Relevant bibliographies by topics / Learning two languages simultaneously

Contents

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

Academic literature on the topic 'Learning two languages simultaneously'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Learning two languages simultaneously"

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장병현. "Language Use and Development of a Bilingual Child Learning Two Languages Simultaneously." Studies in Linguistics ll, no. 24 (2012): 217–39. http://dx.doi.org/10.17002/sil..24.201207.217.

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Genesee, Fred. "Early bilingual development: one language or two?" Journal of Child Language 16, no. 1 (1989): 161–79. http://dx.doi.org/10.1017/s0305000900013490.

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ABSTRACTIt is commonly thought that children learning two languages simultaneously during infancy go through a stage when they cannot differentiate their two languages. Virtually all studies of infant bilingual development have found that bilingual children mix elements from their two languages. These results have been interpreted as evidence for a unitary, undifferentiated language system (the unitary language system hypothesis). The empirical basis for these claims is re-examined and it is argued that, contrary to most extant interpretations, bilingual children develop differentiated language systems from the beginning and are able to use their developing languages in contextually sensitive ways. A call for more serious attention to the possible role of parental input in the form of mixed utterances is made.
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Junker, Dörte A., and Ida J. Stockman. "Expressive Vocabulary of German-English Bilingual Toddlers." American Journal of Speech-Language Pathology 11, no. 4 (2002): 381–94. http://dx.doi.org/10.1044/1058-0360(2002/042).

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This study investigated whether young children learning two languages simultaneously are inherently weaker language learners than their monolingual counterparts. Two questions were examined: (a) whether simultaneous language learning at an early age slows down the language learning process for both languages (bilingualism deficit hypothesis) and (b) whether young children use a unitary language system containing features of both languages, preventing them from separating the languages (unitary language system hypothesis). To test these hypotheses, vocabulary skills of 10 German-English bilingual toddlers were compared with those of monolingual German- and English-speaking peers around 24 months of age using Rescorla's (1989) Language Development Survey. This vocabulary checklist, based on parental report, was used in its original English and in a German translated version. Findings revealed that bilingual toddlers were not inferior in conceptual vocabulary size and verb diversity when words in both languages were pooled. Given that nearly half of the bilingual conceptual vocabulary (43%) was associated with lexical forms in both languages, it is inferred that language separation is possible at age 2. Findings from this study contribute to the growing body of evidence that early simultaneous acquisition of more that one language is not an inherent disadvantage for the child. These findings suggest further that some existing instruments may be useful for assessing the early vocabulary of German-English bilingual toddlers.
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Rios Martinez, Jhon Fredy, and José Fernando Ramírez Osorio. "L’Hybridation: une étude sur l’apprentissage de langues étrangères." Revista Lengua y Cultura 1, no. 2 (2020): 13–19. http://dx.doi.org/10.29057/lc.v1i2.5429.

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This article is the partial result of an investigation carried out with the students of the Degree Program in Modern Languages ​​of the University of Caldas, Colombia. This research was likewise integrated into a second study concerning the Didactics of the Grammar of Foreign Languages. The research arose from the linguistic hybridization that language teachers have perceived in the correction of the written production of students who simultaneously learn several languages. We analyze, in the current investigation, the phenomenon of linguistic transfer through a corpus of authentic texts written by students. This research focuses on two primary objectives: to identify the phenomenon of transfer at the scriptural level and to determine the pedagogical implications of the language loan in the simultaneous learning of several foreign languages. The methodology is based on an analytical-descriptive approach whose instruments for collecting information were an interview, a survey and a corpus of 50 authentic texts produced by the students. We made a description of the discursive unit and then we carried out a morphosyntactic, semantic and pragmatic analysis of each text. The systematization of the information gathered threw us among the conclusions that the mixture of languages ​​in written production is essentially due to the similarity between them, that is, due to their nature of related languages ​​and the approach used for teaching foreign languages, it facilitates the transfer phenomenon when the learning of several linguistic codes occurs simultaneously.
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Kovács, Ágnes Melinda, and Jacques Mehler. "Flexible Learning of Multiple Speech Structures in Bilingual Infants." Science 325, no. 5940 (2009): 611–12. http://dx.doi.org/10.1126/science.1173947.

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Children acquire their native language according to a well-defined time frame. Surprisingly, although children raised in bilingual environments have to learn roughly twice as much about language as their monolingual peers, the speed of acquisition is comparable in monolinguals and bilinguals. Here, we show that preverbal 12-month-old bilingual infants have become more flexible at learning speech structures than monolinguals. When given the opportunity to simultaneously learn two different regularities, bilingual infants learned both, whereas monolinguals learned only one of them. Hence, bilinguals may acquire two languages in the time in which monolinguals acquire one because they quickly become more flexible learners.
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HOU, XIAOMING. "Learning two syntactic constructions simultaneously: a case of overshadowing." Language and Cognition 13, no. 3 (2021): 467–93. http://dx.doi.org/10.1017/langcog.2021.10.

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AbstractOvershadowing refers to the reduced learning or expression of the association between a weaker cue and an outcome in the presence of another stronger cue. The present study broadens the scope of investigation in second language acquisition (SLA), which has mainly focused on inflectional morphology, by extending it to learning two Chinese syntactic constructions, namely the Ba-construction and its SVO counterpart. Thirty L2 Chinese learners were first exposed to the target constructions via watching videos, and were then tested for comprehension and production. The results were three-fold: first and foremost, they yielded evidence of syntactic overshadowing of the Ba-construction by its SVO counterpart, resulting in the reduction of the quantity and quality of the Ba production; second, since the form–meaning mapping was successful for both the Ba and SVO construction, the syntactic overshadowing is more likely to be an expression deficit; and third, the pre-knowledge of verbs further confined the use of the Ba-construction, suggesting a moderating role of word entrenchment in L2 syntactic learning. These findings not only deepen our understanding of overshadowing at the syntactic level, but also offer a fresh perspective for addressing the challenges of L2 learning of the Chinese Ba-construction.
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Sundara, Megha, Nancy Ward, Barbara Conboy, and Patricia K. Kuhl. "Exposure to a second language in infancy alters speech production." Bilingualism: Language and Cognition 23, no. 5 (2020): 978–91. http://dx.doi.org/10.1017/s1366728919000853.

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AbstractWe evaluated the impact of exposure to a second language on infants’ emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure to Spanish and the bilingual infants, but not the monolingual English-learning infants without exposure to Spanish, flexibly matched the prosody of their babbling to that of a Spanish- or English-speaking interlocutor. Our findings demonstrate the nature and extent of benefits for language learning from early exposure to two languages. We discuss the implications of these findings for language organization in infants learning two languages.
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Shakory, Sharry, Xi Chen, and S. Hélène Deacon. "Learning Orthographic and Semantic Representations Simultaneously During Shared Reading." Journal of Speech, Language, and Hearing Research 64, no. 3 (2021): 909–21. http://dx.doi.org/10.1044/2020_jslhr-20-00520.

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Purpose The value of shared reading as an opportunity for learning word meanings, or semantics, is well established; it is less clear whether children learn about the orthography, or word spellings, in this context. We tested whether children can learn the spellings and meanings of new words at the same time during a tightly controlled shared reading session. We also examined whether individual differences in either or both of orthographic and semantic learning during shared reading in English were related to word reading in English and French concurrently and 6 months longitudinally in emergent English–French bilinguals. Method Sixty-two Grade 1 children (35 girls; M age = 75.89 months) listened to 12 short stories, each containing four instances of a novel word, while the examiner pointed to the text. Choice measures of the spellings and meanings of the novel words were completed immediately after reading each set of three stories and again 1 week later. Standardized measures of word reading as well as controls for nonverbal reasoning, vocabulary, and phonological awareness were also administered. Results Children scored above chance on both immediate and delayed measures of orthographic and semantic learning. Orthographic learning was related to both English and French word reading at the same time point and 6 months later. In contrast, the relations between semantic learning and word reading were nonsignificant for both languages after including controls. Conclusion Shared reading is a valuable context for learning both word meanings and spellings, and the learning of orthographic representations in particular is related to word reading abilities. Supplemental Material https://doi.org/10.23641/asha.13877999
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Gampe, Anja, Antje Endesfelder Quick, and Moritz M. Daum. "Does Linguistic Similarity Affect Early Simultaneous Bilingual Language Acquisition?" Journal of Language Contact 13, no. 3 (2021): 482–500. http://dx.doi.org/10.1163/19552629-13030001.

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Abstract It is well established that L2 acquisition is faster when the L2 is more closely related to the learner’s L1. In the current study we investigated whether language similarity has a comparable facilitative effect in early simultaneous bilingual children. The similarity between each bilingual child’s two languages was determined using phonological and typological scales. We compared the vocabulary size of bilingual toddlers learning different pairs of languages. Results show that the vocabulary size of bilingual children is indeed influenced by similarity: the more similar the languages, the larger the children’s vocabulary.
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Ezeizabarrena, Maria-José. "Overt subjects in early Basque and other null subject languages." International Journal of Bilingualism 17, no. 3 (2012): 309–36. http://dx.doi.org/10.1177/1367006912438997.

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This study focuses on person marking in early Basque and other null subject languages. From very early on, person marking on the verb and quite regular, adult-like, null subject rates are attested across early acquisition studies on genetically related and unrelated pro-drop languages. We survey several studies on bilingual children simultaneously acquiring two languages with the opposite value for the pro-drop parameter. The conclusion drawn is that children display a monolingual-like pattern in the production of person marking, overt subjects, and personal pronouns in the null subject language, whereas, in the non-null subject language, bilinguals evidence delayed target person marking and overt subject production. These data are compatible with the view that children correctly set the default parametric value at early stages and separate the languages being acquired. However, it is argued that accounts based on the lexical learning of features in the functional category T(ense) may better account for the crosslinguistic data. Moreover, the accuracy observed in overt person inflection production leads to the proposal that (the spelling out of) the [person] or [D] feature in T(ense) is the first subject feature available to the language acquirer, previous to other candidates such as number or case.
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Dissertations / Theses on the topic "Learning two languages simultaneously"

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Ali, Shadan. "Newly arrived students in English education : A study of difficulties encountered by students learning English as an L3." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45153.

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The purpose of this study is to investigate the difficulties newly arrived students encounter when they learn English, both from the perspective of students and of teachers, and how these difficulties materialise in the classroom. The study was carried out through interviews with teachers and newly arrived immigrant students on the language introductory program at an upper secondary school. Interviews were used to investigate teachers' and students' experiences and attitudes. The results show that the most significant difficulties the students encounter occur in connection with listening comprehension, and these appear when the students are tested in hearing comprehension. Important factors that influence students’ listening skills are, among other things, that the students learn two languages simultaneously, and also that they have not developed strategies for listening comprehension. It also emerged that both teachers and students use tools such as pictures in order to facilitate learning. Students also use Google to translate, to some extent. When examining both teachers' and students' responses, it was revealed that they have a negative attitude to learning Swedish and English simultaneously.  This is explained by the fact that they lose focus, and everything becomes confusing. In conclusion, the result shows that there are no advantages to having newly arrived students learn two languages at the same time. According to the participating teachers, the students must be well-grounded in the Swedish language before they start with English.
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Porter, Alison. "An early start to French literacy : learning the spoken and written word simultaneously in English primary schools." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/374731/.

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The Primary MFL curriculum (DfE, 2013: 1-3) calls for the development of reading and writing in a foreign language in primary schools. Specific attainment targets refer to “accurate reading aloud for understanding” and the ability to “describe people, places, things and actions orally and in writing” (DfE, 2013: 2). Research, however, has shown both the teaching and learning of MFL literacy to be most problematic. Observation-derived evidence noted that writing was the “least developed skill” in primary MFL provision (Ofsted, 2011: 10, 25) and that written work tended to provide consolidation and support for oral learning (Cable, Driscoll, Mitchell, Sing, Cremin, Earl, Eyres, Holmes, Martin & Heins, 2010: 87). Meanwhile, empirical evidence holds that a lack achievement and motivation in school-based language learning is a reflection of limited progression in second language literacy and decoding (Erler, 2003; Macaro & Erler, 2008; 2011). Despite these findings, research has yet to identify teaching and learning approaches which could shape pedagogical practice and deliver the “substantial progress” that the curriculum expects (DfE, 2013: 2). This action research study, conducted over 23 weeks, presents an empirically-derived, principled and systematic approach to teaching MFL literacy and oracy simultaneously. Qualitative and quantitative data, collected throughout the intervention and at pre-, post- and delayed post-test allowed for both detailed statistical analyses of learning outcomes and the exploration of the learning process. The study finds that, in this beginner learner setting, MFL oracy is not disrupted by the simultaneous introduction of MFL literacy. It notes that both L1 reading age and verbal working memory proficiency are highly influential in L2 oracy and literacy learning but reports that learners across the L1 ability range can participate in L2 learning and make meaningful progress. It further suggests that the development of L2 sound/spelling links (through systematic phonics instruction) is slow and that familiar words are more likely to be successfully recoded. These findings together ii with evidence of an ever-dominant L1, support an argument for an early start to MFL literacy.
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Ran, An. "Learning in two languages and cultures : the experiences of mainland Chinese families in Britain." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299713.

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No, Seon-Hye. "Language socialization in two languages, schoolings, and cultures: a descriptive qualitative case study of Korean immigrant children." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1251.

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This is a descriptive qualitative study that explored Korean and English learning for Korean transnational immigrant children living in the United States. The study design included qualitative methods. Observations of five children in a Korean language school offered information about how they were taught Korean to retain their heritage language and culture. Additional observations of two of the children in their respective local public schools offered descriptions of their experiences learning English and U.S. public school culture. Interviews with the three teachers in these classrooms, as well as with three of the children's mothers, added background information and extended the observations. A thematic analysis process led to further understanding about the differences in the three classroom learning environments and described the ways instruction was delivered, the ways the individual children demonstrated their language learning, and the cultural context in each setting. The study found that the Korean language school and English speaking elementary schools were essential for the Korean immigrant children to improve their language proficiency in two languages as well as to learn different cultural and educational expectations.
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Millman, Michael Abdul Alim. "Learning to read two languages : sociolinguistic and pedagogic study of Hausa primary school pupils in northern Nigeria and their reading and pre-reading abilities." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019564/.

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Second-language learning issues have been debated extensively over the past three decades. Long-term studies have focused on language-medium policy rather than on oral and reading development. Short-term studies have relied on pupils who can already read. The of-ects that alternative policies may have on the development of reading in children have, so far, only been considered theoretically. The sociology of language learning has received little attention. Consequently, the prevailing local linguistic and social conditions are often ignored in the debate about which language pupils should learn to read first. There are many assumptions about when, and how these children might best learn to read which language. These assumptions need to be examined empirically. This is a study of primary-school pupils who learn two languages, and experience a switch in the medium of instruction while they are still learning to read. In order to shed light on their learning-to-read development, this study examines fundamental questions about language acquisition, language learning, literacy and the reading process. Language-medium issues and a review of relevant second-language studies provide a focus for this examination. In the field-work, 386 Hausa-speaking primary-school pupils in Kaduna State, Nigeria, undertook a series of graded criterion-referenced reading and pre-reading tests. The performance of these pupils in the tests shows that, even after five years' exposure to Hausa and English reading materials and two years of English-medium instruction, as many as 20% of primary six pupils are unable tc read at all, and less than 50% of them are able to read either the English or Hausa language course books recommended for use in classes three and four. The results indicate that transfer of learning between Hausa and English can take place when English is the medium of instruction and that transfer could be in either direction. The results and analysis clearly show how important oral learning is in reading development and that sociological variables have a significant effect upon children's learningto- read development. The assumption that the benefits of learning to read first in the mother tongue is by no means fully supported by the findings of this study.
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Johnson, Kyle F. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Teaching Styles and Cultural Differences" and "Understanding Students' Learning Styles"." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2860.

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To create a much-needed program for training novice and volunteer English teachers, Dr. Lynn Henrichsen put together a team of interested TESOL graduate students who developed materials and resources for this purpose. Under his supervision and mentorship, each student helped with the development of units for a website and book titled, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL). Recognizing the target audience as novice teachers with little or no training in teaching English as a second language, each graduate student approached the development of each unit for this BTRTESOL program with this in mind. These untrained teachers are filling the gap that exists in areas of the world that are in need of well trained, certified TESOL teachers but lack resources because of poverty and the large quantity of students wanting to learn English. Owing to the great demand for English skills and the lack of trained teachers, there is a great need for the resources that this program and project provide. My part in this program included the design and development of two units, "Teaching Styles and Cultural Differences" and "Understanding Students' Learning Styles." These two units seek to help novice teachers understand teaching styles, learning styles, the role of culture, and the cultural mismatches that may exist between a teacher's style of teaching and a student's style of learning. These training units help novice teachers learn how to identify, teach, and expand students' learning styles in order to help them improve students' learning. Additionally, the units include information directing users to other resources for more information on these topics.
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Chung, Jung-Eun. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Using Songs to Increase Participation, Recall, and Enjoyment" and "Using Games for English Language Teaching"." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2678.

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As English continues to become the universal language in commercial, educational and social settings worldwide, there is an increasing demand for English language teachers (ELT). While many teachers are native English speakers, many of them lack formal training in pedagogy and content knowledge. One challenge of novice teachers is how to create a learning experience that is both engaging and enjoyable for English language learners. Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) created by Dr. Lynn Henrichsen, is a basic but comprehensive program to provide skills and resources to teachers with limited formal training, time and financial resources. Two of the units of the BTRTESOL program focus on creating positive learning environments through the use of songs and games, thus improving motivation, participation and learning among English language learners. This project details the development of two BTRTESOL units titled "Using Songs to Increase Participation, Recall and Enjoyment" and "Using Games and Other Fun Yet Effective Activities for English Language Teaching." It also explains the rationale for using songs and games to enhance the curricula and provides practical examples for producing enjoyable and effective activities.
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North, Tamala. "A Comparison of Two Classroom Assessment Contexts Following a Science Investigation: Does the Use of Interview as an Assessment Tool Provide Different Results than Existing Teacher-Driven Tests?" University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1523432689936995.

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Jean, Maureen. "Canadian School-aged Heritage Language Learners' Patterns of Language Use, Proficiency and Beliefs about Learning their Two Languages." Thesis, 2011. http://hdl.handle.net/1807/29926.

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The present dissertation examined the language use, proficiency and beliefs of child heritage language learners (HLLs) from Spanish and Chinese heritage language (HL) backgrounds exposed to English as a second language (L2) upon school entry (N=63). Data were collected via HL and L2 proficiency measures and a semi-structured interview and pictorial measure, during the primary years, a period noted for HL loss (Wong Fillmore, 1991). Study 1 focused on patterns of language input and use in children’s lives. Children mostly used L2 in their activities and in their interactions with siblings, cousins and peers. With parents, grandparents and older relatives, children mostly used HL. Study 2 investigated children’s proficiency and changes in proficiency across HL and L2 language and literacy domains. Children appraised their HL oral language skills at low to moderate levels, and viewed their HL literacy skills as very low. Contrarily, their appraisals of L2 skills were uniformly high across all domains. Children demonstrated limited HL proficiency, whereas they demonstrated moderate L2 skills in all domains. Concordance between perceived and demonstrated proficiency was low, with only one in three children accurate in their self-evaluations. While children indicated loss, stability and growth in their HL skills equally, most children indicated growth in L2 skills since beginning school. Children demonstrated growth in HL oral language and reading and in all L2 domains. Qualitative analysis indicated that children overwhelmingly referenced markers of language and literacy skill in explanations of their appraisals. Other attributions for proficiency and changes in proficiency included assistance from others, different learning approaches, the influence of language environments, and feedback received from others. Study 3 investigated children’s affects and beliefs in relation to HL and L2 situations. Positive affect was associated with listening and speaking HL in the home context, and with L2 across all domains and contexts. Skill in the domain or language was a common rationale for children’s affective responses to language and literacy situations. Children also associated their affect with interest in the target domain/language, availability of assistance, membership in language groups and the influence of language environments. Considerations for further research with this population and recommendations for relevant parties are discussed.
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Mosca, Kimberly Nicole. "Incidental Learning of Two Languages by Bilingual Swedish- and English-Speaking Children, Monolingual English-Speaking Children and Monolingual English-Speaking Adults." Thesis, 2015. https://doi.org/10.7916/D84748Z2.

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I conducted 3-experiments to examine incidental language learning of two languages by bilingual Swedish- and English-speaking children, monolingual English- speaking children, and monolingual English-speaking adults. More specifically, I tested for the presence of Naming in English and in Swedish for all participants. In Experiment 1, I tested for the presence of Naming in Swedish and in English for 5 simultaneously bilingual Swedish- and English-speaking preschoolers. Results showed that the Swedish- and English-speaking children performed similarly in both languages. Naming repertoires were balanced across the languages. In Experiment 2, I replicated the first experiment with 5 monolingual English-speaking preschoolers. Results showed that all participants had the listener component of Naming in repertoire for both languages, but results differed for the speaker component of Naming. One participant emitted 0 speaker responses in either language, 3 participants emitted more correct speaker responses in English than in Swedish, and 1 participant emitted more correct speaker responses in Swedish than in English. In Experiment 3, I tested for the presence of Naming in Swedish and in English for 30 monolingual English-speaking adults. Results showed that adults listening capability was balanced in English in Swedish, but there was a significant difference in the number of correct speaker responses in English than in Swedish.
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Books on the topic "Learning two languages simultaneously"

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Christian, Donna. Two-way bilingual education: Students learning through two languages. National Center for Research on Cultural Diversity and Second Language Learning, 1994.

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Dual language: Teaching and learning in two languages. Pearson/A and B, 2004.

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Learning through two languages: Studies of immersion and bilingual education. Newbury House Publishers, 1987.

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Teaching and learning in two languages: Bilingualism & schooling in the United States. Teachers College Press, 2004.

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Kabuto, Bobbie. Becoming biliterate: Identity, ideology, and learning to read and write in two languages. Routledge, 2011.

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Kabuto, Bobbie. Becoming biliterate: Identity, ideology, and learning to read and write in two languages. Routledge, 2011.

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Kabuto, Bobbie. Becoming biliterate: Identity, ideology, and learning to read and write in two languages. Routledge, 2010.

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Becoming biliterate: Identity, ideology, and learning to read and write in two languages. Routledge, 2010.

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One child, two languages: A guide for preschool educators of children learning English as a second language. Paul H. Brookes Pub., 1997.

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Genesee, Fred. Learning Through Two Languages. HarperCollins Publishers Ltd, 1991.

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Book chapters on the topic "Learning two languages simultaneously"

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Adamson, Laela. "4. Learning Language to Research Language in Two Tanzanian Secondary Schools." In Learning and Using Languages in Ethnographic Research, edited by Robert Gibb, Annabel Tremlett, and Julien Danero Iglesias. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925921-006.

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Momesso, Lara. "8. One Language, Two Systems: On Conducting Ethnographic Research Across the Taiwan Strait." In Learning and Using Languages in Ethnographic Research, edited by Robert Gibb, Annabel Tremlett, and Julien Danero Iglesias. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925921-010.

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Blasco, Anna Bret. "9. A Two-Year Longitudinal Study of Three EFL Young Learners’ Oral Output: The Development of Syntactic Complexity and Accuracy." In Learning Foreign Languages in Primary School, edited by María del Pilar García Mayo. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-011.

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Hermes, Mary, and Kendall A. King. "6. Task-Based Language Learning for Ojibwe: A Case Study of Two Intermediate Adult Language Learners." In AWorld of Indigenous Languages, edited by Teresa L. McCarty, Sheilah E. Nicholas, and Gillian Wigglesworth. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923071-010.

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Reyes, Charo. "14. Plurilingual Focus, Multilingual Space, Bilingual Set-up: Conducting Ethnographic Research in Two Catalonian Schools." In Learning and Using Languages in Ethnographic Research, edited by Robert Gibb, Annabel Tremlett, and Julien Danero Iglesias. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925921-016.

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Sandberg, Ylva. "16. Teaching and Learning Content through Two Languages: The Biology and History Teacher Perspective." In Investigating Content and Language Integrated Learning, edited by Liss Kerstin Sylvén. Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922425-023.

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García, Eugene E. "A More Comprehensive Perspective in Understanding the Development and Learning in Dual Language Learners." In Dual Language Education: Teaching and Leading in Two Languages. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10831-1_7.

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Falomir, Laura Portolés. "4. Analysing Prospective Teachers’ Attitudes towards Three Languages in Two Different Sociolinguistic and Educational Settings." In Teaching and Learning in Multilingual Contexts, edited by Agnieszka Otwinowska and Gessica De Angelis. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091263-006.

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Petasis, G., S. Petridis, G. Paliouras, V. Karkaletsis, S. J. Perantonis, and C. D. Spyropoulos. "Symbolic and Neural Learning of Named-Entity Recognition and Classification Systems in Two Languages." In International Series in Intelligent Technologies. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0324-7_14.

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Helbig, Christian, Sandra Hofhues, and Bence Lukács. "Multi-Stakeholder Dialogues as Instrument for Design and Qualitative Research in Educational Organisations." In Digital Transformation of Learning Organizations. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_2.

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AbstractThe article focuses on the value of group discussions both as a method of organisational development and as a method of empirical social research. These two perspectives are discussed as a “double meaning”, which often occurs simultaneously in different forms. The concept of “multi-stakeholder dialogues” takes up this challenge. Following on from this, dimensions of the design and research of group discussions will be discussed. The contribution relates to the subproject “Multi-stakeholder Dialogues and Qualitative Evaluation” of the joint project “#ko.vernetzt”. The subproject had the task of accompanying, structuring and researching organisational development in a networked educational institution with dialogue formats. A total of nine dialogues were conducted with different groups of participants, six of which were analysed using qualitative methods. The research perspective is based on a concept of organisations from a praxeological perspective and an understanding of organisational culture as collective conjunctive experience. Thus, the object of qualitative research is the reconstruction of typical modus operandi of the processing of requirements. The results show that structural deficits in educational organisations are reproduced and reinforced by digitisation.
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Conference papers on the topic "Learning two languages simultaneously"

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Lian, Jianxun, Fuzheng Zhang, Xing Xie, and Guangzhong Sun. "Towards Better Representation Learning for Personalized News Recommendation: a Multi-Channel Deep Fusion Approach." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/529.

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Millions of news articles emerge every day. How to provide personalized news recommendations has become a critical task for service providers. In the past few decades, latent factor models has been widely used for building recommender systems (RSs). With the remarkable success of deep learning techniques especially in visual computing and natural language understanding, more and more researchers have been trying to leverage deep neural networks to learn latent representations for advanced RSs. Following mainstream deep learning-based RSs, we propose a novel deep fusion model (DFM), which aims to improve the representation learning abilities in deep RSs and can be used for both candidate retrieval and item re-ranking. There are two key components in our DFM approach, namely an inception module and an attention mechanism. The inception module improves the plain multi-layer network via leveraging of various levels of interaction simultaneously, while the attention mechanism merges latent representations learnt from different channels in a customized fashion. We conduct extensive experiments on a commercial news reading dataset, and the results demonstrate that the proposed DFM is superior to several state-of-the-art models.
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Satak, Neha, and John E. Hurtado. "Cost-Strategy Recognition Method for Behavior Learning: Two Players Learning Simultaneously." In 52nd Aerospace Sciences Meeting. American Institute of Aeronautics and Astronautics, 2014. http://dx.doi.org/10.2514/6.2014-1326.

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Metcalf, Katherine, and David Leake. "Unsupervised Hierarchical Temporal Abstraction by Simultaneously Learning Expectations and Representations." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/436.

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This paper presents ENHAnCE, an algorithm that simultaneously learns a predictive model of the input stream and generates representations of the concepts being observed. Following cognitively-inspired models of event segmentation, ENHAnCE uses expectation violations to identify boundaries between temporally extended patterns. It applies its expectation-driven process at multiple levels of temporal granularity to produce a hierarchy of predictive models that enable it to identify concepts at multiple levels of temporal abstraction. Evaluations show that the temporal abstraction hierarchies generated by ENHAnCE closely match hand-coded hierarchies for the test data streams. Given language data streams, ENHAnCE learns a hierarchy of predictive models that capture basic units of both spoken and written language: morphemes, lexemes, phonemes, syllables, and words.
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Farrés i Cullell, Ivet, and Karolin Kunde. "TWO LANGUAGES, ONE STORY, ZERO WORDS. AN EXPERIENCE BASED ON INTERMEDIALITY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0986.

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Maggu, Akshay Raj, Wenqing Zong, Vina Law, and Patrick C. M. Wong. "Learning Two Tone Languages Enhances the Brainstem Encoding of Lexical Tones." In Interspeech 2018. ISCA, 2018. http://dx.doi.org/10.21437/interspeech.2018-2130.

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Liu, Zhuang, Degen Huang, Kaiyu Huang, Zhuang Li, and Jun Zhao. "FinBERT: A Pre-trained Financial Language Representation Model for Financial Text Mining." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/622.

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There is growing interest in the tasks of financial text mining. Over the past few years, the progress of Natural Language Processing (NLP) based on deep learning advanced rapidly. Significant progress has been made with deep learning showing promising results on financial text mining models. However, as NLP models require large amounts of labeled training data, applying deep learning to financial text mining is often unsuccessful due to the lack of labeled training data in financial fields. To address this issue, we present FinBERT (BERT for Financial Text Mining) that is a domain specific language model pre-trained on large-scale financial corpora. In FinBERT, different from BERT, we construct six pre-training tasks covering more knowledge, simultaneously trained on general corpora and financial domain corpora, which can enable FinBERT model better to capture language knowledge and semantic information. The results show that our FinBERT outperforms all current state-of-the-art models. Extensive experimental results demonstrate the effectiveness and robustness of FinBERT. The source code and pre-trained models of FinBERT are available online.
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Zhang, Yuan, Hongshen Chen, Yihong Zhao, Qun Liu, and Dawei Yin. "Learning Tag Dependencies for Sequence Tagging." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/637.

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Sequence tagging is the basis for multiple applications in natural language processing. Despite successes in learning long term token sequence dependencies with neural network, tag dependencies are rarely considered previously. Sequence tagging actually possesses complex dependencies and interactions among the input tokens and the output tags. We propose a novel multi-channel model, which handles different ranges of token-tag dependencies and their interactions simultaneously. A tag LSTM is augmented to manage the output tag dependencies and word-tag interactions, while three mechanisms are presented to efficiently incorporate token context representation and tag dependency. Extensive experiments on part-of-speech tagging and named entity recognition tasks show that the proposed model outperforms the BiLSTM-CRF baseline by effectively incorporating the tag dependency feature.
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Ray, Avik, Yilin Shen, and Hongxia Jin. "Learning Out-of-Vocabulary Words in Intelligent Personal Agents." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/599.

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Semantic parsers play a vital role in intelligent agents to convert natural language instructions to an actionable logical form representation. However, after deployment, these parsers suffer from poor accuracy on encountering out-of-vocabulary (OOV) words, or significant accuracy drop on previously supported instructions after retraining. Achieving both goals simultaneously is non-trivial. In this paper, we propose novel neural networks based parsers to learn OOV words; one incorporating a new hybrid paraphrase generation model, and an enhanced sequence-to-sequence model. Extensive experiments on both benchmark and custom datasets show our new parsers achieve significant accuracy gain on OOV words and phrases, and in the meanwhile learn OOV words while maintaining accuracy on previously supported instructions.
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Baglione, Melody, Dale Short, Caitlin Correll, and David Tan. "Developing Installations and Activities for an Interactive Light Studio at the American Sign Language and English Lower School." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86438.

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Students from The Cooper Union for the Advancement of Science and Art created new installations and activities for an Interactive Light Studio for pre-kindergarten students at The American Sign Language and English Lower School (P.S. 347) in New York City. The studio creates ways for both deaf and hearing students to explore light and sound while simultaneously promoting science and technology to students at a young age. Improvements to the studio in the 2011–12 school year strove to further the educational mission of the project while introducing new and exciting interactive multimedia installations. A digital projection system was created using easily assessable sensors, electronics, and open-source computer software creating an interactive play and learning environment that encourages self-driven discovery. The project engages young children, including minorities, girls, and disabled children, in active science learning while providing Cooper Union students with an opportunity to work on a real world project in their community.
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Wu, Siying, Zheng-Jun Zha, Zilei Wang, Houqiang Li, and Feng Wu. "Densely Supervised Hierarchical Policy-Value Network for Image Paragraph Generation." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/137.

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Image paragraph generation aims to describe an image with a paragraph in natural language. Compared to image captioning with a single sentence, paragraph generation provides more expressive and fine-grained description for storytelling. Existing approaches mainly optimize paragraph generator towards minimizing word-wise cross entropy loss, which neglects linguistic hierarchy of paragraph and results in ``sparse" supervision for generator learning. In this paper, we propose a novel Densely Supervised Hierarchical Policy-Value (DHPV) network for effective paragraph generation. We design new hierarchical supervisions consisting of hierarchical rewards and values at both sentence and word levels. The joint exploration of hierarchical rewards and values provides dense supervision cues for learning effective paragraph generator. We propose a new hierarchical policy-value architecture which exploits compositionality at token-to-token and sentence-to-sentence levels simultaneously and can preserve the semantic and syntactic constituent integrity. Extensive experiments on the Stanford image-paragraph benchmark have demonstrated the effectiveness of the proposed DHPV approach with performance improvements over multiple state-of-the-art methods.
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Reports on the topic "Learning two languages simultaneously"

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Filmer, Deon, James Habyarimana, and Shwetlena Sabarwal. Teacher Performance-Based Incentives and Learning Inequality. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/047.

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This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
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