Дисертації: "Bilingual development in children of immigrants"

1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Kim, Ihnhee Lee. "DEVELOPMENT OF DISCOURSE MARKERS IN KOREAN AND ENGLISH MONOLINGUAL CHILDREN AND IN KOREAN-ENGLISH BILINGUAL CHILDREN." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/115747.

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CITE/Language Arts
Ed.D.
The present study explores the use of discourse markers (DMs) in talk-in-interaction of Korean-English bilingual children and their monolingual peers in two languages. The corpus-driven analysis proposes a core meaning of the two DMs as signaling contextual divergence in two monolingual groups. Both similarities and differences coexist in the bilingual data. While the core meaning of well was contextual divergence, that of isscanha was of the cognitive thinking process. The bilingual children utilized the first language DM as an additional resource for their own interactional purposes, such as for searching words and reasoning. The statistical analyses revealed that bilingual children used both DMs in a similar frequency to both monolingual groups. In both monolingual and bilingual data, age affected the use of well but gender did not, and neither age nor gender affected the use of isscanha. Bilingual children's use of the English DM had a correlation with the length of exposure to school context. In addition, awareness of socio-cultural factors in the use of Korean DM appeared differently from that of their monolingual peers. The study uncovered that bilingual children developed interactional competence through the use of DMs in various natural interactions.
Temple University--Theses

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12

Yu, Hye Jeong. "The development of obstruent consonants in bilingual Korean-English children." Thesis, State University of New York at Buffalo, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163769.

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This dissertation investigates bilingual language acquisition among children between the ages of 4 and 7, who are raised in the home where both parents speak L1, but they have been exposed to L2 later on during their childhood with some regularity over and above their L1. The focus of this study is the developmental patterns in English and Korean produced by the young Korean-English bilingual children and how they gradually accommodate to two different obstruent systems.

Korean and English have different obstruent systems. Korean has an unusual three-way voiceless contrast. Korean has a three-way distinction in both stops and affricates: aspirated, lax, and tense, and a two-way distinction in fricatives: non-tense (aspirated or lax) and tense. All Korean obstruent consonants are voiceless. English has a two-way distinction in stops, affricates, and fricatives: voiceless (the stops are often aspirated) and ‘voiced’ (the stops are usually voiceless unaspirated).

The children who participated in this study were 24 Korean-English bilingual children (KEB children), ages 4-7 years old, and 24 monolingual English-speaking and Korean-speaking children (EM and KM children) in the same age range. The bilingual children learned Korean as their L1, but subsequently learned and started to speak English at some point in the age range of 1:6-4:0 years. Subjects looked at a set of pictures to prompt a set of words which contained the target segments in the word-initial position; they were taught what words they should say in English or Korean depending on which language was being tested. They were asked to say the correct word in response to each picture. VOT, stop closure, frication and aspiration durations, total duration, F0, and H1-H2 at the onset of the following vowel were measured. The results showed that the KEB children showed similar phonetic development patterns to the EM and KM children in each language, but they showed slower language acquisition in each language relatively later. The results also showed interactions between English and Korean in the KEB children. In order to distinguish English obstruents from Korean obstruents, the KEB children exaggerated phonetic values of Korean obstruents. Also, some distinct phonetic features of Korean obstruents were found in English obstruents produced by the KEB children, and the KEB children produced less pressed voice for Korean tense obstruents than did the KM children due to the influence of English.

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13

Lee, Pui-ling Diana. "Bilingual language development in 4-year-old children in Hong Kong preschools." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35374950.

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14

Gollek, Cornelia. "Metacognitive development and the disambiguation effect in monolingual and bilingual children." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20185.

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Research suggests that children are only able to flexibly apply more than one label (e.g. mouse and animal) in one situation with one conversational partner after they pass standard false belief tasks. Both abilities have been attributed to the understanding of perspective. The aim of the studies was to extend previous research to examine the disambiguation effect, children’s tendency to select an unfamiliar object in the presence of another but familiar object as referent for a novel word. Theoretical considerations suggest this effect initially results from a lack of understanding perspective. Five studies were conducted in Scotland and Austria, involving 243 children between the ages of 2.5 and 6.5. Studies 1 to 3 compared the standard disambiguation task with a task in which a strong pragmatic cue indicates the familiar object is the correct referent. Performances on these tasks were compared with performances on the false belief task, the alternative naming task, as well as tests of executive functioning. Studies 4 and 5 extended these methods to examine bilingual children’s metacognitive abilities in relation to word learning. Children become able to suspend the disambiguation effect when presented with strong pragmatic cues at the same time as they pass false belief and alternative naming tasks (Experiment 1). This can neither be attributed to impulsivity or the ability to inhibit a response, nor order effects of pragmatic cues and novel words (Experiment 2). Children’s ability to apply two labels to one object in a correction task also related to their perspectival understanding. Previous findings that suggested that younger children could produce multiple labels in a misnaming paradigm were not replicated (Experiment 3 a, b). The developmental change in children’s metalinguistic behaviour was demonstrated to follow the same trajectory in monolinguals, bilinguals and children exposed to another language (Experiment 4 and 5). Bilinguals show a marginally better ability to recall novel foreign language labels. The disambiguation effect is the result of cognitive immaturity in young children. Older children show a change in behaviour at the same time as they present more metacognitive maturity. Common development with theory of mind and metalinguistic abilities is attributed to an understanding of perspective.

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15

Lawrence, Alice. "The development and use of code switching in emergent bilingual children." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251193.

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16

Brennan-Wilson, Aoibheann. "Cognitive development of low- and typically- achieving monolingual and bilingual children." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669650.

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A wealth of research has been conducted with 'typical' bilingual populations which indicate advantages over monolinguals across a range of abilities including executive functioning and working memory. It remains to be seen, however, whether the bilingual advantage is also evident in low-achieving children. In an attempt to address' this issue, the current longitudinal study aimed to examine potential developmental differences in cognitive profiles of low- and typically-achieving monolingual and bilingual children. This study involved a total of 111 participants who were recruited from both Irish-immersion and English language schools in Northern Ireland. The sample consisted of 58 bilinguals and 53 monolinguals in two age groups. 20 bilinguals were identified as low-achievers and 38 as typical-achievers; 21 monolinguals were identified as low-achievers and 32 as typical-achievers. The performance of all participants was assessed on measures of short-term and working memory;' executive functioning, receptive vocabulary, literacy and non-verbal IQ. The study involved four testing phases, each separated by approximately six months. In relation to executive functioning, older bilingual children (including low-achievers) demonstrated an advantage in inhibition skills. This finding suggests that bilingualism may have the potential to mediate some of the disadvantages associated with low-achievement. The results also indicate that short-term and working memory and executive functioning follow similar developmental trajectories in monolingual and bilingual children. In particular, the results indicate that the developmental trajectories of low-achieving bilingual children were very similar to those of their monolingual counterparts. It is argued these findings have important theoretical and practical implications. In particular, it is argued that the results of the current research demonstrate that low-achieving children have the potential to succeed in immersion education, and that bilingualism does not have any detrimental effect on the cognitive development of these children.

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17

Egger, Evelyn. "Development of biliteracy in bilingual children : effects on language and cognition." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78760/.

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The present thesis provides a comprehensive assessment of Greek-English bilingual children’s language and literacy skills in both languages as well as their cognitive abilities. Moreover, patterns of predictors of word reading and reading comprehension are compared between monolinguals and bilinguals, and across the two languages. Different indices of biliteracy were calculated to assess their predictive validity with regard to oral language and executive function skills. Results showed clear bilingual profile effects which were more pronounced in the minority language Greek. Vocabulary was found to be the greatest challenge for bilinguals, and the results showed that vocabulary affected performance on most other oral language and literacy measures. Notably, the bilingual children performed on a par with the monolinguals in measures of basic literacy skills in the majority language English, and only showed a small gap in reading comprehension. The analyses further showed that the pattern of predictors of reading performance was highly similar across groups and languages. However, differences emerged in the relative contributions of the underlying skills in that verbal WM was a better predictor of word reading in the bilinguals, while RAN was a better predictor in the two monolingual groups. Thus, the findings point to the possibility that the bilingual children are able to compensate for their lower vocabulary skills by relying more on their verbal working memory to perform at monolingual levels on basic literacy measures in the majority language. In addition, there was evidence that biliteracy is associated with better performance on tasks tapping working memory and updating, while there was no indication of positive effects of biliteracy on oral language skills in either language. Taken together, the results underscore the pivotal role of vocabulary for performance on oral language and literacy measures, and point to the benefits of developing literacy in the minority language.

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18

Piette, Brec'hed. "Language switching and concept development in young Welsh/English bilingual children." Thesis, Sheffield Hallam University, 1990. http://shura.shu.ac.uk/20228/.

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This thesis is a study of language switching and concept development in Welsh-English bilingual children aged between 3 and 7 years. The main aim is to study these from an interdisciplinary perspective. A second aim is to increase knowledge of Welsh/English bilingualism. The literature review is wide-ranging, discussing both language switching, and bilingual language development. Studies of switching both within sentences and within conversations are considered, as are linguistic, sociological and psychological explanations for the phenomenon. Studies on cognitive differences between bilingual and monolingual children are also discussed. The empirical part of the thesis utilises data drawn from a study carried out at the University College of Wales, and funded by the Welsh Office. The data consists of language switches produced in recordings made of the language of three to six year old Welsh/English bilinguals. These switches are described and analysed in the light of previous literature on the topic, with particular reference to children who switch frequently and to the types of switches produced. Models previously used in the literature for the analysis of such data are discussed and an alternative approach - the levels-of-analysis model - is presented. The second empirical part of the thesis is the analysisof results on a range of concept tests carried out on children aged between five and seven years old. The results obtained by Welsh preferred language children (bilingual) and English preferred language children (monolingual) are compared. It was found that overall there were few differences between these two groups, supporting the original hypothesis that bilingualism does not have a marked effect on cognitive development. Small differences in the direction of a superior performance by English preferred language children are also discussed and possible explanations considered. It is emphasised in this thesis that bilingualism needs to be studied from an interdisciplinary perspective. The levels of analysis model presented here is offered as an approach for doing this.

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19

Santana-Wynn, Jari. "Acculturation Stress of Immigrant Latino Children: A narrative investigation." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272815276.

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20

Paradis, Johanne Catherine. "Functional categories in the grammatical development of bilingual and second-language children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ44547.pdf.

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21

Paradis, Johanne. "Functional categories in the grammatical development of bilingual and second language children." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34763.

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The research for this dissertation is focused on the following two issues: (1) Can bilingual child language development be considered as 'two monolinguals in one', and (2) Can bilingual child language contribute uniquely to our understanding of the acquisition process in all children? Three studies examining functional categories in the grammatical development of bilingual and second language children were conducted in order to address these questions.
Study 1 investigates potential interference between the developing grammars of three French-English bilingual children. Naturalistic production data were collected from the children at six month intervals between approximately 2;0 and 3;0 years of age. The data were examined for the children's acquisition of INFL and these results were compared with extant findings for monolingual French and English speaking children. The results indicate that these bilingual children showed no evidence of transfer, acceleration. or delay in acquisition and support the hypothesis that their grammars are acquired autonomously and like those of monolinguals.
The principle focus of Study 2 is an investigation of the continuity debate on functional category acquisition through an analysis of bilingual language development. In this study, the acquisition of INFL and DET by two French-English bilingual children was examined. These children were at an earlier stage of syntactic development than those in Study 1. Naturalistic production data were collected at two month intervals from the children, between approximately 2;0 to 3;0 years of age. The analyses indicate that INFL appeared at different times in the children's languages; whereas, DET appeared at the same time. The results are discussed with respect to the maturation and continuity views on the acquisition of functional categories. Because of the between-language discrepancy in the emergence of INFL, it is argued that these findings support a continuity perspective. It is also argued that bilingual first language acquisition provides unique evidence bearing on the continuity debate.
The principal focus of Study 3 is also the continuity debate on functional category acquisition, but in contrast to Study 2, the children in this study were second language learners. In this study, the acquisition of features within INFL, agreement and tense, were examined separately to determine if they are acquired in sequence. Fifteen English-speaking learners of French and five monolingual francophone grade-mates. participated in the study. A structured oral interview was given annually to each of the children from grade one to grade three, and the transcripts were analysed for the use of tense and agreement. The results revealed that items encoding agreement emerged before items encoding tense in the second language learners' speech, suggesting that these features emerge in sequence in their grammars. The findings are interpreted with respect to three prevailing views on continuity in the acquisition of functional phrase structure in second language acquisition. It is argued that a weak continuity position is best supported by the data.

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22

Stephens, Claire. "Executive function development : a comparison of monolingual and bilingual children in Ireland." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602934.

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In the last decade, bilingualism research has focused on areas of executive function (EF) as being enhanced through the bilingual and immersion education experiences. This thesis examined EF development in a group of 147 monolingual and bilingual children in Ireland using a longitudinal design over a three-year period. A battery of EF tasks and controls including non-verbal IQ and English receptive vocabulary were employed and the three testing phases were spaced an average of 1 year apart with a 96% retention rate of participants. Previous bilingual research often controls for socioeconomic status (SES) in their studies. This thesis decided to examine issues of (SES) by comparing low- and mid-SES monolingual and bilingual children across time. At Time 3 of testing a second cross-sectional study was carried out, comparing children from Gaeltacht or Irish-speaking areas of Ireland who were presumed to have higher levels of exposure to and experience with the second language (Irish) than the immersion bilingual children in the longitudinal study. Results indicated that EF advantages for bilingual children may emerge over time, particularly for the unified EF rather than the specific functions. Furthermore, mid-SES Gaeltacht children had the highest levels of performance on the most complex EF task (the Wisconsin Cart Sort Test) while the low- SES Gaeltacht children had the lowest levels of performance. These findings indicate that children's EF development can be enhanced through the bilingual and immersion education experience although factors such as SES and linguistic environments may be more influential on children's cognitive development than immersion education and bilingualism alone.

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23

Lee, Pui-ling Diana, and 李佩鈴. "Bilingual language development in 4-year-old children in Hong Kong preschools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35374950.

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24

Sinka, Indra. "The development of tense and agreement in Latvian and English bilingual children." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270316.

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25

Ryu, Joanne J. "SPEECH AND LANGUAGE DEVELOPMENT OF BILINGUAL DEAF AND HARD OF HEARING CHILDREN." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3754.

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Due to gaps in literature exploring communication outcomes in Deaf and Hard of Hearing (DHH) children with access to more than one spoken language, limited agreement on optimal language use for DHH children, and an ongoing cultural and linguistic loss in this population, the aim of this pilot study was to further the literature and comprehensively explore the impact of oral bilingualism in DHH children. Participants were self-selected and recruited primarily through relevant social media. Speech and language development in children were observed and quantified at two time points (at the time of enrollment into the study and subsequently after 3-4 months of initial assessment), through administration of standardized questionnaires and twenty minutes of conversational play language samples between the parent and child. Specific language constructs such as the mean length utterance, number of total words, number of different words, and rate of spoken words per minute were analyzed. Speech production skills were assessed by identifying the sounds the child was able to produce during the conversational play sample to compare to monolingual norms. The data from the five case studies presented in this paper indicated that DHH children with access to more than one language were able to develop language skills on par with their typical hearing peers when factors such as early acoustic access, linguistically rich environment, and active parent advocacy were present.

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26

Tsakanika, Monika Domenica. "Family influences on the development of vocational interests in adolescent children of immigrants : a test of Holland's propositions regarding occupational type development." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28545.

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This study tests the validity of Holland's (1985a) principles regarding the parent-offspring vocational type agreement in immigrant families. Moreover, it examines and compares the influence of parental ethnicity, SES and level of education on the parental-offspring type agreement in immigrant and non-immigrant families. Finally, it explores the role of child's gender on the parent-offspring type agreement.
Data were collected through the administration of (1) The Vocational Preference Inventory (VPI, revised) (Holland, 1985b), and (2) The Personal Data Questionnaire (PDQ) (developed by the researcher) to high school and college students. The immigrant sample consisted of 100 Canadian-born children of Greek-born immigrants to Canada. The non-immigrant sample consisted of 80 children of Canadian-born, Anglophone parents.
The results revealed: (a) no significantly high agreement between Parental and Offspring Typology in either ethnic group; (b) no significant influence of parental ethnicity, SES or level of education on the Parent-Offspring Type agreement in either ethnic group; (c) significant influence of offspring's gender on the Parent-Offspring Type agreement, which is higher for the male than the female offspring, in both ethnic groups.
The above results do not validate Holland's (1985a) propositions that parental types produce similar vocational types of offspring in immigrant or non-immigrant families. Yet, it was found that parents do influence offspring's vocational choices, in ways that need to be further studied with larger samples of different ethnic populations.

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Farran, Lama K. "The Relationship between Language and Reading in Bilingual English-Arabic Children." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/13.

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ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charter school in a large school district in the Southeastern portion of the US. The school taught Arabic as a second language daily in the primary and elementary grades. This cross-sectional quantitative study used norm-referenced assessments and experimental measures. Data were analyzed using simultaneous and hierarchical regression to identify language predictors of reading. Analysis of covariance was used to examine whether the language groups differed in their Arabic reading comprehension scores, while controlling for age. Results indicated that phonological awareness in Arabic was related to phonological awareness in English. However, morphological awareness in Arabic was not related to morphological awareness in English. Results also revealed that phonological awareness predicted word reading, pseudoword decoding, and complex word reading fluency within Arabic and English; morphological awareness predicted complex word reading fluency in Arabic but not in English; and vocabulary predicted reading comprehension within Arabic and English. Further analyses indicated that children with high vocabulary differed from children with low vocabulary in their reading comprehension scores and that this difference was driven by children’s ability to read unvowelized words. Consistent with the extended version of the Triangle Model of Reading (Bishop & Snowling, 2004), the results suggest a division of labor among various language components in the process of word reading and reading comprehension. Implications for research, instruction, and early intervention with bilingual English-Arabic children are discussed.

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28

Constant, Tamara M. "Linguistic human rights and the education of language minority children : the case of the Japanese Brazilian returnees /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1885442051&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (M.A.)--Southern Illinois University Carbondale, 2009.
"Department of Linguistics and Department of Speech Communication." Includes bibliographical references (p. 202-215). Also available online.

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29

Moon, Lee Hye Kyung, and 李惠京. "The bilingual development in Hong Kong of Korean children aged 4 to 6." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31213467.

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30

Moon, Lee Hye Kyung. "The bilingual development in Hong Kong of Korean children aged 4 to 6 /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17539109.

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31

Singh, Leher, and Carolyn Quam. "Can bilingual children turn one language off? Evidence from perceptual switching." Elsevier Inc, 2016. http://hdl.handle.net/10150/620189.

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Bilinguals have the sole option of conversing in one language in spite of knowing two languages. The question of how bilinguals alternate between their two languages, activating and deactivating one language, is not well understood. In the current study, we investigated the development of this process by researching bilingual children's abilities to selectively integrate lexical tone based on its relevance in the language being used. In particular, the current study sought to determine the effects of global conversation-level cues versus local (within-word phonotactic) cues on children's tone integration in newly learned words. Words were taught to children via a conversational narrative, and word recognition was investigated using the intermodal preferential-looking paradigm. Children were tested on recognition of words with stimuli that were either matched or mismatched in tone in both English and Mandarin conversations. Results demonstrated that 3- to 4-year-olds did not adapt their interpretation of lexical tone changes to the language being spoken. In contrast, 4- to 5-year-olds were able to do so when supported by informative within-word cues. Results suggest that preschool children are capable of selectively activating a single language given word-internal cues to language.

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32

Lai, Yee-king Regine. "Language mixing in an English-Cantonese bilingual child with uneven development." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3579379X.

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33

Yau, So-ngor. "Bilingual reading strategy development in L.1 Chinese and L.2 English /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18737237.

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34

Lai, Yee-king Regine, and 黎爾敬. "Language mixing in an English-Cantonese bilingual child with uneven development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3579379X.

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35

Gibbons, Pauline. "Discourse contexts for second language development in the mainstream classroom /." Electronic version, 1999. http://adt.lib.uts.edu.au/public/adt-NTSM20040203.155828/index.html.

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36

Yiu, Sze-man Emily. "Language mixing and grammatical development in a Cantonese-English balanced bilingual child in Hong Kong." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36210237.

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37

Durkin, Carmel Francis. "Literacy development in young children : a comparison of the associated factors in monolingual and bilingual children in an inner London borough." Thesis, University of East London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532472.

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38

Ramirez, Rica. "Latino Mothers’ Responsiveness and Bilingual Language Development in Young Children From 24 Months to 36 Months." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6935.

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This longitudinal study examined the role maternal responsiveness had on shaping Spanish and English language development in bilingual two year-old children. Because children who are bilingual language learners are oftentimes coming from low socioeconomic families it is essential that we investigate the ways in which they develop language in order to better serve this population. Maternal responsiveness is one source in which we can examine early language development of young bilingual children. Eight Latino mother-child dyads were observed and assessed at three time points. Each observation was coded for maternal responsive behaviors. Regression and multilevel modeling was used in order to assess which maternal responsive behaviors impacted Spanish and English language outcomes. Results indicated joint topic focus as being overwhelmingly impactful across Times 2 and Times 3 in both languages. Additionally, prohibition was found to be negatively influencing English language outcomes at Times 2 and Times 3. Interestingly, focus shift was found to have a positive impact on English language outcomes at Time 2. Given the findings, this work sheds light on the similarities and differences between cultures and the need for further research surrounding this population.

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39

Azuara, Patricia. "Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/196103.

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This study uses ethnographic tools to document the multiple literacy practices of two Mayan families living in a rural community in Yucatan, Mexico. It explores how young emergent bilingual children make sense of written language through their everyday practices. Data includes field notes from participants observations, video and audio recordings and literacy samples collected during fieldwork. The literacy events extracted from the data were analyzed in terms of the communicative function written language serves, the use of linguistic resources, and particular ways of socialization within literacy events. The findings of this study challenge public discourses which define marginalized children and their families as deficient. Literacy is part of the everyday life activities of minoritiezed families and these experiences provide their children with vast amounts of literacy knowledge. Through the two case studies presented, we document how different language and literacy practices shape children's different pathways to bilingualism and biliteracy.

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40

Yau, So-ngor, and 邱素娥. "Bilingual reading strategy development in L.1 Chinese and L.2 English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31236376.

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41

Hujaleh, Filsan. "Educational attainment of Black children of immigrants in Canada: Evidence from the Ethnic Diversity Survey." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28390.

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This thesis examines the educational adaptation of children of black immigrants from Africa and the Caribbean. The influence of common shared values on the educational attainment of a segment of the new second generation---Black children of immigrants---is explored. The data are drawn from the 2002 Ethnic Diversity Survey. The findings illustrate that the educational experience of black children of immigrants is heterogeneous. Depending on both socioeconomic and ethnic attachment factors, different educational outcomes for black children of immigrants were observed.

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42

Aitken, Jean O. "The response of secondary students from non-English speaking backgrounds to a visual arts course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1235.

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Interest in multiculturalism has been expressed by educators for a number of years. Much of the literature concerning multiculturalism in visual arts education calls for the adoption of a culturally inclusive curricula in order to meet the needs of all students. In his consideration of conceptions of curriculum, Eisner (1988) made reference to a preferred body of knowledge which often excludes students from minority groups within society. Many Australian schools are experiencing increases in enrolments of students from non-English speaking backgrounds (NESB). These students may themselves be immigrants or the children of one or both parents born in another country. This study is concerned specifically with the impact of such students' inherited culture on their perceptions of the visual arts which may be influenced by exposure to particular styles or forms of art experienced in the context of the family, or through visual arts education in the student's country of origin. The research investigates students from non-English speaking backgrounds perceptions of the visual arts and visual arts education. The study's purpose is to determine the degree to which these perceptions influence the performance of NESB students undertaking a visual arts course at upper secondary school level. Although many students from various ethnic groups show an interest in and aptitude for the visual arts, they are often not successful in all aspects of the secondary level. From equity and justice perspectives it would appear that the opportunity to succeed in a chosen area should be available to all students and that in order to provide this opportunity, it is necessary to determine what factors influence the success or failure of these students. This study involved the use of qualitative research methods and was conducted as a case-study. The sample or case was selected from a Year 11 tertiary entrance art class and represents a diversity of ethnic backgrounds. The seven participants originated from Australia, mainland China, Greece, Indonesia, Russia and Vietnam. The data was collected using a questionnaire, interviews, observation and examination of work samples. The data was categorised according to themes which emerged during the data collection and analysis stages. Results showed that NESB students appear to be influenced by their early home and educational experiences and that these in turn are influenced by the ethnic and cultural contexts in which they were experienced. There is also evidence that the delivery and content of visual arts education plays an important role in influencing students' perceptions of the visual arts. Information emerging from the study however suggests a need for further research in order to validate the findings. Replication of this research using a wider sample of students may help to reduce some of the variables impacting on the study. These may include levels of literacy attained by students in both their mother tongue and in English, continuity experienced by students in both general and visual arts education, and socio-economic status. Whilst it appears that further use of the case study may be appropriate, variation in both the research design and research instruments should also be considered.

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43

Muniz-Cornejo, Alice Yvette. "Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2326.

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Adolescent immigrant English learners who enter U.S. schools at the secondary level are faced with challenges that distinguish their experience in second language acquisition from that of children and adults. Some of the challenges they face include limited time to acquire academic English proficiencey in reading and writing, difficulty in assimilating into English speaking American culture, and limited programs and services at the secondary level.

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44

Ainsworth, Karyn. "Effective classroom practices to support the English literacy development of primary aged bilingual students." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Ainsworth_K%20%20MITThesis%202007.pdf.

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45

Walbridge, Michael Norman. "Primary language use in secondary content classes and academic achievement: A study of adolescent immigrant math students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/826.

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46

Niolaki, Georgia. "Processes involved in spelling in bilingual and monolingual English- and Greek-speaking children with typical and atypical spelling performance." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018344/.

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Studies carried out investigated predictors of spelling and reading in monolingual and bilingual Greek and English school children attending Years 2 to 6. Studies 1, 2 and 3 investigated underlying factors in spelling of typically developing children, monolingual and bilingual. The findings of Study 1 support the notion that spelling is a multifaceted process integrating phonological, morphological, semantic and orthographic skill (Frith 1980). The aim in Study 2 was to narrow the focus on the variables found to be most strongly associated with lexical and sublexical processes for spelling and to investigate language transfer effects. Factors associated with spelling in English of bilingual children with more or less experience with Greek were examined. Children with stronger Greek literacy skill showed more influence of phonological processes than those with weak Greek literacy skills. In Study 3, three variables were investigated in relation to the single word spelling performance of a new sample of Greek and English monolingual and bilingual children. These were phonological ability (associated with sublexical processes), and visual memory and letter report (both associated with lexical processes). The findings from Studies 1, 2 and 3 indicated that, despite the difference in transparency between Greek and English, lexical processes seem to play a more important role in spelling for monolingual children than phonologically-based processes with increasing age. In Study 4 case studies of monolingual and multilingual English- and Greek-speaking children with spelling and reading difficulty are presented. Following identification of the deficit in each case, training was conducted that targeted lexical or sublexical processes. This study aimed to further test hypotheses regarding causal relationships among cognitive processes (Nickels, Kohnen, & Biedermann, 2010). The findings support the effectiveness of theoretically based targeted training programmes for literacy difficulties (cf. Brunsdon, Coltheart, & Nickels, 2005) and the usefulness of Dual Route models of spelling for identifying the underlying deficit.

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47

Forslund, Kajsa. "Aspects of bilingualism : Code-switching, syntactic and semantic development in a bilingual child." Thesis, Halmstad University, School of Teacher Education (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5191.

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The essay deals with different definitions of bilingualism and why people become bilingual. Both positive and negative aspects of bilingualism are considered. It also deals with the term code-switching and when bilingual people code-switch. The material used in the essay comes from the on-line CHILD corpus of child language. The charts and the graph in the essay have been produced from a study made by the author of this essay. This study includes a bilingual girl of the age one year and three months up until the age two years and seven months. It includes the mean length of her utterances, how much the child uses the different word classes and different semantic groups, as well as how much the child code-switches in different ages. The results show that the mean length of utterances in Spanish most of the time is increasing, while the mean length of utterances in English is increasing until the child is just over two years old and then it fluctuated considerably.

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48

Yiu, Sze-man Emily, and 姚詩敏. "Language mixing and grammatical development in a Cantonese-English balanced bilingual child in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36210237.

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49

Chen, Ee-san. ""You play with me, then I friend you." : development of conditional constructions in Chinese-English bilingual preschool children in Singapore /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/HKUTO/record/B38211622.

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50

Chen, Ee-san, and 陳玉珊. ""You play with me, then I friend you.": development of conditional constructions in Chinese-English bilingual preschool children inSingapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B24873196.

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Дисертації з теми "Bilingual development in children of immigrants"

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