Relevant bibliographies by topics / Bilingual method

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Bilingual method'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Bilingual method"

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Schmidtke, Jens. "Home and Community Language Proficiency in Spanish–English Early Bilingual University Students." Journal of Speech, Language, and Hearing Research 60, no. 10 (October 17, 2017): 2879–90. http://dx.doi.org/10.1044/2017_jslhr-l-16-0341.

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Purpose This study assessed home and community language proficiency in Spanish–English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Method Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey–Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire. Results Bilinguals scored below the monolingual control group on both subtests, and the difference was larger for vocabulary compared to verbal reasoning. However, bilinguals were close to the population mean for verbal reasoning. Spanish scores were on average lower than English scores, but participants differed widely in their degree of balance. Participants with an earlier age of acquisition of English and more current exposure to English tended to be more dominant in English. Conclusions Vocabulary tests in the home or community language may underestimate bilingual university students' true verbal ability and should be interpreted with caution in high-stakes situations. Verbal reasoning ability may be more indicative of a bilingual's verbal ability.
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Lam, Boji P. W., and Li Sheng. "Taxonomic Development in Young Bilingual Children: Task Matters, and So Does Scoring Method." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1162–77. http://dx.doi.org/10.1044/2019_ajslp-19-00143.

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Purpose Taxonomic awareness is central to vocabulary development and assessment. While taxonomic development appears largely unaffected by environmental factors, the impact of divided language input on distinct levels of the taxonomic hierarchy is unclear. The influence of scoring method on tasks that target distinct levels of the taxonomic hierarchy is unexamined. Method Twenty-seven English-speaking monolingual children, 46 Mandarin–English bilingual children, and 33 Spanish–English bilingual children, ages 4–7 years, participated. We measured superordinate awareness with a category association task, coordinate awareness with a contrast association task, and vocabulary size with a picture-naming task. All bilinguals completed the tasks in both languages to generate single-language (English) scores and conceptual scores. Results Single-language scoring indicated that bilingual children named fewer pictures and produced fewer superordinate-level responses in English than monolinguals. All language groups demonstrated comparable coordinate awareness. Importantly, conceptual scoring removed the bilingual disadvantage in both naming and category association tasks and revealed a bilingual advantage in coordinate awareness. Finally, the Mandarin–English and Spanish–English bilingual children performed comparably in all analyses despite differences in heritage language features and sociocultural support for bilingual development. Conclusion Depending on task demand and scoring method, bilingual children exhibited slower, comparable, and faster development in taxonomic knowledge in comparison to monolingual controls. This study highlights the nuanced effect of bilingualism on different levels of the taxonomic hierarchy and the impact of scoring methods on measuring vocabulary depth. Supplemental Material https://doi.org/10.23641/asha.12315683
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Ekawati Rosliana, Aprilia, Any Budiarti, and Marlia. "ANALISIS KEDWIBAHASAAN TUTURAN TIKTOKERS SEBAGAI ALTERNATIF MEDIA PEMBELAJARAN BAHASA INDONESIA KELAS IX." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 2 (July 3, 2023): 4198–210. http://dx.doi.org/10.36989/didaktik.v9i2.1256.

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Every content creator certainly has their own characteristics, one of which is seen from their attitude when speaking. A bilingual or bilingual content creator will add to his image in the eyes of his followers. Therefore, research was conducted on the analysis of Tiktokers' speech as an alternative to class IX Indonesian learning media. The purpose of this study is to describe the forms of language in Tiktokers speech in response content on TikTok, as well as describe the relevance of the results of bilingual analysis of Tiktokers speech as a Indonesian learning medium in class IX. The method used in this study is using qualitative methods with a descriptive approach. The data analyzed is in the form of bilingual Tiktokes speech sourced from the TikTok application with stitch content categories (responses). The source of data in this study is content creators (Tiktokers). Data collection in this study was carried out by opening the TikTok application, listening to TikTok videos with stitch content categories, selecting video samples, downloading selected TikTok videos, and transcribing Tiktokers' speech. The form of realization of Tiktokers bilingualism is the ability subordinative bilinguals of 3 speeches, multiple bilinguals obtaining 1 ultterances and coordinating bilingual ability of 2 utterances. The results of the bilingual analysis of Tiktokers speech on stitch content (responses) proved to be relevant to learning media, especially interactive media in the form of audio visuals. In other word, TikTok can be used as response text learning medium in class IX.
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Antonova-Ünlü, Elena. "Syntax–pragmatic and morphology–pragmatic interfaces in sequential bilingual language acquisition: The case of Russia-Turkish and English-Turkish bilingual children." International Journal of Bilingualism 23, no. 5 (June 22, 2018): 1137–58. http://dx.doi.org/10.1177/1367006918781065.

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Aims: This study examines sequential bilingual language development focusing on the acquisition of two domains that interact with pragmatics, precisely, post-predicate constituents and case marking for direct objects in Turkish, which are cases of syntax–pragmatic and morphology–pragmatic interface, respectively, by Russian-Turkish and English-Turkish sequential bilinguals who had been acquiring Turkish as their child second language (cL2). Design: A cross-sectional design was adopted in the study. Methods: Narratives were used as a method of data collection. The use of post-predicate constituents and case markers for direct objects produced by the sequential bilinguals in their cL2 Turkish was compared with that of Turkish monolingual and simultaneous bilingual children. Conclusions: The study provides evidence that cL2 may be similar to monolingual and bilingual first language acquisition in some domains, while the other domains may be affected by age of onset and cross-linguistic influence from the other language that has developed to a certain extent.
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D, Lopez-Hernandez, Litvin P, Rugh-Fraser R, Cervantes R, Martinez F, Saravia S, Zakarian F, et al. "A-111 The Relationship between Bilingualism and Perceived Workload on the Symbol Digit Modalities Test in Traumatic Brain Injury Survivors." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 904. http://dx.doi.org/10.1093/arclin/acaa068.111.

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Abstract Objective We evaluated perceived workload (measured by the NASA Task Load Index; NASA-TLX) as related to Symbol Digit Modalities Test (SDMT) performances in monolingual and bilingual traumatic brain injury (TBI) survivors and healthy comparison participants (HC). Method The sample consisted of 28 TBI survivors (12 monolinguals & 16 bilinguals) and 50 HC (20 monolinguals & 30 bilinguals). SDMT written (SDMT-W) and SDMT oral (SDMT-O) were used to evaluate group differences. Results ANCOVA, controlling for age, revealed that the HC group outperformed the TBI group on SDMT-W, p = .001, and SDMT-O, p = .047. Furthermore, bilinguals outperformed monolinguals on SDMT-W, p = .017. On the NASA-TLX, an interaction emerged on temporal demand rating, p = .023, with TBI bilinguals reporting higher temporal demand on SDMT tasks compared to TBI monolinguals, while the HC monolingual participants reported higher temporal demands ratings compared to HC bilingual participants. Furthermore, monolingual participants showed higher levels of frustration with regard to the SDMT task compared to bilingual participants, p = .029. Conclusion Our data revealed TBI survivors underperformed on both SDMT trials compared to the HC participants. Also, bilingual participants demonstrated better SDMT-W performances compared to monolingual participants. Furthermore, our TBI bilingual sample reported themselves to be more rushed to complete the SDMT compared to monolingual TBI sample, but they were less frustrated. Meanwhile, our HC monolingual sample felt more rushed to complete the SDMT tasks compared to HC bilingual participants, but they were less frustrated. While we observed differences in workload ratings between language groups, it is unclear if language use, and/or other variables are driving these results.
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Regalado, Diana, Jessica Kong, Emily Buss, and Lauren Calandruccio. "Effects of Language History on Sentence Recognition in Noise or Two-Talker Speech: Monolingual, Early Bilingual, and Late Bilingual Speakers of English." American Journal of Audiology 28, no. 4 (December 16, 2019): 935–46. http://dx.doi.org/10.1044/2019_aja-18-0194.

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Purpose Language history is an important factor in masked speech recognition. Listeners who acquire the target language later in life perform more poorly than native speakers. However, there are inconsistencies in the literature regarding performance of bilingual speakers who begin learning the target language early in life. The purpose of this experiment was to evaluate speech-in-noise and speech-in-speech recognition for highly proficient early bilingual listeners compared to monolingual and late bilingual listeners. Method Three groups of young adults participated: native monolingual English speakers, bilingual Mandarin–English speakers who learned English from birth (early bilinguals), and native Mandarin speakers who learned English later in life (late bilinguals). All participants had normal hearing and were full-time college students. Recognition was assessed for English sentences in speech-shaped noise and two-talker English speech. Participants provided linguistic and demographic information, and late bilinguals completed the Versant test of spoken English abilities. Results All listeners performed better in speech-shaped noise than two-talker speech. Performance was similar for monolingual and early bilinguals. Late bilinguals performed more poorly overall. There was evidence for a stronger association between masked speech recognition and English dominance for late bilinguals compared to early bilinguals. Conclusion These results support the conclusion that bilingualism itself does not necessarily result in a disadvantage when recognizing masked speech in noise and speech in speech. For populations similar to those studied here (highly proficient early bilinguals), it would be appropriate to evaluate masked speech recognition using the same simple stimuli and normative data used for monolingual speakers of English.
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Yao, Na, Ping Yu, and Qingwen Yuan. "Study of the Application of the CLIL Method in Bilingual Macroeconomics Teaching." Scientific and Social Research 6, no. 2 (February 25, 2024): 6–11. http://dx.doi.org/10.26689/ssr.v6i2.6119.

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This article discusses the methods and considerations of applying the Content and Language Integrated Learning (CLIL) teaching method to bilingual teaching in macroeconomics. The paper begins by introducing the concept of the CLIL teaching method and its unique features in the context of economics courses in higher education. Subsequently, the article delves into the methods of applying CLIL in bilingual macroeconomics teaching, including bilingual classroom lectures, bilingual textbook design, bilingual group discussions, macroeconomics case studies, bilingual classroom interaction, and bilingual writing. Lastly, the paper highlights key issues in teaching.
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Munoz, Isabel, Daniel W. Lopez-Hernandez, Rachel A. Rugh-Fraser, Amy Bichlmeier, Abril J. Baez, Bethany A. Nordberg, Sarah Saravia, et al. "A-113 Evaluation of a Recognition Trial for the Symbol Digit Modalities Test as a Performance Validity Measure in Monolingual and Bilingual Traumatic Brain Injury Survivors." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1162. http://dx.doi.org/10.1093/arclin/acab062.131.

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Abstract Objective Research shows that traumatic brain injury (TBI) patients perform worse than healthy comparisons (HC) on the Symbol Digit Modalities Test (SDMT). We evaluated cut-off scores for a newly developed recognition trial of the SDMT as a performance validity assessment in monolingual and bilingual TBI survivors and HC adults. Method The sample consisted of 43 acute TBI (ATBI; 24 monolinguals; 19 bilinguals), 32 chronic TBI (CTBI; 13 monolinguals; 19 bilinguals), and 57 HC (24 monolinguals; 33 bilinguals) participants. All participants received standardized administration of the SDMT. None of the participants displayed motivation for feigning cognitive deficits. Results The HC group outperformed both TBI groups on the demographically adjusted SDMT scores, p = 0.000, ηp2 = 0.24. An interaction emerged in SDMT scores where monolingual ATBI outperformed bilingual ATBI and bilingual CTBI outperformed monolingual CTBI, p = 0.017, ηp2 = 0.06. No differences were found in the SDMT recognition trial. Both Bichlmeier and Boone’s suggested cut-off scores had different failure rates in ATBI (Bichlmeier: 77%; Boone: 37%), CTBI (Bichlmeier: 69%; Boone: 19%), and HC (Bichlmeier: 56%; Boone: 26%). For the monolingual group (Bichlmeier: 66%; Boone: 36%) and the bilingual group (Bichlmeier: 66%; Boone: 21%). Finally, chi-squared analysis revealed monolingual TBI had greater failure rates than the bilingual ATBI. Conclusion Bichlmeier’s proposed cut-off score resulted in greater failure rates in TBI survivors compared to Boone’s suggested cut-off score. Furthermore, monolingual ATBI were influenced more by Bichlmeier’s cut-off score than the bilingual ATBI group, although the reason for this finding is unclear and requires additional study with a larger sample size.
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Gross, Megan, Milijana Buac, and Margarita Kaushanskaya. "Conceptual Scoring of Receptive and Expressive Vocabulary Measures in Simultaneous and Sequential Bilingual Children." American Journal of Speech-Language Pathology 23, no. 4 (November 2014): 574–86. http://dx.doi.org/10.1044/2014_ajslp-13-0026.

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Purpose The authors examined the effects of conceptual scoring on the performance of simultaneous and sequential bilinguals on standardized receptive and expressive vocabulary measures in English and Spanish. Method Participants included 40 English-speaking monolingual children, 39 simultaneous Spanish–English bilingual children, and 19 sequential bilingual children, ages 5–7. The children completed standardized receptive and expressive vocabulary measures in English and also in Spanish for those who were bilingual. After the standardized administration, bilingual children were given the opportunity to respond to missed items in their other language to obtain a conceptual score. Results Controlling for group differences in socioeconomic status (SES), both simultaneous and sequential bilingual children scored significantly below monolingual children on single-language measures of English receptive and expressive vocabulary. Conceptual scoring removed the significant difference between monolingual and simultaneous bilingual children in the receptive modality but not in the expressive modality; differences remained between monolingual and sequential bilingual children in both modalities. However, in both bilingual groups, conceptual scoring increased the proportion of children with vocabulary scores within the average range. Conclusion Conceptual scoring does not fully ameliorate the bias inherent in single-language standardized vocabulary measures for bilingual children, but the procedures employed here may assist in ruling out vocabulary deficits, particularly in typically developing simultaneous bilingual children.
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Nair, Vishnu KK, Britta Biedermann, and Lyndsey Nickels. "Understanding Bilingual Word Learning: The Role of Phonotactic Probability and Phonological Neighborhood Density." Journal of Speech, Language, and Hearing Research 60, no. 12 (December 20, 2017): 3551–60. http://dx.doi.org/10.1044/2017_jslhr-l-15-0376.

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Purpose Previous research has shown that the language-learning mechanism is affected by bilingualism resulting in a novel word learning advantage for bilingual speakers. However, less is known about the factors that might influence this advantage. This article reports an investigation of 2 factors: phonotactic probability and phonological neighborhood density. Method Acquisition of 15 novel words varying in phonotactic probability and phonological neighborhood density was examined in high-proficiency, early onset, Mandarin–English bilinguals and English monolinguals. Results Both bilinguals and monolinguals demonstrated a significant effect of phonotactic probability and phonological neighborhood density. Novel word learning improved when the phonological neighborhood density was higher; in contrast, higher phonotactic probability resulted in worse learning. Although the bilingual speakers showed significantly better novel word learning than monolingual speakers, this did not interact with phonotactic probability and phonological neighborhood density manipulations. Conclusion Both bilingual and monolingual word learning abilities are constrained by the same learning mechanisms. However, bilingual advantages may be underpinned by more effective allocation of cognitive resources due to their dual language experience.
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Dissertations / Theses on the topic "Bilingual method"

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Mohammed, Abdul Majid. "Integrated technologies instructional method to enhance bilingual undergraduate engineering students." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/10488.

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Mathematics permeates almost every aspect of human life and it is a skill much needed by the increasingly complex technological world. It is necessary that this essential skill must be properly developed among students to prepare them for future academic and professional careers. An assessment of the research-based instructional strategies blending with old traditional methods with the modern technological development is a must. Due to the complexity of mathematics learning and the varied learning styles of learners, an integration of appropriate multiple instructional strategies into mathematics education will positively impact mathematical achievement of students. The purpose of this research was to examine the effects of the use of Integrated Technologies Instructional Method (ITIM) as a supplement to the traditional lecture method on mathematics achievement of the Integral Calculus students at the College of Engineering, University of Ha'il, Saudi Arabia. The ITIM includes the four instructional strategies such as the use of the Computer-Supported Collaborative Learning, the collaborative learning, the bilingual support and the study support. Different types of academic supports have been used to examine their effects on students achievement in mathematics. Mathematics, the bedrock of science and engineering, is considered a very important indicator of a student's academic success in professional higher education. Undergraduate engineering students' low achievement in the first year mathematics is an issue demands much attention. The study was undertaken to address students' weak background in mathematics and particularly their high failure rates in this particular course. A total of 218 undergraduate engineering students, comprising of both the experimental and the control groups, were involved in this experimental design study. The control group was taught by the traditional lecture method whereas the experimental group was exposed to the ITIM as a supplement to the traditional lecture method. Apart from the effects of the use of ITIM, students' performance in the previous courses (covariates) such as mathematics, computer, and the English language were compared with their final grades of the Integral Calculus course. The final grades of students were taken as the dependent variable and the ITIM and students' scores in the previous courses as the independent variables. It has been noticed from the literature review that the application of only one instructional strategy does not address the needs of the diverse learning styles of students. A mixed mode method, quantitative and qualitative, was used to collect and analyse data. The quantitative data instruments included students' final exam grades and the student questionnaires. Interviews with students were used as qualitative tools of data collection. An independent t-test, ANOVA, univariate analysis and the stepwise multiple regression analysis were performed to determine the overall statistical significance. The study concluded that there was a statistically significant difference in the performance of the experimental group of students' in terms of their end-of-course grades compared to that of the control group. The regression model revealed significance of covariates on the dependent variable. However, no significant relationship was found between the mathematics achievement and attitudes towards the use of ITIM. The study was an attempt to demonstrate the suitability of the instructional strategies on the bilingual Arab undergraduate engineering students; however, they can probably be applicable to other bilingual students.
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Pérez, Ana María. "Teaching literacy to first grade bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2572.

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This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.
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Gonzales, Manuel. "A study of the compliance review of the NEP/LEP program at Pomona High School." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/535.

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Adams, Natalie. "Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1011052.

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This study aims at eliciting what shifts in term of multilingual possibilities can be detected in the language attitudes of first year National Diploma in Financial Information Systems students and their lectures. Qualitative methods are used: data is gathered using a questionnaire, 3 focus group discussions with students, interviews with 2 lecturers as well as an interview with language development practitioner. The questionnaire is modelled on attitudinal studies conducted at University of the Western Cape (Dyers 2001), University of Ford Hare (Dalwit 2001) and at Rhodes University (Aziakpono 2008). The questionnaire data, however, is only used a precursor to the study. The focuses of the study are the 3 focus group discussion and the semi structured interview with two lecturers and language development practitioner. The results of the snap shot questionnaire and first focus group discussion are similar to the three studies on language choices at Fort Hare, Rhodes and the University of the Western Cape respectively whereby students prefer English as the language of learning and teaching. The second focus group discussion is based on an article which students had to read. The article, Here, mother tongue clashes with her mother‟s tongue, focuses on the price that South African black children will pay for the constant erosion of African languages. The article‟s provocative focus challenges commonplace acceptance of English and so resonated with the students‟ exploration of multilingual possibilities. Focus group three revealed that students had experienced an attitudinal shift and realized the significance of mother tongue education as well as the importance of multilingual strategies.
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Kusama, Koichi. "Bilingual method in CALL software : the role of L1 in CALL software for reading." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247831.

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Riches, Caroline. "The development of mother tongue and second language reading in two bilingual education contexts /." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37819.

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The effects that various forms of bilingual education may have on children's reading development are of concern to parents and educators alike. In this thesis, I investigate the development of mother tongue and second language reading in two bilingual education contexts, and assess the effects of the language of initial formal reading instruction upon this development. This study examines children's reading within the home, classroom and community environments.
The research involved two Grade 1 classes mainly comparing the language of initial formal reading instruction. One site was a French immersion school offering a 50% English/50% French program in which initial formal reading instruction was in English. The second site was a French school, with a majority of anglophone students and initial formal reading instruction was in French. The participants in this study were 12 children from each class, their parents, and the classroom teachers.
Three main tools of inquiry were used: classroom observations were carried out in each of the two classes during the Grade 1 school year; samples of oral reading and retellings, in English and in French, were collected from the participating children for miscue analysis, and informal interviews were conducted with all the participants.
The analysis revealed that regardless of the language of initial formal reading instruction, the children's reading abilities developed in both languages. Children tended to feel more comfortable reading in the language in which they had been formally instructed but, despite this, meaning-construction was more effective in the mother tongue. Differences in reading abilities for both groups could be accounted for by limitations in knowledge of the second language rather than by language of initial instruction. Finally, children with initial formal reading instruction in the second language easily applied their reading abilities to reading in their mother tongue.
The conclusions drawn from this inquiry are that having supportive home and community environments, exemplary teachers and constructive classroom environments enables children to use their creative abilities and language resources to make sense of reading in two languages. It is the continuities and connections between these elements which enables children to transcend any difficulties arising from the fact that reading is being encountered in two languages.
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Trout, Cheryl Lynn. "Assessing contextual factors for immersion programs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/628.

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Boies, Robert 1955. "RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276450.

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The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, unexpectedly, the monolingual condition resulted in superior L2 learning. Her findings suggest that the effect of preference to learn in L2 may result in behavior which runs counter to expectations of performance based on observed dominance. Generalization of receptive learning to expressive performance was also assessed. Both children performed at sufficient levels to indicate learning was generalized from reception to expression.
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Arias, Robert Gabriel. "Antidote to marginalism: An alternative method of instruction for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3333.

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Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq36654.pdf.

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Books on the topic "Bilingual method"

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Brisk, Maria. Quality bilingual education defining success. Providence, RI: Northeast and Islands Regional Educational Laboratory, 2000.

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Kimbrough, Ted D. Dual language immersion program models, elementary school. Chicago: Board of Education, 1991.

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Iluk, Jan. Nauczanie bilingwalne: Modele, koncepcje, założenia metodyczne. Katowice: Wydawn. Uniwersytetu Śląskiego, 2000.

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Elena, Nicoladis, Lambert Wallace E, and Educational Resources Information Center (U.S.), eds. Becoming bilingual in the Amigos two-way immersion. [Santa Cruz, CA]: Center for Research on Education, Diversity & Excellence, 1998.

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Snow, Marguerite Ann. Innovative second language education: Bilingual immersion programs. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1986.

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Wink, Joan. Los animales y sus sonidos. [College Station, Tex.]: Lone Star ISD : Texas A&M University, 1989.

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Thomas, Wayne P. A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence, University of California, 2002.

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Beatriz, Arias M., and Casanova Ursula, eds. Bilingual education: Politics, practice, and research. Chicago: NSSE, 1993.

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Lindholm-Leary, Kathryn J. Impact of two-way bilingual elementary programs on students' attitudes toward school and college. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence, 2001.

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Ma, Jinwei. Yi Zang di qu min Han shuang yu ying yong yan jiu: Yi Zang diqu minhan shuangyu yingyong yanjiu. Beijing: Min zu chu ban she, 2013.

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Book chapters on the topic "Bilingual method"

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "The TransAcquisition method." In Academic Achievement in Bilingual and Immersion Education, 42–53. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-5.

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Seton, Bregtje J., and Laurie A. Stowe. "The Multi-lab, Multi-language, Multi-method Challenge." In Designing Research on Bilingual Development, 29–36. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-11529-0_3.

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Trieu, Hai-Long, Phuong-Thai Nguyen, and Kim-Anh Nguyen. "Improving Moore’s Sentence Alignment Method Using Bilingual Word Clustering." In Advances in Intelligent Systems and Computing, 149–60. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02741-8_14.

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Shivakumar, G., M. Ravikumar, B. J. Shivaprasad, and D. S. Guru. "Signature Extraction from Bilingual Document Images Using Blobs Method." In Studies in Computational Intelligence, 283–94. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96634-8_26.

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Yun, Wang, Xu Zhenying, Dai Yachun, Zhang Kai, Jiang Yinfang, and Ren Naifei. "Bilingual Teaching Mode Combined Top-Down with Down-Top Method." In Communications in Computer and Information Science, 133–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24022-5_21.

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Qi, Min, Helin Cui, Yangyu Fan, and Guiqing He. "Research on Course Quality Evaluation Method of University Bilingual Education." In Advances in Intelligent and Soft Computing, 717–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27948-5_95.

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Yang, Xiuzhen, Zhengtao Yu, Jianyi Guo, Xiao Pan, and Cunli Mao. "Naxi-Chinese Bilingual Word Alignment Method Based on Entity Constraint." In Lecture Notes in Computer Science, 378–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-45185-0_40.

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Uotani, Takumi, Yoshiki Sakamoto, Yuki Takashima, Takashi Kurushima, Kimi Ueda, Hirotake Ishii, Hiroshi Shimoda, Rika Mochizuki, and Masahiro Watanabe. "A Study on Bilingual Superimposed Display Method on Digital Signage." In Lecture Notes in Computer Science, 431–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49576-3_31.

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Che, Wanjin, Zhengtao Yu, Xian Li, and Shengxiang Gao. "Research on Chinese and Vietnamese Bilingual Event Graph Extraction Method." In Advances in Intelligent Systems and Computing, 339–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00214-5_44.

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Wang, Qi, Yahui Zhao, and Rongyi Cui. "Korean-Chinese Bilingual Sentence Alignment Method Based on Character Length." In Advances in Intelligent Systems and Computing, 292–98. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4572-0_43.

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Conference papers on the topic "Bilingual method"

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Chen, Min, Leimin Li, and Chunhai Lu. "Exploration of Bilingual Teaching Mode for Nuclear Specialty." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-15665.

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Bilingual education is the important method of training capability of international cooperation, communication and competition. Compared with other fields, the nuclear specialty needs more professionals. Four kinds of successful methods in foreign countries: transitional bilingual education, maintenance bilingual education, an immersion bilingual education and dual-rail bilingual education are studied and compared in this paper. The difference in bilingual education mode at home and abroad is analyzed. Current situation of bilingual education in China is presented. Drawing lessons from another country, we suggest a proper bilingual education method for the nuclear specialty. We think that “Step by step” approach is consistent with China’s national conditions.
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Masuichi, Hiroshi, Raymond Flournoy, Stefan Kaufmann, and Stanley Peters. "A bootstrapping method for extracting bilingual text pairs." In the 18th conference. Morristown, NJ, USA: Association for Computational Linguistics, 2000. http://dx.doi.org/10.3115/992730.992806.

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Ozfidan, Burhan. "Academic Achievement of Bilingual Learner: Mixed-Method Approach." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2001480.

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Ozfidan, Burhan. "Academic Achievement of Bilingual Learner: Mixed-Method Approach." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2001480.

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Och, Franz Josef. "An efficient method for determining bilingual word classes." In the ninth conference. Morristown, NJ, USA: Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/977035.977046.

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Gutierrez-Vasquez, Ximena, and Victor Mijangos. "Low-resource bilingual lexicon extraction using graph based word embeddings." In LatinX in AI at Neural Information Processing Systems Conference 2018. Journal of LatinX in AI Research, 2018. http://dx.doi.org/10.52591/lxai2018120323.

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In this work we focus on the task of automatically extracting bilingual lexicon for the language pair Spanish-Nahuatl. This is a low-resource setting where only a small amount of parallel corpus is available. Most of the downstream methods do not work well under low-resources conditions. This is specially true for the approaches that use vectorial representations like Word2Vec. Our proposal is to construct bilingual word vectors from a graph. This graph is generated using translation pairs obtained from an unsupervised word alignment method. We show that, in a low-resource setting, these type of vectors are successful in representing words in a bilingual semantic space. Moreover, when a linear transformation is applied to translate words from one language to another, our graph based representations considerably outperform the popular setting that uses Word2Vec.
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Liu, Lan, Yun-Dong Ge, Zhen-Xiang Yan, and Jian-Min Yao. "A CLIR-oriented OOV translation mining method from bilingual webpages." In 2011 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2011. http://dx.doi.org/10.1109/icmlc.2011.6016958.

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Lin, Zheng, Songbo Tan, and Xueqi Cheng. "A Fast and Accurate Method for Bilingual Opinion Lexicon Extraction." In 2012 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies (IAT). IEEE, 2012. http://dx.doi.org/10.1109/wi-iat.2012.12.

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Suzuki, Motoyuki, Hirokazu Ogasawara, Akinori Ito, Yuichi Ohkawa, and Shozo Makino. "Speaker adaptation method for CALL system using bilingual speakers' utterances." In Interspeech 2004. ISCA: ISCA, 2004. http://dx.doi.org/10.21437/interspeech.2004-18.

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Yuansheng, Luo. "Multi-lingual text clustering method using bilingual semantic correspondence analysis." In 2016 12th International Conference on Natural Computation and 13th Fuzzy Systems and Knowledge Discovery (ICNC-FSKD). IEEE, 2016. http://dx.doi.org/10.1109/fskd.2016.7603352.

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Reports on the topic "Bilingual method"

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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