Готові списки джерел за темами / Emerging bilingualism

Добірка наукової літератури з теми "Emerging bilingualism"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Emerging bilingualism"

1

Choi, Lee Jin. "Legitimate bilingual competence in the making: Bilingual performance and investment of Korean-English bilinguals." International Journal of Bilingualism 23, no. 6 (August 13, 2018): 1394–409. http://dx.doi.org/10.1177/1367006918791266.

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Because global migration and mobility have increasingly blurred boundaries, questions of authenticity have become more complex than ever, and the issue of what constitutes “real” versus “fake” language practices and language users has become increasingly important. The newly emerging images of imposters associated with bilingualism and transnationalism have put bilingual and multilingual language users in a fragile position, where bilingual displays can summon the damaging image of inauthentic bilingualism and frame them as imposters who try to articulate their alleged modernity by mimicking other “reals.” Focusing on the issue of authenticity, this ethnographic study explores how Korean-English bilinguals navigate and respond to the newly emerging images of imposters associated with bilingualism and transnationalism. In particular, I examine the case of 20 South Korean graduate students in the USA who have both advanced English language proficiency and native Korean language proficiency. Because they are in a relatively advantageous position in being able to flexibly use both the Korean and English languages and to employ a variety of linguistic resources, their bilingual practices and performance provide an excellent example of the ways in which bilingual language users locate their social positioning through the selective production of ideological representations or language registers associated with images of inauthentic bilingualism. The findings highlight the agentive role of bilingual and multilingual language users in participating in the reconfiguration of what counts as legitimate bilingual competence and performance, and in making a very calculative investment in distancing themselves from particular types of language registers, language competences, and models of personhoods associated with inauthentic Korean-English bilinguals. These findings present a challenge to traditional research in the fields of second language studies, and applied linguistics, and urges researchers to look at the actual language practice of bilingual users who actively participate in the process of developing sense-making discourses.
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2

Torres, Julio, and Cristina Sanz. "Is There a Cognitive Advantage for Spanish Heritage Bilinguals? A First Look." Heritage Language Journal 12, no. 3 (December 30, 2015): 292–309. http://dx.doi.org/10.46538/hlj.12.3.4.

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We report the findings from an ongoing study on the relationship between bilinguals’ language experience and cognitive control. Previous research suggests that early bilingualism exerts an advantage on executive control, possibly due to the cognitive requirements involved in the daily juggling of two languages (Adesope, Lavin, Thompson, & Ungerleider, 2010). However, other researchers also have argued against a cognitive control advantage in bilinguals (Hilchey & Klein, 2011). It remains unclear whether cognitive benefits hold true for bilinguals across different contexts, given differences in sociolinguistic and socioeducational settings that shape individual bilingualism. In the current study, following Costa, Hernández and Sebastián-Gallés (2008) who tested Catalan-Spanish bilinguals, young adult simultaneous heritage bilinguals and late classroom emerging bilinguals of Spanish in the U.S. completed three blocks of the Attentional Network Task (ANT) (Fan, McCandliss, Sommer, Raz, & Posner, 2002) to gauge executive control abilities. Results for the executive network component of the ANT reveal no significant differences between the two bilingual groups, although the descriptive data trend suggests that HL bilinguals experienced less difficulty in solving conflicting information and demonstrated fewer switching costs between trials. These first findings imply that the bilingual advantage is not replicated across contexts, and that socioeducational practices determine individual patterns of language use, which in turn leads to variation in cognitive outcomes.
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3

D’Souza, Dean, and Yousra Dakhch. "Is Early Bilingual Experience Associated with Greater Fluid Intelligence in Adults?" Languages 7, no. 2 (April 19, 2022): 100. http://dx.doi.org/10.3390/languages7020100.

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Emerging evidence suggests that early bilingual experience constrains the development of attentional processes in infants, and that some of these early bilingual adaptations could last into adulthood. However, it is not known whether the early adaptations in the attentional domain alter more general cognitive abilities. If they do, then we would expect that bilingual adults who learned their second language early in life would score more highly across cognitive tasks than bilingual adults who learned their second language later in life. To test this hypothesis, 170 adult participants were administered a well-established (non-verbal) measure of fluid intelligence: Raven’s Advanced Progressive Matrices (RAPM). Fluid intelligence (the ability to solve novel reasoning problems, independent of acquired knowledge) is highly correlated with numerous cognitive abilities across development. Performance on the RAPM was greater in bilinguals than monolinguals, and greater in ‘early bilinguals’ (adults who learned their second language between 0–6 years) than ‘late bilinguals’ (adults who learned their second language after age 6 years). The groups did not significantly differ on a proxy of socioeconomic status. These results suggest that the difference in fluid intelligence between bilinguals and monolinguals is not a consequence of bilingualism per se, but of early adaptive processes. However, the finding may depend on how bilingualism is operationalized, and thus needs to be replicated with a larger sample and more detailed measures.
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4

REYES, ILIANA, and ARTURO E. HERNÁNDEZ. "Sentence interpretation strategies in emergent bilingual children and adults." Bilingualism: Language and Cognition 9, no. 1 (February 27, 2006): 51–69. http://dx.doi.org/10.1017/s1366728905002373.

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This study examined sentence processing in emergent bilingual children and young adults in both English (second language – L2) and Spanish (first language – L1). One hundred participants from five different age groups (5;4–7;11, 8;0–10;11, 11;2–13;11, 14;0–16;8 years, and college-age adults) participated in this study. An online sentence interpretation paradigm was used to explore participants' processing patterns. Results of both choice and reaction time experiments provide new information about consolidation and “in between” strategies for Spanish–English bilinguals; on the use of the distribution of local vs. topological cues (namely early reliance on word order in both languages, followed by an integration of late-emerging subject-verb agreement cues from 11 to 13 years of age). The nature of these syntactic strategies and their implications for developmental theories of bilingualism are discussed.
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5

Wong, Fay, Gladys Tang, Pui-Sze Yeung, and Chris Kun-Man Yiu. "Emerging Ecology of a Sign Bilingualism and Co-enrollment Classroom." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 52–82. http://dx.doi.org/10.31299/hrri.58.si.3.

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This study documents the views and attitudes of stakeholders of the Hong Kong’s Sign Bilingualism and Co-enrollment (SLCO) Education Programme established in 2006, to identify an emerging ecology based on the SLCO classrooms in a primary school in which deaf and hard-of-hearing (DHH) as well as hearing participants, teachers and students alike, collaborated to create an inclusive culture in the school environment. Qualitative data were collected using two focus group discussions, each with six DHH students and six hearing students, and individual interviews with eleven parents of DHH and hearing students and six Deaf and hearing teachers. The data generated seven themes: positive impacts of sign language (i.e. HKSL), translanguaging, differences in English and Chinese achievement, positive attitudes towards co-enrollment, increase in students’ self-confidence, friendship and equal partnership, and importance and challenges of co-planning. Analysing these themes within the framework of evaluating inclusive education along the parameters of participation, achievement, and value of person as advanced in Anderson, Boyle and Deppeler (2014), we identified six dimensions to characterise the inclusive ecology of the SLCO classroom.
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6

Bialystok, Ellen, and Raluca Barac. "Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control." Cognition 122, no. 1 (January 2012): 67–73. http://dx.doi.org/10.1016/j.cognition.2011.08.003.

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PLIATSIKAS, CHRISTOS, and GIGI LUK. "Executive control in bilinguals: A concise review on fMRI studies." Bilingualism: Language and Cognition 19, no. 4 (March 11, 2016): 699–705. http://dx.doi.org/10.1017/s1366728916000249.

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The investigation of bilingualism and cognition has been enriched by recent developments in functional magnetic resonance imaging (fMRI). Extending how bilingual experience shapes cognition, this review examines recent fMRI studies adopting executive control tasks with minimal or no linguistic demands. Across a range of studies with divergent ages and language pairs spoken by bilinguals, brain regions supporting executive control significantly overlap with brain regions recruited for language control (Abutalebi & Green). Furthermore, limited but emerging studies on resting-state networks are addressed, which suggest more coherent spatially distributed functional connectivity in bilinguals. Given the dynamic nature of bilingual experience, it is essential to consider both task-related functional networks (externally-driven engagement), and resting-state networks, such as default mode network (internal control). Both types of networks are important elements of bilingual language control, which relies on domain-general executive control.
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8

LI, PING, and ANGELA GRANT. "Second language learning success revealed by brain networks." Bilingualism: Language and Cognition 19, no. 4 (June 22, 2015): 657–64. http://dx.doi.org/10.1017/s1366728915000280.

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A recent movement in cognitive neuroscience is the study of brain networks through functional and effective connectivity. The brain networks approach has already found its influences in the study of the neurobiology of language, but has yet to impact research in the neurocognition of bilingualism and second language. In this article, we briefly review some preliminary evidence in this emerging field and suggest that the understanding of the dynamic changes in brain networks enables us to capture second language learning success, thereby providing new insights into the neural bases of individual differences, neuroplasticity, and bilingualism.
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9

Pliatsikas, Christos. "Understanding structural plasticity in the bilingual brain: The Dynamic Restructuring Model." Bilingualism: Language and Cognition 23, no. 2 (March 13, 2019): 459–71. http://dx.doi.org/10.1017/s1366728919000130.

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AbstractResearch on the effects of bi- and multi-lingualism on brain structure has so far yielded variable patterns. Although it cannot be disputed that learning and using additional languages restructures grey (cortical, subcortical and cerebellar) and white matter in the brain, both increases and reductions in regional volume and diffusivity have been reported. This paper revisits the available evidence from simultaneous and sequential bilinguals, multilinguals, interpreters, bimodal bilinguals, children, patients and healthy older adults from the perspective of experience-based neuroplasticity. The Dynamic Restructuring Model (DRM) is then presented: a three-stage model accounting for, and reinterpreting, all the available evidence by proposing a time-course for the reported structural adaptations, and by suggesting that these adaptations are dynamic and depend on the quantity and quality of the language learning and switching experience. This is followed by suggestions for future directions for the emerging field of bilingualism-induced neuroplasticity.
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10

Bialystok, Ellen. "Effects of bilingualism and biliteracy on children's emerging concepts of print." Developmental Psychology 33, no. 3 (1997): 429–40. http://dx.doi.org/10.1037/0012-1649.33.3.429.

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Дисертації з теми "Emerging bilingualism"

1

Mackinney, Erin. "Spanish Production Among Middle-School Latina/o Emerging Bilinguals in Miami, Florida." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/332905.

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This case study explores the Spanish speaking and writing practices of middle-school Latina/o youth in Miami, Florida. Its ethnographic approach aims to re-present students learning English as a second language as emerging bilinguals (Escamilla, 2006; García, 2009) who access, maintain, and develop their first language to varying degrees while learning English. Through my position as an attached member (Wax, 1971) of a Spanish-English dual language school, I examined students' Spanish production within larger socio-historical and institutional frames of reference. Shadowing students in their Spanish-instruction classes (e.g., Mathematics, Humanities, and Spanish), I drew from observations, student work, interviews with students, educators and parents, and student focus groups. Analysis of data sources reveal that students, together with influential adults, created and received messages about language--ideologies of language as standard, evolving, and dynamic. Youth engaged in normative translanguaging and transliteracy practices in mathematics class; confronted institutionally-created labels and articulated their bilingual identities as members of two language programs; and developed their Spanish writing as part of varying, yet often prescriptive, literacy instruction. This study adds to the limited research on Latina/o middle-school experiences and K-12 heritage language education. This research has pedagogical and language policy implications for those who educate and oversee the education of bilingual youth.
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2

Herbold, Jennifer. "Emergent Literacy Development: Case Studies of Four Deaf ASL-English Bilinguals." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196038.

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The research is clear; given the opportunity to do so, children begin transacting with print at very young ages (Ferreiro & Teberosky, 1982). Deaf children with full access to language from birth frequently experience higher success rates in literacy acquisition (Kuntze, 1998). However, there remains a paucity of studies on how young Deaf children whose success with literacy development can be reasonably predicted, begin their journeys toward literacy. With the understanding that early literacy experiences significantly impact all children's literacy development (Bus, Van Ijzendoorn, & Pelligrini, 1995), it is important to have a clearer understanding of how Deaf children develop emergent literacy skills.This dissertation presents a year-long case study on four young Deaf children from native-ASL families who were immersed in literacy-rich environments and how they developed literacy skills in school and at home. In order to provide the fullest possible picture, parents, teachers and children were interviewed and observed. As literacy development does not happen in isolation; this dissertation provides information about the children's sociocultural context that included the literacy experiences and beliefs of the adult participants and the children's own experiences at home and in school. Artifacts including writing samples and data from an early literacy checklist were also collected to provide information about each child's individual written language development.The data were organized and analyzed based on salient themes and framed by socio-psycholinguistic studies on hearing children by researchers such as Dyson (1993), Ferreiro & Teberosky (1982), and Goodman (1996). Results show that with full access to language and opportunities to develop reading and writing abilities, Deaf children's emergent literacy development is highly similar to that of monolingual and bilingual hearing children with some characteristics unique to Deaf ASL-English bilinguals. The results of this dissertation study adds to the general body of knowledge of how children develop literacy abilities even when they do not have face-to-face communication in their literate language. The results also inform current practices in Deaf education and provide researchers, educators, and parents with a framework for understanding the critical role that language and communication play on Deaf children's literacy development.
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3

Di, Stefano Marialuisa. "Understanding How Emergent Bilinguals Bridge Belonging and Languages in Dual Language Immersion Settings." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6261.

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The purpose of this study was to understand how young children bridge belonging and language in a dual language immersion (DLI) setting. I developed a 10-week ethnographic study in a Spanish-English third-grade class in the Northeast of the U.S. where data was collected in the form of field notes, interviews, and artifacts. Here I explored the way language instruction and student participation influenced the development of the teacher and students’ multiple identities. The findings of this study suggest that emergent bilinguals’ identity development derives from the process built through multiple dialogic classroom instruction and practices. The products of this process emphasize the sense of belonging and language practices as main components of students’ hybrid and fluid identities. This research contributes to the field of identity development and DLI studies in terms of knowledge, policy, and practices. In particular, the findings of this study: (a) increase our knowledge of students’ multiple identities development in DLI settings; (b) impact policy implementation in elementary schools; and (c) reveal classroom strategies and successful instructions in elementary education.
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Johns, Janet Rachel. "Abriendo caminos : peer coaching of culturally relevant pedagogy for teachers of adolescent emergent bilinguals /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.

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Feller, Nayalin Pinho. "Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556877.

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There is a considerable body of research showing that before children enter school they are already equipped with language competencies and concepts developed particularly in their sociocultural environment. Although some studies have explored to some extent the lives of Indigenous children in their socio-cultural contexts, most of these studies do not systematically focus on the early years of their socialization processes. Furthermore, in Brazil, researchers have only recently–in the last 15 years–started to look at the child as a capable and competent being. Thus, the purpose of this study was to document and analyze the socialization practices used by and with Mbya Guarani children in the Tekoá [reservation] Marangatu Indigenous reservation in Imaruí, Brazil, particularly within the school and community contexts. The overarching goal of this dissertation study was to explore the role of Indigenous children's socialization processes in the development of bilingualism, biliteracy, or biculturalism within the school environment and how the bilingual school supports or hinders the development of the Guarani language. In this study, children are seen as social actors (Cohn, 2005a; Marqui, 2012; Mello, 2006; Tassinari, 2011), who transmit knowledge amongst themselves, the adults in their lives, and the different contexts in which they live and experience bilingualism and biculturalism, and in some cases, biliteracy. In this qualitative study, I used ethnographic instruments (Heath & Street, 2008; Seidman, 1998) to document in-depth the several literacy practices performed by first- and third-graders in the Escola Indígena de Ensino Fundamental Tekoá Marangatu (E.I.E.F. Tekoá Marangatu). Data include fieldnotes from participant observations, video and audio recordings, literacy samples (in the form of photographs), and informal interviews, which were collected during three months of fieldwork. Through open coding, I delineated specific domains regarding the use of literacy events (Heath, 1982) and the socialization practices of this specific Indigenous community, following previous empirical studies on immigrant and Indigenous children's emergent literacies (Azuara, 2009; Reyes & Azuara, 2008; Reyes, Alexandra, & Azuara, 2007; Teale, 1986). Through the use of narrative inquiry (Schaafsma & Vinz, 2011), I demonstrate how the role of translanguaging (García & Beardsmore, 2009) and the role that peers (Gillanders & Jiménez, 2004; Halliday, 2004; Moll, 2001) took in the socialization processes of these children are some of the important findings of this study. By also interviewing key members of the school, both Indigenous and non-Indigenous, I was able to understand more in-depth the importance of maintaining these children's cultural heritage at the same time that they learned their native language. In many instances the children in this study relied on more capable peers to understand the worlds and contexts in which they live. As they interacted with each other and with adults, children translanguaged across these multiple contexts as they brought their funds of knowledge (Gonzaléz, Moll, & Amanti, 2005) into the school setting. The modo de ser e viver [way of being and living] in this Indigenous community was intrinsically connected to how they saw themselves as Guarani and how they have adapted to the ways of living on the reservation. Being Guarani encompassed many aspects of their religion, ways of thinking, cosmology, and thus many times it was difficult to separate all of the aspects that composed the Guarani individual. The constant transformation of this reservation has been reshaping the social structures and activities the Guarani perform on a daily basis, yielding new forms of literacy. Even though Portuguese is the dominant language in the school context, both adults and children used Guarani as a way to escape the homogenization almost required by the outside world. Thus, understanding the role that the bilingual school plays in this community was also a key aspect of this research since both adults and children reinforced the use of Indigenous socialization practices within the school setting as a way to adapt to their way of living and being.
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Sugimoto, Amanda Tori. "A Qualitative Study of the Positioning of Emergent Bilinguals during Formal and Informal School-Based Interactions." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612433.

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The education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic notably underrepresented in the literature. Using a positioning theory framework that focused on the normative constraints that support meaning making during social interactions, this study explored how primarily monolingual English-speaking teachers and peers interactionally positioned three fourth grade emergent bilinguals, as well as how these emergent bilinguals reflexively positioned themselves. Data collection efforts consisted of multiphase observations of classrooms including the creating of sociograms and fieldnotes, interviews with emergent bilinguals, teachers, and key peers, as well as a localized artifact analysis. Findings suggested that the emergent bilinguals unique backgrounds contributed to their variable reflexive positioning, as well as teachers' variable interactional positioning. Additionally, peer positioning and institutional norms contributed to emergent bilinguals having limited access to academic language development opportunities.
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Callaway, Azusa. "Home Literacy Practices of Arabic-English Bilingual Families: Case Study of One Libyan American Preschooler and One Syrian American Preschooler." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/95.

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Individual differences in early literacy skills can be attributed to children’s previous history of emergent literacy experiences during their preschool years. The purpose of this qualitative study was to learn about the emergent literacy experiences of one Libyan American preschooler and one Syrian American preschooler and how their families support these experiences in their bilingual homes. Through the lens of social theory of learning (Lave & Wenger, 1991; Wenger, 1998) and sociocultural theory (Rogoff, 1990; Vygotsky, 1978), this multi-case study was designed to explore family literacy practices with a preschooler in a naturalistic setting. The questions guiding this study were: (1) How did the texts, tools, and technologies available in two bilingual home settings impact the emergent literacy practices of a Libyan American child and a Syrian American child? (2) What support did family members provide for these two children as they developed emergent literacy practices in their bilingual home settings? Data sources included a demographic questionnaire, digital-recordings of family literacy practices with a preschooler, audio-recorded in-depth interviews with the parents, home visits, the preschoolers’ writing samples, and photographs of literacy activities, materials, and the home environment. The recorded family literacy practices and interviews were transcribed and analyzed to identify emerging themes. Both within-case analysis and cross-case analysis were conducted. Findings revealed that the preschoolers in both families use a multimodal process such as talking, drawing, singing, chanting, recitation, technologies, and sociodramatic play in their daily literacy experiences. The parents are not concerned with teaching their children specific literacy skills; but they naturally use techniques for keeping them on task and questioning skills to enhance oral language and comprehension development. These families’ home literacy practices are Americanized by living in the mainstream social group, and English is frequently used among the family members. However, their bilingualism and religious literacy practices enrich and vary their children’s emergent literacy experiences and their family literacy practices. The significance of this study resides in the importance of getting to know individual families’ backgrounds to better understand and respect the cultural practices of family literacy.
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Dibblee, Ivonne Karina. "Dual Immersion Leadership: a Case Study of Three K-5 Principals Who Show Success with Emergent Bilinguals." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4390.

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Анотація:
In the past decade the number of dual language immersion programs in US public schools has grown to more than 2000. The benefits of dual language immersion for emergent bilinguals (EBs) have been confirmed by numerous studies. However, lacking from this literature is research which focuses on leadership within dual immersion schools. Despite an upsurge in the number of immersion schools, few studies examine the characteristics of effective immersion leaders. The aim of this study is to examine the leadership characteristics of principals leading K-5 dual language immersion programs who have increased student achievement among EBs. The purpose of this case study is to identify leadership characteristics of three successful K-5 dual immersion principals and to understand the relationship of such characteristics to the student growth of Emergent Bilinguals (EBs). In the literature review, I present the theoretical framework of Bolman and Deal (2003), historical perspectives of immersion in the United States, learning perspectives in the area of dual language immersion, and leadership and student achievement. The research approach for this study is a case study design. The subjects for this study are experienced principals who are successful in terms of student achievement for EBs as measured by school performance exceeding their district performance average and that of comparison schools. To answer the research question about the characteristics of successful leaders of dual immersion schools, I conducted a qualitative study to include principal interviews, school document review, and teacher focus groups. As schools increase their focus on reducing racial inequities, how to reduce educational inequities among EBs must also be a focus. By understanding the characteristics of leaders who are successful with EBs, we can impact school district hiring practices, principal preparation programs, and district policies.
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Williams, Melanie Nicole. "A Case Study of Emergent Bilinguals Meaning-Making during Multimodal Science Lessons in a Bilingual Primary School." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88823.

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The learning of science presents difficulties to bi/multilingual learners (BMLs), mostly due to the demands of scientific language. However, when viewed through a contemporary language lens the language of science is multimodal and presents alternate meaning opportunities. This study attempts to address the BML's needs by reconceptualising their issue through a contemporary theoretical lens. The aim is to investigate and describe how the use of non-linguistic resources, plays a role in BML’s meaning-making in science.
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10

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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Книги з теми "Emerging bilingualism"

1

Emerging bilingual speech: From monolingualism to code-copying. London: Continuum, 2008.

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2

I, Ji Yeong, Hyewon Chang, and Ji-Won Son. Rethinking the Teaching Mathematics for Emergent Bilinguals. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0966-7.

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3

Anne, Kleifgen Jo, ed. Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York: Teachers College Press, 2010.

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4

Wootton, Marian. Contexts of language learning at home and school: A study of Pathan children as emergent bilinguals. Birmingham: University of Central England in Birmingham, 1999.

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5

Degenkolg, Claire. An analysis of the learner strategies employed by emergent bilinguals within the pre-school environment and an evaluation of factors that facilitate their development. Birmingham: University of Central England in Birmingham, 1999.

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6

Verschik, Anna. Emerging Bilingual Speech: From Monolingualism to Code-Copying. Bloomsbury Publishing Plc, 2011.

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7

Sabiha, Mansoor, ed. Emerging issues in TEFL challenges for Asia. Karachi: Oxford University Press, 2009.

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8

Sally, Brown. Young Emergent Bilinguals as Meaning Makers. DIO Press Inc, 2022.

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9

Sally, Brown. Young Emergent Bilinguals As Meaning Makers. DIO Press Inc, 2022.

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10

Brown, Sally, and Ling Hao, eds. Multimodal Literacies in Young Emergent Bilinguals. Multilingual Matters, 2022. http://dx.doi.org/10.21832/brown2354.

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This book presents research focused on young emergent bilingual children’s multimodal meaning-making processes in diverse cultural and linguistic settings. Each chapter includes practical pedagogical recommendations, making it an essential resource for using multiple modes to teach literacy with diverse student populations.
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Частини книг з теми "Emerging bilingualism"

1

Fairclough, Marta. "Emerging trends with heritage language instructional practices." In Studies in Bilingualism, 221–36. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/sibil.49.12fai.

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2

Dickinson, Gail. "Cambodia’s Emerging Bilingual Education Programs—Success in a System in Crisis." In Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society, 269–90. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05496-0_13.

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Moore, Pat, and Blake Turnbull. "Emergent Bilingualism in Foreign Language Education." In Research Questions in Language Education and Applied Linguistics, 195–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_36.

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Hansen-Thomas, Holly, and Anita Bright. "Teaching Mathematics to Emergent Bilinguals." In The Handbook of TESOL in K-12, 265–76. Chichester, UK: John Wiley & Sons, Ltd, 2019. http://dx.doi.org/10.1002/9781119421702.ch17.

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Geraci, Laura M., and Kate Mahoney. "8. Special Education." In TheAssessment of Emergent Bilinguals, 137–58. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097272-010.

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Moore, Leslie C., and Mandy McCormick Smith. "Science Education for Young Emergent Bilinguals." In Research in Early Childhood Science Education, 325–51. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9505-0_15.

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7

Salinas, Cinthia S., Noreen Naseem Rodríguez, and Brooke Blevins. "Emergent Bilinguals in the Social Studies." In The Wiley Handbook of Social Studies Research, 440–60. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768747.ch19.

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Alfaro, Cristina, Karen Cadiero-Kaplan, and Alberto M. Ochoa. "Teacher Education and Latino Emergent Bilinguals." In Learning From Emergent Bilingual Latinx Learners in K–12, 15–39. New York: Routledge, 2018. | Series: Routledge research in teacher education: Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-2.

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Smith, Sharon L., and Luciana C. de Oliveira. "Teaching English Language Arts to Emergent to Advanced Bilinguals." In The Handbook of TESOL in K-12, 291–305. Chichester, UK: John Wiley & Sons, Ltd, 2019. http://dx.doi.org/10.1002/9781119421702.ch19.

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10

DeMatthews, David E., and Elena Izquierdo. "Injustice and Redemption: The Education of Latinx Emergent Bilinguals." In Partial Differential Equations I, 1–15. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-3-030-10831-1_1.

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Тези доповідей конференцій з теми "Emerging bilingualism"

1

Maldonado, Hilda. "Multiple Languages as Assets: Leadership and Emergent Bilinguals." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436463.

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2

Pinales, Melina. "Effective Reading Instruction for Emerging Bilinguals: The Role of Biliterate Instructional Assistants." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691822.

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3

Lozada, Victor. "Decoding, Denouncing, and Decolonizing Educational Policy for Emergent Bilinguals." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682941.

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Lee, Chaehyun. "Functions of Translanguaging Performed by Korean American Emergent Bilinguals." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682967.

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Schultz, Lyndsie. "A Welcoming Refuge for Emerging Bilinguals: Cultivating a Climate of Diversity in Suburbia." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1881743.

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Ingram, Mitch. "It's No Joke: Emerging Bilinguals Mobilizing Cultural Capital Through Humor and Verbal Play." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580705.

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Lee, Chaehyun. "Emergent Bilinguals' Written Translanguaging Practices in a Heritage Language Classroom." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431184.

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8

Bian, Yue. ""Once Upon a Time...": Stories of Learning to Teach Emergent Bilinguals." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581471.

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9

Abraham, Stephanie. "Paradigmatic Fronteras: Sticky Tack, Emergent Bilinguals, and the Emergence of Literacy." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571930.

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10

Maddamsetti, Jihea. "Elementary ESL Teachers' Advocacy for Emergent Bilinguals: A Third Space Perspective." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681961.

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Звіти організацій з теми "Emerging bilingualism"

1

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

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2

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

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