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Статті в журналах з теми "Interactions bilingues":
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Mondada, Lorenza. "demande d’autorisation comme moment structurant dans l’enregistrement et l’analyse des interactions bilingues." Travaux neuchâtelois de linguistique, no. 43 (June 1, 2006): 129–55. http://dx.doi.org/10.26034/tranel.2006.2721.
Анотація:
This paper deals with the situated practices by which researchers doing fieldwork ask to their informants for the autorization to record them. Issues such as informed consent and participant’s autorization are considered as topic for analysis and not as a matter of methodological recommandations or personal jugments. Thus, the perspective adopted here focus on the practical activities of researchers as they are observably documented in audio taped interactions with informants. Based on their detailed transcripts, analysis describes the recurrent procedures researchers adopt in order to ask for permission to audiotape social interactions as well as their systematic sequential position within the ongoing interaction. Based on ethnomethodologically inspired conversation analysis, this approach deals with informed consent and autorization as practical accomplishments locally situated within talk-in-interaction.
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Brohy, Claudine. "Perceptions du bilinguisme officiel et interactions bilingues à Biel/Bienne et Fribourg/Freiburg." Travaux neuchâtelois de linguistique, no. 43 (June 1, 2006): 111–27. http://dx.doi.org/10.26034/tranel.2006.2720.
Анотація:
In officially quadrilingual Switzerland, due to the controversially discussed so-called principle of territoriality, not many of the approximately 2800 municipalities have an official bilingual status. The most often cited and described bilingual examples are Biel/Bienne and Fribourg/Freiburg. These municipalities manage their linguistic and cultural heterogeneity quite differently; this fact greatly influences the definition of official languages and the public discourse on the interpretation and the semantic range of the concept. In officially bilingual Biel/Bienne, service encounters in the public and semipublic sector (administration, public services, shops, restaurants etc.) is client-oriented, the customer with his/her opening turn chooses the language of interaction. However, in officiously bilingual Fribourg/Freiburg, French is – more often than not – the default language. The same pattern applies for information seeking in the streets, the person giving the information adapting to the same pattern of interaction, linguistic adaptation in Biel/Bienne, and maintaining of French in Fribourg/Freiburg. This article discusses oral and written, private and public discourse on the degree of officiality of the two languages and the impact of language choice in the two cities. It is assumed that the latter in fact mirrors public language discourse and that opinion leaders coin the prevailing situation.
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Dagenais, Diane. "Tensions autour de l’enseignement des littératies plurielles en milieu minoritaire." Éducation et francophonie 45, no. 2 (February 27, 2018): 5–21. http://dx.doi.org/10.7202/1043526ar.
Анотація:
Le rapport de force entre les langues est devenu évident lors de l’adoption d’une innovation pédagogique visant le développement des littératies plurielles dans une classe du primaire en milieu francophone minoritaire. La titulaire de classe et l’enseignante d’anglais langue seconde ont collaboré dans des activités de production d’histoires bilingues à l’aide de l’outil numérique ScribJab. Les interactions dans cette classe ont été observées, photographiées et filmées dans une étude ethnographique pendant la production des histoires et les élèves et les enseignantes ont été interviewés sur leurs réactions à l’innovation. L’étude s’appuie sur les recherches qui révèlent la nature flexible et fluide des littératies plurielles, lesquelles sont constituées d’un mélange de codes, de variétés linguistiques et de modes d’expression. Les discussions théoriques sur les liens entre la langue et le pouvoir ainsi que les écrits sur le plurilinguisme, les littératies plurielles, la multimodalité et les politiques linguistiques ont aussi enrichi ce travail. Nous proposons dans cet article un récit ethnographique sur les tensions et les contradictions provoquées par la cohabitation des langues, traditionnellement séparées, durant les activités de production bilingue en contexte scolaire minoritaire.
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White, Paul. "The Classical Commentary in Renaissance France: Bilingual, Mixed-Language, and Translated Editions." Renaissance and Reformation 41, no. 2 (June 21, 2018): 7–36. http://dx.doi.org/10.33137/rr.v41i2.29832.
Анотація:
This article analyzes the dynamic interactions of Latin and the vernacular in commentary editions of the Latin classics printed in France before 1600, addressing questions of readership, intended uses, and actual uses. Beginning with the output of Antoine Vérard, it explores the different possibilities for translating Latin commentaries in the early decades of French printing, and the reconfigurations of layout and commentary discourse between languages. There follows a discussion of bilingual and mixed-language editions intended for use in the Latin grammar class and beyond (Mathurin Cordier, Charles Estienne, Jean Herisson, Guillaume Durand, and Pierre Davantès). Particular attention is given to evidence for the uses of such texts in the form of contemporary readers’ annotations and marks of use.
Cet article analyse les interactions dynamiques entre le latin et les langues vernaculaires dans les éditions commentées des classiques latins publiées en France avant 1600. Il aborde les questions de la lecture, des intentions d’utilisation visée et des utilisations effectives. En commençant avec l’oeuvre d’Antoine Vérard, on y explore les différentes possibilités de traduction de commentaires latins dans les premières décennies de l’imprimerie française, ainsi que les transformations de mise en page et de mise en regard des textes des deux langues. On poursuit en examinant les éditions bilingues et polyglottes développées à l’intention de l’enseignement du latin dans les classes de grammaire et au-delà (Mathurin Cordier, Charles Estienne, Jean Herisson, Guillaume Durand and Pierre Davantès). Une attention spéciale est accordée au témoignage que fournissent les annotations de lecteurs contemporains et les marques de leur utilisation des ouvrages.
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Gosselin-Lavoie, Catherine, and Françoise Armand. "Utilisation d’albums bilingues par des familles bi/plurilingues : description des langues employées lors des lectures et des interactions." Canadian Modern Language Review 75, no. 2 (May 2019): 105–27. http://dx.doi.org/10.3138/cmlr.2018-0169.
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Leutenegger, Fran, and Itziar Plazaola Giger. "Phénomènes didactiques en classe d’immersion." Swiss Journal of Educational Research 24, no. 2 (September 1, 2002): 327–46. http://dx.doi.org/10.24452/sjer.24.2.4633.
Анотація:
Cette contribution s’inscrit dans une réflexion à propos des objets d’étude de différentes didactiques disciplinaires. Plus particulièrement, nous nous intéressons aux interactions didactiques dans le contexte spécifique de classes bilingues (l’enseignement est donné en partie en anglais et en partie en français), selon l’approche dite «par immersion» lors de leçons portant sur la résolution de problèmes arithmétiques. Ces leçons sont données en français à des élèves d’origines linguistiques diverses, de 12 ans environ. Comment l’enseignant gère-t-il de telles leçons, du point de vue des contenus enseignés/appris? A partir de l’observation fine d’une leçon, la contribution présente une analyse croisée se référant à deux entrées disciplinaires différentes: un cadrage théorique issu de la didactique du français langue seconde et un cadrage théorique qui articule didactique des mathématiques et didactique comparée.
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El Baroudi, Mourad. "arabe marocain au contact du français sur les réseaux sociaux numériques diasporiques : quand deux langues se rivalisent." Anales de Filología Francesa, no. 29 (November 24, 2021): 201–21. http://dx.doi.org/10.6018/analesff.482001.
Анотація:
El objetivo de este artículo es examinar las prácticas lingüísticas de la diáspora marroquí en situaciones de contacto en las redes sociales digitales. De hecho, los miembros de esta comunidad en línea, en sus interacciones lingüísticas escritas en estos universos digitales, muestran una notable creatividad cuando mezclan el árabe marroquí y el francés; Utilizan marcas tipográficas específicas y cambian el lenguaje de la matriz de una declaración a otra. Además, estas prácticas lingüísticas bilingües son el producto de una fertilización cruzada entre estas prácticas en su forma oral y la tecnología que les ha dado una forma escrita. Por tanto, los datos de nuestro estudio no serán sólo los elementos lingüísticos, es decir, los enunciados, sino también los elementos compuestos que atraviesan aspectos culturales, identitarios, sociales y tecnológicos. L’objectif de cet article est d’interroger les pratiques langagières de la diaspora marocaine en situation de contact sur les réseaux sociaux numériques. En effet, les membres de cette communauté en ligne, dans leurs interactions langagières écrites sur ces univers numériques, font preuve d’une ingéniosité remarquable quand ils mélangent l’arabe marocain et le français; Ils recourent à des marques typographiques spécifiques et changent la langue matrice d’un énoncé à un autre. En outre, ces pratiques langagières bilingues sont le produit d’un métissage entre ces pratiques dans leur forme orale et la technologie qui leur a offert une forme écrite. De ce fait, les données de notre étude seront non seulement les éléments langagiers, à savoir les énoncés, mais aussi des éléments composites qui croisent, des aspects culturel, identitaire, social et technologique.
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Dagenais, Diane, and Kelleen Toohey. "La production vidéo : une pratique multimodale pour tisser des liens entre l’école et les littératies hors scolaires." Nouveaux cahiers de la recherche en éducation 17, no. 2 (May 26, 2015): 8–31. http://dx.doi.org/10.7202/1030886ar.
Анотація:
Nous examinons, dans cet article, deux projets de littératie permettant de faire le pont entre les sphères d’activité scolaires, familiales et communautaires. Le premier projet portait sur l’échange international de vidéos produits par des jeunes bilingues et plurilingues du primaire et du secondaire. Le deuxième projet impliquait des apprenants de l’anglais inscrits au primaire dans la création de vidéos documentaires. Le cadre théorique unissant ces deux projets permet de concevoir la production vidéo comme une forme de littératie multimodale mobilisant plusieurs moyens d’expression et ressources du répertoire linguistique. Nous présentons un récit interprétatif pour décrire les interactions entre les enfants et la technologie ainsi que les liens qu’ils tissent entre les apprentissages et les expériences vécues dans différents domaines de leur vie. Nous nous attardons aux conditions matérielles et aux discours institutionnels pour identifier comment ils influencent l’ouverture du milieu scolaire aux littératies multimodales.
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Koulidobrova, Elena V. "Language interaction effects in bimodal bilingualism." Linguistic Approaches to Bilingualism 7, no. 5 (June 24, 2016): 583–613. http://dx.doi.org/10.1075/lab.13047.kou.
Анотація:
Abstract The focus of the paper is a phenomenon well documented in both monolingual and bilingual English acquisition: argument omission. Previous studies have shown that bilinguals acquiring a null and a non-null argument language simultaneously tend to exhibit unidirectional cross-language interaction effects — the non-null argument language remains unaffected but over-suppliance of overt elements in the null argument language is observed. Here subject and object omission in both ASL (null argument) and English (non-null argument) of young ASL-English bilinguals is examined. Results demonstrate that in spontaneous English production, ASL-English bilinguals omit subjects and objects to a higher rate, for longer, and in unexpected environments when compared with English monolinguals and bilinguals; no effect on ASL is observed. Findings also show that the children differentiate between their two languages — rates of argument omission in English are different during ASL vs. English target sessions differ. Implications for the general theory of bilingual effects are offered.
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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.
Анотація:
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.]
Дисертації з теми "Interactions bilingues":
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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.
Анотація:
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'OuestThe 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
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Ayer, Dorothée. "L'intercompréhension entre langues distantes. Quelles pratiques ? Quelle formation ? Le cas d'une Haute école spécialisée bilingue en Suisse." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA026/document.
Анотація:
Ce travail doctoral s’intéresse à la pratique de l’intercompréhension dans un contexte officiellement bilingue, à savoir une Haute école spécialisée en Suisse. Les langues utilisées dans les échanges entre membres de l’école (enseignants, étudiants, employés) sont l’allemand et le français, selon le principe du « chacun parle sa langue », calqué sur les pratiques de l’administration fédérale suisse. Les langues en présence sont distantes, par opposition aux langues proches ou voisines. Ce mode de communication nécessite de la part des participants des compétences réceptives dans la langue partenaire ainsi que des compétences communicationnelles pour interagir dans un contexte bilingue.Cette étude se donne comme objectif de comprendre comment les participants à une réunion bilingue choisissent la/les langue(s) pour communiquer. La question est de savoir si le principe de s’exprimer chacun dans sa langue est respecté ou si une langue domine les échanges. Le cas échéant, divers paramètres influencent le choix de la langue. Des réunions de cette école ont été enregistrées de manière à observer la répartition de l’utilisation des langues en contexte de communication professionnelle. Ce corpus de réunions a été complété par des entretiens semi-directifs, menés auprès de membres de l’école.L’institution propose des cursus en allemand et en français et par là, encourage le bilinguisme des étudiants. La communication bilingue fait également l’objet d’un enseignement dans le cadre d’un cours de langue bilingue, réunissant des étudiants francophones et germanophones. À l’inverse de la pratique de l’intercompréhension, les apprenants s’expriment dans la langue cible. Un tel cours soulève des questions quant à l’approche adoptée par les enseignants pour favoriser l’apprentissage et quant aux stratégies de communication développées par les étudiants. La portée de ce cours observé sur trois années, a été étudiée grâce aux documents de cours, à des enregistrements effectués par les étudiants et les textes réflexifs de ceux-ci.Afin d’assurer le succès de la communication dans ce contexte bilingue, les interlocuteurs, natifs et non-natifs, adaptent leur discours et mettent en place des stratégies, tout en puisant dans leur répertoire plurilingue, que ce soit en contexte professionnel ou en contexte d’apprentissageThis doctoral research is interested in the practice of intercomprehension in an officially bilingual context: a department of a university of applied sciences in Switzerland. The languages used in exchanges between members of the school (lecturers, students, employees) are German and French, according to the ‘each speaks their own language’ principle, based on the practices of the Swiss federal administration. Languages in presence are distant, in contrast with the languages from the same family. This communication mode requires from the participants receptive skills in the other language as well as general communicative competence to interact in a bilingual context.The objective of this study is to understand how the participants in a bilingual meeting choose the language(s) in which to communicate. The question is whether the ‘each speaks their own language’ principle is respected or if one language dominates the meetings. In this case, various parameters influence the choice of the language. Several meetings at this department were recorded in order to observe the distribution of languages used in a professional communication context. This corpus of meetings was supplemented by semi-structured interviews with members of the department.The institution offers degree programmes in German and in French and in that way encourages bilingualism in the students. Furthermore, bilingual communication is also the objective in a bilingual language module, uniting French- and German-speaking students, in which, contrary to the practice of intercomprehension, learners expresses themselves in the target language. Such a module questions the pedagogic approach adopted by lecturers and the communication strategies developed by students. The impact of this module, observed over three years, was studied using module documents, audio-visual recordings of student performance and reflexive texts written by the students. To ensure the success of communication in this bilingual context, the interlocutors, both native and non-native speakers, adapt their speech and use strategies, while mining their multilingual repertoire, in professional or educational contexts
Diese Doktorarbeit untersucht die Praxis der Interkomprehension im offiziell zweisprachigen Kontext einer Schweizer Fachhochschule. Die von den Lehrpersonen, Studierenden und Mitarbeitenden verwendeten Sprachen sind Deutsch und Französisch. Sie werden nach dem Prinzip "jeder und jede spricht die eigene Sprache" angewendet, analog zur Praxis in der Schweizer Bundesverwaltung. Deutsch (germanische Sprache) und Französisch (romanische Sprache) stammen nicht aus dem gleichen Zweig der indogermanischen Sprachfamilie und sind folglich nicht nah verwandt. Diese Art zu kommunizieren verlangt von den Teilnehmenden deshalb ausgeprägte rezeptive Kompetenzen in der Partnersprache sowie auch kommunikative Kompetenzen, um in diesem zweisprachigen Kontext interagieren zu können.Diese Studie hat zum Ziel zu verstehen, wie die Teilnehmenden an einer zweisprachigen Sitzung ihre Sprache(n) wählen, um zu kommunizieren. Es soll aufgezeigt werden, ob das Prinzip "jeder und jede in der eigenen Sprache" respektiert wird oder ob eine Sprache den Austausch beherrscht. Verschiedene Parameter beeinflussen hier die Sprachwahl. Um die Verteilung der Sprachverwendung im beruflichen Kontext zu untersuchen, wurden Sitzungen aufgezeichnet. Dieser Korpus wurde mit Leitfadeninterviews ergänzt, die mit Mitarbeitenden der Fachhochschule geführt wurden. Die Schule führt Sprachkurse in Deutsch und Französisch durch und fördert so die Zweisprachigkeit der Studierenden. Die zweisprachige Kommunikation wird auch im Rahmen eines zweisprachigen Sprachkurses mit deutsch- und französischsprachigen Studierenden vermittelt. Im Gegensatz zur Praxis der Interkomprehension drücken sich die Lernenden hier aber in der Zielsprache aus. Bei so einem Kurs interessieren einerseits die von den Lehrpersonen verwendeten Methoden und andererseits die von den Studierenden entwickelten Kommunikationsstrategien. Die Wirkung dieses Kurses wurde über drei Jahre hinweg mit Hilfe der Kursunterlagen, von Audioaufnahmen und Lernreflexionstexten der Studierenden untersucht. Um in diesem zweisprachigen Kontext erfolgreich zu kommunizieren, passen die Sprechenden, ob Muttersprachler oder nicht, ihren Diskurs an. Sie legen sich Strategien zurecht und schöpfen aus ihrem mehrsprachigen Repertoire, sei es nun im beruflichen oder im Lernkontext
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Midgley, Katherine J. "Le lexique bilingue : études électrophysiologiques des interactions inter-langues." Aix-Marseille 1, 2009. http://www.theses.fr/2009AIX10005.
Анотація:
Depuis que François Grosjean a noté que le bilingue n'égale pas deux monolingues (1989) on a prêté une grande attention aux interactions entre les deux langues et à l'interactivité inhérente dans le lexique bilingue. Cette thèse tente de préciser les mécanismes cognitifs spécifiques impliqués dans la reconnaissance des mots écrits chez les bilingues et les apprenants en langue seconde. L'interaction entre les deux langues d'un bilingue et l'évolution de cette interaction sont le focus primaire de cette recherche. Nous déclinerons cette exploration en quatre chapitres ; une comparaison directe du traitement des L1 et L2 dans diverses populations bilingues, une étude de l'accès sélectif par langue utilisant une manipulaton de voisinage orthographique inter-langue, l'étude de cognats en L1 et L2 et l'observation de l'amorçage masqué de répétition et par équivalent de traduction. C'est avec des mesures électrophysiologiques qui sont très sensibles aux différentes étapes de reconnaissance des mots et très précises quant au décours temporal que cette recherche a été effectuée. Nos résultats indiquent que le lexique bilingue est hautement intégré et les items L2 montrent un pattern de traitement plus lent et moins robuste, surtout dans un contexte L1. Il est démontré que ce handicap de traitement en L2 évolue au cours de l'apprentissage.
4
ALFAIFI, SAEEDA HASSAN. "CODE SWITCHING AMONG BILINGUAL SAUDIS ON FACEBOOK." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1077.
Анотація:
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.
5
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.
Анотація:
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 pédagogiquesThis 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
6
Poh, Wei Lin. "The interaction between reflective processing and language among bilingual speakers." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39741/.
Анотація:
Internal or Reflective attention can refer to our thoughts/reflections in order to make sense of our external world through our senses and perception. Reflective attention also includes the act of refreshing which is the act of thinking back and shifting internal attention towards previously activated mental representations. Previous research (M.R. Johnson et al., 2013) has shown that refreshing mirrors a striking similarity to that of inhibition of return (IOR) effect which inhibits visual attention to return to a previously cued location (Posner & Cohen, 1984; Posner, Rafal, Choate, & Vaughan, 1985). This IOR-like mechanism helps facilitate our thoughts (similarly to perception) by encouraging internal attention to move towards new information and avoid constant fixation on a single thought (M.R. Johnson et al., 2013) which was coined as reflective IOR (rIOR). The objective of the thesis investigates variables such as time duration and language during the production of rIOR mechanism. A total of seven experiments were conducted. The first set of experiments (Experiments 1 to 3) aimed to examine the time course of refreshing while the second set and (Experiments 4 to 7) examined the effect of language on reflective attention. In each experiment, participants were shown two stimuli, either in the form of pictures or English/Malay words. They were instructed to refresh by keeping one item (i.e., mental representation) active while ignoring the other. Results showed an attentional shift or bias towards the unrefreshed mental representation, more so in the experiments which used word stimuli rather than picture stimuli. The novelty of the current thesis is that early language processing (i.e., English and Malay words) in bilingual speakers was taken into account while investigating the reflective attention. This pattern was consistent whether the words were presented in English or Malay which are consistent with M. R. Johnson and colleagues’ finding that IOR mechanism shifts internal attention to new information However, if participants were presented with English stimuli, refreshed the English word but were then probed in the equivalent Malay word, a stronger priming effect emerged instead. The behavioural pattern implicated that asymmetrical cost during language switching could be reduced as a result of refreshing. The data also showed that while refreshing may cause a temporary inaccessibility to recently activated items, refreshed words were more memorable in a later recognition task. This suggested the role of refreshing plays an important role encoding and storing mental representations in later long term retrieval. Mental representations that were ignored or were not give n attention tended to fade away more quickly. The novelty of the thesis is that language processing was explored as a component to this mechanism by manipulating languages of the refreshed words presented. Participants were more likely to make false alarms when they were presented with an English equivalent word in the recognition task, when the original word had in fact been presented (i.e., previously refreshed) in Malay. Language models such as the Revised Hierarchical Model (RHM) ( Kroll and Stewart, 1990, 1994) were applied in examining refreshing in stronger or weaker languages that gave rise to poor memory performance. According to the RHM’s logic, words activated in non-dominant language would subsequently activate words in the dominant language in order to access the meaning of the word. In this language processing route, it is possible that refreshing a word in the weaker language would subsequently activate the similar word in the stronger language which is reflected as a false memory incident.
7
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.
Анотація:
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).
8
Sato, Masatoshi. "Peer interaction and corrective feedback: proceduralization of grammatical knowledge in classroom settings." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104584.
Анотація:
This quasi-experimental study implemented an original instructional unit in second language (L2) classrooms where the learners were taught (a) how to interact with each other (peer interaction), and (b) how to provide corrective feedback (CF) to each other (peer CF). This Second Language Acquisition (SLA) intervention was examined from three different viewpoints. First, from a psycholinguistic perspective, the effect of the intervention on learners' interactional patterns as well as its effects on their L2 development (i.e., grammatical knowledge and fluent spontaneous production) were investigated. Second, the learners' perceptions (referred to in this dissertation as learner perceptions) of the intervention relative to classroom dynamics were examined to ensure its ecological validity. Third, the construct of the target of instruction (i.e., interactional oral fluency) was scrutinized so as to ensure the validity of the testing used for measuring L2 development. This exploration was informed by theoretical and methodological frameworks from Language Testing (LT) research. Four university-level required English classes in Japan participated (N = 167), each assigned to one of four treatment conditions. Of the two CF groups, one was taught to provide prompts and the other to provide recasts. A third group participated in only peer interaction activities and a fourth served as the control group. The three experimental classes were given (a) a peer-interaction awareness activity and (b) fluency-focused paired activities over one academic semester. In addition to the pre- and post-tests that examined accuracy and fluency development, all participants completed questionnaires designed to elicit their perceptions before and after the intervention. Selected learners were interviewed at the end of the semester as well. In order to explore the construct of interactional oral fluency and the validity of the measurements, speech samples were rated by human raters based on empirically-based rating scales developed specifically for this study. The results revealed that, after one semester, participants used a greater number of interactional moves hypothesized to be conducive to L2 development. Also, the two CF groups improved overall accuracy as well as fluency measured as unpruned and pruned speech rates, whereas the peer-interaction-only group outperformed the control group only on fluency measures. It is argued that while peer interaction offered opportunities for repeated practice facilitating proceduralization, CF refined learners' ability to monitor both their own output and that of their interlocutors. The questionnaire and interview data showed that participants' perceptions changed over time in certain respects. Specifically, they believed in the effectiveness of peer interaction and peer CF from the onset and, thus, no significant change was observed with their belief pertaining to the effectiveness of the intervention. However, their feelings towards peer interaction showed positive change over time. Also, those who were taught how to provide CF to their classmates became more confident in providing CF. Finally, the correlation and regression analyses of the results of the speech rates, grammatical accuracy, and rated scores both in individual and interactional contexts showed that (a) the empirically-based rating scales were reliable, with the interactional samples yielding a weaker agreement rate; (b) the individual rated scores were not significantly correlated with those of interactional performance but highly correlated with unpruned speech rates; and (c) among the four fluency measures only the pruned speech rates were a significant predictor of the grammatical accuracy scores.Cette étude quasi-expérimentale a intégré un volet d'enseignement en classe d'une langue seconde (L2) dans lequel les apprenants ont appris (a) à interagir les uns avec les autres et (b) à fournir une rétroaction corrective (RC) les uns aux autres. Cette intervention a été examinée selon trois approches. Premièrement, dans une perspective psycholinguistique, l'effet de l'intervention sur les patrons interactionnels des apprenants et ses effets sur leur développement en L2 ont été étudiés. Deuxièmement, les perceptions des apprenants sur l'intervention relative aux dynamiques de salle de classe ont été examinées. Troisièmement, la construction de l'objet d'enseignement (c'est-à-dire, la fluidité dans les interactions à l'oral) a été étudiée afin d'assurer la validité du test utilisé pour mesurer le développement de la compétence en L2. Quatre classes japonaises de mise à niveau en anglais à l'université ont participé (N = 167). Chaque classe s'est vue attribuée une des quatre conditions de traitements. Des deux groupes de RC, l'un a appris à fournir des incitations et l'autre à fournir des reformulations. Le troisième groupe a seulement participé aux activités d'interaction entre pairs et le quatrième a servi de groupe témoin. Les trois classes expérimentales ont reçu (a) une activité de prise de conscience sur les interactions entre pairs et (b) des activités en groupe de deux basées sur la fluidité à l'oral tout au long d'un semestre universitaire. En plus des pré- et des post-tests qui ont examiné le développement en termes de précision et d'aisance à l'oral des participants, ces derniers ont rempli des questionnaires établissant leurs perceptions avant et après l'intervention. De plus, des apprenants ont été choisis pour être interviewés à la fin du semestre. Afin d'explorer la construction de l'aisance des interactions à l'oral et de valider les mesures utilisées, les enregistrements ont été évalués par des examinateurs humains. Les résultats ont révélé que, après un semestre, les participants ont utilisé un plus grand nombre d'interactions supposées contribuer au développement de l'acquisition de la L2. De plus, les deux groupes RC ont amélioré leur précision et leur aisance, évaluées par des mesures de taux de discours non élagués et élagués, tandis que le groupe d'interaction entre pairs a réalisé de meilleurs résultats que le groupe témoin uniquement sur les mesures d'aisance. Il a été supposé qu'alors que les interactions entre pairs offrent des occasions pour l'entrainement répété facilitant la mise en place des procédures requises, la rétroaction corrective a permis d'affiner la capacité des apprenants à contrôler leur propre production ainsi que celle de leurs interlocuteurs. Le questionnaire et les données enregistrées des interviews ont montré que les perceptions des participants ont évolué au fil du temps dans une certaine mesure. Plus particulièrement, les participants ont, dès le début, cru en l'efficacité des interactions et de la RC entre pairs. Cependant, leurs sentiments envers les interactions entre pairs ont évolué positivement à travers le temps. De même, ceux qui ont appris à fournir une RC à leurs camarades de classe sont devenus plus confiants dans cette tâche. Enfin, les analyses de corrélation et de régression des résultats des taux de discours, de l'exactitude grammaticale et des scores réalisés aussi bien en contexte individuel qu'interactionnel indiquent que (a) les échelles d'évaluation était fiables; (b) les scores individuels n'étaient pas significativement corrélés avec ceux des performances interactionnelles, mais fortement corrélés avec ceux des taux de discours non élagués; (c) parmi les quatre mesures d'aisance, seule la mesure taux de discours élagués s'est révélé être un facteur significativement prédictif des résultats d'exactitude grammaticale.
9
Fitzpatrick, FinbarreÌ. "Language and interaction among young bilingual children in the first year at school." Thesis, University of Ulster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359317.
10
St, John Oliver. "Approaching classroom interaction dialogically : studies of everyday encounters in a 'bilingual' secondary school." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-34591.
Анотація:
This thesis approaches classroom interaction in association with Bakhtin and conversation analysis (CA). The four studies presented in this thesis seek to highlight different aspects of classroom interactional encounters between the students and teachers of a secondary school class. Through these studies, the thesis addresses the following challenges: How can analysts account for ‘multilingual’ communicative practices in a way which respects the views and orientations of the participants? How may dialogism be relevant for classroom interaction? How can we move beyond the representational (in)sufficiency of an oral language focus on (classroom) communication for analysis of human meaning making practices? The studies arise from ethnographic fieldwork at an independent secondary school with a ‘bilingual’ educational profile where data of everyday instructional life was generated through participant observation and video recordings. Methodologically, the studies have been enabled by Bakhtinian concepts and conversation analytic conventions amplified for analysis of the complex range of modalities composing classroom interaction. Study 1 examines the way participants’ use of two (or more) languages in a ‘foreign’ language classroom throw light on each other in processes of lexical orientation which challenge the privileging or the subordination of any one language in language learning. Study 2 demonstrates the consequences for understanding the participants’ sense-making efforts of making representationally (in)visible integral aspects of their multimodal cooperations. Study 3 focuses on whole-class task instructions as interactionally complex by showing some of the mutual orientations through which teacher and students coordinate each other’s stances and consequently craft instructions collaboratively. Study 4 examines the concept of languaging critically in the light of Bakhtin’s penetrating perception of the utterance and underscores that while we may be able to language when communicating, we are also languaged communicators.The research is a part of Swedish Research Council project LISA-21
Книги з теми "Interactions bilingues":
1
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.
2
Winkler, Alexander, and Florian Schaffenrath. Neo-Latin and the vernaculars: Bilingual interactions in the early modern period. Leiden: Brill, 2019.
3
Gusdorf, Florent. Guide bilingue anglais-français du cybermonde. Paris: Ellipses, 1998.
4
Fitzpatrick, Finbarre. Language and interaction among young bilingual children in the first year at school. [s.l: The Author], 1989.
5
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.
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.
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.
8
Hernandez, Miguel Jimenez. El Pajarracol / The Big Bird (Cuentos Interactivos Bilingues / Interactive Bilingual Stories). Grupo Oceano, 2006.
9
Hernandez, Miguel Jimenez. La Alfombra Magica / The Magic Carpet (Cuentos Interactivos Bilingues / Interactive Bilingual Stories). Grupo Oceano, 2006.
10
Li, Wei. Codeswitching. Edited by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0018.
Анотація:
Many psycholinguists maintain that bilinguals operate between monolingual modes and a bilingual mode. What this means is that bilinguals can behave as if they were monolingual by using only one of the languages they know. It is only when they are using more than one language in the same episode of interaction that they are in a bilingual model. Codeswitching is a term used to describe a range of linguistic behavior that involves the use of more than one language or language variety in the same interaction. This chapter focuses on some of the key issues of codeswitching for sociolinguists, beginning with a discussion of the terminological and methodological issues. Then, it provides a review of the studies on the motivations and structural patterns of codeswitching. Lastly, the chapter presents an alternative approach to codeswitching that views it as a creative performance rather than as simply a combination of linguistic structures.
Частини книг з теми "Interactions bilingues":
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.
Анотація:
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
Chondrogianni, Vicky. "Chapter 12. Cross-linguistic influences in bilingual morphosyntactic acquisition." In Cross-language Influences in Bilingual Processing and Second Language Acquisition, 294–315. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.16.12cho.
Анотація:
The interaction between the bilingual child’s two languages, coined as Cross-linguistic influence (CLI), is a well-reported phenomenon in bilingual language development. Although CLI has long dominated bilingualism research, issues about its nature (a representational change or by-product of language co-activation), timing and duration remain less well understood. Is CLI only observed during early bilingual development, and does it fade away as children grow older? Does it lead to qualitative and quantitative differences in language development between bilinguals and monolinguals? The present chapter addresses these questions by reviewing state-of-the-art studies reporting CLI in simultaneous and sequential bilingual children’s acquisition of morphology and syntax. We also discuss how extra-linguistic factors such as age of acquisition, dominance, input quality and quantity modulate CLI.
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.
Анотація:
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
Colantoni, Laura, and Ana T. Pérez Leroux. "Chapter 14. Acoustic properties of word-final vowels and the acquisition of gender in Spanish-English heritage speakers." In Studies in Bilingualism, 380–402. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.14col.
Анотація:
This chapter explores whether contact-induced reduction in the inventory of Spanish unstressed vowels due to contact with English impacts the development of gender morphology and concord in Spanish-English bilinguals, through the comparison of recent findings from narratives elicited from bilingual adults and children born in the US. Final unstressed /a, e, o/ were acoustically analyzed and noun phrases were grammatically analyzed. Adult early bilinguals displayed a large degree of vocalic overlap but were highly accurate in gender. Children showed variability in their patterns of vocalic overlap and in gender accuracy ranging between 66% to 100%. Results do not offer a strong support for the hypothesis of a phonetic contribution to heritage gender divergence and call for refined analyses of the interaction between phonetics and morphosyntax in gender acquisition.
5
Raymond, Chase Wesley. "Chapter 8. Code-switching, agency, and the answer possibility space of Spanish-English bilinguals." In Studies in Language and Social Interaction, 239–71. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/slsi.35.08ray.
Анотація:
The present study addresses the implicit monolingual bias in our understanding of polar question-answer sequences by examining them in bilingual conversation. Drawing upon a corpus of naturally-occurring conversational data amongst native Spanish-English bilinguals in the southwestern United States, I target and explore the ‘fit’ between polar questions and answers in this community of practice. In this report, I focus specifically on the dimension of language (non-)concordance between particle answers and the questions they address. Evidence is offered that speakers produce response particles that are concordant with the language of the question as the pragmatically unmarked answer format, whereas response particles that are non-concordant with the language of the question (i.e., ‘code-switched’) are marked, produced agentively and for cause, routinely indexing an emergent stance that is at variance with the terms established by the question. Some possible avenues for future comparative work on the expression of agency in question-answer sequences are explored in the Conclusion.
6
Ervin-Tripp, Susan M. "Conversational input to bilingual children." In Language in Interaction, 13–28. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.12.05erv.
7
Nuzzo, Elena. "Chapter 6. Tandem interaction enhancement." In Bilingual Processing and Acquisition, 113–26. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/bpa.14.06nuz.
8
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.
Анотація:
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.
9
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.
10
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.
Анотація:
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.
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