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Dissertations / Theses on the topic 'Bilingualism and literature'
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1
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
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Iverson, Michael Bryan. "Advanced language attrition of Spanish in contact with Brazilian Portuguese." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3316.
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Language acquisition research frequently concerns itself with linguistic development and result of the acquisition process with respect to a first or subsequent language. For some, it seems tacitly assumed that a first language, once acquired, remains stable, regardless of exposure to and the acquisition of additional language(s) beyond the first one in childhood. Research on language attrition (language loss) questions the validity of this assumption and raises questions that will not only help in describing and explaining the nature of linguistic attrition, but also shed light on the mental (cognitive) representation of human language. The goal of this dissertation is to contribute to the general program of research that investigates possible domains of first language attrition and its cause(s). More specifically, I endeavor to test the predictions and theoretical tenability of the Interface Hypothesis (Sorace and Filiaci 2006) as applied to language attrition (e.g. Tsimpli et al 2004).
The Interface Hypothesis claims that certain linguistic properties, namely those at external interfaces such as the syntax/discourse interface, are especially vulnerable to optionality in language acquisition (see Sorace and Serratrice 2009). For attrition, it predicts that, upon sufficient exposure, linguistic properties that are dependent on interfaces between the linguistic computational system and external domains of cognition (such as pragmatics and discourse structure) are more vulnerable to erosion than those that lie internally to the linguistic system (e.g. syntax/semantic interface) or those that are purely syntactic in nature. Within this framework, attrition is hypothesized to either be due to direct interference from the L2 or due to linguistic processing deficits that are a byproduct of being bilingual. The comprehensive nature of this case study, which tests the L1 grammar of an adult native speaker of Spanish after 25 years of uninterrupted naturalistic exposure to Brazilian Portuguese across the different property types, not only allows for an examination of possible domains of attrition (e.g. external interfaces, internal interfaces, syntax) but also allows for teasing apart of the cause of attrition by combining both untimed and timed methodologies. Although the main focus of this dissertation is to test the limits and explanatory value of the Interface Hypothesis, the data will also be examined in light of other theories such as Paradis' (2004) Activation Threshold Hypothesis and Jakobson's (1940) Regression Hypothesis to determine the extent to which various theories might best explain the data to be obtained.
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Gold, Carrie Elizabeth. "Exploring the Resting State Neural Activity of Monolinguals and Late and Early Bilinguals." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6671.
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Individuals who speak more than one language have been found to enjoy a number of benefits not directly associated with the use of the languages themselves. One of these benefits is that bilingual individuals appear to develop symptoms of dementia 4-5 years later than comparable individuals who speak just one language. Studies on this topic, however, do not consistently account for factors including if the individual learned their second language as a child or later in life, or their language proficiency. In an attempt to more carefully examine these variables, this study looks at structural and resting-state functional MRI scans of the default mode network, English and Spanish (where applicable) proficiency, language background, and demographics of young healthy adults who fall into one of three groups: early bilinguals, late bilinguals, and monolinguals. Of the three groups, late bilinguals were found to have a small but statistically significantly higher level of connectivity compared with early bilinguals in the region of the medial prefrontal cortex; patterns found examining number of languages and language proficiency in relation to functional connectivity and research group also supported this finding. These results indicate studying a language after adolescence could provide neuroprotective benefits of a nature that could potentially help delay symptoms of dementia. Age, gender, ethnicity, level of education, English language proficiency, and Spanish language use did not result in statistically significant findings, the latter of which challenges using frequency of language use to define bilingualism.
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Gorman, Jennifer A. "Prospects for Improving Bilingual Education: An Analysis of Conditions Surrounding Bilingual Education Programs in U.S. Public Schools." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1483.
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Bilingual education is a subject of debate in education. Some claim that bilingual education programs are detrimental to students, but decades of research supports the benefits of bilingualism and bilingual education for both English Language Learners and monolingual English speakers. The U.S. does not have bilingual education programs in proportion to the needs that these programs could meet for students in public schools. If bilingualism is beneficial, then why do we not have more bilingual education programs? Research extensively covers the internal components of bilingual education programs but only touches on the effect of the external conditions necessary for program success. In order to study one piece of this large question, this thesis considered the external conditions. In order to determine which conditions and which programs/cities/states to research, I compared the case studies of bilingual education programs to determine patterns in the conditions surrounding them. The case studies were selected because they addressed success factors of these programs. Demographics, university relationships, and legislation were three conditions that the research addressed. Minneapolis-St. Paul; San Francisco; Westminster, CA; New York City; and Detroit are the cities considered because they have large ELL populations but are different in their demographic composition and in how they approach bilingual education. I compared the state and number of bilingual programs to the demographics, university relationships, and legislation in each community and drew conclusions from the resulting patterns. The data showed that the existence of bilingual programs correlated positively to the demographics, university relationships, and legislation in each city, although not always to the degree expected. By analyzing the effects of the conditions on the chosen communities, I concluded that one, states and education leaders need to recognize student needs based on student demographics, two, universities need to conduct research for and advocate for local bilingual programs, and finally, legislation needs to support bilingual programs. The most important condition was individuals from universities advocating for bilingual programs by conducting research that provides a source of reliable information about bilingual education for the lawmakers who create educational policy.
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Eriksson, Hans. "Actitudes hacia anglicismos necesarios y superfluos : Un estudio sociolingüístico entre neoyorquinos bilingües." Thesis, Högskolan Dalarna, Spanska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34245.
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The primary purpose of this study was to investigate the attitudes towards English loanwords, "anglicisms", among Spanish-English bilinguals in the Metropolitan area of New York. According to the 2010 US Census, this area encompassed approximately 3.5 million people above the age of 5 speaking Spanish at home, excluding the quantity of people who have some knowledge of Spanish but who do not speak it at home. The method used was a direct one, whereby we sent out a questionnaire, inquiring about the acceptability of 6 anglicisms deemed "necessary" and 6 anglicisms deemed "superfluous" as well as inquiring about the informants’ attitudes towards not only the users of anglicisms but also towards the broader use in society. Given that our goal was to not only have an equal amount of women and men, but also to have 3 clearly defined age groups, for whom Spanish is the maternal language, our end result of 12 participants fitting that description was somewhat underwhelming which led to problems drawing relevant conclusions. Our main hypothesis was that we would find a higher generalized acceptance level towards anglicisms among our informants across all variables as compared to the wide disapproval found in the broader US bilingual population. In addition, we expected to see no major age-related differences in the attitudes and that men and women be equally accepting towards the necessary anglicisms but that women would show a lower level of approval towards the superfluous anglicisms. Our hypotheses were mostly borne out by our data other than for the one assuming no agerelated differences in attitudes towards our two categories of anglicisms. The results indicated a markedly lower acceptance level in the oldest age-group than in the 2 younger age-groups, but only for the superfluous kind, while the necessary anglicisms saw similar approval levels across all age-groups.
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Mahfoud, Elias. "The English Language’s Influence on Social Identities in Sweden: The Role of L2 English in Identity Construction." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-32381.
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This study aims to examine if English as a L2 influences the construction of Swedes’ social identities but also whether any linguistic strategies are used to strengthen their identity. Furthermore, the study aims to study if there is a difference in bilingual Swedes' reflections on the topic compared to multilingual Swedes. With Giles and Johnson’s Ethnolinguistic Identity Theory and Gumperz’ Interactional Theory as theoretical backgrounds, data was gathered through both quantitative methods, such as an online questionnaire, and qualitative methods in the form of a focus group consisting of both bilingual and multilingual Swedes. The results vary as some of the participants see English as influential to their identity construction while others view it merely as a practical tool. Moreover, the data also shows that it is more common amongst multilingual Swedes to use linguistic strategies such as code-switching, to strengthen their in-group relationships whilst bilingual participants used linguistic strategies for a different purpose: to distance themselves from their in-group identity.
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Ramos, Mendiola Edward Enrique. "Ventajas y desventajas del bilingüismo infantil en Suecia : Un estudio sobre la percepción de los padres de niños bilingües." Thesis, Högskolan Dalarna, Spanska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28784.
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Este trabajo ha tenido como objeto hacer una investigación sobre la percepción que tienen los padres en relación con el desarrollo del bilingüismo de sus hijos, y que en un plazo determinado podrían considerarse como ventajas o desventajas. Las apreciaciones podrán ser corroboradas cuando llegue el momento en que las personas que lo experimentaron, apliquen dichos conocimientos. Con una metodología cualitativa se entrevistaron a cinco padres que voluntariamente aceptaron formar parte de la investigación. Luego de haber recibido los informes de las entrevistas se procedió a contrastarlas con la teoría propuesta por algunos autores que han profundizado en el estudio del bilingüismo infantil y de manera especial en Suecia. Las respuestas de los padres fueron muy variadas y en algunos casos muy similares, lo cual llevó a desarrollar una discusión final y posteriormente a una conclusión general.The purpose of this research paper was to investigate the perception that parents have in relation to the development of their children's bilingualism, and that in a given period of time could be considered as advantages or disadvantages. Appraisals can be corroborated when the people who experienced it apply that knowledge. With a qualitative methodology five parents who voluntarily agreed to be part of the research were interviewed. After having received the reports of the interviews, these were contrasted with the theory proposed by some authors who have deepened in the study of children's bilingualism, especially in Sweden. The responses of the parents were very varied and in some cases very similar, which led to the development of a final discussion and then a general conclusion.
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Walch, Martha Alexander. "Atrición del español como lengua materna: Diversidad y sofisticación léxicas." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6653.
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Es natural que la lengua materna de un bilingüe cambie. Sin embargo, si un individuo vive en un contexto donde se habla su segunda lengua como lengua mayoritaria, si usa constantemente su segunda lengua y si el uso de su lengua materna ha disminuido, es muy probable que se vea afectado por la atrición de las habilidades lingüísticas. Esta investigación se concentra en el estudio de la atrición léxica del español como lengua materna. Los participantes son mexicanos adultos con educación universitaria entre los 25 y los 35 años de edad, los participantes del grupo experimental (n=10) inmigraron a los Estados Unidos después de los 17 años de edad, y han vivido en este país entre 5 y 16 años. Los participantes del grupo de control (n=10) residen en México y nunca han vivido en un país de habla inglesa. Tres medidas se obtuvieron y analizaron estadísticamente para determinar si el grupo experimental está siendo afectado por la atrición de la lengua: en las medidas de diversidad y la sofisticación léxica los resultados de la investigación revelaron una diferencia estadísticamente significativa entre ambos grupos. Estos resultados resultan similares a los de Keijzer (2017), Schmid y Dusseldrop (2011); y Yilmaz y Schmid (2012). No hubo diferencia en la prueba de fluidez verbal. Los resultados no revelaron significancia de la edad, el tiempo de arribo y el sexo en la media de los resultados, y de la misma manera no se encontró una correlación de los resultados de las pruebas léxicas con el uso del idioma, debido quizá al tamaño de la muestra.
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Balsi, Sara de. "La francophonie translingue à l'épreuve d'Agota Kristof." Thesis, Cergy-Pontoise, 2017. http://www.theses.fr/2017CERG0883.
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Ce travail explore la « francophonie translingue », littérature écrite en français par des auteurs dont le français est une langue seconde, apprise tardivement par une démarche individuelle. Au sein de cet ensemble est examinée l’œuvre à la fois représentative et problématique d’Agota Kristof.Qu’implique le choix d’écrire en français, lorsque le français est une langue seconde, apprise par une démarche volontaire à un âge relativement avancé ? S’agit-il d’une simple « conversion » à un centre politique et littéraire prestigieux et à sa tradition littéraire, ou bien d’une pratique littéraire hybride, qui perturbe les liens supposés nécessaires entre langue, littérature et nation ?Une première partie de la recherche est consacrée à l’élaboration d’une poétique francophone translingue, qui rend compte des contraintes communes des écrivains du point de vue de l’institution littéraire, de la diversité et complémentarité de leurs imaginaires des langues et de la traduction, des régularités formelles et thématiques dans leurs œuvres.Dans une deuxième partie est abordée l’œuvre d’Agota Kristof. Son appartenance à la francophonie translingue constitue le point de départ pour interroger les positionnements de l’auteure, les transformations de sa poétique et les stratégies d’écriture qu’elle déploie.Si l’œuvre d’Agota Kristof gagne à être lue au prisme de la francophonie translingue, inversement la francophonie translingue mérite d’être « mise à l’épreuve » d’une écrivaine qui semble excéder son cadreThis doctoral thesis explores literature written in French by non-native authors who learned the language of their writing relatively late. Among this literature, which I propose referring to as “translingual francophone literature”, I focus on work which is both representative and problematic of Hungarian-Swiss writer Agota Kristof. While the conceptualization of translingual francophone literature sheds new light on Kristof’s oeuvre, the single author analysis also allows the concept to be tested.In the first part of my work, I describe the elements of translingual Francophone poetics. I contend that translingual francophone writers share several formal choices, as well as institutional constraints; I then analyze the representations of languages and translation in their work, which work as rival positions in the translingual discursive space. Lastly I examine their narratives in novel and autobiography, whose frequent topics show their common intentions and the variety of literary solutions.In the second part of the thesis, I consider the work of Agota Kristof. Translingual francophone literature will not be an explanatory principle, but the starting point of the investigation. Through this lens I will examine the author’s isolation strategy in the French literary field and in the translingual discursive space, her trajectory from Hungarian poetry to French novel through self-translation and theater, her representation of languages as separate, non-communicating entities, the importance of the theme of the border in her plays and novels and the construction of an “illiterate writing” through her mature work
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García-Liñeira, María. "Literary citizenship and the politics of language : the Galician literary field between 1939 and 1965." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:b247a80b-2676-4d0b-b2c3-0c63e3e68bc0.
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My thesis, Literary Citizenship and the Politics of Language: The Galician Literary Field between 1939 and 1965, is the first attempt to examine the building process of Galician national literature by focusing on one of its constitutive elements, the linguistic criterion. Drawing on Mario Santana's concept of literary citizenship, which can be defined as membership of a literary community, it pays attention to the development of the idea that Galician literary citizenship is language specific, in other words, that to be a member of the national literature, writers have to write in Galician. It does so by focusing on one of the most neglected periods in Galician and Spanish Studies (1939–1965). Chapter one, 'Going Public: The Adventure of Galician Publishing, 1939–1965', presents the first ever account of the publishing world in the studied period. Chapter two, 'From Region to Nation: Galician Literary Studies', argues that the main battleground in the definition of Galician literary citizenship was the field of Galician literary studies, where the concept of literary citizenship was naturalised and then institutionalised. Chapter three, 'Negotiating Identities', explores writers' language choices, paying special attention to those who wished to earn a language-specific Galician literary citizenship. Apart from native and exophonic writers, the chapter addresses writers who did so through translation. Chapter four, 'No Man's Land: Female Writing and Language', argues that female writers had a double-edged experience in the literary field. The patriarchal literary institutions were interested in their symbolic capital but they exercised firm control over them. The conclusion, 'A New raison d'être for Galician Literary Studies', summarises the main argument put forward by this thesis, that to understand fully the development of Galician literary citizenship, literature must be studied outside the national framework.
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Suchora, Marta. "¿Qué lengua are you speaking? - ¡El llanito! : El uso del cambio de código entre el español y el inglés en Gibraltar." Thesis, Umeå universitet, Institutionen för språkstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-170306.
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In this study the linguistic situation of Gibraltar has been investigated, especially the phenomenon of the Llanito, that is, a linguistic variety that is the result of the intense contact between the English and Spanish languages in this bilingual territory. An attempt has been made to answer the following questions: When and why do Llanito speakers change languages? Is it about mixing or alternating code? Which of these two phenomena is the most frequent? How is the situation of Llanito today? In order to achieve the objectives of the study, an analysis of 10 interviews conducted within the oral history project Bordering on Britishness has been done using the qualitative method with some elements of the quantitative method. Based on the analysis, it can be seen that Llanito is in good condition in Gibraltar. The interviewees used Llanito in many different situations, among others, to talk about the circumstances of some events they were describing or to tell anecdotes. Regarding the code change, code mixing is more frequent than code alternation. The interviewees change the language very easily and naturally. One can see that the whole process is normal for them. Llanito remains the foundation of Gibraltarian identity and the differentiating element before the English and the Spanish.
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Grasset, Morell Eloi. "Modernitat i canvi de llengua. El pas del castellà al català a l'obra de Pere Gimferrer (aspectes crítics, teòrics i lexicomètrics)." Doctoral thesis, Universitat de Girona, 2011. http://hdl.handle.net/10803/31858.
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L’objecte d’aquesta tesi es l’estudi del canvi de llengua que es produeix en l’obra poètica de Pere Gimferrer. Per arribar-hi haurem d’activar un itinerari complex – crític, teòric i metodològic -. La problemàtica que presentem intenta resoldre una qüestió central: tractar d’elucidar si aquest canvi de llengua – del castellà al català, i més tard, del català al castellà – implica necessàriament un canvi d’estil, o si, en canvi, l’estil de poeta resta estable tot i haver canviat la llengua d’escriptura. Si la recerca està orientada a trobar una possible resposta a aquesta qüestió, nosaltres ens proposem com a punt de partida l’anàlisi de les conseqüències que comporta l’escriure en diferents llengües a la modernitat. Per aquesta raó, en la tesi es desenvolupen teòricament les nocions de “frontera”, “extraterritorialitat”, o “llengua estrangera” que ens seran útils per a portar a terme la nostra anàlisi. A la darrera part, a través de la lexicometria, presentem un apropament exhaustiu a les particularitats lèxiques i sintagmàtiques de l’obra de Pere Gimferrer. Finalment, proposem una resposta a la problemàtica proposada.This thesis sets out to study the language change that occurs in the poetry of Pere Gimferrer. To achieve this, we will activate a complex route - critical, theoretical and methodological -. This issue tries to resolve a central question: to elucidate whether this change of language – from Spanish to Catalan, from Catalan to Spanish- necessarily implies a change of style, or if the style of the poet remains stable even if he changes his writing language. Although the research is oriented to find a possible answer to this question, we propose as a starting point, the analysis of the consequences of writing in several languages in modernity. For this reason we develop the theoretical concepts of "border", "extraterritoriality", "foreign language" or “mother tongue” that will be very useful to carry out our analysis. In the last part of the thesis, and through the lexicometry, we present a comprehensive approach to the specific lexical and phrase structure of Pere Gimferrer’s work, in Spanish and Catalan. Finally, we offer a reply to the problem proposed.
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Hussen, Hinda Mohammud. "Parents’ perspectives on raising bilingual and bicultural children in Sweden : a Somali Case study." Thesis, Linköpings universitet, Tema Barn, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-165619.
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This thesis is a case-study on bilingualism and biculturalism from Somalian perspectives. The aim of the present study is to explore raising bilingual and bicultural children in Sweden from parents’ views. It focuses on three questions: 1. What are the parental policies and strategies used to maintain one’s heritage language and culture, as well as to integrate into the society of a host country by learning its language and culture?; 2. How do parents think that their choices of upbringing might shape the everyday life of children?; and 3. What challenges do parents encounter when raising bilingual and bicultural children?. Qualitative data was collected based on individual in-depth interviews with six Somali parents living in Sweden, each parent having at least one child between the age of three and thirteen years old. A thematic analysis has been applied to the collected material. The findings of the present study show that, based on the parents’ viewpoints, maintaining the language entails preserving the cultural identity. This perspective-based study also found that heritage language maintenance is a collective task between all family members when looking at parent-child interactions, and children are active agents who can negotiate language choice and use at familial settings. Parents believe that successful bilingualism is crucial for their children’s everyday lives in terms of family and community ties, understanding different people and cultures, career prospects, to name a few while, children with insufficient knowledge of heritage language are bullied and isolated within the same ethnic group. However, the study findings suggest further investigation on how gender ideologies correlate with heritage language maintenance.
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Hewad, Maroof. "Bilingualism, Integration in schools and effects on Social identity : A qualitative study on how language shape social identity of secondgeneration Afghani children in a Swedish context." Thesis, Linköpings universitet, Tema Barn, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-172691.
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Immigration is a common phenomenon in contemporary society and results in challenges withmaintaining cultural identity while integrating with a new culture. This is particularlyimportant in the family unit, where first-generation immigrant communities may havedifferent levels of experience and cultural values compared to their offspring (Secondgeneration immigrants). Integration in second-generation immigrants is often related tobilingualism and the concept of a dual social identity, embracing elements of host and nativeculture. The aim of this study was to explore the perspective of parents on the role ofbilingualism on integration and identity in their children. A sample of five families, originallyfrom Afghanistan and now living in Sweden, was purposively selected to complete semistructured interviews exploring bilingualism, social identity and integration. The findings ofthese interviews revealed three key themes relating to the adoption of Swedish identity bychildren, the loss of Afghani identity, and the role of the school and society in facilitatingthese identities.Overall, the interview data suggested that children living in Sweden identified as Swedish andengaged in cultural and social activities consistent with integration. Bilingualism was animportant aspect of holding a largely Swedish identity, although parents valued dual identityof children. Often, immersion in Swedish culture and limited opportunities to socialise as anAfghani cultural unit were viewed as threats to maintaining or developing a clear Afghaniidentity. The role of schools, parents and society in general is considered important in theseprocesses, particularly with regards to supporting cultural and religious values of the familyunit, while promoting successful integration. Bilingualism was universally viewed as apositive tool that could facilitate integration and dual identity, where suitable opportunitiesarose.Grade A
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Kramer, Rossana. "Effects of bilingualism on inhibitory control and working memory." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/96068.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2011Made available in DSpace on 2012-10-26T08:30:14Z (GMT). No. of bitstreams: 1 299504.pdf: 2117531 bytes, checksum: 08fecd70603a71919e015d3c0d703c86 (MD5)
O estudo da relação entre o bilinguismo e envelhecimento é uma área de pesquisa relativamente recente. O processo de envelhecimento produz alterações cognitivas em uma série de funções. A memória, atenção, raciocínio e resolução de problemas são algumas das funções que sofrem declínios relacionados ao envelhecimento (cf. Park e Schwarz, 2000). Pesquisas recentes conduzidas por Bialystok, Craik, Klein e Viswanathan (2004) forneceram evidências de que o bilinguismo poderia atenuar alguns efeitos negativos do envelhecimento e atuar como uma proteção às funções cognitivas ao longo da vida. O presente estudo se propôs a investigar (1) o desempenho de bilíngues de infância ou precoces (bilíngues que aprenderam as duas línguas quando crianças) e bilíngues tardios (indivíduos que aprenderam a segunda língua após os 12 anos de idade em contexto de sala de aula) em tarefas de controle inibitório e de memória de trabalho; (2) o desempenho de homens e mulheres em tarefas de controle inibitório e memória de trabalho e (3) o desempenho dos participantes em duas versões da tarefa Simon (quadrados e flechas) para tratar de questões relacionadas à metodologia de mensuração de funções cognitivas. Para alcançar os objetivos propostos, 104 participantes entre 18 e 84 anos divididos em 4 grupos de monolíngues, falantes de português brasileiro (PB) e 4 grupos de bilíngues # 3 grupos de bilíngues precoces (Hunsrückisch/PB) de Iporã do Oeste e Mondaí em Santa Catarina e 1 grupo de bilíngues tardios (PB/Inglês) selecionados na Universidade Federal de Santa Catarina # realizaram tarefas de controle executivo (Tarefa Simon) e de memória de trabalho (Tarefa Alpha Span). Além das tarefas, questionários sobre experiência linguística e informações gerais, o Mini Exame do Estado Mental (MEEM) e o inventário Beck de depressão foram aplicados aos participantes. Os bilíngues tardios, além de responderem aos questionários e testes, foram submetidos a um teste de proficiência em língua inglesa. As análises estatísticas demonstraram perdas cognitivas significativas relacionadas à idade, uma vez que adultos jovens foram melhores que os idosos nas tarefas de controle inibitório e memória de trabalho. Apesar de não ter sido verificada uma diferença estatisticamente significativa entre monolíngues e bilíngues precoces nas mesmas faixas de idade, bilíngues precoces apresentaram maior eficiência nos processos inibitórios e pontuaram mais que os monolíngues na tarefa de memória de trabalho. Os resultados confirmaram que bilíngues tardios foram significativamente melhores que os monolíngues em controle inibitório. As análises estatísticas não confirmaram diferenças com relação ao desempenho de homens e mulheres nas tarefas. No entanto, a versão Simon de quadrados tende a favorecer as mulheres. Os resultados são discutidos à luz de estudos teóricos e empíricos sobre bilinguismo, envelhecimento e perdas cognitivas.
The study of the relationship between bilingualism and aging is a relatively recent area of research. The aging process brings with it cognitive declines in a number of functions, including attention, memory, reasoning, and problem-solving (Park and Schwarz, 2000). Recently, however, Bialystok, Craik, Klein & Viswanathan (2004) have provided evidence that bilingualism aids in offsetting age-related losses in executive function. The present study aims at: 1) investigating the performance of early bilinguals, i.e., those who have used two languages on a daily basis across the lifespan, and late bilinguals, i.e., those who have learned a second language through instruction in the classroom, on inhibitory control and working memory tasks; 2) investigating sex differences in the performance of these two types of bilinguals on inhibitory control and working memory tasks, and 3) investigating a methodological issue related to the assessment of inhibitory control by comparing the performance of participants on two different versions of the Simon task (the Simon task 2 Colors and the Simon Arrow task). One hundred and four participants, with ages ranging from 18 to 84 years, took part in the study. These participants were divided into 4 control groups of Brazilian Portuguese monolingual speakers and 4 experimental groups consisting of 3 groups of Brazilian Portuguese/ Hunsrückisch speakers and 1 group of Brazilian Portuguese/English speakers. Before performing the inhibitory control and working memory tasks, each participant answered a language background questionnaire and a general questionnaire and was given the Mini-Mental State Exam and the Beck Depression Inventory. Late bilinguals were also submitted to a proficiency test. Results of statistical analyses showed significant age-related losses in executive functions: younger adults outperformed older adults in the tasks. Although there was not a statistically significant difference between language groups across the lifespan, early bilinguals presented more efficient inhibitory processes and higher working memory span than conolinguals. As regards late bilingualism, late bilinguals. performance was significantly faster than monolinguals on inhibitory control tasks. Moreover, the statistical analysis did not show any statistically significant differences between males and females concerning inhibitory control and working memory, but the 2 Color version of the Simon task tends to favor women. The results are discussed in light of the theoretical and empirical literature on bilingualism, aging, and cognitive decline
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Alvarez, Sara P. "NUESTROS SONIDOS: A CASE STUDY OF BILINGUAL MUSIC AND PLAY AMONG PRIMARY-SCHOOL AGE HERITAGE LANGUAGE LEARNERS." UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/7.
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The demographics in the United States continue to show a dramatic increase of immigrant students who speak a language other than English at home (Smitherman; U.S. Census); however, schooling ideologies and practices continue to treat developing bilingualism as a detriment to students entering school rather than a resource (Canagarajah; Heath; Matsuda; Valdés et al; Richardson; Santa Ana; Street). In this case study, conducted in the “Nuevo New South” (Mohl; Rich and Miranda), I observed how bilingual music and play in school-like settings can promote bilingual literacy practices and bridge gaps between traditional schooling practices and communities ways of languaging. Engaging in structured music and play practices creates spaces that can generate moments of felicidad and meta-construction of heritage language users as bilinguals.
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Song, Juyoung. "Language ideologies and identity: Korean children’s language socialization in a bilingual setting." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1190126864.
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Grasset, Eloi. "Modernité et changement de langue. Le passage du castillan au catalan dans l’oeuvre de Pere Gimferrer. (Aspects critiques, théoriques et lexicométriques)." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040006.
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L’objet de cette thèse est l’étude du changement de langue qui se produit dans l’oeuvre poétique de Pere Gimferrer. Pour y parvenir, il faudra activer un itinéraire complexe - critique, théorique et méthodologique -.La problématique qu’on présente, essaie de résoudre une question centrale : traiter d’élucider si ce changement de langue – du castillan au catalan, et après, du catalan au castillan – implique nécessairement un changement de style, ou si, par contre, le style du poète reste stable même s’il change sa langue d’écriture. Si la recherche est orienté à trouver une possible réponse à cette question, on se propose comme point de départ l’analyse des conséquences qu’entraîne l’écriture dans plusieurs langues dans la modernité.Pour cette raison on développe théoriquement les notions de « frontière », « extraterritorialité » ou « langue étrangère » qui nous seront très utiles pour mener à bien notre analyse. Dans la dernière partie, par le biais de la lexicométrie, on présente une approche exhaustive aux particularités lexiques et syntagmatiques de l’oeuvre de Pere Gimferrer. Finalement, on propose une réponse à la problématique proposéeThis thesis sets out to study the language change that occurs in the poetry of Pere Gimferrer. To achieve this,we will activate a complex route - critical, theoretical and methodological -. This issue tries to resolve a centralquestion: to elucidate whether this change of language – from Spanish to Catalan, from Catalan to Spanishnecessarilyimplies a change of style, or if the style of the poet remains stable even if he changes his writinglanguage. Although the research is oriented to find a possible answer to this question, we propose as a startingpoint, the analysis of the consequences of writing in several languages in modernity. For this reason wedevelop the theoretical concepts of "border", "extraterritoriality", "foreign language" or “mother tongue” that willbe very useful to carry out our analysis. In the last part of the thesis, and through the lexicometry, we present acomprehensive approach to the specific lexical and phrase structure of Pere Gimferrer’s work, in Spanish and Catalan. Finally, we offer a reply to the problem proposed
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Cherry, Leigh A. "Language Anxiety Among Heritage Speakers of Spanish on the Texas-Mexico Border." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2669.
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There is an increased need for bilingual education programs throughout the U.S. as a result of the increasing bilingual population, especially Spanish-English bilinguals. With the implementation of such programs there also exists the need to be aware of issues that affect bilinguals and their language learning experience. One of these issues that has been investigated among foreign language learners, but less among bilinguals, is the issue of language anxiety. This case study reports the findings gathered from classroom observations, a language survey, focus group interviews and teacher interviews in order to better understand the issue of language anxiety among heritage language learners on the border. The information gathered from student and teacher participants at a high school in South Texas describes students' language background and attitudes toward language learning as well as teachers' background, beliefs about language teaching. Results include responses from both students and teachers in reference to what creates language anxiety and what can be done in the classroom to mitigate its effects. Results indicate that language anxiety is not the issue of greatest concern, although some lower proficient bilinguals experience it. Rather, it was found that poor classroom management has the ability to affect nearly every other aspect of a language class, directly affecting language expectations, language use, classroom routine, attitudes, and even the level of language anxiety. Due to poor classroom management, a very low expectation has been set for these students and as a result, there is also a low percentage of students who experience language anxiety. Recommendations for improving bilingual language classes come from students' comments during focus group interviews.
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Sojka, Eugenia. "Search procedures, carnivalization in language- and theory-focused texts of four Canadian women writers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25775.pdf.
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Verde, Erica. "Investigating Miami English-Spanish Bilinguals' Treatment of English Deictic Verbs of Motion." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1229.
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This investigation focused on the treatment of English deictic verbs of motion by Spanish-English bilinguals in Miami. Although English and Spanish share significant overlap of the spatial deixis system, they diverge in important aspects. It is not known how these verbs are processed by bilinguals. Thus, this study examined Spanish-English bilinguals’ interpretation of the verbs come, go, bring, and take in English.
Forty-five monolingual English speakers and Spanish-English bilinguals participated. Participants were asked to watch video clips depicting motion events and to judge the acceptability of accompanying narrations spoken by the actors in the videos.
Analyses showed that, in general, monolinguals and bilinguals patterned similarly across the deictic verbs come, bring, go and take. However, they did differ in relation to acceptability of word order for verbal objects. Also, bring was highly accepted by all language groups across all goal paths, possibly suggesting an innovation in its use.
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Ramiandrarivo, Njaka Tsitohaina. "La littérature malgache d’expression française, une littérature en exil, une littérature de l’exil, une littérature des exilés." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030022/document.
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Nombreux sont les écrivains malgaches francophones vivant en exil, tirant de cette expérience personnelle leur sujet ; un itinéraire culturel dont le point de départ est le bilinguisme et la volonté d’échapper à l’embrigadement que suggère l’insularité. Cela donne au texte le cachet de l’œuvre accomplie: liant à la fois la volonté d’aller à la rencontre de l’autre et la quête de soi, livrant de fait, l’intime, le profond à la surface, à l’universel. L’écriture est perçue et vécue en tant qu’acte cathartique contre l’égarement de l’ego sans doute mais surtout de l’environnement soumis, offert et dévoilé à l’écrivain ; une fin utopique peut-être, mais néanmoins essentielle pour celui qui entrevoit la création littéraire comme une épée pourfendant les faiblesses de la réalité, servant à se rapprocher, à entrevoir et à modeler les caractéristiques de son monde idéal. Avec, évidemment, la complicité du double imaginaire du créateur, ce jumeau sombre par lequel Faulkner désigne le narrateur. Se dégage la difficulté de vivre avec l’autre, une coexistence annonciatrice d’un phénomène de scission, d’assimilation, pour une mise en exergue de l’espace et de la psychologie des protagonistes: complexité et dialectique du caractère où révolte et soumission, héroïsme et apathie, s’entremêlent pour dévoiler l’itinéraire commun et le parcours individuel de leur créateur qui prend le choix de la réalité décadente comme matière de l’inspiration romanesque. En somme, si la littérature malgache d’expression française est fortement enracinée dans la culture malgache, elle met aussi face à une écriture qui constitue un espace de rencontre et de tension avec l’autre, où le français apparaît comme la langue de l’ouverture, salutaire ou nonMany Malagasy French speaking authors live in exile and make their personal experience their topic ; their personal experience represents a cultural itinerary arising from their bilingualism and their will to escape from regimentation due to insularity. Their personal experience provides to their text the achieved work character, combining their will to meet the other and their will to look for themselves, therefore revealing their depths, their inmost being to the universe. Writing is perceived and experienced as a cathartic action probably against self distraction but chiefly against the distraction of the environment which has been submitted, offered and revealed to the author. This purpose may appear utopian, nevertheless it appears essential for the one who foresees literary creation as a sword assailing the weaknesses of reality in order to get closer, foresee and make the characteristics of his ideal world. This creation occurs obviously with the complicity of the author imaginary double, this dark twin [« jumeau sombre »] by which Mr Faulkner refers to the narrator. From all this it emerges a difficulty to live with the other, a coexistence that forewarns a splitting and assimilating phenomena tending to highlight the space and psychology of protagonists: the complexity and dialectic of the character intermixing rebellion and submission, heroism and apathy finally reveals the common itinerary and individual background of the author who decides to draw his romantic inspiration from the decadent reality. In short if the Malagasy French language literature is deeply rooted into Malagasy culture, it also offers a writing allowing to meet and interact with the other and therefore makes the French language an open-minded language
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Banov, Ivan K. "The Production of Voice Onset Time in Voiceless Stops by Spanish-English Natural Bilinguals." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4340.
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This study analyzes the production of Voice Onset Time (VOT) of natural Spanish-English bilinguals. VOT is a linguistic characteristic that measures the amount of aspiration occurring after the release of a stop consonant. In terms of VOT, English stop consonants differ substantially from their Spanish equivalents. This study analyzes whether or not natural bilinguals produce VOTs that approximate VOTs of monolingual speakers of each language. Participants completed two surveys to quantify their linguistic dominance in English and Spanish. They were then recorded performing similar speaking tasks in both languages. The conclusions show that natural bilinguals do not produce their English or Spanish VOTs within the monolingual norms defined in previous studies. If conclusions were to be drawn solely from this data, then the participants would theoretically have no monolingual-like language production of VOT. There is also no correlation between language dominance scores and production of VOT. These results support the conclusion that a natural bilingual is not the equivalent of two natural monolingual speakers. Significant correlations exist between VOT production and gender, age of learning English, and amount of time spent watching TV in each language. Another interesting conclusion is that many of the participants score more Spanish-dominant when a survey is given in Spanish and more English-dominant when the very same survey is given in English. This shows that even the language of a survey may skew responses slightly.
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Lassalle-Gharios, Jocelyne. "La rencontre de l'enfant libanais avec le livre : entre littérature pour la jeunesse française et francophone." Thesis, Artois, 2011. http://www.theses.fr/2011ARTO0006/document.
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Bien qu’arabophones, c’est en français que les enfants lisent principalement, langue qui est également, pour la majorité d’entre eux, celle de l’enseignement. Les éditeurs libanais francophones ne proposant qu’une production extrêmement réduite, les enfants vont devoir se tourner vers des romans français dont ils ne sont pas les destinataires premiers. Pour eux, se pose alors la question de la réception de ces romans où il leur sera difficile de se retrouver sachant que ces livres tournés vers la contemporanéité, donnent à voir la réalité sociale d’un monde qui n’est pas le leur.Aménagée en trois parties, la thèse apporte d’abord un éclairage sur certains particularismes culturels, linguistiques et éducatifs constitutifs de l’identité libanaise. Pour mieux comprendre le rapport des enfants avec la lecture, les productions des éditeurs francophones de jeunesse sont présentées ainsi que les structures publiques, privées ou associatives qui permettront la rencontre avec les livres. La seconde partie se concentre sur la réception par les enfants libanais du paratexte et de l’incipit d’un corpus de romans français destinés aux 8/11 ans. Cette analyse explicite les stratégies de séduction privilégiées par les éditeurs et les auteurs français. La troisième partie présente la production éditoriale des fictions francophones destinées au marché scolaire ainsi que les particularités de leur forme d’écriture. Le traitement fictionnel de certaines représentations sociales dans des titres français et libanais francophones est ensuite abordé comme les rôles parentaux, l’éducation, la mort et la guerre, dans les romans ayant le Liban comme thématiqueDespite speaking Arabic as their mother tongue, it is French that children mostly read, obviously because French is - for the majority of them - the medium of instruction. However, Lebanese publishers of French-speaking books offer a very narrow selection, hence the children’s turning to French novels whom they are not the first recipients. But how do these children receive such novels? It would be difficult for them to identify with these modernity-oriented-books that portray the social reality of a world that is not theirs. This threefold-thesis first provides insight into a number of specific cultural, linguistic and educational constituents of the Lebanese identity. And to better understand the relationship between children and reading, the first part presents the productions of French-speaking publishers of youth novels, along with public, private and other community facilities that organize “book encounters”.The second part studies the Lebanese children’s reception of the paratext and the incipit of a corpus of French novels written for the 8/11 year olds. This analysis explains the strategies of appeal favored by French publishers and authors.The third part describes the editorial production and specific writing style of Lebanese French-speaking fiction intended for the school market. The fictional approach of some social representations in French and Lebanese French-speaking books is then tackled, such as parenting, education, death and war in Lebanon- themed novels
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Eymar, Marcos. "La langue plurielle : le bilinguisme littéraire franco-espagnol dans les lettres hispano-américaines (1890-1950)." Paris 3, 2008. http://www.theses.fr/2008PA030036.
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Le bilinguisme franco-espagnol est une manifestation de la quete d’autonomie et de legitimite de la litterature hispano-americaine dans la periode 1890-1950. L’oeuvre de Jose-Maria de Heredia, Nicanor della Rocca Vergalo, Ventura Garcia Calderon, Armando Godoy, Victor Manuel Rendon, Jose Maria Cantilo, Adolfo Costa du Rels, Vicente Huidobro, Cesar Moro et Alfredo Gangotena temoigne de l’importance du phenomene. Oublies ou consideres comme des exceptions plus ou moins significatives, ces auteurs participent a un mouvement collectif visant a construire la langue litteraire hispano-americaine par le biais d’un rapprochement du francais tout aussi linguistique qu’imaginaire. De nombreux facteurs culturels et historiques, comme l’essor de l’ideologie panlatiniste, justifient une telle demarche litteraire, expression de la domination symbolique que la France exercait sur les jeunes republiques hispano-americaines. Ce travail retrace les principaux elements historiques et litteraires qui permettent d’etablir l’existence d’une veritable tradition bilingue, insistant sur la double reception de l’oeuvre de ces auteurs. Il cherche aussi a comprendre les motivations et les modalites du changement de langue, ainsi que les expressions litteraires du dedoublement provoque par l’ecart symbolique, culturel et grammatical entre les deux univers linguistiques. Il analyse, enfin, la specificite de l’ecriture bilingue a travers l’etude des interferences, des autotraductions et des differents projets esthetiques qui tentent de donner corps a une « troisieme langue » franco-espagnoleFrench-Spanish bilingualism is an expression of Hispano-Americain literature search for autonomy and legitimacy in the period 1890-1950. The work of Jose-Maria de Heredia, Nicanor della Rocca Vergalo, Ventura Garcia Calderon, Armando Godoy, Victor Manuel Rendon, Jose Maria Cantilo, Adolfo Costa du Rels, Vicente Huidobro, Cesar Moro and Alfredo Gangotena show the importance of this pratice. Either neglected or considered as exceptions of variable significance, these authors participate in a collective mouvement aiming at the formation of an Hispano- Americain literary language through contact with French, both linguistic and imaginary. Several cultural and historical factors, such as the spread of panlatinism ideology, justify this literary endeavour, which reflects the symbolic domination that France exerted on the young Hispano-American republics. Our work displays the main historical and literary elements which prove the existence of a bilingual tradition, insisting on the double reception of these authors. It also intends to understand reasons and modalities of language-switching, as well as litterary manifestations of duality, which results from the symbolic, cultural and grammatical gap between two different linguistic worlds. It examines, at last, bilingual writing specificity by studying interferences, self-translations, and the different aesthetic projects which attempt to materialize a “third language” between Spanish and French
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Pál, Andrea. "The role of cross-linguistic formal similarity in Hungarian-German bilingual learners of English as a foreign language." Phd thesis, Universität Potsdam, 2001. http://opus.kobv.de/ubp/volltexte/2005/145/.
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Gegenstand der Dissertation ist die Untersuchung interlingualer lexikalischer Prozesse von Worterkennung und-zugriff bei ungarndeutschen Bilingualen, die Englisch als Fremdsprache erlernen, unter besonderer Berücksichtigung der Rolle von Kognaten. Ziel der Studie ist es, die Prozesse lexikalischer Aktivierung in einem polyglotten System zu beschreiben und sowohl die mentalen Lexika, als auch die Verknüpfung und gegenseitige Aktivierung (z. B. durch 'direct word association' oder durch 'concept mediation') zu modellieren. Drei abhängige Variablen werden in einer quantitativen und qualitativen Analyse empirischer Daten untersucht: Genauigkeit, Antwortzeitlatenzen und phonologische Interferenz. Die Resultate der Experimente werden im Rahmen eines multilingualen Netzwerkmodells interpretiert.The dissertation examines aspects of the interlingual lexical processes of word recognition and word retrieval in Hungarian-German bilinguals learning English as a foreign language, with particular respect to the role of cognates. The purpose of the study is to describe the process of lexical activaton in a polyglot system and to model the mental lexicons and the ways entries in the lexicons are connected and activated (e.g. activation through direct word association or through concept mediation). Three dependent variables are studied in quantitative and qualitative analysis of empirical data taken from experiments: rate of accurate responses, response latencies and phonological interference. The results of the experiments are interpreted in the framework of a multiple language network model.
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Oh, Grace Eunhae 1980. "The Effect of Age of Acquisition and Second-Language Experience on Segments and Prosody: A Cross-Sectional Study of Korean Bilinguals' English and Korean Production." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12066.
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xviii, 210 p. : ill. (some col.)The current dissertation investigated segmental and prosodic aspects of first- (L1) and second-language (L2) speech production. Forty Korean-speaking adults and children varying in L2 experience (6 months-inexperienced vs. 6 years-experienced) as well as twenty age-matched native English speaking adults and children participated. Experienced children born in the U.S. were first exposed to English much earlier than inexperienced children. Group differences were investigated for insight into the effect of differing language experience on speech production. For segmental aspects, spectral quality and duration of English and Korean vowels (Chapter II), the effect of English coda consonant voicing on vowel and consonant closure duration (Chapter III), and language-specific voice onset time (VOT) in English and Korean stops (Chapter IV) were examined. All Korean groups except the experienced children differed from the native English speakers in vowel spectral quality and coda voicing production. The experienced children showed native-like production of both English and Korean vowels and also used VOT to distinguish Korean aspirated and English voiceless stops. These results suggest that the experienced children have separate phonological representations for their two languages. For prosodic aspects, stressed and unstressed vowels in English multisyllabic words (Chapter V) and Korean four-syllable phrases (Chapter VI) were elicited. The results of stressed and unstressed vowel production revealed that the Korean adults were able to acquire English prosody in a native-like manner, except for reduced vowel quality. Contrary to the little L1-L2 interaction in prosody for adults, Korean experienced children's production suggested a strong influence of English acquisition on the development of Korean prosody in terms of fundamental frequency, intensity, and duration patterns. Different degrees of L1-L2 interaction between Korean experienced children's production of segments and prosody are discussed from the developmental standpoint of simultaneous bilingual children's language shift from the mother tongue to English. In addition to children's greater plasticity of language acquisition, external (e.g., peer pressure, language input) and internal (e.g., ethnic self-identity) factors are likely to have created a language learning environment different from that of the Korean adults. As a result, the degree and direction of L1-L2 interaction varied by linguistic domains, depending on the age of the learner and the language experience.
Committee in charge: Susan Guion-Anderson, Chairperson; Melissa Redford, Member; Vsevolod Kapatsinski, Member; Kaori Idemaru, Outside Member
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Stölten, Katrin. "The Effects of Age of Onset on VOT in L2 Aquisition and L1 Attrition : A Study of the Speech Production and Perception of Advanced Spanish-Swedish Bilinguals." Doctoral thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94887.
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This thesis explores the role of age in second language (L2) acquisition and first language (L1) attrition. The focus is on Voice Onset Time (VOT) in the production and categorical perception of word-initial L1 and L2 stops in highly advanced L1 Spanish learners of L2 Swedish. Using as the point of departure a maturational constraints perspective and the Critical Period Hypothesis (CPH), Study I examines the impact of age of onset (AO) of L2 acquisition on the production of L2 Swedish voiceless stops. The results show that there are AO effects even in the speech of highly advanced L2 learners and that the incidence of nativelike L2 learners is considerably lower than earlier assumed. However, conclusions like these are only possible when speaking rate is accounted for, thereby highlighting the importance of speaking rate effects on VOT as a measure of nativelikeness. Like Study I, Study II reveals age effects on the same L2 learners’ categorical perceptions of L2 Swedish stops. Moreover, after combining the results with the data from Study I, the incidence of nativelike behavior drops remarkably with no late L2 learner performing within the range of native-speaker production and perception. The results suggest that L2 acquisition of phonetic/phonological aspects is especially sensitive to AO effects. It is concluded that theories on maturational constraints, including the CPH, cannot be refuted on the basis of the present data. Study III concerns the same participants’ production and perception of L1 Spanish stops. Age of reduced contact (ARC) is identified as an important predictor for L1 attrition and retention of voiceless stop production, although not of stop perception. This discrepancy is related to different activation thresholds as proposed by the Activation Threshold Hypothesis (ATH). It is further suggested that early bilinguals are more dependent on high-frequency L1 use than late bilinguals when compensating for age effects, but only in production.At the time of doctoral defence the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 2: In press. Paper 3: Manuscript.
Age of onset and ultimate attainment in second language acquisition, The Bank of Sweden Tercentenary Foundation, grant no. 1999-0383:01
First language attrition in advanced second language speakers, Swedish Research Council, grant no. 421-2004-1975
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Mareuge, Agathe. "L'œuvre poétique tardive de Jean Hans Arp (1886-1966)." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040229.
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L’étude de l’oeuvre poétique tardive de l’artiste Jean Hans Arp (1886-1966) révèle que l’opposition entre non-sens et sens, au moyen de laquelle est souvent analysé le passage de sa production dada à sa poésie des années cinquante et soixante, n’a pas lieu d’être. L’introduction d’une cohérence aux plans formel et structurel permet au plan sémantique le maintien de la plurivocité et de la contradiction. L’analyse des formes poétiques arpiennes montre l’existence d’une invention et d’une variété formelles intactes dans la production tardives, entre actualisation de formes anciennes et innovation. Cette tension anime également son activité anthologique et éditoriale, comprise comme élément constituant de sa poétique tardive : le poète déploie des stratégies visant à constituer, entre soixante et quatre-vingts ans, une oeuvre réflexive, intégrant les cinquante années de production antérieure, mais en déjouant constamment les écueils de l’(auto-)monumentalité. Le rapport entretenu avec la réalité extérieure au langage connaît un bouleversement référentiel après 1943-1945. La critique accrue de la rationalité occidentale et l’exigence d’expression subjective conduisent à la mise en place d’un discours poétique sur le monde et sur les capacités du langage, une « cosmogonie de poche » à la fois humble et démiurgique. Elle consiste en une confiance inaltérée dans le pouvoir créateur du langage poétique, capable de créer d’autres mondes. Cette modernité radicale d’Arp, exacerbée car revendiquée, le situe de façon originale dans le contexte du devenir des avant-gardes européennes après 1945 et met en lumière la spécificité de son appartenance à une génération de transitionA close study of Jean Hans Arp’s late poetry exposes the inadequacy of the traditional opposition between non-sense and sense, which is frequently used to analyse the transition from his Dada production to the poetic works of the 1950s and the 1960s. By introducing a formal and structural coherence, the poet manages to preserve plurivocity and contradiction on a semantic level. Considering the specificities of Arp’s late poetic forms, the study shows that invention and variety are as vivid then as they were during Dada Zurich, based on both innovation and actualisation of former techniques. This tension is inherent to his anthological and editorial activity as well, which is considered here as a key element of his late poetics. In his sixties and up until his eighties, the poet develops strategies aimed at constituting a reflexive work which integrates the earlier production while always avoiding the trap of (self-) monumentalisation. After 1943-1945, the relationship between Arp's poetry and reality outside the language undergoes a profound referential change. His increasing criticism of western rationalism and need for subjective expression, without returning to neo-romanticism, form the basis for a poetic discourse on the world and the possibilities of language, a “pocket cosmogony” that is both humble and demiurgic”. The latter hinges on an unwavering faith in the creative power of the poetic word and its ability to generate other worlds. This radical modernity, consciously asserted, locates Arp’s late work as an original experiment in the context of the avant-gardes post-1945, highlighting his specific itinerary within a transitional generation
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Sadat, Schaffai Jasmin 1982. "The Bilingual cost in speech production : studies of phonological and articulatory processes." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/128680.
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The main objective of this dissertation is to examine the consequences of bilingualism on speech production. Previous research has shown that bilingual speakers experience a cost compared to monolinguals in a variety of linguistic experiments. We investigated the origins of the bilingual cost by exploring influences of particular variables such as phonological similarity. Moreover, we investigated the scope of the bilingual cost by assessing speech performance, focusing on articulatory durations and noun-phrase production. We provide evidence that increased phonological similarity among words within one language slows speech, whereas increased phonological similarity across translations helps bilinguals to overcome the bilingual cost. In addition, our results show that the bilingual cost generalizes to articulatory durations and noun-phrase production. The current dissertation provides a more specific understanding of speech processing at phonological and articulatory stages in mono- and bilinguals, and extends our knowledge on the bilingual cost in speech production.El objetivo principal de esta tesis es examinar las consecuencias del bilingüismo en la producción del habla. Estudios anteriores han demostrado que los hablantes bilingües presentan una mayor dificultad que los monolingües durante la realización de diferentes experimentos lingüísticos. Investigamos los orígenes del coste del bilingüismo, explorando los efectos de variables como la similitud fonológica. Además, investigamos el alcance del coste, evaluando las duraciones articulatorias durante el habla y la producción de sintagmas nominales. Mostramos que una mayor similitud fonológica entre palabras de una lengua ralentiza el habla, mientras que una mayor similitud entre traducciones ayudó a los bilingües a superar el coste. Finalmente, demostramos que el coste bilingüe se extiende a las duraciones articulatorias y a la producción de sintagmas nominales. Esta tesis aporta nuevas evidencias acerca del efecto que la similitud fonológica tiene sobre la producción del habla y proporciona un conocimiento más específico sobre cómo el bilingüismo influye durante las últimas fases del procesamiento del habla.
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Scheiner, Corinne Laura. "Bilingualism and biculturalism in self-traslation : Samuel Beckett and Vladimir Nabokov as doubled novelists /." 2000. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9990587.
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Stoecker, Maxime. "Entre dévoilement et dérobade : l'écriture entre les mots de Silvia Baron Supervielle." Thèse, 2013. http://hdl.handle.net/1866/10695.
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L'écriture dans une langue « d'adoption » est un phénomène littéraire de plus en plus courant. À ce jour, la contextualisation qui en est faite gravite principalement autour de l'identitaire et de l'exil, et néglige une approche moins biographique, plus attentive à ce que l'on pourrait appeler une poétique du bilinguisme, en filiation avec la philosophie du langage de Walter Benjamin.
Le concept d'une langue pure, résonnant dans le silence de chacune des langues comme une présence antérieure, peut permettre d'accéder à cette ouverture des mots, et contribuer à réaliser leur simultané pouvoir de dévoilement et de dérobade, comme une invitation à l'écoute attentive de ce qui se dit à travers eux.
de Silvia Baron Supervielle, écrivaine et traductrice francophone d'origine argentine, témoigne de l'extériorité inhérente aux langues. L'analyse du mémoire essaye de manière suggestive, par un agencement de concepts philosophiques complémentaires, de rendre palpable cette voix singulière dans trois publications de genres différents : réflexions philosophiques sur les langues (l'alphabet du feu), journal de lectrice et de poète (Le pays de l'écriture), poème en prose (La frontière). Il s'agit moins de formuler une théorie de l'entre- deux-langues que de montrer l'ouverture du verbe générée par l'écriture d'une langue à l'autre.Writing in an «adopted» language has become more and more a common literary phenomenon. To date, its contextualisation mostly emphasizes on the topics of identity and exile, and neglects a less biographic approach, that would more likely refer to a poetic of bilingualism in the tradition of Walter Benjamin's philosophy of language. The concept of a pure language, resonating within the silence of each language like the evidence of an elapsed presence, can help to access this opening-dimension of words, their concurrent power of both unveiling and eluding what they supposedly name; it might lead to an attention on what's being said through them. The work of Silvia Baron Supervielle, a francophone writer and translator of Argentinian origin, testifies this exteriority inherent to all languages. By configuring complementary philosophical concepts, the thesis' analysis aims, in a suggestive way, to make this singular voice palpable in three publication of different genres: philosophical reflections on language (L'alphabet du feu), a diary of a reading poet (Le pays de l'écriture), and a poem in prose (La frontière). It intends less to develop a theory of the in-between-language than rather to show the opening of the word, generated by the writing from one language to the other.
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Horáková, Jarmila. "Tvůrčí dráha Petra Popesca v kontextu rumunské poválečné literatury." Doctoral thesis, 2014. http://www.nusl.cz/ntk/nusl-334577.
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During the communist era in Romania the literature and its authors had been under pressure of normative demands, which substantially restricted freedom of writing. The authors tried to escape the official socialist realism and restore the esthetic function of literature. In the introduction chapter of this work this evolution is described. One of the authors trying to restore the esthetic function of Romanian prose in the 60s was Petru Popescu inspired by the urban background and American literature. His novels express the emotions of the Romanian post-war young generation. Although being successful in his homeland he emmigrated to the USA in 1974, where he made a career as an English writing scenarist and novelist. Other chapters of this thesis describe his work from his poetic debut until his latest work. They reflect the changes in his choices of topics and narrative methods applying the F. K. Stanzel's literary theory. One of the chapters deals with general questions related to exile, writer's identity, selection of the languages and adaptation strategies. Key words: monograph, post-war literature, exile literature, communist regime, July Thesis, Ceaușescu's regime, bilingualism, popular fiction, narrator's role, fiction and non-fiction, adaptation, identity, creative nonfiction
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Stroumsa, Rachel. "People and Identities in Nessana." Diss., 2008. http://hdl.handle.net/10161/619.
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Chojnacka, Olga. "Exil jako tvůrčí proces. Kapitoly z rumunské exilové literatury ve Francii." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-330361.
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Exile has always played a significant role in the history of the Romanian nation. On that account the Romanian literature written in exile after 1945 presents an important part of the history of Romanian literature as a whole. Due to its linguistic and cultural affinity France became one of the main host countries for Romanian exile writers. The introductive chapter is dedicated to description, classification and history of this phenomenon in Romanian context; furthermore, it deals with the position and reception of exile literature in Romania. According to their departure date in exile two generations of authors are presented: Mircea Eliade, Virgil Ierunca, Monica Lovinescu who left Romania in 1940s and Paul Goma, Bujor Nedelcovici, Dumitru Ţepeneag who decided to leave in France in 1970s and 1980s. The chosen works help us to get to know to the writers' creation and lives during the process of integration and, simultaneously, we get familiar with the communist Romania that became the main topics of the exile writers who are chosen as representatives of their exile generation. Through them the basic survey of this phenomenon in Romanian literature was drawn up.
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Sakukuma, Alexandre Lucas Selombo. "Angola: Deslocamentos Narrativos em Uanhenga Xitu e Moisés Mbambi." Doctoral thesis, 2016. http://hdl.handle.net/10362/18526.
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A afirmação da literatura angolana foi resultado de um longo e complexo
processo de emancipação, que exigiu dos seus cultores, no quadro das tradições orais,
o recurso às culturas e às línguas locais, e não só.
Fitos nesse processo, debruçamo-nos sobre: Angola: deslocamentos narrativos
em Uanhenga Xitu e Moisés Mbambi, com os propósitos de identificar o diálogo que
ambos estabelecem com as culturas e as línguas locais, entender como se afastam da
visão e tratamento dado pelo colonizador a esses bens imateriais e perceber como
estas obras participam do continuum processo de sedimentação da literatura
angolana.
Por meio de uma análise crítica, bibliográfica e entrevista trabalhamos com os
livros “Mestre Tomoda e outros contos” de Uanhenga Xitu, e "Cenas do Feitiço" de
Moisés Mbambi e concluímos que ambos foram tecidos deliberadamente de, e com, os
fios que compõem o mosaico multilinguistico - cultural de Angola e se alinham ao
projeto de reforço da identidade cultural e linguística de Angola, por via literária.The Angolan literature affirmation was the result of a long and complex process of emancipation, which demanded of its followers in the form of oral traditions, the use of local cultures and languages, and not only. Mindful in this process, we discuss about: "Angola: narrative displacement in Uanhenga Xitu and Moisés Mbambi" with the purpose of identifying the dialogue that both establish with local cultures and languages; to understand how to move away from the vision and treatment by the colonizers to these intangible assets and see how these works participate in the continuum sedimentation of the Angolan literature process. Using criticism, literature analysis and interview work with books '' Mestre Tomoda e outros contos'' of Uanhenga Xitu, and "Cenas do feitiço" of Moisés Mbambi we concluded that both literature book were deliberately woven, and the wires that composes the mosaic multilingual - cultural Angola and in line faithfully strengthening project of cultural and linguistic identity of Angola, through literature.
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Calossa, Bernardino Valente. "Aquisição e erosão no desenvolvimento linguístico de falantes bilingues em Angola." Master's thesis, 2019. http://hdl.handle.net/1822/61592.
Full textAbstract:
Dissertação de mestrado em Portugês Língua Não Materna, Português Língua Estrangeira (PLE) e Língua Segunda (L2)Neste estudo, analisamos os efeitos da exposição linguística sobre a competência bilingue (português – umbundu) de crianças angolanas em idade escolar. Na pesquisa, avaliamos a capacidade de falantes bilingues, que se encontram em diferentes estádios de desenvolvimento linguístico, formarem o plural dos nomes, de modo a perceber se (i) o desenvolvimento linguístico ocorre de forma proporcional nas duas línguas, ou (ii) se há erosão numa das línguas (em particular, na língua da família) resultante do desequilíbrio do grau de exposição linguística, após a entrada na escola, onde se fala unicamente o português. Através de um questionário adaptado do Bilingual Language Profile (Birdsong et al, 2012) selecionamos uma amostra de 28 alunos bilingues, sendo 14 da 3ª classe (7,6 anos de idade, em média) e 14 da 9ª classe (16 aos de idade, em média) e outros 28 alunos monolingues das mesmas classes, que serviram de grupo de controlo. Os participantes foram submetidos a uma tarefa lúdica de produção oral induzida por imagens, “O Jogo da Memória”. Os resultados mostram diferenças significativas entre os alunos que se encontram na 3ª classe e os que frequentam a 9ª classe no que respeita à formação do plural em ambas as línguas. Os alunos mais novos (3ª classe) têm mais dificuldades em formar o plural em português, sobretudo em situações em que têm de aplicar regras particulares (por exemplo, substituir -ão por -ões), comparativamente ao umbundu, língua que forma o plural pela mudança de classes nominais. No grupo de alunos mais velhos (9ª classe), há uma tendência deste quadro se inverter, isto é, os alunos apresentam mais dificuldades na formação do plural em umbundu. Apesar de não se tratar de um estudo longitudinal, os dados sugerem que a alteração do grau de exposição linguística, como consequência da escolarização em português, pode ter contribuído para esta inversão de competências, o que nos leva a inferir que a língua da família é vulnerável a efeitos de erosão.
In this study, we analyzed the effects of language exposure on bilingual competence (Portuguese - Umbundu) of Angolan children at school age. In particular, we evaluate the ability of bilingual speakers, who are at different stages of linguistic development, to form the plural of nouns, in order to understand if (i) linguistic development occurs proportionally in both languages , or (ii) if there is attrition in one of the languages (in particular, the family language ) as consequence of unbalanced language exposure, after entering school, where only Portuguese is spoken. Through a questionnaire adapted from the Bilingual Language Profile (Birdsong et al, 2012) we selected a sample of 28 bilingual students, 14 from the 3rd class (mean age 7,6 in overage) and 14 from the 9th grade (mean age 16 in overage) and 28 other monolingual students in the same classes, who served as the control group. Participants were subjected to an elicited oral production task, based on "The Memory Game”. The results show significant differences between the younger students (who are in the 3rd class) and those who attend the 9th grade with respect to plural marking. The first group has more difficulties in marking the plural in Portuguese, especially when they have to apply particular rules (e.g. replace -ão for -ões), compared to umbundu, where the plural is produced by the change of nominal classes. In the group of the older students this situation inverts. Although this is not a longitudinal study, we may conclude that the change in the degree of language exposure has contributed to this reversal of competences, which leads us to infer that the family language is vulnerable to effects of attrition.
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Cacumba, Joaquim Sapalo Castilho. "Competências de literacia académica bilingue (Português/Inglês) dos graduandos em ensino da língua inglesa em Angola." Doctoral thesis, 2020. http://hdl.handle.net/1822/74672.
Full textAbstract:
Tese de Doutoramento em Ciências da Linguagem (Especialidade em Linguística Aplicada)O objetivo desta investigação é propor um quadro teórico-prático para determinar o perfil das competências de literacia académica bilingue (Português/Inglês) dos graduandos e futuros profissionais em ensino da língua inglesa no Instituto Superior de Ciências de Educação da Huíla (daqui em diante, ISCED-Huíla), uma instituição pública localizada no Lubango, sul de Angola. O estudo foi suscitado pelo facto de muitos professores graduandos terem demostrado fragilidades de realizar práticas de biliteracia académica bem-sucedidas em ambas as línguas, o que raramente tem merecido uma resposta por parte dos agentes de educação, através do recurso à análise das suas necessidades de aprendizagem e necessidades da situação-alvo. Consequentemente, vários estudantes não são considerados preparados para o ensino superior (ES), causando altos níveis de insucesso escolar, acompanhado por um aumento da taxa de abandono ou evasão. A investigação adotou um design do tipo estudo de caso, essencialmente qualitativo e exploratório de métodos mistos. Participaram da mesma 58 graduandos e 6 docentes, todos do curso de Ensino da Língua Inglesa do ISED-Huíla. Os dados foram recolhidos através de quatro instrumentos de investigação, sendo dois inquéritos por questionário, (1) um do docente, o Academic Biliteracy Language Education Questionnaire (ABLEQ), e (2) um do estudante, o Academic Language Biliteracy Competence Questionnaire – Portuguese/English (ALBCQ-PE), e duas provas de aferição de competências em literacia académica, isto é, (3) uma prova de Português, o Certificado Internacional de Língua Portuguesa (CILP) e (4) uma de Inglês, o Test of Academic Literacy for Students of Education (TALSE). Os resultados de vários testes de associação Pearson, que correlacionam as variáveis do ALBCQ-PE com os resultados das provas CILP e TALSE, indicam um nível de biliteracia académica desajustado às exigências do ES, uma correlação linear significativa entre o historial linguístico e o exame CILP, uma correlação marginalmente significativa entre o uso linguístico em Português e o CILP, e uma correlação positiva forte significativa entre as necessidades de aprendizagem e necessidades da situaçãoalvo. O estudo recomenda medidas para o ensino bilingue no ES em Angola, para o desenho de currículo em formação de professores de LE, para o ensino e avaliação da biliteracia académica no ES angolano, e para futuros estudos. Para além disso, o mesmo destaca a importância de as IES passarem de uma atitude expectante para uma mais preventiva, deliberada e proativa para minimizar ou mesmo ultrapassar as dificuldades dos alunos através do diagnóstico dos mesmos antes, durante e após a instrução.
The aim of this research is to propose a theoretical and practical framework to determine the profile of bilingual academic literacy skills (Portuguese/English) of undergraduates and future professionals in English language teaching (ELT) at Instituto Superior de Ciências de Educação da Huíla (hereafter, ISCEDHuíla), a public higher teacher education institution in Lubango, southern Angola. The study was prompted by the fact that many teacher trainees have demonstrated weaknesses in performing successful academic biliteracy practices in both languages, which has rarely been responded by educational authorities through the analysis of their learning needs and target situation needs. Consequently, several students are not considered prepared for higher education, causing high levels of school failure, accompanied by an increase in dropout rates. The research adopted a non-experimental, essentially qualitative and exploratory mixed method case study design. Fifty-eight undergraduates and six teachers participated in the study, all from the ISCED-Huíla ELT course. Data were gathered through four research instruments: (1) one teacher trainer questionnaire, the Academic Biliteracy Language Education Questionnaire (ABLEQ), and (2) a student questionnaire, the Academic Language Biliteracy Competence Questionnaire – Portuguese/English (ALBCQ- PE), and two academic literacy competence tests, (3) one of Portuguese, the International Certificate of Portuguese Language (CILP) and (4) one of English, the Test of Academic Literacy for Students of Education (TALSE). The results of several Pearson association tests, which correlate the ALBCQ-PE variables with the CILP and TALSE test results, indicate a level of academic biliteracy that is below the higher education requirements, a significant linear correlation between language history and the CILP exam, a marginally significant correlation between language use in Portuguese and CILP, and a strong positive correlation between learning needs and target situation needs. The study recommends measures for bilingual education for the Angolan university system, for the design of foreign language teacher education curriculum, for the teaching and assessment of academic biliteracy in the Angolan higher education, and for further research. Furthermore, the study highlights the importance of higher education institutions moving from expectant to a more preventive, deliberate and proactive attitude to minimize or even overcome students’ difficulties by diagnosing them before, during and after instruction.
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Casa, Nova Manuela Sofia Pereira. "Formas de realização do pronome clítico em Português Europeu por falantes de herança luso-franceses." Master's thesis, 2014. http://hdl.handle.net/1822/32989.
Full textAbstract:
Dissertação de mestrado em Português Língua Não Materna (PLNM) – Português Língua Estrangeira (PLE) / Português Língua Segunda (PL2)A presente dissertação visa determinar o papel da transferência linguística na aquisição do Português como língua de herança. O estudo examina a competência de um grupo de 18 falantes de herança de Português Europeu, residentes em França, relativamente ao sistema de clíticos pronominais em Português, tomando como ponto de partida os resultados obtidos por Barbosa e Flores (2011) num teste de produção oral aplicado a falantes de herança lusoalemães. O estudo de Barbosa e Flores (2011) revela que o processo de aquisição dos padrões de colocação dos pronomes clíticos por parte dos falantes de herança luso-alemães segue um percurso semelhante ao das crianças monolingues, ainda que leve mais tempo. Em ambos os casos, nas fases iniciais da aquisição, há a tendência para generalizar a ênclise, aplicando-a em contextos de próclise na língua alvo. Dado que o Francês é uma língua com pronomes clíticos, cuja posição predominante é proclítica, o presente estudo visa averiguar se o padrão de aquisição difere no caso dos falantes de herança luso-franceses. Para tal, o desempenho dos falantes de herança residentes em França é comparado com o de um grupo de falantes monolingues da mesma faixa etária (7-12 anos), através de um teste de produção oral, que replica o teste aplicado por Barbosa e Flores (2011). Conclui-se que estes falantes adquirem o sistema de pronomes clíticos do português, embora o processo leve mais tempo, tal como sucede com os falantes de herança luso-alemães. Porém, os falantes residentes em França revelam-se suscetíveis ao fenómeno de transferência linguística, já que generalizam a próclise em contextos de ênclise, contrariamente ao que sucede com os falantes residentes na Alemanha, que não têm clíticos na sua língua dominante. Os resultados indicam ainda a influência do fator idade no desempenho dos falantes, verificando-se que os falantes mais velhos atingem resultados melhores, e que o tempo de exposição à língua, embora possa condicionar determinadas competências ao longo do processo de aquisição, não é um fator com tanto peso quanto o fator idade.
The present thesis aims to determine the role of language transfer in the acquisition of Portuguese as a heritage language. The study examines the competence of a group of 18 heritage speakers of European Portuguese living in France, regarding pronominal clitic placement in Portuguese. The point of departure of this study are the results obtained by Barbosa and Flores (2011) in an oral production task applied to Luso-German heritage speakers. The study of Barbosa and Flores (2011) reveals that the process of acquisition of the patterns of clitic placement by these Luso-German speakers follows a path that is similar to that of monolingual children. The main difference is that convergence with the target language is delayed in the former. In both cases, in the early stages of acquisition, there is a tendency to generalize enclisis, applying it in contexts that require proclisis in the target language. Since French is a language with clitic pronouns the predominant position of which is proclitic, this study aims to examine whether the acquisition pattern differs in the case of Luso- French heritage speakers due to transfer. To this end, the performance of Luso-French heritage speakers is compared with a group of monolingual speakers with the same age (7-12 years) by means of an oral production task that replicates the test applied by Barbosa and Flores (2011). We conclude that French heritage speakers of Portuguese acquire the system of clitic pronouns in Portuguese, although the process takes longer, as happens with Luso-German speakers. However, speakers living in France do generalize proclisis in enclitic contexts, unlike speakers living in Germany, who have not clitics in their dominant language. Thus, the results confirm the existence of transfer from the dominant language. Furthermore, they also indicate the influence of age in the performance of the speakers: older speakers achieve better results. Moreover even though the length of exposure to the heritage language may condition certain skills throughout the acquisition process, it doesn’t have as much weight as the age factor.
Fundação para a Ciência e a Tecnologia (FCT) - Projeto de Investigação FCT Português Língua de Herança e Mudança Linguística (Referência EXPL/MHC-LIN/0763/2013)
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Nardelli, Marina Cestari. "Omissão de pronomes clíticos em crianças bilingues português europeu e espanhol ibérico." Master's thesis, 2015. http://hdl.handle.net/10362/18215.
Full textAbstract:
A omissão de pronomes clíticos por crianças em fase de aquisição da língua tem
sido objeto de estudo em vários idiomas e os estudos têm revelado que existem
diferenças nas taxas de omissão entre crianças monolingues e bilingues, nas faixas
etárias e nas condições que são testadas. Na presente dissertação compara-se a omissão
de clíticos por parte de crianças monolingues espanhol ibérico e bilingues português
europeu/ espanhol ibérico em fase de aquisição, sendo que não existem ainda trabalhos
que comparem bilingues a adquirir estas duas línguas. Com os dados obtidos é possível
corroborar análises anteriores que demonstram haver taxas de omissão mais altas por
parte de bilingues, uma diminuição das taxas de omissão à medida que a idade avança
(tanto por parte de bilingues como de monolingues), diferenças nas taxas de omissão
nas diversas condições testadas (tanto por parte de bilingues como de monolingues) e
um atraso linguístico no desenvolvimento por parte de crianças bilingues em
comparação com as monolingues. No entanto, com este trabalho obtiveram-se dados
novos sobre a aquisição por parte de crianças bilingues. Estes mostram que existem
diferenças nas produções em português europeu e nas produções em espanhol ibérico
que parecem indicar que, embora haja omissão em ambas as línguas, nos bilingues a
estabilização é mais precoce no espanhol ibérico do que no português europeu.
Obtiveram-se ainda dados que podem indicar a legitimidade de omissão de clíticos no
espanhol ibérico, que não foram ainda descritos na literatura que aborda este tema.
Palavras-chave: aquisição, clíticos, omissão, português europeu, espanhol ibérico,
bilinguismo.
Abstract
The omission of clitic pronouns by children in the language acquisition phase
has beenThe omission of clitic pronouns by children in the language acquisition phase has been the subject of study in various languages and has shown that there are differences in the rate of omission between monolingual and bilingual children in the age groups and conditions tested. This dissertation compares the omission of clitics by Iberian Spanish monolinguals and European Portuguese/Iberian Spanish bilinguals in the acquisition phase, prompted y the fact that there are not yet any works that compare bilinguals acquiring these two languages. With the data obtained it is possible to confirm previous studies which demonstrate that there are higher rates of omission by bilinguals, a reduction in the rates of acquisition in various age groups (from bilinguals and monolinguals), differences in the rates of omission in the different outputs tested (from bilinguals and monolinguals) and a delay in the development of bilingual children in comparison with monolinguals. However, this study obtained new data about acquisition by bilingual children. These show that there are differences in the outputs in European Portuguese and Iberian Spanish which appear to show (although there was omission in both languages) that in bilinguals stabilisation is earlier in Iberian Spanish than in European Portuguese. Data were also obtained which could indicate the legitimacy of the omission of clitics in Iberian Spanish, which have not yet been described in the literature that deals with this topic.