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Journal articles on the topic 'Harmonious bilingual development'
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1
De Houwer, A. "Harmonious bilingual development." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (July 2012): S31. http://dx.doi.org/10.1016/j.neurenf.2012.05.098.
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Tiulkova, Ekaterina, Vanda Marijanović, Jean-François Camps, and Barbara Köpke. "Assessing the Role of Input Factors in Harmonious Bilingual Development in Children." Languages 9, no. 9 (August 28, 2024): 289. http://dx.doi.org/10.3390/languages9090289.
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This study delves into the concept of Harmonious Bilingual Development (HBD), characterizing families where linguistic situations do not adversely affect their well-being. Following a recently proposed holistic framework on Harmonious Bilingual Experience (HBE), this research aims to discern the relationship between input factors and the bilingual children’s social–emotional and behavioral skills (SEBS). While input undoubtedly plays a major role in bilingual development, more insight is needed on the quantity and quality of input necessary to foster HBD. A total of 36 five-year-old children with Russian and French as their first languages participated in our study. Children’s language exposure and input quality, as well as parental attitudes, beliefs and strategies regarding language transmission, were assessed with parent questionnaires and activity journals. Additionally, parents assessed their children’s SEBS using the Strengths and Difficulties Questionnaire. Hierarchical cluster analysis identified family profiles which support HBD. We found that the quantity of Russian input, as measured by current exposure, does not directly correlate with SEBS. However, less than 30% of weekly input in Russian appears insufficient for achieving HBD. Furthermore, our study suggests that engaging in at least one extra-curricular activity in Russian, e.g., Saturday school, coupled with parental impact belief, aligns with a family profile experiencing more HBD. These results are coherent with previous studies on harmonious bilingualism, and emphasize the interplay of quantitative and qualitative input factors, as well as SEBS, for achieving HBD.
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De Houwer, Annick. "Harmonious bilingual development: Young families’ well-being in language contact situations." International Journal of Bilingualism 19, no. 2 (June 11, 2013): 169–84. http://dx.doi.org/10.1177/1367006913489202.
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De Houwer, Annick. "Myths About Bilingual Development And Why They Hurt." Babylonia Journal of Language Education 3 (December 12, 2024): 46–49. https://doi.org/10.55393/babylonia.v3i.507.
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Between September and December 2023, Babylonia collected questions from parents regarding their children's language development. This article aims to answer the following questions: What are the advantages and disadvantages of language development in a multilingual environment? What are the most common myths about a multilingual upbringing? [summary generated by Claude-3-Haiku-200k - we refer the reader to the article in PDF format for a complete answer] The article discusses common myths about bilingual language development and how these misconceptions can be harmful. The article first acknowledges that while bilingual children may experience advantages like cognitive flexibility and language awareness, they can also face negative experiences due to biases against early bilingualism. These biases are often unfounded myths not supported by research. Six common myths are addressed: "Bilingual children experience delayed language development." Research shows no differences in the rate of language development between bilingual and monolingual children. "Bilingual children always use language mixing." While some mixed utterances are normal, bilingual children are capable of speaking in a single language without structural influence from the other. "Bilingual children cannot learn any one language well." Millions of fluent bilingual children disprove this myth. "Bilingual children get confused when exposed to two languages." In fact, the ability to switch between languages appropriately develops early in bilingual children. "Hearing a non-school language at home hinders learning the school language." Bilingual children raised with a school language from birth as one of their languages generally perform just as well as monolinguals in the school language. Bilingual children first raised with just a non-school language can often learn to perform as well as monolinguals in the school language, but take a lot longer. "Small children easily pick up two or more languages." In reality, it takes years for both bilingual and monolingual children to develop fluency across a range of topics. Another persistent myth is that the "one person, one language" approach is the only way to raise a "perfectly" bilingual child, which research has disproven. The article explains how these myths can be harmful, threatening parental well-being, parent-child relationships, and children's development. Doctors, educators and others may provide advice based on these myths, leading parents to abandon one of the languages spoken at home. This can deprive children of their linguistic and cultural identity. The article emphasizes the need for information campaigns and educational initiatives to address these harmful myths, grounded in sound scientific research. It highlights resources like the Harmonious Bilingualism Network that empower parents with research-based knowledge to counter discriminatory attitudes.
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Medvedeva, Natalia V. "Concept of “Cultural Identity” of Komi-Permyak Student Bilingual Personality in the Focus of Linguistic Methodology." Polylinguality and Transcultural Practices 17, no. 1 (December 15, 2020): 88–100. http://dx.doi.org/10.22363/2618-897x-2020-17-1-88-100.
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The attention is paid to the concept of ‘bilingual personality’ in relation to national Russian bilingual in the article. The concept of ‘cultural identity’ of Komi-Permyak student bilingual personality in conditions of higher pedagogical education is specified. Foundations for Komi-Permyak student bilingual cultural identity defining are determined in the system of ethno- and social coordinates and its results are described. The aim of the research is to concretize the concept of ‘bilingual personality’ of a Komi-Permyak student. Indicators of his cultural identity in the system of ethno- and socio-coordinates are defined. This is the basis for modeling the teaching and forming the personality of the future teacher of the Russian language at the university from the perspective of modern approaches developed in linguistic and methodical teaching of the Russian language in the context of national-Russian bilingualism. The methods of the research are cultural identity of a Komi-Permyak student defining based on the included observation, questioning, interviewing of future teachers of the Russian language in conditions of higher pedagogical education, method of the results scaling in the process of statistical data processing. The results of the research indicate that bilingual personality cultural identity defining of a KomiPermyak student reveals his identification peculiarities, determines how he is integrated in the Russian culture, how harmonious the Russian language is for his communication, that undoubtedly should be taken into account in teaching. Future teacher forming on the basis of his cultural identity is determined by the goals and objectives of preparing for training students in bilingual and bicultural Komi-PermyakRussian environment. This undoubtedly requires organization of work in line with modern linguistic and methodological approaches, cognitive orientation strengthening in the development of the Russian language as science. Komi-Permyak bilingual communicative results forming in speech professional communication in Russian is impossible without cognitive processes development.
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Кузьмич, Антоніна. "АВТОРСЬКА ІННОВАТИКА В ОСВІТІ РІВНЕНЩИНИ: ТЕОРЕТИЧНІ ЗАСАДИ ПРОБЛЕМИ." Педагогічна наука і освіта ХХІ століття, no. 3 (November 24, 2024): 265–77. http://dx.doi.org/10.35619/pse.vi3.43.
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The article deals with the analysis of the processes of development and changes in Ukrainian education in the context of Ukraine’s formation as a sovereign and independent, democratic, social and legal state. It has been found that in the context of innovative development of education, the problem of development of authorial schools in Ukraine is particularly relevant, due to the need to increase the availability of quality and competitive education in the new socio-cultural conditions of a market economy. It is the authorial school as a phenomenon of innovative educational activity that emerges as the highest form of self-developing practice. It successfully implements the main provisions of competence-based education, stands at the source of a new thought and activity paradigm that will substantiate the logic of variable motivational and semantic development of author's schools in Ukraine, aimed at empowering and self-developing the subjects of the educational process through innovation. The theoretical foundations of the author’s innovation in the education of Rivne region were characterized. The main features of innovative educational institutions of Rivne region were revealed. These include adaptive learning, bilingual education (Nadia Marynovych Adaptive and Developmental Bilingual Specialized School «Centre of Hope»), harmonious personal development (Harmony School of Harmonious Social Personality), gender education (Prestige School of Gender Equality), civic education (School of Civic Deeds in Korets), and a combination of vertical and horizontal models of school management (School of Modern Management Technologies in Volodymyrets). It is proved that despite the fact that each educational institution is unique, has its own traditions and peculiarities, chooses its own model of ensuring the quality of education, they should have in common the purpose, values, and compliance of learning outcomes with the requirements set by the legislation and educational standards.
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Dyakieva, Baldzhya B., Olga I. Lepilkina, and Nina G. Ochirova. "Establishment of a Periodic Printing System in Polyethnic Regions in 1900-1930s (on the Material of the Press of Kalmykia and Stavropol region)." Proceedings of Southern Federal University. Philology 2020, no. 4 (December 25, 2020): 226–35. http://dx.doi.org/10.18522/1995-0640-2020-4-226-235.
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The formation of the system of periodicals in two similar and dissimilar polyethnic regions in the south of Russia – Kalmykia and Stavropol – developed according to the same scheme, but had significant nuances. The Stavropol press, aimed at the Russian majority in the region, appeared earlier (in 1850) and was typologically more diverse and numerous until the 1920s, while the publications created for the Kalmyks were for a long time isolated projects: The Russian-Kalmyk Calendar (1911-1918), a newspaper in the Kalmyk language «Oordin ziang» (1917-1918), leaflets and the first bilingual newspaper «Red Kalmyk» (1919-1920). A new stage in the development of journalism in the regions begins with the establishment of Soviet power after the end of the civil war. The work of the press is under the control of the ruling party, and the unification of the system of regional and local periodicals begins. Gradually, both in Kalmykia and in Stavropol, a harmonious system of periodicals was formed, lined up vertically and horizontally: regional / regional mass sociopolitical newspapers – regional / regional youth newspapers – regional / regional children’s newspapers – district / ulus socio-political newspapers – large circulation newspapers – wall newspapers. In addition to newspapers, instructor magazines for party and Soviet workers, literary and artistic publications of regional writers’ unions were published. The polyethnicity of the regions influenced the information policy of local periodicals and the structure of the press: in Kalmykia there were publications in the Kalmyk language, in Russian and bilingual, in Stavropol, along with publications in Russian, there were bilingual publications in two districts.
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Díaz, Alba Milena Ríos, Carmen Helena Romero Díaz, Olga Novikova, Maigualida Zamora, Nelson Eduardo Castaño Giraldo, and César Ernesto Zapata Molina. "Public Policies of Bilingualism towards Social Peace." International Journal of Membrane Science and Technology 10, no. 3 (August 7, 2023): 927–37. http://dx.doi.org/10.15379/ijmst.v10i3.1630.
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The objective of this study is to analyze bilingualism in Colombian educational public policies and academic management committed to healthy coexistence and social peace in elementary and middle school education. It is mixed research, and the data processing techniques are textual analysis of written documents and descriptive statistics of data from surveys applied to teachers. The main findings explain that public bilingualism policies do not achieve satisfactory results due to the lack of procedures that involve the different actors of the educational system. The bilingual curriculum represents the means of implementation of these policies in the educational institution and urgently requires an update that includes its actors recognizing their needs, where shared learning represents a vital foundation for socialization from the classroom, guaranteeing the development of communicative skills among different groups of students and promoting harmonious coexistence that sustains social peace. Public policies for bilingualism require updating with strategies and trained human capital for the development of a curriculum that facilitates its effectiveness, considering learning as a promoter of social peace.
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Guan, Xiujuan. "Harmonization in Translation Cultural Context: On the Material of Translations from Chinese and in Chinese." Vestnik of Saint Petersburg University. Asian and African Studies 14, no. 4 (2022): 728–41. http://dx.doi.org/10.21638/spbu13.2022.411.
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In the process of translation, the cultural context of the original language and the target language acts on the translator’s translation behavior in a dialogue manner, forming a dialogue mechanism, including foreignization, domestication, and harmonization. Foreignization, is a translation strategy that uses the original language culture as the strong culture to cover the target language culture as the weak culture. Domestication, takes the target language culture as the strong culture and the original language culture as the weak culture. It is a translation strategy in which weak culture is submerged by strong culture. Harmonization refers to equal dialogue in cultural context, and is a translation strategy that takes into account both the cultural context of the original language and the target language. The harmonization strategy pays full attention to the differences between the cultural context of the original language and the target language, so that the original language culture can be fully transmitted, and the target language cultural world can be received correctly without being covered or dissolved. Foreignization and domestication are unequal dialogues between two cultural contexts, while Harmonization is an equal dialogue. The choice of dialogue mode depends on the different status of the bilingual cultural context, or the objective status, or the subjective status in the translator’s mind. The harmonious treatment of the translation cultural context is conducive to the harmonious coexistence of multiple cultures.
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Odaryuk, Irina V., and Artem S. Gampartsumov. "Development of foreign language communicative competence in the process of academic and professional interaction in a second foreign language." Samara Journal of Science 9, no. 3 (November 20, 2020): 282–86. http://dx.doi.org/10.17816/snv202093307.
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This paper examines the peculiarities of teaching German as a second foreign language in a railway university. The analysis emphasizes the inefficiency of traditional methods and the success of the bilingual approach, which consists in a harmonious combination of methodological principles of teaching the first and second foreign languages. The authors carry out a theoretical analysis of the fundamental principles of teaching a second foreign language: a comparative approach, the principle of reliance on the first foreign and native languages, an autonomous approach, a cognitive principle. The paper deals with the issues related to interference and transfer in teaching a second foreign language. Project methods (simulation, presentation speech, Lapbook-technology) tested by the author in the learning process are offered as learning technologies, the use of which facilitates effective mastering of foreign language skills and abilities. The syllabus of the course A Second Foreign language developed by teachers of the Rostov State Transport University in accordance with the new edition of the Federal State Educational Standard is analyzed. The conclusion is made that this syllabus satisfies the requirements put forward by methodologists to the process of teaching a second foreign language. The analysis of the organization of the educational process with the use of textbooks and a fund of assessment tools prepared for the course is expected to be the subject of our further research.
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Zavizion, Kateryna. "PRINCIPLES OF FUTURE INTERPRETERS’ COMMUNICATIVE CULTURE DEVELOPMENT." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 2, no. 26 (December 2023): 17–23. http://dx.doi.org/10.32342/2522-4115-2023-2-26-2.
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This article explores the principles underlying the development of communicative culture in future interpreters. The effectiveness of translation activities is not solely dependent on the ability to translate linguistic constructions; it also requires a profound understanding of context and the skill to interact successfully with individuals from diverse cultures. The study analyses contemporary approaches and principles shaping the communicative culture of prospective translators. The primary goal and task of this research were to analyse and systematize the works of national and global scholars dedicated to the principles of developing interpreters’ communicative culture. To achieve this goal, the method of literary analysis was employed, involving the study of relevant literature and scientific sources related to the researched issue. This research method allowed the author to systematize existing theoretical approaches and identify perspectives for further study. The identified principles encompass multiculturalism (developing future interpreters’ abilities to comprehend the national peculiarities of individuals from different nations, the skill to understand ethnosociocultural features of interlocutors, and identifying the cultural subtext of messages), communicativeness (immersing learners in an environment that closely resembles the conditions of their future professional activity; engaging future interpreters in discussions, debates, dialogues, and other forms of communication during the course), interactivity (creating conditions for various ways and forms of interaction among students, e. i. working in pairs, mini and small groups, teams, etc. and with the instructor), non-linearity (a comprehensive approach to form a multicultural language personality capable of effective bilingual mediation between representatives of various nations), systematicity and consistency (formation of the communicative culture of future interpreters based on the logical presentation, sequence, and hierarchy of material in the educational process), professional personal orientation (selecting educational and methodological materials, forms and methods of conducting classes, tasks for independent preparation, which fully correspond to the general strategy of professionalization of academic vocational training), independence (redistribution of time between individual and classroom work in favour of the individual one, which will contribute to the development of student independence, autonomy, the formation of self-organization skills within the framework of preparation and execution of assigned tasks, activation of the use of information technologies, and, as a result, the transformation of the educational information environment into an open system that is constantly enriched by external sources of information), tutoring (shift of emphasis from the teacher to the student and their personal responsibility for the course and results of learning), empathy and tolerance (understanding the experiences, emotions and feelings of the interlocutor that arise during bilingual intercultural communication). The research underscores the necessity of a comprehensive approach, considering various aspects of intercultural communication and leveraging modern pedagogical technologies. Special emphasis is placed on fostering empathy, tolerance and cultural empathy among interpreters. Key findings highlight the need for a harmonious blend of internal psychological approaches and external educational conditions for advanced results in forming the communicative culture of future interpreters. The rapid development of multimedia technologies significantly influences translation education, opening new perspectives for innovative tools in honing the communicative skills of budding translators. The article concludes by emphasizing the importance of considering these principles in the ongoing development of pedagogical strategies and programs aimed at enhancing the communicative culture of future interpreters. The insights provided in this study contribute to a nuanced understanding of the evolving dynamics in interpreters’ training, offering a foundation for continued pedagogical research and program design in this domain.
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RYCHKOVA, L. S., O. A. KOZLOVA, N. I. KHAKIMOVA, O. V. TRYASINA, and N. Z. ZULPUKAAROVA. "THE ROLE OF PSYCHOLOGICAL, MEDICAL AND PEDAGOGICAL CONSULTATIONS OF THE CITY OF CHELYABINSK IN THE DEVELOPMENT OF THE STRATEGIC VECTOR OF EDUCATION OF CHILDREN FROM MUSLIM FAMILIES OF LABOR MIGRANTS." Вестник Челябинского государственного университета Образование и здравоохранение 26, no. 2 (December 5, 2024): 44–50. https://doi.org/10.47475/2409-4102-2024-26-2-44-50.
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The article discusses the need for harmonious development of the holistic nature of the individual, which presupposes the presence of family values that ensure successful socialization of the individual. A special category of people are Muslim families of labor migrants who came to Russia from neighboring countries. The number of such families is increasing every year, which makes the phenomenon under study particularly relevant, significant and can be considered as a socio- psychological problem. In migrant families, children have a phenomenon of bilin-gualism (bilingualism), which is subject to targeted study in connection with the need to determine the character-istics of cognitive processes in children and determine the relationship between the level of cognition and the level of thinking and intelligence for the implementation of a differentiated approach to the processes of upbringing and teaching children from different language conditions. If children-migrants (foreigners) do not master the educational material, the level of mental development and the characteristics of cognitive processes are diagnosed by specialists of the psychological- medical-pedagogical commission (PMPC) in order to determine the further training program. A low level of proficiency in Russian is not a reason to classify a child as a person with disabilities. A bilingual child may have a fairly high intellectual potential, which is successfully realized when creating appropriate conditions recommended by PMPK specialists.
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Kushnina, Lyudmila V., Marina I. Kudritskaya, and Assel A. Bermukhambetova. "Foreign Language Student Linguistic Personality as a Vector for the Professional Bilingualism." Bulletin of Nizhnevartovsk State University, no. 3 (September 20, 2024): 65–76. http://dx.doi.org/10.36906/2311-4444/24-3/06.
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The relevance of the study manifests itself through the use of a polyparadigmatic approach to the consideration of the linguistic personality of a translator, including cognitive, cultural, synergetic, and competence aspects. The cognitive aspect is based on the study of the linguistic consciousness of the individual, the synergetic aspect is based on achieving a harmonious translation worldview, the cultural aspect is based on the need for an interconnected study of languages and cultures, and the competence aspect is based on the formation of personal intercultural competence. The purpose of the study is to substantiate a polyparadigmatic approach to the study of the linguistic personality of a foreign student – a future translator. As a result of the study, it was established that in the digital age, with artificial intelligence constantly evolving, new trends arise in the professional bilingualism formation of a human translator interacting with artificial intelligence. This study is based on the results of accumulated pedagogical experience and theoretical provisions in this area, which unites the educational space of two universities (PNRPU, Russia and KRU named after A. Baitursynuly, Kazakhstan). The results obtained can of interest for teachers engaged in training bilingual students, linguistic program students, for the tertiary education practitioners as well as those involved into decision making and curriculum development.
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Зелененька, Ірина, and Діана Кирилюк. "Україна як європейська країна, що потерпає від збройної агресії, в інтерпретації польського поета Гаррі Дуди (на матеріалі двокнижжя«На очах у світу»)." Українська література: історичний досвід і перспективи, no. 3 (August 25, 2024): 113–24. http://dx.doi.org/10.31652/3041-1084-2024-3-09.
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The poetry of renowned Polish poet Harry Duda, known for his deep Christian worldview, journalistic flair, and expansive thinking, has been significantly influenced by the events in Ukraine since 2014. His work, often imbued with elements of voluntarism and militarism, reflects the ongoing struggle of Ukrainians for freedom and statehood. This article examines a two-volume edition of Duda’s lyrical works with the bilingual concept, «Na oczach świata (In the Eyes of the World)», translated into Ukrainian by Viktor Melnyk. This edition conveys the essence of Ukraine’s fight for liberty. In two chapters, the poet contemplates whether individuals are truly protected in modern society amidst threats, political regimes, and hybrid aggression. The book’s title invites readers to consider whether the global community is fulfilling its role in safeguarding democracy and freedom, or if it is ignoring such pleas. Through his rhymed and non-rhymed poems, Harry Duda captures the atmosphere of the Russia-Ukraine war, spanning from 2014 to 2022 and beyond, depicting scenes of wandering, suffering, death, trials, and tribulations. Harry Duda’s portrayal of Ukrainians is informed by the vivid reports of global media, conveying the historical context of their struggle for freedom and pinpointing the perpetrators of war, high mortality, torture, and ecological disasters within Europe. The poet rightly identifies the war initiated by the North-Eastern intervention against Ukraine as a war with Europe and the entire civilized world. This research aims to analyze the character development, figurative and symbolic elements, stylistic expressiveness, and emotional tones in Duda’s poems about 21st-century Ukraine. It addresses the challenges Ukraine faces due to existing geopolitical threats and seeks to uncover the profound artistic meanings and significance of poetry about cataclysms, conflicts, and wars in the context of building a harmonious human civilization.
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Besolova, Elena B., Bella K. Zakaeva, Varvilina P. Dzhioeva, Anastasia V. Denisenko, and Julia M. Kalinina. "Language situation and status of languages in the Republic of North Ossetia-Alania." RUDN Journal of Language Studies, Semiotics and Semantics 12, no. 4 (December 30, 2021): 1247–59. http://dx.doi.org/10.22363/2313-2299-2021-12-4-1247-1259.
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The article substantiates the socio-economic and cultural-historical introduction of the Ossetians to the Russian language, which is considered as the result of the natural development of the standard of living of the highlanders. The aim of the study is to consider the history and characteristics of national-Russian bilingualism, the role of language interaction in the formation of a bilingual personality, society, identification of deformed linguistic processes that led to both the loss of the function of language proficiency and its use in everyday life, as well as measures that contribute to the revival of native language. The article emphasizes that the Russian language has become a civilizing factor that has significantly accelerated the development of the spiritual culture of the mountaineers, that it, along with the Ossetian language, is recognized as the state language of the Republic of North Ossetia-Alania as a language of interethnic communication, it is provided with free functioning throughout the republic. The work also focuses on the ethno-demographic composition of the population, emphasizes the polyethnicity of the region, which contributes to the strengthening of the role of the Russian language as a language of interethnic communication. During the 20th century, a sharp delimitation of the functions of the Russian and native languages leads to a weakening of the role of the national language, which exposes it to the threat of extinction. Loss of language entails a loss of self-awareness, culture, perception of the world, as well as the loss of self-identification. According to the authors, the republic itself needs to be concerned about the widespread use and all-round development of the native language in national government bodies, public organizations of science, culture, education, health care and the service sector. We need to work with those native speakers who do not consider it prestigious to communicate in their native language in the family, do not try to pass it on to the next generation: the lack of linguistic continuity is destructive. To preserve the language in the context of globalization, the authors propose to strengthen the role of the state and society, to consolidate the efforts of scientists, statesmen and public figures in order to influence the activities of the media to preserve the language and culture; direct their efforts towards harmonious bilingualism.
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Kambarbekova, Galiya, and Kuanyshbek Kari. "STRUCTURAL ANALYSIS OF UNPUBLISHED CHAGATAI-PERSIAN DICTIONARIES OF THE 16th–18th CENTURIES: LEXICOGRAPHIC AND SOCIOCULTURAL ASPECTS." Alfred Nobel University Journal of Philology 2, no. 26/1 (December 20, 2023): 165–78. http://dx.doi.org/10.32342/2523-4463-2023-2-26/1-12.
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The investigation delves into Chagatai-Persian dictionaries from the 16th to the 18th centuries, preserved in the Central Library of Punjab University. The article aims to study the structural features of these dictionaries in the context of their sociocultural significance and influence on the further development of Turkic languages. These invaluable medieval artifacts underwent detailed scrutiny using multiple methods, encompassing structural, lexical, codicological, lexicographic and sociocultural analyses. Within a single manuscript cover, there exist six treatises on the Turkic-Persian lexicon alongside a textbook elucidating Turkic language grammar. These are inscribed in the Perso-Arabic script, a writing system employed for the Chagatai language. The chief lexicographic design integrates headwords and their explanations in couplets, avoiding any typographic or grammatical demarcation. The artful use of rhyme schemes is evident in the systematic arrangement of headwords. A thorough scrutiny of these medieval Chagatai-Persian dictionaries brings to light their distinct lexicographical framework, crafted meticulously to support linguistic conservation. These works capture a wide spectrum of vocabulary from different Turkic territories, underlining the endeavor to encapsulate a broad cultural legacy. Elements such as rhyming masnavi-inspired explanatory sentences, thematic clusters, and dedicated segments on commands and equine terminology are observed. Notably, the integration of Persian elements, especially in the form of auxiliary verbs, symbolizes a fusion of languages. The dictionaries showcase an emphasis on practical vocabulary acquisition through the harmonious pairing of headwords with poetic contexts, devoid of typographic or grammatical deviations. Despite the headword’s seamless integration, there is meticulous attention to maintaining rhyming continuity. The rarity of prefaces is counterbalanced by the richness of colophons, which offer vital details about the manuscript. Though the Chagatai language receded over time, the indelible mark left by these dictionaries endures, with remnants identifiable in modern Turkic vocabularies. A more exhaustive comparative exploration of these works could further deepen insights into Chagatai linguistics and lexicographic practices during the medieval period. This study also triggers broader reflections on the pivotal role of bilingual lexicons in safeguarding vulnerable linguistic treasures. By methodically presenting and analyzing these linguistic gems, the investigation facilitates their appreciation within scholarly circles, underscoring the Turkic cultural legacy. This also solidifies their recognition as prime examples of the mutual literary interplay between Turkic and Persian traditions, a relationship rooted in the medieval timeframe.
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Lee, Young Ran, and Min Kim. "A Study on the Development of Linguistic and Cultural Identity Awareness in Parents and Children of Multicultural Families Abroad -Focusing on Bilingual Education and Identity Formation in Korean-French Families Residing in France." Association for Studies in Parents and Guardians 11, no. 4 (October 31, 2024): 128–55. http://dx.doi.org/10.56034/kjpg.2024.11.4.128.
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This study used qualitative research methods to analyze the practical aspects of bilingual education and the processes of linguistic and cultural identity formation among the second generation of Korean-French multicultural families settled in France through international marriage. The findings are as follows: First, children's acquisition of bilingualism is influenced by their parents' attitudes toward bilingual education, with the French father's role having a greater impact on a family's linguistic balance than the Korean mother's. These findings highlight how parents' linguistic roles affect the dynamics of culture and language within a family, necessitating a reconsideration of bilingual education. Second, the challenges of bilingual education include setting a standard for bilingualism, addressing issues related to language mixing, and managing differences in the status of languages. Third, the correlation between bilingualism and identity formation suggests that when an individual's linguistic identity and cultural belonging are harmoniously integrated, a stronger sense of identity emerges. Additionally, the linguistic and cultural challenges faced by bilingual children and the process of overcoming those challenges are integral to their identity formation process. This research offers valuable insights into bilingual education for children from multicultural families and their cultural identity development, addressing the relatively insufficient studies on the complex identity issues faced by children of multicultural families living abroad.
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Montanari, Simona. "The Importance of Cultivating the Minority Language to Ensure Children’s Bilingualism." Babylonia Journal of Language Education 3 (December 12, 2024): 54–57. https://doi.org/10.55393/babylonia.v3i.417.
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Between September and December 2023, Babylonia collected questions from parents regarding their children's language development. This article aims to answer the following questions: We are parents of two children (9 and 6 years old). At home, we do not follow an OPOL approach, but use both family languages flexibly based on communicative moments. The children almost always respond in their stronger language, which is also the dominant language in their environment. On one hand, we understand that this is normal; on the other hand, we feel that their skills in one of the family languages are not sufficiently developed. Should we adopt an OPOL approach? But how can we avoid constraints and frustrating impositions? If I speak to my child sometimes in Catalan and primarily in english , will I create confusion? I want her to acquire this language but it’s hard for me to stick to it 100%. My partner speaks only english to her We are an English speaking family living in the United States. My husband is a native French speaker, but has never spoken French to our boys who are now 5 and 8 years old. He would like to start teaching them now but they get easily frustrated and try to avoid engaging with him if he’s speaking in French. What’s his best bet for getting them to learn at this point? What can I do as an English speaker to help? [summary generated by Claude-3-Haiku-200k - we refer the reader to the article in PDF format for a complete answer] This article discusses the importance of cultivating the minority language to ensure children's bilingualism, in response to the questions from parents facing this challenge.Traditionally, the "one person, one language" (OPOL) approach has been recommended for raising bilingual children. However, recent research shows that this method is not always the most effective, especially when both parents speak the dominant language at home in addition to a minority language.In fact, for the child to truly develop skills in the minority language, it is necessary to maximize their exposure to and use of this language in daily life. When the dominant language of society is also present at home, the chances that the child will master the minority language decrease significantly.The author therefore recommends that parents "protect" the time spent using the minority language, even if this may feel less natural. They can use it in specific contexts while continuing to use the dominant language in other situations.Parents can also involve a relative who speaks only the minority language with the child or enroll them in an educational program that uses this language. Additionally, they should value bilingualism with their child so that they understand its importance.The author illustrates these strategies based on her personal experience of raising her two trilingual daughters. She and her husband have adopted the OPOL approach since birth, utilizing media and seeking a "community of practice" for their minority languages.While this may seem challenging, it is essential for parents to assess whether bilingualism is a priority for them and whether they are willing to adjust their family language practices. The goal is to enable a harmonious development of bilingualism that is beneficial for all.
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Stundžienė, Bronė. "Turning to the Beginning of the Lithuanian Folksong Publication." Tautosakos darbai 56 (December 20, 2018): 133–55. http://dx.doi.org/10.51554/td.2018.28475.
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Against certain broader context of discussing the historical reflection of relationship between pre-literate culture and writing, the author of the article pays detailed attention to the unusual transformations in folksong development that are brought about by literacy. We usually rightfully consider literacy as an unmistakable indication of cultural progress. In this regard, subsequent recording and printing of folksongs that started in later periods of literacy also merit positive evaluation. Although both modes of fixation belong to the same period of Lithuanian cultural history, however, from the middle of the 18th century until the beginning of the 19th century, printed publications of folksongs acquired immense importance. Looking from a historical distance – the present times, the author of the article reconsiders and reinterprets the sociocultural surroundings of this new mode of folklore dissemination, taking into account what aims the first folklore publishers had and whether or not they managed to achieve them. Essentially, one particular aspect in the beginning of the written Lithuanian folksong tradition is in the focus of attention – namely, how and why the state of folksong altered in the process of becoming a printed source. In the first chapter, following the historical revisions of medieval culture, the author of the article reconsiders the prehistory of folklore publication as the common European process. She takes into account the sociocultural aspects of this period: namely, creations of the “singing peasantry” – the part of the society belonging to the lower classes and engaged in agriculture, which was essentially banned from writing and ignored by the literate society. Like in the rest of Europe, in the medieval literature of the multilingual Grand Duchy of Lithuania and the Lithuanian-speaking Eastern Prussia (currently, the Lithuania Minor), contemporary reflection of folk culture was almost entirely absent or obscure until the middle of the 18th century. As noted in the second chapter, the situation of folk poetry started changing in the Lithuania Minor (the early center of the Lithuanian written culture) with Philip Ruhig publishing his linguistic treatise in 1745 and including (for research purposes) three Lithuanian folksongs. Shortly after, Gotthold Ephraim Lessing reprinted two of them in one of his “Literary Letters” (1759). Subsequently, another famous figure of the German pre-Romanticism and its ideologist Johann Gottfried von Herder included as many as eight Lithuanian folksongs translated into German into his international collection “The Voices of Peoples in Songs”. Thus, the history of Lithuanian folksong publication started with altering attitude towards the so-called “third estate”; this shift is currently regarded as a sociocultural turn inspired by pre-Romanticism and clearing the way for the poetic folk creativity allegedly harboring the “national spirit”. These ideas inspired the famous theologian and pedagogue Liudvikas Rėza (Ludwig Rhesa) to edit the first book of Lithuanian folksongs. This bilingual collection (in Lithuanian and German) saw publication in Konigsberg in 1825. However, traces of the former social separation were persistent. As such, one could name the early tendency of folklore recording and publication: to indicate just the publisher (collector), leaving aside the main actors – the folk singers, although currently they stand out as representatives of the people. Folklorists would subsequently correct this situation. The author of the article goes on to discuss the losses suffered by the folk creativity under the new conditions of literacy. Comparison of the first printed folksongs with their mode of existence in the living folksong process of the 18th – beginning of the 19th century reveals clear changes in the folksong identity. The frozen printed variant loses its capacity to change, along with its former vitality granted by the oral culture; as any other product of the written culture, the printed folksong immediately becomes the past event. Besides, transition from the oral transmission to the area of written culture turns the song into some kind of literary work: therefore, the value of the songs would for a long time since be measured by literary means, and publishing of the songs as poems (leaving out the melodies) would become a common practice. The main thing is, nevertheless, that publication of folksongs in writing and their separate reading completely erase the typical folk communication of ritual culture by means of common places of folksongs – shared for many generations in the pre-literate culture. However, the emerging parallel folksong publication opens up entirely new mode of communication. Already at the very beginning of Lithuanian folksong publication, its publisher obviously acquired individual right to edit the folklore at discretion. Selection of materials for publication (including some changes and reconstructions made along the way) followed primarily the actual purposes of publication, which included presenting the folksong image that would be more readily acceptable to the contemporary readership and satisfy the community’s expectations. It is public knowledge that Rėza, the initiator of the first Lithuanian folksong book, following the nice inspiration of his pre-Romantic period (maintaining that national spirit lived in folklore) also aspired to use folksongs in order to reveal the noble and dignified picture of the ancient Lithuanian people. Part of this picture – harmonious family and correspondingly ideal relations between its members – received vivid attention in this collection. The article concludes with interpretation of a couple of folksongs discussing a case of early insignificant corrections of the motives reflecting the ritual purpose of folksongs. So far, the author leaves aside certain prominent tendencies of re-creation that already have received harsh criticism before.
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Guessoum, Sélim Benjamin, Dalila Rezzoug, Fatima Touhami, Malika Bennabi-Bensekhar, Olivier Taieb, Thierry Baubet, and Marie Rose Moro. "Transcultural and familial factors in bilingualism and language transmission: A qualitative study of maternal representations of French-Maghrebi Arabic bilingual children." Transcultural Psychiatry, May 9, 2021, 136346152110118. http://dx.doi.org/10.1177/13634615211011846.
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This qualitative exploratory study examined transcultural and familial factors involved in bilingualism and minority language transmission among French and Arabic-speaking children. Participants included 30 children aged 4 to 6 years, born in France, and their bilingual French-Maghrebi Arabic-speaking parents. Children’s bilingual language profiles were assessed with the ELAL Scale for Maghrebi Arabic (minority language) and the Neel Scale for French (majority language). Mothers participated in qualitative interviews about cultural and language practices and representations. Interview contents were compared with the children’s language profiles. Results indicated that parents closely associated the transmission of the Arabic language with their cultural heritage transmission. The parents of fluent bilinguals had a strong desire to transmit the minority language. Mothers of minority language dominant bilingual children reported little perception of change in their lives since migration. Half of the mothers of majority language dominant bilingual children reported relationship or emotional difficulties with their children. Four minority language transmission types were identified: direct parent-child transmission; indirect transmission through private classes; indirect transmission through visits to family in the parents' native countries; and alternative transmission by another family member. Direct parent-child transmission was most frequent among the fluent bilinguals. Families' processes of hybridity were related to language transmission and bilingual development of children. Parental cultural affiliations to native country were related to minority language transmission. Perception of change since migration and affiliation to host country may also play a role in harmonious bilingual development. Moreover, the quality of family relationships can affect minority language transmission.
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Wilson, Sonia. "To mix or not to mix: Parental attitudes towards translanguaging and language management choices." International Journal of Bilingualism, March 4, 2020, 136700692090990. http://dx.doi.org/10.1177/1367006920909902.
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Aim and objectives: The present study investigates parental language beliefs and management among French-English bilingual families in the UK. It addresses the following two research questions. (a) What are parents’ attitudes towards translanguaging and beliefs about effective language management? (b) Do these beliefs and attitudes translate into language separation strategies versus flexible language practices? Design/methodology: This paper reports part of the results of a mixed-method study consisting of an online survey as well as multiple in-depth case studies. The qualitative portion of the present article focuses on two case studies including face-to-face interviews and observations in the family home. Data and analysis: Responses to the online questionnaire ( n = 164) were analysed using descriptive statistics. Thematic analysis was used for interview data. Observations were analysed through the Family Language Policy framework and by looking at turn-taking sequences and meta-linguistic comments. Results: Parental ideologies appear to have evolved towards more positive attitudes towards language mixing. However, these positive attitudes towards translanguaging do not necessarily result in flexible language practices at home. Findings/conclusions: Language separation strategies such as one parent–one language may be adopted not as a result of ideologies, but despite parents’ beliefs about the flexible nature of bilingualism and owing to the pressure experienced by parents to develop children’s heritage language (HL) proficiency. Originality: The findings contradict previous studies, which reported the predominance of monoglossic language ideologies among middle-class parents. They suggest that parental language beliefs may have evolved and that a translingual ideology is making its way into multilingual families. Significance/implications: The study suggests that practical support in the form of additional sources of HL input, rather than theoretical guidance, would be required for parents to embrace flexible language management at home. The present study findings also highlight the dilemma parents face between prioritising their children’s bilingual development and fostering a harmonious bilingual environment for their families.
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Mordvinova, Albina Rishatovna, Aida Gumerovna Sadykova, and Nailya Irekovna Gololobova. "Lingua-pragmatic characteristics of bilingualism coverage in media discourse of Tatarstan." Revista EntreLinguas, February 28, 2021, 95–104. http://dx.doi.org/10.29051/el.v7iesp1.14876.
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The article represents the results of the Tatar media discourse analysis aimed to the defining the lingua-pragmatic characteristics of bilingualism coverage and pragmatic settings of the Tatar linguistic identity as well (in relation to regional and individual bilingualism), as media discourse has “exclusive suitability […] in researches on bilingual linguistic identity discourse” (ANTONOVNA; RISHATOVNA; GUMEROVNA, 2019). Having analyzed 50 newspaper articles and 16 posts (all found) in social network Vkontakte (VKONTAKTE vk.com). with bilingualism as the central topic, the authors came to the following conclusions about the peculiarities of bilingualism coverage in Tatar media discourse: in traditional media discourse the problem of bilingualism is widely covered, while in Tatar internet discourse it finds rather weak coverage, but much more emotional (as the topic is raised by speakers with strong national identity only). Due to the fact that “Russian is still the prevalent functional language in all spheres of language use in Tatarstan” (VESSEY, 2013). both in traditional media discourse and internet discourse the use of the Tatar language in all spheres of life is understood as bilingualism, not the coexistence of the two official languages of the Republic, though the recognition of bilingualism as the part of national identity also takes place. The actual position of the Tatar language is stated not legitimate and both the government of the Republic and the ordinary native speakers are to be blamed for it. It is frequently mentioned that the development of harmonious bilingualism in Tatarstan requires the adoption of additional legislative measures, strict control over their compliance, wider and better implementation of the Tatar language in the educational and legislative processes, holding events in support of the tatar language, etc. in internet discourse, the problem of bilingualism in family circle is also raised.
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"Language Attitude towards Preservation and Development of Khamti Language of Assam." International Journal of Recent Technology and Engineering 8, no. 4 (November 30, 2019): 9957–61. http://dx.doi.org/10.35940/ijrte.d4416.118419.
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Language attitude is the attitude of the people for a particular language. Assam is a place where many ethnic and indigenous groups are living harmoniously. The Khamti is an indigenous group and a branch of Tai tribe origin at Burma(today Myanmar) having cultural and linguistic identity. They have their own script. The Khamti is a small ethnic group of Assam and their population is very few. Although they have their own language maximum of them use Assamese language for communication. Due the domination of Assamese language Khamti’s are become bilingual. As a result a threatening arises for their language. In such a situation the Khamti’s language attitude to their language is becoming an important issue for preservation and development of Khamti language. This paper primarily tries to analyze the language attitude of Khamti people to their language. Secondly, it tries to discuss the significance of Khamti’s language attitude for preservation and development of their language based on empirical study.