Academic literature on the topic 'Bilingualism and literature'
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Journal articles on the topic "Bilingualism and literature"
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Lanvers, Ursula, Josine F. Hamers, and Michael Blanc. "Bilinguality and Bilingualism." Modern Language Review 96, no. 4 (October 2001): 1172. http://dx.doi.org/10.2307/3735982.
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Jakoniuk-Diallo, Anna, and Martyna Bączyk. "Dwujęzyczność a opóźnienie poznawczych objawów demencji." Studia Edukacyjne, no. 63 (November 15, 2021): 7–19. http://dx.doi.org/10.14746/se.2021.63.1.
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Bilingualism is a topic that is most often discussed in the context of raising and working with children. However, the role that bilingualism plays in adulthood and late adulthood is underestimated in the literature. At this stage of life, some people may develop the first symptoms of neurodegenerative diseases, mainly associated with memory and communication disorders. The article briefly introduces the most common causes of dementia symptoms and then discusses bilingualism in several, closely related aspects. The publication contains information on the impact of bilingualism on delaying the symptoms of dementia and triggers of this phenomenon. The creativity of bilinguals and the unique impact of bilingualism on working memory and executive control are addressed.
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ZAHODNE, LAURA B., and JENNIFER J. MANLY. "Does bilingualism improve cognitive aging? Commentary on Virginia Valian's target article: Bilingualism and cognition." Bilingualism: Language and Cognition 18, no. 1 (October 14, 2014): 45–46. http://dx.doi.org/10.1017/s1366728914000601.
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We applaud Valian's (2014) thoughtful analysis of the cross-sectional and longitudinal studies that have thus far contributed to our knowledge about the role of bilingualism in cognitive aging. In evaluating the literature as summarized by Valian, we think it is useful to distinguish between the following four research questions and representative analytic approaches: (1) cross-sectional associations between bilingualism and executive function (e.g., regression), (2) longitudinal associations between bilingualism and change in executive function (e.g., growth curve modeling), (3) bilingualism as a predictor of dementia incidence (e.g., time-to-event analysis), and (4) bilingualism as a source of cognitive reserve (e.g., comparisons of brain pathology between bilinguals and monolinguals matched on cognitive performance).
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Valdés, Guadalupe, and Claudia Angelelli. "4. INTERPRETERS, INTERPRETING, AND THE STUDY OF BILINGUALISM." Annual Review of Applied Linguistics 23 (March 2003): 58–78. http://dx.doi.org/10.1017/s0267190503000199.
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In this chapter we present a brief overview of the literature on interpreting focused specifically on issues and questions raised by this literature about the nature of bilingualism in general. It is our position that research carried out on interpreting—while primarily produced with a professional audience in mind and concerned with improving the practice of interpreting—provides valuable insights about complex aspects of language contact that have not been thoroughly addressed by the existing literature on bilingualism. Examination of the literature emphasizing a category of bilinguals, who have been referred to as “true” bilinguals (Thiery, 1978a, b), provides perspectives on both individual and societal bilingualism that can complement, and possibly refocus, some current views of the linguistic, psycholinguistic, and sociolinguistic characteristics of language contact. For applied linguists who study language minority populations around the world, the literature on interpreting suggests important new directions for research focusing on areas such as the process of high level development of two languages in diglossic contexts; the effects of instruction on the development of nonsocietal languages; the nature of language transfer; and the characteristics of communication between speakers of societal and nonsocietal languages.
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Yvan Rudhel, Megaptche Megaptche, and Xu Wen. "Translation Competence: Beyond Bilingualism." Indian Journal of Language and Linguistics 2, no. 4 (December 8, 2021): 31–38. http://dx.doi.org/10.54392/ijll2144.
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In translation studies, it is sometimes assumed by some scholars that bilinguals are in possession of an innate competence for translating. In this research, aspects of bilingualism and translation competences are investigated. The questions driving the research are: is being a bilingual enough to be a translator? And what are the competences a translator needs to perform a good translation? This article addresses these questions through a comprehensive literature review and a small-scale empirical study. First, relevant literature on bilingualism and translation competence was reviewed. Second, an empirical investigation was carried out in which bilinguals and professional translators translated a source text to generate empirical data on the use of two languages and relevant translation competences. The results have shown that being a translator is more than being bilingual and going to a translation school is not a guarantee to be a good translator. The subject matter knowledge also matters. The research not only yield insights into the description and development of translation competence, but also provides potential avenues for translators’ self-improvement.
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Dragaš, Mina Z. "REVIEW OF (CRITICAL) LITERATURE ABOUT BILINGUALISM." Филолог – часопис за језик књижевност и културу 14, no. 27 (June 30, 2023): 401–15. http://dx.doi.org/10.21618/fil2327401d.
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The topic of bilingualism has always been an object of interest in linguistic circles, especially today in the time of globalisation or the “third epoch”, when borders of states haven’t always implied the boundary of the use of a particular language. In addition to the fact that research on this phenomenon covers a wide range of hypotheses and perspectives from which bilingualism is analysed, it increasingly involves developing countries, multicultural and multilingual environments. Numerous scientists have investigated the process of first and second language acquisition, some have observed in which environments and under what conditions bilingualism occurs, and this group includes scientists who have done research on bilingual children in the school system whose attitudes will be stated in this paper.
This work provides an overview of the basic conclusions from theoretical and empirical studies on the topic of bilingualism, through a review of research in which attention is drawn to the traditionally neglected or insufficiently explored extralinguistic factors and their influence on the development or obstruction of bilingualism. The aim is to come to a conclusion about the different competences of bilingual children and the conditions that affect the development of bilingualism in early childhood and in children of school age. Some of the definitions of bilingualism are primarily listed, then the functions of language as well as the relationship between the first and second languages, the influence of parents and culture on the early development of bilingualism are explained. In the final part of the paper, practical advice for helping bilingual children is given, based on a literature review on this topic. Therefore, we conclude that the article discusses current and scientifically relevant issues: types of bilingualism, as well as its socio-pedagogical implications.
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SURRAIN, SARAH, and GIGI LUK. "Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015." Bilingualism: Language and Cognition 22, no. 2 (December 26, 2017): 401–15. http://dx.doi.org/10.1017/s1366728917000682.
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Recent years have seen a surge in research comparing bilinguals to monolinguals, yet synthesizing this literature is complicated by the diversity of language and social backgrounds behind these dichotomous labels. The current study examines the labels and descriptions reported in 186 studies comparing bilinguals and monolinguals published between 2005–2015 in order to understand how bilingualism has been operationalized and to describe the degree to which different facets of bilingual experience are reported. Proficiency and usage were the most frequently reported features (77% and 79%), followed by language history (67%) and the language of schooling (60%). However, less than half of the studies measured proficiency objectively or reported proportional usage, and even less – 30% – described the sociolinguistic context from which the sample was drawn. Given the increase in language contact due to globalization, more transparent and comprehensive reporting of participant characteristics is critical to building our understanding of how bilingualism affects experience.
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Bulgarelli, Federica, Amy L. Lebkuecher, and Daniel J. Weiss. "Statistical Learning and Bilingualism." Language, Speech, and Hearing Services in Schools 49, no. 3S (August 14, 2018): 740–53. http://dx.doi.org/10.1044/2018_lshss-stlt1-17-0139.
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Purpose Over the last 2 decades, research on statistical learning has demonstrated its importance in supporting language development. Notably, most of the research to date has focused on monolingual populations (or has not reported the language background of participants). Several recent studies, however, have begun to focus on the impact of bilingualism on statistical learning. To date, the results have been quite mixed, with a handful of studies finding differences between monolinguals and bilinguals and several other studies reporting no differences. Thus, the purpose of this manuscript is to review the literature to date on how bilingualism impacts statistical learning abilities. Method We review the contemporary literature, organized by the age of participants and by task when relevant. Conclusions We note that there are many discrepant findings within this nascent field, although some trends have emerged. For instance, differences in performance may be attributed to factors such as age of acquisition. However, we note that the state of the field does not yet permit firm clinical recommendations.
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Doctor, Estelle A., Rashid Ahmed, Vanessa Ainslee, Tessa Cronje, Denise Klein, and Suzette Knight. "Cognitive Aspects of Bilingualism. Part 2. Internal Representation." South African Journal of Psychology 17, no. 2 (June 1987): 63–71. http://dx.doi.org/10.1177/008124638701700205.
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In this article we review and evaluate different explanations of the structure of the bilingual lexicon and of the internal representation of the two languages. We present evidence for and against shared or separate internal representation, and consider different conceptual models of bilingualism. We propose a theoretical model to explain the manner in which bilinguals process information. The theory extends the information-processing model developed in the context of unilingual performance and this model may be able to explain some of the discrepancies concerning the psychology of bilingualism, which have been reported in the literature.
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Amalia, Ila. "Bilingualism." Loquen: English Studies Journal 10, no. 2 (April 25, 2018): 31. http://dx.doi.org/10.32678/loquen.v10i2.689.
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In most common definition a bilingual is a person who is able to speak and understand two languages. Most of us consider bilingualism as something good, an advantage. For one thing, knowledge of another language enables people to communicate with members of other cultures in their own language. This, in turn, provides a means for furthering cooperation and understanding among nations and peoples. Then rise some questions considering bilingualism such as: Is it a good idea to become a bilingual? Just what is a bilingual? Should a young child learn a second language? When should that be? How might learning a second language be affected by the first? These are questions which people and scientists commonly raise. This literature-based article will attempt to provide answers that offer some insight into these questions and other issues related to bilingualism.
Dissertations / Theses on the topic "Bilingualism and literature"
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Hummel, Kirsten M. (Kirsten Marlene). "Bilingual memory : the effect of two languages on the retention of prose." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=73985.
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Pinto, Julia de Vasconcelos Magalhaes. ""Literature of the non-word": the paradox of bilingualism in Samuel Beckett's fiction." Universidade Federal de Minas Gerais, 2012. http://hdl.handle.net/1843/ECAP-8RXGUJ.
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Para contribuir com o estudo da obra de Samuel Beckett, com foco na trilogia 'Molloy, Malone Dies' e 'The Unnamable' - especialmente o último, esta dissertação de mestrado tem por objetivo destacar a realização de Beckett enquanto um autor bilíngue. Nossa tese é a de que além do autoexílio geográfico, o autoexílio linguístico facilitou o processo de tornar a experiência de ser estrangeiro em um tema, na busca de Beckett por uma espécie de projeto estético - a 'literatura da despalavra', como ele mesmo o denominou. Demonstraremos que a experiência do bilinguismo é o eixo central em 'The Unnamable'. Além disso, a obra também se consolida num entre-lugar-entre nações e línguas. Esta pesquisa busca encontrar no trabalho de Beckett, como autor e como tradutor, justificativas para o desenvolvimento da hipótese de que tanto o bilinguismo quanto o trabalho de tradução mudaram a escrita de Beckett numa direção em que a relação entre língua e realidade e a dissolução do 'Eu' se configuram como eixo principal.
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Beer, Ann. "The use of two languages in Samuel Beckett's art." Thesis, University of Oxford, 1988. http://ora.ox.ac.uk/objects/uuid:fe430cb4-ec07-4f18-9d4a-6860b0d85fbb.
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This study argues that Samuel Beckett's works in English and French reveal the organising energy of a "bilingual consciousness". Bilingualism is no personal eccentricity but the foundation for Beckett's mature art, without which it could not have developed. He has never been a unilingual writer; at every stage of his career his two languages have enriched, challenged and opposed each other. Bilingual art has allowed Beckett to move between linguistic circles, claiming as his own a transitional space that has protected his need for imaginative solitude. Gradually abandoning the cultural specificity of his early works in favour of archetypal settings that "translate" successfully to other contexts, he has focussed directly on what unites rather than divides human communities. Yet his writing retains an evident alertness to, and love of, the linguistic and cultural resources of English and French. His alternations between languages and his frequent activities as translator and self- translator contribute to a detachment from generic conventions that encourages innovation. Thus the often-criticised marginality of the bilingual has become for Beckett a source of strength. This analysis draws on a close reading of certain key texts, crossing languages freely to follow Beckett's own development. The prose has central place, because it spans his entire career, and because his most radical innovations have occurred in prose to be, subsequently, transferred in new forms to the drama. Chapter I presents Beckett's dual language-use in a wider context, exploring the early exposure afcd later suppression of "bilingual awareness, the implications of bilingualism for his artistic outlook, and the bilingual aesthetic he has developed. The remaining chapters draw on a new chronology of his writing and translating activities to show the development of his dual language-use and how it has interacted distinctively at each period with his artistic goals and practice.
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Kobayashi, Junko. ""Bitter sweet home" : celebration of biculturalism in Japanese language Japanese American literature, 1936-1952 /." Diss., University of Iowa, 2005. http://ir.uiowa.edu/etd/97.
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Hussen, Hinda Mohammud. "CHILDREN’S PERSPECTIVES ON BILINGUALISM : A qualitative study on how Somali children talk about being bilingual in a Swedish context." Thesis, Linköpings universitet, Tema Barn, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-175545.
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This is a qualitative study on bilingualism from Somali children’s perspectives. It aims to examine how Somali-Swedish bilinguals understand their bilingual experiences in a Swedish context. It looks at questions that relate to their views on language use in family and peer group interactions, their attitude towards heritage language maintenance, and challenges they may face in their everyday bilingual experiences. Three interviews were carried out with six children of Somali background between the age of 12-15 years, interviewed in pairs, and the empirical data were subsequently analyzed thematically. The findings of the case study show that children have a high-level of awareness about achieving monolingual-like bilingualism. This is linked to their language investment in Somali and Swedish languages in order to be better members of both the Somali community and the Swedish society. From the interviews, it became clear that Somali and Swedish are equally important for their everyday life for a variety of reasons, including: maintaining healthy family relationships and bonds, continuing contact and ties with extended-family, developing ethnic and societal identities, and understanding and fostering friendship. However, many experienced challenges such as bullying and embarrassment as a result of, for instance, insufficient knowledge of their language or avoidance of using multiple languages in public for fear of being mocked. Furthermore, children are active agents in their learning and in acquiring proficiency in Somali and Swedish as they explain their choice of preserving their heritage while they negotiate with teachers to find a balance between language demands in the parental interactions and those with others in their ethnic group, and achieving native-like mastery of spoken Swedish.
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Ascough, Tomoko. "RAISING CHILDREN AS BILINGUALS: A LONGITUDINAL STUDY OF EIGHT INTERNATIONAL FAMILIES IN JAPAN." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/77146.
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CITE/Language ArtsEd.D.
Eight families with Japanese mothers and English-speaking fathers were followed from the 1990s to 2007 as they strove to raise their children as bilinguals. The issues that were investigated were: (1) the language environments afforded; (2) factors influencing family decisions in creating those language environments; and, (3) conclusions about the efficacy of different language environments for raising bilingual children. Parental sacrifice was evident. Some mothers suppressed their native Japanese language and culture as they tried to afford their children solid backgrounds in what they considered a high-prestige language (English), while some fathers changed jobs in order to spend more time at home. Some families also moved in order to be near desirable schools. An optimal English environment at home was the key to success. Fathers spent quality time with their children every day, reading English books, doing homework together, talking about school activities, and reading bedtime stories. Families provided children with many English videos, DVDs, and other audiovisual sources. Summer travel to the father's country for summer camps and other enjoyable activities, especially spending time with English-speaking cousins, promoted positive images of English language and culture. Mothers faced issues of identity, power relations, and gender roles. The mothers' own experiences of learning English played a crucial role in the choices they made in raising their children as bilinguals. Typically, power relations between husbands and wives were determined by the wives' self-perception of being subordinate to their husbands. The results indicated that different theories of bilingual child-raising, no matter how stringently followed, did not seem to matter; what mattered was balancing the time the child spent with each parent. Usually before parents expected it, the child's own identity asserted itself in the pursuit of particular language environments, and progress toward fluency was sometimes erratic, as in the case of one boy whose development in both languages appeared to be delayed but who later was viewed as having native-speaker proficiency in both languages. Overall, more important than any particular method or theory, sustained sincere efforts and flexibility can produce bilingual children.
Temple University--Theses
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Hellman, Thomas. "Beckett, Babel et bilinguisme, suivi de, Espaces." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79945.
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Critical essay. Soon after the end of the Second World War, Samuel Beckett began producing French and English versions of each of his works. This raises interesting questions concerning the relationship between two languages and two texts within one literary work. Bilingualism is an essential dimension of Beckett's "oeuvre" which pushes the very limits of literature and explores essential aspects of language, identity and creation.Creative writing. I was born in Montreal of a French mother and a father from Texas. My work in creative writing consists of six short stories set between the three geographical poles of my existence: Quebec, the United States and France. I also wrote a French and English version of my short story entitled The Ghost of Old Man Beck. These stories explore, on a more personal and creative level, the questions of bilingualism, identity and creativity raised in my critical essay.
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O'Neill, Sarah Ollivia. "Sound correspondences in the English-Spanish bilingual lexicon." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6620.
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While it has been recognized that L2 word learning is facilitated for cognates (De Groot & Keijzer 2000), approaches to cognate acquisition have focused on the similarity of L1- L2 forms, overlooking regular patterns in differences between items. For example, English phone [dʒ] regularly corresponds to the Spanish phone [x]: agent [eɪdʒɛnt]- agente [axente], voyage [vɔɪədʒ]- viaje [bjaxe]. The current studies test whether L1 English, L2 Spanish learners acquire and utilize regular cognate sound correspondences. Experiment 1 compared accuracy for cognate forms that include or do not include regular correspondences. Subjects learned the English names of 20 monsters. Afterward, they saw each monster's image and heard its name in English, then recalled and produced the monster's (cognate) name in Spanish. Results revealed higher accuracy for items containing regular cognate correspondences. Subjects with higher proficiency showed greater differences in accuracy between regular and irregular items. In Experiment 2, subjects heard a novel word in either English or Spanish and invented a plausible cognate in the other language. Their modifications to the word forms were analyzed. Analyses revealed that subjects’ modifications were not random, but rather demonstrated convergence on dominant modification strategies. Higher proficiency correlated with greater convergence on dominant strategies. Together, these results demonstrate that L1 English, L2 Spanish learners have knowledge of regular cognate correspondences and can utilize correspondences to learn or invent new cognate forms. Furthermore, because this knowledge is acquired gradually by the L2 learner, cognate processing is not consistent across proficiency levels or between individual learners.
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Pevear, Darya. "La traduction en Mésopotamie : textes littéraires bilingues suméro-akkadiens du Ier millénaire avant J.-C." Thesis, Paris, EPHE, 2015. http://www.theses.fr/2015EPHE5009/document.
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Le présent travail se propose d’analyser les textes littéraires bilingues suméro-akkadiens du Ier millénaire av. J.-C. du point de vue de la méthodologie de traduction employée par les lettrés mésopotamiens. Pour cela, il est fait appel à la traductologie, la science qui s’intéresse aux méthodes de traduction, et tout particulièrement aux récentes études dans le domaine de l’herméneutique et de la linguistique, afin de comprendre les processus intellectuels ayant permis le passage d’une langue à une autre. Il s’agit de montrer en quoi la traduction mésopotamienne est le premier témoin d’une réflexion sur la traduction, le langage et la transmission du savoir dans l’histoire, tout en mettant en avant ses spécificités, dues notamment au système d’écriture cunéiforme, au contexte multilingue de la région, et à la mentalité des savants de l’époque, qui considéraient que tous les phénomènes de la nature pouvaient et devaient être expliqués, et ce, au moyen de l’écriture. Le multilinguisme mésopotamien, une constante durant toute son histoire, présente des manifestations diverses, dont la plus originale est le bilinguisme suméro-akkadien, un bilinguisme exclusivement littéraire et religieux à partir du IIe millénaire av. J.-C., dans lequel la pratique de la traduction s’apparente plus à une forme de divination et de réflexion philosophique qu’à une traduction littérale ou précise. Cette traduction représente par ailleurs une forme particulière de transmission du savoir et une véritable réflexion sur la multiplicité des langues et leur rôle dans la transmission de textes ayant une grande valeur culturelle et idéologiqueThe present research seeks to analyze Sumero-Akkadian literary bilingualism in 1st millennium B.C. texts from the point of view of the scribes’ translation methods. In order to do so, I have used recent research in Translation Studies, a field in which different translation methods are analyzed and explained. I have specifically focused on recent linguistic and hermeneutic research applied to translation, in order to understand the intellectual processes allowing the passage from one language to another. This approach has allowed me to show how Mesopotamian translation is truly the first witness to a reflection on translation, language in general, and the transmission of knowledge, while taking into account its specificities, such as the importance of the cuneiform writing system, the region’s multilingualism, and the mentalities of the late period scholars, who believed that any natural phenomenon could and had to be explained in writing. Multilingualism existed in Mesopotamia throughout its entire history, but Sumero-Akkadian bilingualism was a specific kind of bilingualism, used exclusively in literary and religious texts from the IInd millennium B.C. onwards. Sumero-Akkadian translation can therefore be compared to divination or philosophy, and did not seek to be precise or literal. It also represented a unique way of transmitting knowledge and a unique understanding of the multiplicity of languages and their importance in the transmission of ancient texts, which had both cultural and ideological value
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Bernardo, Flórez Marina. "Representations of Identity in Chicanx Children’s Literature through Word and Image: Maya Gonzalez’s Picturebooks." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/673662.
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Chicano children’s literature was born in the wake of the so-called El Movimiento, the Chicano Civil Rights Movement of the 1960s and especially the 1970s. In the 1990s, as a part of the rising trend of Multiculturalism and as a cultural product and a reflection of power relations, Chicano children’s literature strove to provide an authentic and accurate representation of Chicano identity. The representation of Mexican-Americans in children’s literature until then had been based on cultural homogeneity, historical distortion, and stereotypes, the distinctive elements which are at the core of the construction of the ‘Other’ and that serve to create and maintain structures of power grounded in fixed identities, opposed binaries and inequalities.
In Borderlands / La Frontera. The New Mestiza, Chicana author, Gloria Anzaldúa, rethinks the term ‘identity’, or rather ‘consciousness’, from an inclusive, queer perspective which is not based on opposed dualities. The ideas the author develops in her work on the Mestiza identity echo in her books for children Friends from the Other Side
/ Amigos del Otro Lado and Prietita and the Ghost Woman / Prietita y La Llorona. Prietita, “little dark one”, is Anzaldúa’s alter ego in her children’s books, her little child-
self, “tender, open and vulnerable” (Anzaldúa 2000: 63), who signals her mestizo identity: Mexican American and Indian. Anzaldúa’s second bilingual picturebook, Prietita and the Ghost Woman / Prietita y la Llorona, is illustrated by Maya Gonzalez, who portrays Prietita as a young girl of distinctively Mexican features (dark skin and long black hair).
As author and illustrator of her bilingual picture books, contemporary Chicana author Maya Gonzalez gives voice and celebrates the self through what she calls ‘the power of reflection’, moving beyond ‘authentic’ or ‘accurate’ representations of Chicano identity. The purpose of this dissertation is to analyse Gonzalez’s picturebooks, starting by focusing on the Nature Trilogy, in which the author highlights our connection to nature (My Colors, My World / Mis colores, mi mundo, I Know the River Loves Me / Yo sé que el río me ama, and Call Me Tree / Llámame árbol), to later explore her most recent projects published by her own independent press, among them The Gender Wheel, “a nature-based, inclusive, body positive story of gender”. I also pay attention to the visual poetry she has created together with Chicano poet Francisco X. Alarcón in a series of picturebooks published between 1997 and 2017.
The research questions I address in my study are the following:
1. How has the representation of Chicanx identity in children’s literature reflected ethnic and class power relations throughout Mexican-American history?
2. What elements does Maya Gonzalez make use of visually and verbally for her projects to subvert power relations in terms of aetonormativity, ethnicity and gender?
3. How is contemporary Chicanx children’s literature being received within the
United States context?
4. How are educational programs in the US context integrating these picturebooks, if they are doing so?
5. How are Maya Gonzalez’s presentations at seminars and workshops helping bring about social change in Chicanx and non-Chicanx children’s identities?
In order to analyse the way(s) in which words and images interact, my focus will be on the dual code, visual and verbal, which is characteristic of picturebooks. I examine the elements Gonzalez makes use of, both as an illustrator and as a writer, to give voice and to represent identity, and how her projects create spaces of inclusiveness and agency,
celebrate diversity, and become a source of reflection for all children, Chicanx and non- Chicanx. I frame my study within a critical multicultural approach in order to explore the subversion of power relations in terms of aetonormativity, ethnicity and gender when representing identities in picturebooks for young readers. A critical multicultural analysis of children’s literature (Botelho and Kabakow 2009) allows me to focus on the ideology and power relations at work in children’s literature, so as to bear a critical perspective on Multiculturalism. Although it is not the main purpose of this work, I include two fieldwork studies on the reception of contemporary picturebooks authored by Chicanx authors in order to explore the reception of these works in the US context, both in the publishing industry, and in the educational field, as well as in order to complement the analysis of the representations of Chicanx identity through word and image.En el capítulo dedicado a los niños latinos y la educación pública en Estados Unidos en Celebrating Cuentos de Naidoo, Ream y Vazquez reflexionan en torno a la noción de “testimonio crítico” y la literatura como medio “(1) para estimular la resistencia entre los jóvenes hispanos a los estragos causados por el trauma que perpetúan su sentido de la ‘otredad’, y (2) para traducir las ofensas del pasado en posibilidades del presente” (13). ¿Cómo puede la literatura estimular la resistencia entre los jóvenes latinos para traducir las ofensas del pasado en posibilidades del presente? Mediante la creación de espacios narrativos “impulsados por la empatía y el entendimiento, en lugar de por presunciones derivadas de los estereotipos, el miedo y la ignorancia” (14). Esto es lo que Anzaldúa hace para proporcionar a los niños chicanos una representación de su cultura y de su identidad en sus dos libros infantiles. En la década de los sesenta, mientras trabajaba como profesora de primaria, la autora chicana se dio cuenta de que los niños migrantes y bilingües necesitaban ver su cultura en los libros que leían. Tal y como exploré en el marco teórico de este studio (sección 2.1.3), en Borderlands / La Frontera. The New Mestiza (1987) Anzaldúa repiensa el término ‘identidad’ desde una perspectiva inclusiva que no se basa en dualidades. Para la autora chicana, la conciencia de la nueva mestiza debe trascender la mezcla de razas (raza) para convertirse en una ‘intersección’. De la misma manera, la frontera no se refiere únicamente a la frontera entre México y los Estados Unidos, sino más bien a una frontera metafórica e indeterminada, entendida aquí como un ‘Tercer Espacio’, un lugar de contacto, de fusión, un puente que pone en contacto a las diferencias. Se considera que la nueva mestiza sirve como mediadora, como un puente que une personas de diferentes colores, clases, razas y periodos de tiempo, que enseña a los ‘recién llegados’, a las futuras generaciones, de forma que sus cambios internos devienen cambios en la sociedad. Las ideas que la autora desarrolla en Borderlands / La Frontera tienen eco en sus libros para niños Friends from the Other Side / Amigos del Otro Lado (1993)1 y Prietita and the Ghost Woman / Prietita y la Llorona (1995). Tras años sufriendo los efectos de la colonización en su propio país, para Anzaldúa era esencial representar la identidad chicana de manera positiva y así, transformar el mundo construido por el colonialismo
Books on the topic "Bilingualism and literature"
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Niger, Samuel. Bilingualism in the history of Jewish literature. Lanham [Md.]: University Press of America, 1990.
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1954, Holmen Anne, ed. Bilingualism and the individual. Clevedon: Multilingual Matters, 1988.
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Hirutski, A. A. Belorussko-russkiĭ khudozhestvennyĭ bilingvizm: Tipologii͡a︡ i istorii͡a︡, i͡a︡zykovye prot͡s︡essy. Minsk: Universitetskoe, 1990.
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Strelet︠s︡, I. Ė. I︠A︡zykovai︠a︡ lichnostʹ i bilingvizm: Ot lingvopersonologii k lingvodidaktike : nauchnoe izdanie. Moskva: Plotter-Plus, 2020.
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Louar, Nadia. Figure(s) du bilinguisme beckettien. Paris: Lettres modernes Minard, 2018.
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Beer, Jeanette M. A. Early prose in France: Contexts of bilingualism and authority. Kalamazoo, Mich: Medieval Institute Publications, Western Michigan University, 1992.
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Siegfried, Wenzel. Macaronic sermons: Bilingualism and preaching in late-medieval England. Ann Arbor: University of Michigan Press, 1994.
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Kraskowska, Ewa. Twórczość Stefana Themersona--dwujęzyczność a literatura. Wrocław: Zakład Narodowy im. Ossolińskich, 1989.
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Harlan, Judith. Bilingualism in the United States: Conflict and controversy. New York: F. Watts, 1991.
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Starychonak, V. Dz, T. V. Balush, and V. T. Ivatovich. Kulʹtura rechi v uslovii︠a︡kh bilingvizma: Sostoi︠a︡nie, perspektivy, innovat︠s︡ionnye tekhnologii : materialy II Mezhdunarodnoĭ nauchnoĭ konferent︠s︡ii, Minsk, 3-4 noi︠a︡bri︠a︡ 2005 g. Minsk: Belorusskiĭ gos. pedagog. universitet im. Maksima Tanka, 2005.
Find full textBook chapters on the topic "Bilingualism and literature"
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Edwards, Viv K. "Bilingualism, stories, new technology." In Children's Literature as Communication, 333–44. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/sin.2.21edw.
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Le Bruyn, Bert, and Xiaoli Dong. "Specificity and validity in the SLA literature." In Studies in Bilingualism, 75–100. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/sibil.52.05leb.
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Rothman, Jason, Fatih Bayram, Vincent DeLuca, Jorge González Alonso, Maki Kubota, and Eloi Puig-Mayenco. "Chapter 3. Defining bilingualism as a continuum." In Studies in Bilingualism, 38–67. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.03rot.
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The measurement of bilingualism is complex but essential for (psycho)linguistic, cognitive and neural research. In addition to the conventional group comparison approach, namely comparing monolinguals to bilinguals, recent research has adopted continuous or multi-dimensional approaches. The aim of this chapter is to review a series of tools, including self-report usage and proficiency measures used in the literature. These tools were used with samples across the lifespan in North America and Europe. We further examine the aspects of bilingualism extracted from these tools. Finally, we outline the limitations of existing bilingual measurement tools and the need for researchers to justify the choice of each tool. Importantly, we advocate for taking a more nuanced understanding of bilingualism beyond individual usage and consider this experience as fluid, continuous rather than categorical.
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Boyarin, Daniel. "Bilingualism and Meaning in Rabbinic Literature." In Fucus, 141. Amsterdam: John Benjamins Publishing Company, 1988. http://dx.doi.org/10.1075/cilt.58.08boy.
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Craik, Fergus I. M. "Chapter 15. The effects of bilingualism on cognitive functioning in older adults." In Studies in Bilingualism, 318–42. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.15cra.
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This chapter examines the links between bilingualism and executive control in older adults, with a particular focus on comparing those with lifelong bilingual experience to those who do not. While aging is a maturational process in which people become suboptimal in executive control, there is observable and documented variability associated with language experiences. The chapter reviews the literature on cognitive aging as a maturational process, and its interaction with bilingualism as a life experience. Although it should be acknowledged that there is mixed evidence, a body of literature on bilingualism and cognitive control has suggested that there is an advantage for bilingual older adults in some executive functions, such as monitoring, maintaining action goals, and possibly in working memory.
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Voits, Toms. "Chapter 17. Role of bilingualism in neurodegenerative disease II." In Studies in Bilingualism, 357–73. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.17voi.
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Over the past decades, bilingualism has emerged as a potential factor having a significant impact on cognition and brain structure. Such research typically examines the effects of bilingualism in healthy children and adults. Conversely, the body of literature examining bilingualism effects in aging populations remains comparatively small. This holds especially true with regards to effects of bilingualism in clinical aging populations. Current evidence suggests that bilingualism might contribute to delaying the expression and/or progression of the symptoms of Alzheimer’s dementia for as much as 5 years. To the extent bilingualism plays an ameliorative role at all, it seems reasonable to expect that it would have similar effects for other neurodegenerative disorders. Nevertheless, relevant studies examining disorders other than Alzheimer’s Disease or Mild Cognitive Impairment are extremely limited. Despite compelling reasons to the contrary, the few relevant studies that do exist are not properly linked, nor appreciated as a meaningful cohort in their own right. Making links across neurodegenerative disorders and bilingualism, to the extent possible, serves both practical health-related and theoretical-oriented needs. This chapter considers whether the currently available evidence is sufficient to allow for claims of bilingualism conveying more general protective effects in clinical aging while identifying gaps in our knowledge and recommending future work to better understand these proposed links.
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Bunta, Ferenc, Melinda Fürész-Mayernik, Judit Bóna, Judit Navracsics, Szilvia Bátyi, and Andrea Parapatics. "Chapter 10. Speech and language assessment of multilingual children in Hungary." In Studies in Bilingualism, 272–94. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.10bun.
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For over 100 years, Hungary has consisted of predominantly Hungarian-speaking individuals with 98.9% claiming Hungarian as their native language in 2001. On the latest census in 2011, less than 7% of people living in Hungary identified themselves as belonging to a minority ethnic group. However, in recent years, Hungary has experienced an increase in immigrants whose home language is other than Hungarian. The educational system and speech-language pathology practices have not caught up with the reality of having non-Hungarian-speaking immigrants entering public schools. In this paper, we review the literature on the growing issue of how Hungarian society and its educational system are grappling with accommodating immigrants whose home language may be other than Hungarian.
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Mehrez, Samia. "9. The Subversive Poetics of Radical Bilingualism: Postcolonial Francophone North African Literature." In The Bounds of Race, edited by Dominick LaCapra, 255–77. Ithaca, NY: Cornell University Press, 2019. http://dx.doi.org/10.7591/9781501727481-011.
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Arslane, Ghazouane. "Arabic, American and/or World Literature: Kahlil Gibran’s Bilingualism and the Problem of Reception." In Universal Localities, 73–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. http://dx.doi.org/10.1007/978-3-662-62332-9_5.
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Wright, Roger. "Bilingualism and Diglossia in Medieval Iberia (350–1350)." In Comparative History of Literatures in European Languages, 333–50. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/chlel.xxiv.16wri.
Full textConference papers on the topic "Bilingualism and literature"
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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.
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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.