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Готові списки джерел за темами / Bilingual interactions

Добірка наукової літератури з теми "Bilingual interactions"

Автор: Grafiati

Опубліковано: 7 липня 2024

Оновлено: 7 липня 2024

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Статті в журналах з теми "Bilingual interactions":

1

Grosjean, Francois. "The bilingual individual." Interpreting. International Journal of Research and Practice in Interpreting 2, no. 1-2 (January 1, 1997): 163–87. http://dx.doi.org/10.1075/intp.2.1-2.07gro.

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This article presents a general overview of the adult bilingual individual. First, the bilingual is defined and discussed in terms of the complementary principle, i.e. the fact that bilinguals acquire and use their languages for different purposes, in different domains of life, with different people. Next, the various language modes bilinguals find themselves in during their everyday interactions are examined. These range from the monolingual mode when they are communicating with monolinguals (and they have to deactivate all but one language) to the bilingual mode when they are interacting with other bilinguals who share their two (or more) languages and with whom they can mix languages if they so wish (i.e. code-switch and borrow). The article ends with a rapid survey of the psycholinguistics of bilingualism and, in particular, of how bilinguals access their lexicon when perceiving mixed speech. The regular bilingual is compared to the interpreter bilingual whenever possible.

2

CASTILLA-EARLS, ANNY P., MARÍA ADELAIDA RESTREPO, ANA TERESA PÉREZ-LEROUX, SHELLEY GRAY, PAUL HOLMES, DANIEL GAIL, and ZIQIANG CHEN. "Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children." Applied Psycholinguistics 37, no. 5 (November 25, 2015): 1147–73. http://dx.doi.org/10.1017/s0142716415000521.

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ABSTRACTThis study examines the interaction between language impairment and different levels of bilingual proficiency. Specifically, we explore the potential of articles and direct object pronouns as clinical markers of primary language impairment (PLI) in bilingual Spanish-speaking children. The study compared children with PLI and typically developing (TD) children matched on age, English language proficiency, and mother's education level. Two types of bilinguals were targeted: Spanish-dominant children with intermediate English proficiency (asymmetrical bilinguals), and near-balanced bilinguals. We measured children's accuracy in the use of direct object pronouns and articles with an elicited language task. Results from this preliminary study suggest language proficiency affects the patterns of use of direct object pronouns and articles. Across language proficiency groups, we find marked differences between TD and PLI, in the use of both direct object pronouns and articles. However, the magnitude of the difference diminishes in balanced bilinguals. Articles appear more stable in these bilinguals and, therefore, seem to have a greater potential to discriminate between TD bilinguals from those with PLI. Future studies using discriminant analyses are needed to assess the clinical impact of these findings.

3

Morales Lugo, Katherine. "The bilingual styles of young Puerto Rican adolescents online." International Journal of the Sociology of Language 2024, no. 286 (March 1, 2024): 53–85. http://dx.doi.org/10.1515/ijsl-2023-0024.

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Abstract This article examines the language mixing practices of Puerto Rican adolescents in various social media platforms through a framework of code-mixing and socioindexicality. Over a twelve-week period, I collected samples of online text messages from six island bilinguals of an elite community of practice (CofP) and studied the way their unique socializations in private schools and bilingual universities contributed to the ways they made sense of languages, their social meaning potentials, and uses across online interactions. Against the meaningful backdrop of colonial-dynamics of Spanish and English in Puerto Rico, the paper examines how ideologies of “nationalism” and “race” get reproduced or challenged through bilingual practice, and English takes up an equally important role for the construction of social identities in the interactions of youth. Additionally, the study discusses bilingual styles that have been enregistered as social styles specific to technological mediums of communication and youth registers, Puerto Rican netspeak, as well as emerging social styles that indicate queer gender identity, or non-binary practices. In this sense, I offer a description of the island bilingual that is dynamic, strategic, and metapragmatically conscious of the purist ideologies of Spanish in Puerto Rico, as well as the indexical potentials of appropriating variable gender forms in Spanish, bilingual language practices, and netspeak registers towards the negotiation of identities in technological interaction. The way bilinguals relate to the languages at their disposal can provide a window to impending questions on the perceived coloniality of English, potential changes in language ideologies and uses, and whether and how language policies may shift to meet current demographic attitudes and language uses of contemporary Puerto Ricans.

4

Cox, Jessica G. "EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER." Studies in Second Language Acquisition 39, no. 1 (December 1, 2015): 29–58. http://dx.doi.org/10.1017/s0272263115000364.

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Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who were monolingual English or bilingual English/Spanish speakers learned basic Latin morphosyntax using a computer program with or without EI. Results showed no overall effects of EI, although bilinguals with EI had advantages when transferring skills. Bilinguals also outperformed monolinguals on interpretation regardless of instruction.This study expands the scope of SLA research to include older adults and bilinguals, when traditionally participants are young adult monolinguals. It bolsters nascent research on older adults by adopting a tried-and-true paradigm: interactions between variables. Older adults’ overall success at learning language counters negative stereotypes of aging and demonstrates that bilingual linguistic advantages are lifelong.

5

Phillips, Ian, Rebecca E. Bieber, Gregory M. Ellis, and Douglas S. Brungart. "Age differentially impacts monolingual and bilingual listeners’ understanding of English speech in noise." Journal of the Acoustical Society of America 153, no. 3_supplement (March 1, 2023): A341. http://dx.doi.org/10.1121/10.0019081.

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Some bilinguals may perform worse understanding speech in noise (SIN) in their second language (L2) compared to monolinguals. Poorer performance has been found mostly for late bilinguals (L2 acquired after childhood) listening to sentences containing linguistic context, and less so for simultaneous/early bilinguals (L2 acquired during childhood) and when testing context-free stimuli. However, most studies tested younger participants–little is known about interactions with age. This study addresses this gap by measuring context-free SIN understanding via the Modified Rhyme Test in over 2,000 normal-hearing young and middle-aged bilingual and monolingual adults (ages 18–58; 23% bilinguals, all L2 English). Data collection is ongoing. Interim analyses reveal an interaction of age and group. Word recognition accuracy decreased as age increased for simultaneous and early bilinguals, but was stable for monolinguals and late bilinguals (though worse for bilinguals than monolinguals). Response time was faster for monolinguals but all groups slowed with increasing age at similar rates. These findings suggest an exaggerated age effect for bilingual SIN understanding across early and middle adulthood. [The views expressed in this abstract are those of the author(s) and do not necessarily reflect the official policy of the Department of Defense or the U.S. Government.]

6

Ochsenbauer, Anne-Katharina, and Helen Engemann. "The impact of typological factors in monolingual and bilingual first language acquisition." Language, Interaction and Acquisition 2, no. 1 (June 27, 2011): 101–28. http://dx.doi.org/10.1075/lia.2.1.05och.

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The present study compares (1) monolingual English vs. French adults and children and (2) simultaneous French-English bilingual children who describe caused motion events. The results concerning L1 speakers showed developmental progressions in both languages, e.g., utterance complexity increases with age. However, response patterns differed considerably across languages in that responses were denser and more compact in English than in French. The results concerning bilingual children showed unidirectional crosslinguistic interactions. Responses elicited in English paralleled monolingual developmental patterns, whereas bilinguals’ French productions differed from those of monolingual French peers. The findings suggest that bilingual children transfer lexicalisation patterns from one of their languages to the other when the former provides more transparent means of achieving high semantic density.

7

Kim, So Jung, Su-Jeong Wee, and Soyeon Park. "Exploring multicultural books through predictions and social interactions: A case study with kindergarteners in the United States." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 32–47. http://dx.doi.org/10.1177/1836939119841472.

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Although previous studies have underlined the importance of social interactions, multicultural education, prediction/imagination, and bilingual/bi-literacy learning, the intersection of all these four areas is yet to be explored. This qualitative case study explored how young bilingual readers create meanings and develop literary responses through prediction, imagination, and social interaction while reading multicultural literature. As part of a larger longitudinal study, this study focused on kindergarten-age Korean-English bilingual children at a Korean Language School in a Midwestern city in the United States. The data were collected over five months using audio/video recordings, open-ended interviews, and children’s artifacts. The findings suggest that creative participation and social interactions using two languages help young bilingual readers to engage deeply with the reading and encourage multiple perspectives.

8

Amengual, Mark. "Phonetics of Early Bilingualism." Annual Review of Linguistics 10, no. 1 (January 16, 2024): 191–210. http://dx.doi.org/10.1146/annurev-linguistics-031522-102542.

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This article presents an overview of recent research on the phonetics of early bilinguals, individuals who have acquired both of their languages early in life, by either growing up being exposed to two languages since birth (i.e., simultaneous bilinguals) or having initially learned their first language with the second language introduced at a later stage during their childhood (i.e., early sequential or successive/consecutive bilinguals). This review puts forth empirical evidence from methodologically and theoretically diverse studies on the phonetics of early bilingualism and considers explanations for the observed patterns of cross-linguistic influence on the production, perception, and processing of sounds in both of their languages. Throughout, this article discusses the critical significance of early linguistic experience on bilingual speech patterns, how early-onset bilinguals perceive speech sounds in each language, bilinguals’ phonetic abilities when producing language-specific segmental and suprasegmental features, and the dynamic nature of cross-language sound interactions in early bilingual speech.

9

Kehoe, Margaret M. "Lexical-phonological interactions in bilingual children." First Language 35, no. 2 (March 9, 2015): 93–125. http://dx.doi.org/10.1177/0142723715574398.

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10

BRITO, NATALIE H., ERIC R. MURPHY, CHANDAN VAIDYA, and RACHEL BARR. "Do bilingual advantages in attentional control influence memory encoding during a divided attention task?" Bilingualism: Language and Cognition 19, no. 3 (December 17, 2015): 621–29. http://dx.doi.org/10.1017/s1366728915000851.

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The current study examined if bilingual advantages in cognitive control influence memory encoding during a divided attention task. Monolinguals, simultaneous bilinguals, and sequential bilinguals switched between classifying objects and words, then were tested for their recognition memory of stimuli previously seen during the classification task. Compared to bilingual groups, monolinguals made the most errors on the classification task and simultaneous bilinguals committed the fewest errors. On the memory task, however, no differences were found between the three language groups, but significant correlations were found between the number of errors during switch trials on the classification task and recognition memory for both target and non-target stimuli. For bilinguals, their age of second language acquisition partially accounted for the association between attentional control (number of switch errors) and subsequent memory for non-target stimuli only. These results contribute to our understanding of how individual differences in language acquisition influence interactions between cognitive domains.

Більше джерел

Дисертації з теми "Bilingual interactions":

1

ALFAIFI, SAEEDA HASSAN. "CODE SWITCHING AMONG BILINGUAL SAUDIS ON FACEBOOK." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1077.

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This study investigated the use of intrasentential code switching on Facebook. The corpus included 1000 screenshots of Facebook comments collected from 10 Saudi female Facebook friends who were bilingual in Arabic and English. The data were examined through statistical and content analysis. The results showed that intrasentential code switching occurs frequently in informal Facebook interactions. Further, the occurrence of code-switching was analyzed in relation to 10 topics of Facebook interactions, including gossip, humor, technology, compliments and thanking, achievement, movies and songs, family and intimacy, makeup, travelling, and religion. Among these 10 topics, gossip and humor elicited significantly higher frequencies of intrasentential code-switching. Moreover, the qualitative results showed that the most frequent English words within Arabic sentences were technical and academic terms, whereas the most frequent Arabic words within English sentences were religious words. Overall, this study shows that the use of intrasentential code-switching among Arabic-English female friends on the social network Facebook is a natural part of their interactions and the frequency with which they employ code-switching is related to the topic of their communication, their language environment, their cultural experiences, and their religion.

2

Hatzidaki, Anna. "Interactions between languages in verb- and pronoun-agreement in bilingual sentence production." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/6583.

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This thesis investigates how fluent bilinguals make use of the grammar of their two languages when they construct verb- and pronoun-agreement only in one language (monolingual mode) or in both their languages (bilingual mode). We are particularly interested in the impact of the non-response language in sentence processing on the response language. Bilingual research has provided evidence for language integration in bilingual speech (e.g., Hartsuiker, Pickering, & Veltkamp, 2004) which is also consistent with the phenomenon of code-switching whereby speakers can use elements of each language in producing mixed-language utterances (e.g., Myers-Scotton, 2002). So far, studies at the lexical level have provided support for parallel language activation (e.g., Colomé, 2001), yet the issue of whether activation of either language can be strong enough to influence the workings of the other is still in dispute (e.g., Hermans, Bongaerts, de Bot, & Schreuder, 1998, but see Costa, La Heij, & Navarrete, 2006). In three separate sections of the thesis we employ a sentence-completion paradigm widely used in monolingual agreement literature (Bock & Miller, 1991) to examine language interaction effects in the monolingual and the bilingual modes of speech (Grosjean, 2000). English-Greek and Greek-English fluent bilinguals produced completions to singular or plural subjects when the number of the translation was either the same or different, and when their completion either did or did not switch languages. The first section investigates whether there is influence of the divergent number properties of the nonresponse native language (L1) on verb-agreement in the response second language (L2). The results of Greek-English bilinguals show influence of the underlying number of the L1 on completions in the L2. We interpret this in terms of a markedness account (e.g., Eberhard, 1997) whereby parallel activation and competition between an L2 singular subject noun and its L1 plural translation results in plural verbagreement because the singular form is more vulnerable to the marked plural form. English-Greek bilinguals who perform on the same monolingual mode do not show influence of their L1 when speaking in the L2 (Greek). We attribute this finding to a difference of morphological/inflectional properties between the two languages which renders a language that displays fewer overt markings (English) easier to control when utterances are produced in a language that displays more overt markings (Greek) (e.g., Vigliocco, Butterworth, & Semenza, 1995).

3

Fahad, Ahmed K. "Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512.

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4

Abou-Samra, Myriam. "Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.

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Cette recherche propose une étude des séquences explicatives relevées au sein de cours de disciplines non-linguistiques dispensés en langue étrangère. Elle s'inscrit dans le cadre plus général des travaux ayant pour objet l'analyse des interactions de classes dans des structures d'enseignement bi- ou plurilingues. La première partie vise à caractériser le terrain spécifique qui est le nôtre : à la lumière des typologies existantes, nous y présentons le système d'enseignement bilingue adopté parles écoles de l'UNRWA (Liban). Ces repères sociolinguistiques donnés, nous apportons des éléments relatifs à notre démarche méthodologique en questionnant le rôle du chercheur et en nous arrêtant sur ce qui a guidé notre collecte et notre analyse de données. Nous définissons ensuite ce que nous entendons par "séquences explicatives" en situant ces séquences au sein des discours de la classe. La deuxième partie est consacrée à l'analyse de nos données et nous permet de travailler sur la réalisation de quatre tâches du cours de DNL : comprendre un document scientifique en classe de biologie, mener une expérience en physique-chimie, écrire un compte-rendu d'expérience dans cette même discipline et résoudre une équation en mathématiques. Notre analyse s'articule principalement autour de trois critères : celui de l'intégration entre langue et discipline, celui du mode bilingue de conversation et enfin celui des formes que prennent les interactions pédagogiques
This research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction

5

Morgan, Larry Douglas. "Effects of participant roles on input interactions and comprehensible output." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4431.

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The purpose of this thesis is to investigate what effect, if any, the social roles between second language learners and their conversational partners have on the types and frequencies of the following discourse categories: (a) input interactional modifications (b) corrections of language learners' linguistic errors by others and (c) language learners' production of comprehensible output. This study also seeks to corroborate previous research findings with regards to negotiation of meaning interactions (Pica, 1988; Pica, Holliday, Lewis & Morgenthaler, 1989) and other-corrections of language learners' linguistic errors (Chun, Day, Chenoweth & Luppescu, 1982).

6

Mann, Lisa Sybil. "The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.

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Because teacher I student interactions provide opportunities for correction and comprehensible input, a major component of successful language learning, equitable distribution of teacher I student interactions in the language classroom is an important element for the success of all second language students. The purpose of the present study was to determine whether differences in teacher I student interactions based on student gender occurred in four college English as a Second Language instructors' classrooms. The role of instructor gender and student ethnicity in teacher I student interaction content and frequency were also examined. Informal interviews were designed to determine the instructors' awareness of their classroom behaviors as they relate to equality in teacher I student interactions. The subjects in this study were two male and two female ESL instructors and their students from two private Portland area universities. Interaction frequency data were collected using a seating chart instrument which placed interactions into three categories. Interaction content was determined through the use of a modified Equivalent Talk Category Classroom Interaction Inventory (ETC) (developed by Bentley and Miller, 1971) which classified the interactions into eight separate categories. All data were analyzed using a factorial ANOV A for which the mean behaviors per fifty minute observation acted as the dependent variable and student gender, student ethnicity, instructor gender, and category type served as the independent variables. The analysis revealed that one male and one female instructor interacted significantly more frequently with their male students than they did with their female students and one female instructor interacted significantly more frequently with her female students. Student ethnicity was a major contributor to the disparity in interactions in both classrooms in which males interacted more than females. Middle Eastern and African male students were found to interact with their instructor significantly more frequently than Asian male students. No difference in interaction content was found in interactions between instructors and their male and female students. Instructor interviews revealed that all instructors believed they used a variety of methods to ensure interaction equality in their classrooms indicating that they were not aware of the differences in interaction frequencies which were discovered.

7

Doumbia, Mahamadou Siaka. "Les pratiques de reformulation dans les interactions bilingues bamanankan-français à l'école fondamentale 1er cycle au Mali." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH007.

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La thèse a pour objectif d'analyser le phénomène des reformulations en contexte d'interactions bilingues français-bamanankan dans les classes de l'enseignement fondamental (premier cycle) au Mali. L'étude prend appui sur un corpus de 39h 35min d'enregistrements vidéo et audio constitués de séquences de classes et d'entretiens. Les séquences, filmées dans 12 classes de 4ème Année, concernent deux disciplines non linguistiques : la géographie, dispensée en bamanankan L1 et les sciences d'observations, dispensées en français L2. Les films ont été retranscrits et analysés à l'aide du logiciel CLAN qui a permis l'extraction de toutes les occurrences de reformulations annotées. L'analyse effectuée sur celles-ci, tant sur le plan qualitatif que quantitatif, aboutit à plusieurs résultats. Il s'avère que les reformulations constituent un phénomène omniprésent dans le discours des interactants, enseignants et élèves, en géographie comme en sciences d'observations, en L1 comme en L2. Ces activités participent de la construction des savoirs chez les élèves, ce qui a pu être vérifié à l'aide d'une évaluation de compréhension. La comparaison des enseignants montre que l'expérience, parmi d'autres facteurs, a des incidences sur la production et la gestion des reformulations. Sur la base des pratiques observées, des propositions, plaidant pour une optimisation de l'usage des reformulations didactiques et de l'ensemble des pratiques bilingues, ont été formulées comme contributions à une amélioration de la qualité des enseignements au Mali, voire en Afrique de l'Ouest
The thesis aims to analyze the phenomenon of reformulations in the context of bilingual French-Bamanankan interactions in the classes of elementary shool in Mali. The study is based on a corpus of 39h 35 min video and audio recordings consisting of sequences of classes and interviews. The sequences, filmed in 12 classes of the 4th year, concern two non-linguistic disciplines: geography, taught in Bamanankan L1, and observation sciences, taught in French L2. The films were transcribed and analyzed using the CLAN software which allowed the extraction of all instances of annotated reformulations. The analysis carried out on them, both qualitatively and quantitatively, leads to several results. It turns out that reformulations are an omnipresent phenomenon in the discourse of interactants, teachers, and students, in geography as well as in observational sciences, in L1 as in L2. These activities participate in the construction of knowledge in students, which could be verified with the help of an understanding assessment. The comparison of teachers shows that experience, among other factors, affects the production and management of reformulations. Based on observed practices, proposals, arguing for an optimization of the use of didactic reformulations and all bilingual practices, were formulated as contributions in the direction of improving the quality of teaching in Mali, or even in West Africa
Nin dɔnniyafasɛbɛn laɲini ye ka kuma tɛrɛmɛwalew taabolo fɛsɛfɛsɛ kumaɲɔgɔnya senfɛ farasɛkan ni bamanankan kanfilakalan hukumu kɔnɔ Mali dugumakalan tigɛyɔrɔ fɔlɔ kalansow kɔnɔ. Baara in sinsinna ɲininikunnafoni kan min labɛnna ni lamagaja dɔw ye ani kumakan tàlenw, minnu bɛɛ bὲnna waati 39 ni sanga 35 ma kàlansenw ni koɲɛɲinibarow kan. Jàw tàli bòlila sàn 4nan kàlanso 12 minnu kan, olu bɛ kàlanbolo fila kan kandɔn sèn tɛ minnu na : sìgidɔn min bɛ lakalan bamanankan na (kalankɛkan fɔlɔ - K1 sugandilen) ani nimadɔn, o min bɛ lakalan faransɛkan na (kalankɛkan filannan -K2 suguandilen). Ja kumakanw sɛbɛnna k’u fɛsɛfɛsɛ ni jàtebila kɛrɛnkɛrɛnnen ye, CLAN, ale min kɛra sababu ye kà kumatɛrɛmɛwalew tàamasiyɛnnenw bɛɛ tɔmɔ ka kɛ ɲɔgɔn kan. Sɛgɛsɛgɛli minnu kɛra olu kan, hakɛko ni ɲùmanya kiimɛni na, o wolola jaabi caman na. A yera k’a fɔ kumatɛrɛmɛwalew ye kow ye minnu bɛ kumaɲɔgɔnmaw, karamɔgɔw ni kalandenw, ka kumaɲɔgɔnya tɔ jiidi sìgidɔn ni nimadɔn kàlanni sèn fɛ, K1 ni K2 fìla bɛɛ la fana. O kumatɛrɛmɛwalew jɔyɔrɔ ka bon kosɛbɛ dɔnniyaw sɔrɔli la kàlandenw fɛ. O sera ka sɛmɛntiya ni kalandenw ka faamuya kiimɛni ye. Karamɔgɔw ka sangaɲɔgɔnmani y’a jira k’a fɔ ko lahalaya wɛrɛw cɛ la, ko kɛbaakɔrɔya jɔyɔrɔba bɛ kumatɛrɛmɛwalew fɔli n’u tɔbɔtɔli la. Ka kɛɲɛ ni kalankɛwale lajɛlenw ye, hakilinajira dɔw kɛra minnu bɛ kàlanɲɛdɔn kumatɛrɛmɛwalew waleyali senkɔrɔmatintin kà fàra kanfilakan baara bɛɛ kan walasa o ka kɛ kàlanko sankɔrɔtali sababu ye Mali la, fo ka se Farafinna tilebinyanfan bɛɛ ma

8

McParker, Matthew Carl. "Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms." Thesis, Portland State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132008.

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The largest refugee group entering the United States in recent years is from Burma. Refugee students face a daunting set of challenges, from language and cultural differences to living in poverty, in becoming successful in their new homes. To be successful in schools and gain cultural and social capital, refugee students must learn and internalize the specific norms of their classrooms. In middle school, students are particularly reliant upon their peers for support, making peer interactions especially important. In multicultural settings, students have ample opportunities for intercultural interactions, which can help refugee students navigate their new settings and become more successful. Unfortunately, there has been little research on the experiences of Burmese refugee students in classrooms in the United States.

I used a qualitative, transcendental phenomenological approach to study how three female Burmese refugee students experienced multicultural middle school classrooms in the United States, especially their intercultural interactions, through interviews, observations, and stimulated recall.

The participants reported wanting to understand what they were learning, stay on task, and be kind to other students. Those traits developed from their experiences in their countries of origin and combined to create a picture of what a good student should be. In observations, students acted out their ideas of what it meant to be a good student. Their intercultural interactions in class reaffirmed their identities as good students.

Implications based on the findings include setting up intentional intercultural interactions with a diverse group of students in classrooms with multicultural approaches and that researchers examine the experiences of various groups of marginalized students while accounting for the context in which they learn and acknowledging a multifaceted view of adolescent identity development.

9

Hernandez, Gonzalez Olivia. "Predictors of Behavior Problems in the Context of Peer Play Interactions: A Sample of Low-Income Latino Preschoolers." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6861.

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Latinos are the fastest-growing minority group in the United States and have higher dropout rates compared to other groups. Moreover, problem behaviors are common in preschool classrooms, and the incidence of these problems is higher for children from low-income families. The purpose of this study was to understand Latino children's problem behaviors in the context of peer play interactions and identify those variables that influence such behavior. 265 five and six-year-old Spanish-speaking children (53.6% female) attending Head Start or kindergarten participated in the study. Additionally, 198 mothers and 78 pre-kindergarten and kindergarten lead teachers participated in the study. Child level data were gathered through the Penn Interactive Peer Play Scale, Teacher (PIPPS-T), the Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4), and the Test de Vocabulario en Imágenes Peabody (TVIP). Maternal data were obtained from the Demographic Parent Interview, the Brief Symptom Inventory (BSI), and the Breve Inventario de Síntomas (BIS). Both correlations and the multilevel models showed play disconnection related negatively to the child’s English proficiency and positively to maternal depression. Results suggest that children with lower English proficiency tend to be more disconnected from their peers as compared to children with higher English proficiency. Similarly, mothers with higher levels of depression symptoms had children with higher levels of play disconnection (internalizing behaviors). The current findings are consistent with previous studies and relevant to both researchers and practitioners.

10

Hargrave, Lauren D. "An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students." UKnowledge, 2015. http://uknowledge.uky.edu/edp_etds/35.

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Students generally spend more than ten years interacting with teachers in a classroom and thus, such interactions can have a positive or negative impact on students’ academic self-concept and educational goals (Rosenthal, Folse, Allerman, Boudreaux, Soper, & Von Bergen, 2000). The purpose of this study is to determine whether there is a significant relationship between student-teacher interactions and academic self-concept. Participants in the study include African American male high school students in an urban school district. The independent variable is the student-teacher interactions, as measured by the Student-Professor Interaction Scale (Cokley et al., 2004). The dependent variable is the students’ academic-self-concept, which is measured by the Academic Self-Concept Scale (Reynolds, Ramirez, Magrina, & Allen, 1980). The data was analyzed by using Pearson’s correlation and hierarchical multiple regression to determine if there was a statistically significant relationship between the two variables. Findings, study limitations, and future research directions are also discussed.

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Книги з теми "Bilingual interactions":

1

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

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2

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

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3

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

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4

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

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5

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

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6

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

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7

Namekawa, Eriko. Gengo shōsūha no kodomo no gainen hattatsu o unagasu kyōka gakushū shien: Bogo to Nihongo ga yūgōshita kotoba no yaritori = Encouraging concept development in an academic learning support class for language minority students : mixed-language interaction of L1 and L2. 8th ed. Tōkyō: Kabushiki Kaisha Koko Shuppan, 2019.

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8

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

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9

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

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10

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

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Частини книг з теми "Bilingual interactions":

1

Gimeno-Martínez, Marc, and Cristina Baus. "Chapter 5. Unravelling cross-language effects in bimodal bilingualism." In Bilingual Processing and Acquisition, 159–80. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.05gim.

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Suppose we are good tennis players and want to learn to play ping-pong. Does the way we play tennis affect how we play ping-pong? Would we play ping-pong in the same way if we were not tennis experts? This was one of Albert’s recurring metaphors when drawing a line of thought toward language interactions in bilingual language processing. The argument behind the anecdote referred to what extent the sustained interaction between bilinguals’ two languages results in structural changes within the language network. This chapter aims to push the tennis metaphor one step further by asking whether playing tennis affects how we play football, a sport involving quite different skills. Bringing the sports metaphor into language, this chapter reviews interactions occurring between bilinguals’ two languages involving different articulatory and perceptual mechanisms, such as sign and oral languages. This chapter is then devoted to bimodal bilingualism, reviewing the most relevant results on cross-linguistic interactions across modalities.

2

Schwartz, Mila. "Preschool Bilingual Education: Agency in Interactions between Children, Teachers, and Parents." In Preschool Bilingual Education, 1–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_1.

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3

Rodriguez-Cuadrado, Sara, and Carlos Romero Rivas. "Chapter 8. Effects of foreign-accented speech on language comprehension processes and social cognition." In Bilingual Processing and Acquisition, 236–64. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.08rod.

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In this chapter, we review the literature on how foreign-accented speech modulates cognitive processes related to language comprehension and describe the interactions between native and non-native speakers. First, we focus on how language comprehension processes are modulated when native listeners listen to foreign-accented speakers. Whilst the results about acoustic-phonetic and syntactic processing are relatively consistent throughout the literature on the subject, there is currently a debate on what the effects of foreign-accented speech are on lexical-semantic processing. Secondly, we analyze the literature on how foreign listeners process foreign-accented speech, a field of research that has grown recently. Then, we discuss how native and non-native speakers align with one another during verbal interactions. Finally, we examine the cognitive biases that native listeners show when interacting with non-native speakers that modulate social cognition processes.

4

Kroll, Judith F., and Eleonora Rossi. "Chapter 10. Models and metaphors." In Studies in Bilingualism, 210–29. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.10kro.

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Ellen Bialystok’s research on bilingualism and cognition has transformed our understanding of how life experience with two or more languages has enduring consequences for the mind and the brain. But how do these consequences arise? In this chapter we focus on models of bilingual language processing and the metaphors that they have generated for testing hypotheses about how learning and using two languages engage domain general cognition and the neural mechanisms that support it. Research in the last two decades provides compelling support for the view that the bilingual’s two languages are continually interacting. Those interactions create mutual influences that are dynamic, changing within individuals across the lifespan and from one context to another, even over relatively short periods of time. Cross-language interactions have been hypothesized to impose unique demands on cognition that make bilingual minds and brains different from those of monolingual speakers. The models that characterize bilingual language processing capture different aspects of this process, some focused on the linguistic processes themselves, and others on the way that each language is regulated or controlled when there is potential cross-language competition. Here we illustrate each type of model and consider how the models themselves provide metaphors for thinking about how bilingualism affects cognition.

5

Pearson, Barbara Zurer, and Luiz Amaral. "Interactions between input factors in bilingual language acquisition." In Input and Experience in Bilingual Development, 99–117. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.13.06pea.

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6

Salikhova, Elvina A., Nailya G. Iskuzhina, and Ilshat S. Nasipov. "Bilingual Polymodal Personality in the Aspect of Intercultural Interactions." In Complex Social Systems in Dynamic Environments, 195–209. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23856-7_20.

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7

Freedman, H. I., and I. Baggs. "Convergence to Equilibria in General Models of Unilingual-Bilingual Interactions." In Differential Equations Models in Biology, Epidemiology and Ecology, 28–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-45692-3_3.

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8

Reed, Beatrice Szczepek. "Managing Educational Interactions: A Case Study of Bilingual Supervision Meetings." In International Management and Intercultural Communication, 84–95. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-55325-6_7.

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9

Kolu, Jaana. "Relationship Between Translingual Practices and Identity Performance and Positioning on the Swedish-Finnish Border." In Arctic Encounters, 263–93. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42979-8_9.

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AbstractIn this chapter, the four bilingual (Finnish/Swedish) adolescents’ translingual practices, and identity performance and positioning are explored in informal pair conversations and semi-structured individual interviews with the researcher on the Swedish-Finnish border in Tornedalen. The aim is to investigate whether there is a link between the adolescents’ language use and identity performance and positioning. The data revealed that the four young people brought different performances of language use and identity positionings to the interactions during a period of five years. The study provides examples of dramatic changes in the case of one pair of participants’ mutual language use from using predominantly Finnish resources to using exclusively Swedish. As the pair’s language use changed, so did their identity positioning: They went from positioning themselves as Finnish-speaking and bilinguals to positioning themselves more and more as Swedish-speaking.

10

Amengual, Mark. "Chapter 4. Cross-language influences in the acquisition of L2 and L3 phonology." In Cross-language Influences in Bilingual Processing and Second Language Acquisition, 74–99. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.16.04ame.

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This chapter synthesises some of the main findings from research investigating cross-language influence (CLI) in Second Language (L2) and Third Language (L3) speech learning. In addition to an overview of the findings that have gathered growing consensus in the fields of L2 and L3 phonology, and how these results have been tested and explained in various theories of L2 speech, this chapter points to methodological and theoretical considerations discussed in three areas that hold promise for future research in L2 and L3 speech: (i) the relationship between L2/L3 speech perception and L2/L3 speech production, (ii) the acquisition of phonological processes vs. phonological contrasts, and (iii) the distinction between static and dynamic phonetic interactions in L2 and L3 speech.

Тези доповідей конференцій з теми "Bilingual interactions":

1

Sha, Hanyue. "The Roles of E-Book Narration and Parent-Child Verbal Interactions During Bilingual Shared Reading." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2011768.

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2

Aguirre, Maia, Manex Serras, Laura García-sardiña, Jacobo López-fernández, Ariane Méndez, and Arantza Del Pozo. "Exploiting In-Domain Bilingual Corpora for Zero-Shot Transfer Learning in NLU of Intra-Sentential Code-Switching Chatbot Interactions." In Proceedings of the 2022 Conference on Empirical Methods in Natural Language Processing: Industry Track. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.emnlp-industry.13.

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3

Nazare, Juliana, Anneli Hershman, Ivan Sysoev, and Deb Roy. "Bilingual SpeechBlocks." In CHI PLAY '17: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3116595.3116616.

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4

Seo, Hyeong-Won, Hong-Seok Kwon, Min-ah Cheon, and Jae-Hoon Kim. "Constructing Bilingual Multiword Lexicons for a Resource-Poor Language Pair." In Human-computer Interaction 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.54.24.

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5

Jennifer, Sanjeda Sara, Sheikh Aminul Islam, Sharmin Sultana Koly, Rashedul Amin Tuhin, M. Saddam Hossain Khan, and Md Mohsin Uddin. "BilinBot: A Bilingual Chatbot using Deep Learning." In 2023 5th International Congress on Human-Computer Interaction, Optimization and Robotic Applications (HORA). IEEE, 2023. http://dx.doi.org/10.1109/hora58378.2023.10156681.

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6

Alikaev, Rashid Sultanovich. "Bilingual Space Of Political Discourse: Trends In Language Interaction." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.7.

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7

Zhao, Xu, Zihao Wang, Hao Wu, and Yong Zhang. "Semi-Supervised Bilingual Lexicon Induction with Two-way Interaction." In Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.emnlp-main.238.

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8

Malzkuhn, Melissa, and Melissa Herzig. "Bilingual storybook app designed for deaf children based on research principles." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485849.

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Hei, Xiaoxuan, Chuang Yu, Heng Zhang, and Adriana Tapus. "A Bilingual Social Robot with Sign Language and Natural Language." In HRI '24: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3610978.3640549.

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10

Li, Zhaoqi, and Le Tong. "An Unsupervised Approach to Bilingual Lexicon Induction with Comparable Corpora." In 2023 4th International Conference on Intelligent Computing and Human-Computer Interaction (ICHCI). IEEE, 2023. http://dx.doi.org/10.1109/ichci58871.2023.10277813.

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