical data that indicated the advantages of bilingualism. Moreover, in these studies it is noted the lack of adherence to a correct and exact methodology, such as: a comparison of bilingual subjects with monolingual subjects of different socio-economic status. It is evident that researchers then proceeded from the assumption that bilingualism is the property of immigrants only without language tests or a clear definition of bilingualism. This position changed, Cummins (2005) argues, when Canadian researchers Lambert & Peal pointed out the methodological shortcomings of many of the early studies that had been done on second language acquisition.

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Попова, Юлия Игоревна. "PROBLEMS OF BILINGUALISM IN THE REPUBLIC OF TATARSTAN". In Анализ проблем и поиск перспективных научных решений: сборник статей международной научной конференции (Санкт-Петербург, Февраль 2024). Crossref, 2024. http://dx.doi.org/10.58351/240206.2024.78.91.004.

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В работе рассматривается билингвизм в Республике Татарстан, также достоинства и недостатки раннего билингвизма. Выявляются основные проблемы национального двуязычия в республике, выраженные в отсутствии практического функционирования билингвизма в республике, в отсутствии обязательного изучения детьми татарского языка в общеобразовательных школах и в интерференции при формировании речевой деятельности. The paper examines bilingualism in the Republic of Tatarstan, as well as the advantages and disadvantages of early bilingualism. The main problems of national bilingualism in the republic are revealed, expressed in the lack of practical functioning of bilingualism in the republic, in the absence of compulsory study of the Tatar language by children in secondary schools and in interference in the formation of speech activity.

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Passoni, Elisa, Adib Mehrabi, Erez Levon e Esther de Leeuw. "Bilingualism, pitch range and social factors: preliminary results from sequential Japanese-English bilinguals". In 9th International Conference on Speech Prosody 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/speechprosody.2018-78.

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Soboleva, Kristina V. "Bilingualism And Modern Electronic Resourсes". In International Scientific Conference «PERISHABLE AND ETERNAL: Mythologies and Social Technologies of Digital Civilization-2021». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.03.50.

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Garaeva, U. A. "Exploring cognitive processes in children's bilingual learning: The role of native and second languages." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-22.

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This study examines the cognitive processes that accompany the acquisition of bilingualism in children, with an emphasis on the role of their native and second languages. Examines how cognitive development is shaped by bilingualism and the interaction between two languages.

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Stewart, Mandy. "Whose Bilingualism Counts? Juxtaposing Sanctioned and Subaltern Bilingualism Through Two Dual Language Teachers' Testimonios". In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681696.

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Yusupova, Zulfiya. "TEACHING THE STATE LANGUAGE AND BILINGUALISM". In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb31/s10.035.

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de-Paz, M. Violante, Ricardo Lucas, Elsa Galbis e Nieves Iglesias. "BILINGUALISM: THE IMPORTANCE OF SPEAKING LANGUAGES". In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1689.

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Relatórios de organizações sobre o assunto "Bilingualism"

Revie, J. History of bilingualism relating to federal mapping and documents. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1999. http://dx.doi.org/10.4095/298601.

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Gärkman, Heidi, Katija Aladin e Christopher Petrie. Spotlight on Bilingual Education. HundrED, setembro de 2020. http://dx.doi.org/10.58261/bwof1517.

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Through our research, we have discovered that bilingual education is about learning how to think and act in two (or more) languages and how to navigate between them. Bilingual education is an inclusive environment where more than one language is used to learn! We have been mindful of searching for innovations that best support the learning of languages in positive and welcoming bilingual and multilingual environments – innovations that in one way or another can bring together and support all members of a school community. With this Spotlight, we are proud to highlight innovative practices and approaches in bilingual education that excite, inspire, enable, create and support bilingual teaching and learning, language awareness and confidence, mother tongue education, bilingualism and multilingualism, cultural exchange, inclusion and diversity.

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Hernández, Ana, Magaly Lavadenz e JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.

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Lavadenz, Magaly, Elvira Armas e Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas e Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.

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Yücel Koç, Melike. Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.208.

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Brown, Julie. The Use and Interpretation of the Batería III With U.S. Bilinguals. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.1676.

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Dibblee, Ivonne. Dual Immersion Leadership: A Case Study of Three K-5 Principals Who Show Success with Emergent Bilinguals. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.6274.

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English-French Bilingualism, 1996. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301434.

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Bilingualism, 2006 (by census division). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301424.

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