Готові списки джерел за темами / Bilingual development in children of immigrants

Добірка наукової літератури з теми "Bilingual development in children of immigrants"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Bilingual development in children of immigrants"

Pascual y Cabo, Diego. "Examining the role of cross-generational attrition in the development of Spanish as a heritage language." Linguistic Approaches to Bilingualism 10, no. 1 (February 26, 2018): 86–108. http://dx.doi.org/10.1075/lab.15057.pas.

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Abstract The goal of this article is to contribute to the literature on heritage speaker bilingualism by weighing in on the current debate regarding the source(s) of heritage speaker linguistic differences. Focusing on Spanish dative experiencers -gustar-like verbs-, I report on production and comprehension data from heritage speaker children and adults, from monolingual children and adults, as well as from adult bilingual immigrants. The results show (i) comprehension differences from expected outcomes for all heritage groups but not for the adult monolingual and bilingual control groups, and (ii) significant variation in the adult bilingual immigrant group’s production of the dative marker ‘a’ in obligatory contexts. I posit that this variation is at least in part responsible for the heritage speaker outcomes observed.

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Montrul, Silvina. "Heritage language development: Connecting the dots." International Journal of Bilingualism 22, no. 5 (July 18, 2016): 530–46. http://dx.doi.org/10.1177/1367006916654368.

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To date, the vast majority of research on the linguistic abilities of heritage speakers has focused on young adults whose heritage language is no longer developing. These adults began their journey as bilingual children acquiring the heritage language with the majority language simultaneously since birth or sequentially, as a second language. If longitudinal studies are not always feasible, linking research on the structural development of bilingual pre-school children with research on young adult heritage speakers adds a much needed perspective to understand the initial state and the end state of heritage language development. The purpose of this study is to connect the beginning of heritage language development with its ultimate attainment by comparing the expression of subjects in Spanish in 15 school-age bilingual children and 29 young adult heritage speakers, all of them simultaneous bilinguals with English as the dominant language and Spanish as the weaker language. The oral production of null and overt subjects by child and adult heritage speakers was compared to that of age-matched monolingual speakers in Mexico (20 children, 20 adults). To provide a wider context the study includes a group of 21 adult immigrants, who could also potentially influence the input to the heritage speakers. The results confirm that discourse pragmatic properties of subject expression in Spanish are vulnerable to incomplete acquisition and permanent optionality in child and adult bilingual grammars.

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Monobe, Gumiko, and Barbara L. Seidl. "“We have stories to share!”: Narratives of Identity and Perspectives of Japanese Descent Teachers in the USA." Journal of Family Diversity in Education 3, no. 3 (May 17, 2019): 88–111. http://dx.doi.org/10.53956/jfde.2019.143.

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As the number of immigrant children entering school systems increases across the globe, preparing teachers to support these children and their families is of critical importance. How to support and bring strength to English language learners (ELLs) and immigrant children is a new subject among the scholarship of teacher education, due to the increasing numbers of immigrant children. There are unique complexities that educators need to consider, including: (a) their own cross/bicultural, bilingual identity development, (b) their interpersonal relationship building, and (c) their hybrid experiences in a culturally and linguistically unfamiliar environment with other children and teachers in a new country.In this study, we focus mainly on three teachers who are Japanese descent and their support of Japanese immigrant students. Findings from this study suggest that the three teachers used their funds of knowledge (GonzÃ¡lez, Moll, & Amanti, 2005) as immigrants and immigrant teachers to support their Japanese immigrant students in the following three categories: building interpersonal connections, cross-cultural mediation, and nurturing identity development in the context of hybridity and wholeness.

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Hoff, Erika. "Bilingual Development in Children of Immigrant Families." Child Development Perspectives 12, no. 2 (October 30, 2017): 80–86. http://dx.doi.org/10.1111/cdep.12262.

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Smith, Giuditta, Roberta Spelorzi, Antonella Sorace, and Maria Garraffa. "Language Competence in Italian Heritage Speakers: The Contribution of Clitic Pronouns and Nonword Repetition." Languages 7, no. 3 (July 11, 2022): 180. http://dx.doi.org/10.3390/languages7030180.

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The linguistic profile of bilingual children is known to show areas of overlap with that of children affected by Developmental Language Disorder (DLD), creating a need to differentiate the profiles and provide clinicians with tools to evaluate bilingual speakers in both of their languages. Data from typical adult bilinguals provide a picture of the language of a bilingual speaker at the end of language development. The present work explores how clitic production and nonword repetition (NWR) behave in mature language systems in situations of bilingualism, aiming to provide initial data as a benchmark on Italian as a non-dominant language. Heritage speakers (HSs) of Italian were confronted with adult immigrants (AIs) who moved from Italy to an English-speaking country in adulthood. Clitic pronouns were found to be vulnerable in HSs, who produced approximately 35% of the target clitics against the 80% of Ais, suggesting that clitic pronouns may not be reliable structures to test language competence in heritage Italian. On the other hand, HSs were >97% correct in NWR, suggesting that this paradigm should be explored as a possible marker to test language competence in these populations.

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Cieszyńska-Rożek, Jagoda. "STIMULATION OF DEVELOPMENT AMONG BILINGUAL CHILDREN. THE KRAKOW METHOD." Acta Neuropsychologica 15, no. 1 (March 12, 2017): 69–79. http://dx.doi.org/10.5604/12321966.1237452.

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The necessity to stimulate the development of one’s ethnic language amongst the children of immigrants has its causes in two factors: firstly, the generation of children brought up in a world of advanced technology develop their relations with the world, people and language differently; secondly, the time of being immersed in an ethnic language dramatically shortens as a result of changes in parents’ work systems. The author draws attention to the need to stimulate speech development in bilingual children and presents the Cracow method as developed: an aural programme, articulation gestures, language programming, events diaries. Simultaneous-Sequential Method of Learning to Read®. Recordings for the aural programme were made in accordance with the principle of time extension so that the child would have the optimum chance to differentiate vowels. The aim of using articulation gestures is to make aware the place and/or the means of vowel articulation as well as to aid the processes of attention and memory through an awareness of the movement of one’s own hand. Language programming is a technique of shaping the beginnings of language communication based on a vocabulary, grammatical, syntactic paradigm. Events diaries are a technique combining direct communication and cognitive approaches in the use of vocabulary and grammatical rules. The form of noting down events and utterances in a diary allows the child to fulfil the role of the interlocutor and recipient, equally at the initial stage of using a language system. In the situation of bilingualism justified is an early acquaintance with written language, which to a noticeable degree makes the construction of a linguistic system easier. When reading out syllables children stop controlling their own speech, and quickly learn correct articulation. Through reading, the language learner masters the most effectively its realisation in accordance with norms. Learning to read early gives huge possibilities in the development of a child’s intellect. Through independent reading not only is the language system developed but imagination and creative thinking are stimulated.

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Gesell, Sabina, Dan Wallace, Tommaso Tempesti, Vanessa Hux, and Shari Barkin. "Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children." ISRN Education 2012 (March 7, 2012): 1–9. http://dx.doi.org/10.5402/2012/652406.

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The rapidly growing Hispanic American population is experiencing an academic achievement gap that seems to be rooted in disparities in early childhood education and literacy development. Children of non-English-speaking immigrant parents are at greatest risk of poor school performance, but there is potential to capitalize on immigrants’ drive by encouraging them to engage with their children in dialog while reading native-language storybooks. This paper reports on a community-based randomized controlled trial () delivered to mostly Mexican immigrant parents of preschool-age children. Intervention group parents attended three monthly 60-minute sessions based on the Dialogic Reading Model—C.A.R. (Comment and Wait, Ask Questions and Wait, and Respond by Adding More), which teaches parents to have a conversation about pictures in books, with the goal of enhancing verbal exchanges with the child in the parent’s native language. After the 3-month intervention, parents in the bilingual early language development intervention reported placing greater value on children’s active verbal participation in reading compared to control group parents who participated in a healthy lifestyle intervention. These results suggest that Hispanics’ educational outcomes may be improved by educating parents on the value of playful conversations with young children while reading books in one’s native language.

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Hansen, Pernille, Magdalena Łuniewska, Hanne Gram Simonsen, Ewa Haman, Karolina Mieszkowska, Joanna Kołak, and Zofia Wodniecka. "Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods." International Journal of Bilingualism 23, no. 2 (October 12, 2017): 437–56. http://dx.doi.org/10.1177/1367006917733067.

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Purpose: As a contribution to the endeavour of developing appropriate tools for bilingual language assessment, this paper investigates the concurrence between two new tools from the recent COST Action IS0804 (Bi-SLI), and the differences between children across two different migrant communities. Approach: Two new tools from the battery Language Impairment Testing in Multilingual Settings (LITMUS) were used: the direct assessment tool Cross-linguistic Lexical Tasks (CLT) and the reporting instrument Parents of Bilingual Children Questionnaire (PaBiQ), which offers an indirect measure of overall language skills. Data: The participants were 36 children (4;2–6;6) of Polish immigrants to Norway or the UK. Correlations were investigated with Kendall’s rank correlation, and comparisons carried out with Wilcoxon rank sum tests. Findings: The results from the two tools correlated. The CLT results were higher in the minority language (Polish) than in the majority language, with no difference between the groups. Still, the parents in the UK judged their children as less proficient in Polish than those in Norway did. Two different accounts for this incongruity are discussed. Firstly, parents in the UK may set higher benchmarks for their children’s minority language skills than the parents in Norway. Alternative accounts of this interpretation related to differences in the parents’ socio-economic background, minority language proficiency or language attitudes are discussed. Secondly, parental report may indicate early stages of attrition of the minority language among the children in the UK that the direct lexical assessment tool may not be sensitive enough to uncover. Originality: The study used two new tools designed for multilingual children to compare two groups of children of a recent and growing immigration group, whose language development is currently underinvestigated. Implications: The findings underscore the complexity of assessing bilingual children’s full language competence. The cross-cultural differences documented call for further longitudinal research comparing immigrant children from different language backgrounds.

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GATHERCOLE, VIRGINIA C. MUELLER, and ENLLI MÔN THOMAS. "Bilingual first-language development: Dominant language takeover, threatened minority language take-up." Bilingualism: Language and Cognition 12, no. 2 (April 2009): 213–37. http://dx.doi.org/10.1017/s1366728909004015.

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This study explores the extent to which bilingual speakers in stable bilingual communities become fully bilingual in their two community languages. Growing evidence shows that in bilingual communities in which one language is very dominant, acquisition of the dominant language may be quite unproblematic across sub-groups, while acquisition of the minority language can be hampered under conditions of reduced input. In Wales, children are exposed to both English and Welsh from an early age, either in the home or at school, or both. The data reported here indicate that regardless of home language background, speakers develop equivalent, mature command of English, but that command of Welsh is directly correlated with the level of input in Welsh in the home and at school. Furthermore, maintenance of Welsh in adulthood may be contingent on continued exposure to the language. The data have implications for theories of bilingual acquisition in stable versus immigrant bilingual communities, for optimal conditions for bringing up bilingual children, and for theories of critical periods of acquisition.

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Backus, Ad, and Kutlay Yağmur. "Differences in pragmatic skills between bilingual Turkish immigrant children in the Netherlands and monolingual peers." International Journal of Bilingualism 23, no. 4 (May 6, 2017): 817–30. http://dx.doi.org/10.1177/1367006917703455.

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In bilingualism studies, comparing the competence of mono- and bilingual speakers is common, but it comes with certain limitations. In immigration contexts, many studies concentrate on the skills of immigrant pupils in the mainstream language. In order to account for educational underachievement of minority children, gaps in their language development are often documented by comparing mainstream pupils with immigrant children. Competence in the first language (L1), on the other hand, receives very little attention, despite the fact that it is often assumed that L1 competence has an impact on second language acquisition. Here, we present the findings of an empirical study that compared bilingual Turkish immigrant children ( n = 30) in the Netherlands with monolingual Turkish peers ( n = 30) in Turkey. Contrary to most other such studies, we focus on the development of socio-pragmatic skills. The evidence shows that, from the viewpoint of monolingual conventions, the immigrant children lag behind in their command of these skills. Also after controlling for socioeconomic status, bilingual Turkish immigrant children display much lower knowledge of the socio-pragmatic skills than monolingual Turkish children. The causes of this difference can be attributed to the limited Turkish input in the immigration context.

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Дисертації з теми "Bilingual development in children of immigrants"

McCarthy, K. M. "Growing up in an immigrant community : the phonemic development of sequential bilingual children." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1399858/.

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The majority of bilingual speech research has focused on simultaneous bilinguals. Yet, in immigrant communities, children are often initially exposed to their heritage language (L1) before becoming gradually immersed in the host country’s language (L2) when they start full-time education. This is typically referred to as sequential bilingualism. These children are often exposed to differing amounts of the L1 and L2, as well as accented variants. To date, little is known about the developmental trajectories of such children. This thesis investigates the influence of this highly variable language environment on the acquisition of L2 phonemes. Specifically this thesis focuses on Sylheti-English speaking children from the London-Bengali community. To provide a baseline of the children’s speech environment, Study 1 investigated the speech production of Sylheti (L1) and English (L2) by adult speakers from the London-Bengali community. The results show differences in production of both the L1 and L2 depending on the speaker’s language background. Studies 2 and 3 tracked the acquisition of English vowel and plosive contrasts, both perception and production, by Sylheti-English bilingual children and their monolingual peers. Using a longitudinal design, children were tested at two time points: after seven months of English language experience in nursery (Time 1) and approximately one year later, when the children were in the first year of Primary school (Time 2). At Time 1 the bilingual children displayed difficulties with phonemic contrasts that do not exist in Sylheti. However, by Time 2, the bilingual children had rapidly changed to match that of their monolingual peers. Studies 4 and 5 explored the influence of language exposure and caregiver speech on the bilingual children’s English phoneme acquisition. The results suggest that sequential bilingual children are particularly sensitive to the amount of language exposure to each language as well as fine-grained phonetic differences in caregiver speech.

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Chan, Sze-wing Rebecca. "Phonological development of bilingual children." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209806.

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Thesis (B.Sc)--University of Hong Kong, 1999.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

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Holm, Alison. "Speech development and disorder in bilingual children." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/183.

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Speech-language pathologists have no clear guidelines on how to assess, diagnose or treat bilingual children with speech disorders. This thesis addresses this issue. The phonological development of 91 Cantonese-English and Punjabi-English bilingual children is described. Two Cantonese-English bilingual children's phonological development over the year they were first exposed to English is also presented. The bilingual children's phonological systems were clearly differentiated. The bilingual children's speech also included many phonological processes that would be considered atypical for a monolingual child. The use of these processes is argued to be characteristic of normal bilingual development. The longitudinal data showed that the atypical error patterns were transient and directly related to the introduction of the second language. Some `atypical' error patterns could be plausibly explained by referring to the nature of the two phonological systems. Other atypical processes could be explained by language-specific differences in normal developmental or adult variation patterns. This thesis argues that the differences evident in the bilingual children's phonological patterns are due to `hypothesis testing' resulting in underspecified realisation rules. There was no indication that bilingual children process phonological input and output differently to monolingual children. However, they differentiate the cognitive-linguistic information they abstract from the two languages, and they use separate phonological realisation rules for each language. This thesis argues that bilingual children use the same phonological processing mechanism for both languages, however they are able to filter each language through the appropriate language-specific phonological information. Case studies of 21 children with disordered speech and treatment case studies of 2 children are also presented. The disordered speech data supports current psycholinguistic models of speech processing the hypothesised levels of breakdown fit with the error profiles evident. The bilingual children with speech disorder validate Dodd's (1995) classification system: four different types of disorder were evident. The results of the two treatment case studies presented suggest that unless intervention targets the underlying deficit the effect of intervention will be language-specific. The investigation into bilingual children with disordered speech indicates that speechlanguage pathologists need to assess both languages of a bilingual child to determine the language-specific patterns and the type of disorder and that it is important to compare bilingual children to their bilingual normally developing peers, not to monolingual developmental data.

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Municio, Ingegerd. "Från lag till bruk hemspråksreformens genomförande /." [Stockholm] : Centrum för invandringsforskning, 1987. http://catalog.hathitrust.org/api/volumes/oclc/17649997.html.

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Martin, Michelle M. "The development of cognitive inhibition in bilingual children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56190.pdf.

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Inan, Seyma. "Influence of Turkish Immigrant Parent Acculturation Strategies and Language Attitudes on Children's Bilingual Development: An Embedded Mixed Methods Study." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1624279114174051.

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Romero-Cachinero, Maria del Carmen. "Bilingual narrative development among school-age Hispanic-Canadian children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/NQ49901.pdf.

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Dejmek, Andrea Theresa. "The Canadian Czech diaspora : bilingual and multilingual language inheritance and affiliations." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112332.

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The purpose of this qualitative study is to understand how children within a Canadian Czech diasporic context, create and discover their Czech heritage language and culture through meaningful active participation in areas provided within the constructs of a non traditional setting such as a summer camp. Five contextual areas of the camp were identified and studied. The areas are: activities, food, camp counselors, staff dynamics and location. Braziel and Mannur (2003) and Rampton's (1990) aspects of "language inheritance" and "language affiliation" inform the analysis.

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Sakakibara, Maki. "Phonological Awareness Development in Bilingual Children : How do Swedish/Danish-Japanese bilingual children develop Japanese phonological awareness in comparison with Japanese children?" Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-127081.

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The phonological awareness development of bilingual children has been discussed from the viewpoint of whether they have an advantage compared to monolingual children. Some previous studies discovered that there were language pairs where bilingual children could have no advantage in it. However, it has not been clarified yet how bilingual children with such a language pair develop phonological awareness. The purpose of this study was to give an example of such a language pair and analyze bilingual children’s phonological awareness development in comparison with that of monolingual children. This study examined how 3- to 7-year-old Swedish/Danish-Japanese bilingual children developed Japanese phonological awareness in comparison with the corresponding Japanese children. Forty-five children (26 bilingual children and 19 Japanese children) participated in this study. The bilingual children lived in Sweden or Denmark and had Swedish or Danish as their strong language in general but they also spoke Japanese on a daily basis. On the other hand, the Japanese children used exclusively Japanese at home as their sole first language. The children were individually tested on two types of Japanese syllables (fundamental syllables and special syllables). The fundamental syllable section had three types of tasks (segmentation task, abstraction task and identification task) and the special syllable section had one type of task (segmentation task). The results showed no advantage for the bilingual children in Japanese phonological awareness development in comparison with the Japanese children. While the bilingual children developed Japanese phonological awareness with age and/or letter knowledge in the same way as the Japanese children, their developmental rate was generally slower than that of the Japanese children. Two factors appear to play a part in this finding: first, the fact that Swedish and Danish are phonologically different from Japanese so knowledge of these languages did not help the children to discover Japanese phonological structure. Second, the amount of exposure to Japanese for bilingual children was significantly less even though they spoke and understood the language well. Thus, this study suggests that bilingual children can have difficulty with regard to phonological awareness development in one of their languages when the other language is not conducive to the discovery of this language’s phonological structure and when exposure to this language is limited, even if they speak and understand the language well.

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Mumtaz, Shazia. "Reading development of bilingual Urdu-English speaking children and monolingual English speaking children." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365257.

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Книги з теми "Bilingual development in children of immigrants"

Hakuta, Kenji. Cognitive development of bilingual children. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1987.

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Houwer, Annick De. An introduction to bilingual development. Buffalo: Multilingual Matters, 2009.

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Kuo, Jenny Yi-Chun. Mandarin Development of Indonesian Immigrants’ Children. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1035-4.

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Bilingual competence and bilingual proficiency in child development. Cambridge, Mass: The MIT Press, 2012.

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Gesi, Blanchard Antoinette, Osanai Yuka, National Clearinghouse for Bilingual Education, United States. Office of Bilingual Education and Minority Languages Affairs, and George Washington University. Center for Policy Studies, eds. Assessing language development in bilingual preschool children. Washington, D.C. (1118 22nd St., NW, Washington 20037): National Clearinghouse for Bilingual Education, 1995.

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Input and experience in bilingual development. Amsterdam: John Benjamins Publishing Company, 2014.

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Guus, Extra, and Verhoeven Ludo Th, eds. The cross-linguistic study of bilingual development. Amsterdam: North-Holland, 1994.

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

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1946-, Barnard Roger, and Glynn T, eds. Bilingual children's language and literacy development. Clevedon, Eng: Multilingual Matters, 2003.

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Bilingual language development & disorders in Spanish-English speakers. 2nd ed. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.

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Частини книг з теми "Bilingual development in children of immigrants"

Kuo, Jenny Yi-Chun. "Phonological Development." In Mandarin Development of Indonesian Immigrants’ Children, 17–110. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1035-4_2.

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Kuo, Jenny Yi-Chun. "Lexical Development." In Mandarin Development of Indonesian Immigrants’ Children, 111–30. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1035-4_3.

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Kuo, Jenny Yi-Chun. "Syntactic Development." In Mandarin Development of Indonesian Immigrants’ Children, 131–49. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1035-4_4.

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Müller, Natascha. "Language Development in Simultaneous Bilingual Children." In Language Acquisition, 243–72. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230240780_11.

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Yavaş, M., and B. Goldstein. "11. Aspects of Bilingual Phonology: The Case of Spanish–English Bilingual Children." In Phonological Development and Disorders in Children, edited by Zhu Hua and Barbara Dodd, 265–85. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598906-013.

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Kuo, Jenny Yi-Chun. "Introduction." In Mandarin Development of Indonesian Immigrants’ Children, 1–15. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1035-4_1.

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Kuo, Jenny Yi-Chun. "Conclusion." In Mandarin Development of Indonesian Immigrants’ Children, 151–54. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1035-4_5.

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Khattab, G. "15. Phonological Acquisition by Arabic–English Bilingual Children." In Phonological Development and Disorders in Children, edited by Zhu Hua and Barbara Dodd, 383–412. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598906-017.

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So, L. K. H., and C. S. S. Leung. "16. Phonological Development of Cantonese–Putonghua Bilingual Children." In Phonological Development and Disorders in Children, edited by Zhu Hua and Barbara Dodd, 413–28. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598906-018.

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Klausen, Tove, Marlene S. Subritzky, and Mariko Hayashi. "Initial Production of Inflections in Bilingual Children." In Critical Influences on Child Language Acquisition and Development, 65–92. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-22608-5_4.

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Тези доповідей конференцій з теми "Bilingual development in children of immigrants"

Li, Long. "Family Language Policy and Immigrant Chinese Children’s Bilingual Development in New Zealand Context." In The European Conference on Language Learning 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-112x.2021.6.

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Sitepu, Amelia Fitrika, Berlin Sibarani, and Sumarsih. "Parents Role in Children Bilingual Development." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.086.

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Cheng, Nai-Hsin. "Explore the Difference Between Bilingual and Monolingual Children." In 2021 International Conference on Public Art and Human Development ( ICPAHD 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220110.131.

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Ritonga, Dwi Herawati, Sri Sofyani, and Lily Irsa. "Relationship between Bilingual Environment and Indonesian Language Development in Children." In International Seminar on Public Health and Education 2018 (ISPHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/isphe-18.2018.65.

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Escolano-Pérez, Elena, and Irma Inaz-Monterde. "PRESCHOOL EXECUTIVE FUNCTIONING IN MONOLINGUAL AND BILINGUAL CHILDREN: ASSESSMENT THROUGHOUT SYSTEMATIC OBSERVATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1998.

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Petani, Rozana, Jasmina Vrkić Dimić, and Valentina Bartolčić. "GROWING UP CONDITIONS IN BILINGUAL FAMILIES: THE PERSPECTIVE OF PARENTS AND CHILDREN." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0185.

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Guo, Weishuang, and Shushi Yao. "Cognitive Benefits of Being Bilingual for Young Children: A Literature Review." In 2021 International Conference on Social Development and Media Communication (SDMC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220105.120.

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Yapparova, Venera, and Aliya Miftakhova. "EXPERIENCE OF E-LEARNING OF BILINGUAL CHILDREN IN RUSSIAN AS A FOREIGN LANGUAGE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2185.

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Khotinets, Vera, and 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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Анотація:

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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Christopoulou, Maria, Constantinos Drosos, Maria Agapiou, and Louiza Voniati. "NURSERY SCHOOL TEACHERS’ OPINION OF THE LANGUAGE DEVELOPMENT OF BILINGUAL CHILDREN AND THE RELATIONSHIP WITH THEIR ACADEMIC PERFORMANCE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1291.

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