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Journal articles on the topic 'Multilingual families'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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1

Chappel, Jacquelyn. "Engaging Multicultural and Multilingual Families." Multicultural Perspectives 23, no. 2 (2021): 127–28. http://dx.doi.org/10.1080/15210960.2021.1914624.

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2

Lanza, Elizabeth, and Xiao Lan Curdt-Christiansen. "Multilingual families: aspirations and challenges." International Journal of Multilingualism 15, no. 3 (2018): 231–32. http://dx.doi.org/10.1080/14790718.2018.1477091.

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3

Lanza, Elizabeth, and Li Wei. "Multilingual encounters in transcultural families." Journal of Multilingual and Multicultural Development 37, no. 7 (2016): 653–54. http://dx.doi.org/10.1080/01434632.2016.1151198.

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4

King, Kendall, and Elizabeth Lanza. "Ideology, agency, and imagination in multilingual families: An introduction." International Journal of Bilingualism 23, no. 3 (2017): 717–23. http://dx.doi.org/10.1177/1367006916684907.

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Ideology, identity and agency are central concerns in the current study of multilingualism and transnational families as greater analytical attention is given to how multilingual families imagine and collectively construct themselves. This introduction reviews recent shifts in the study of multilingual families and discusses the four articles that comprise this thematic issue. Together, these four papers present new empirical data concerning a wide array of family language practices and policies, differing in noteworthy ways, and in particular in terms of contexts and languages studied. As dem

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Pujiawati, Nia, and Yasir Riady. "Parental discourse strategies in Indonesian multilingual families." LADU: Journal of Languages and Education 2, no. 3 (2022): 97–103. http://dx.doi.org/10.56724/ladu.v2i3.117.

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Background: In Indonesia, the amount of family speaking more than one language recently increase in intensity. They not only speak their official language and mother tongue for daily communication, but do they also be fluent in another foreign language for example English. Purpose: The present study closely examines spontaneous interactions between parents and children and explore the family members’ efforts to shape children’s foreign language use and learning outcomes. The focus is on the parental discourse strategies which presents a sequential analysis of the child’s language mixing

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Van Mensel, Luk. "‘Quierekoffie?’ The multilingual familylect of transcultural families." International Journal of Multilingualism 15, no. 3 (2018): 233–48. http://dx.doi.org/10.1080/14790718.2018.1477096.

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7

King, Kendall A. "Language policy, multilingual encounters, and transnational families." Journal of Multilingual and Multicultural Development 37, no. 7 (2016): 726–33. http://dx.doi.org/10.1080/01434632.2015.1127927.

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8

Palviainen, Åsa, and Joanna Kędra. "What’s in the family app?" Journal of Multilingual Theories and Practices 1, no. 1 (2020): 89–111. http://dx.doi.org/10.1558/jmtp.15363.

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Communication within contemporary families is increasingly and to a significantextent mediated through technological devices and digital applications.Although the everyday reality of many multilingual families is permeated by technology, research on their digital and language practices has been scant. This article argues for the need for eclectic approaches that draw upon theories, practices, and findings from research on transnational families and migration, digitally mediated family communication, parental mediation, multilingualism online, and family multilingualism and language transmissio

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Tang, Fei, and Raees Calafato. "Transnational Multilingual Families in China: Multilingualism as Commodity, Conflict, and In-Betweenness." SAGE Open 12, no. 1 (2022): 215824402210821. http://dx.doi.org/10.1177/21582440221082129.

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Studies on transnational multilingual families and their language planning have mostly investigated their language ideologies and practices in relation to heritage language maintenance without exploring how such families view their multilingualism and how it might affect their language planning. Most studies have also exclusively focused on the experiences of transnational multilingual families residing in Europe and North America, with those living in other regions receiving comparatively little attention. This article reports on a qualitative study involving four transnational multilingual f

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10

Fielding, Ruth. "Bilingual Families: A Practical Language Planning Guide." TESOL in Context 30, no. 1 (2021): 107–9. http://dx.doi.org/10.21153/tesol2021vol30no1art1583.

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Fielding, Ruth. "Bilingual Families: A Practical Language Planning Guide." TESOL in Context 30, no. 1 (2021): 107–9. http://dx.doi.org/10.21153/tesol2021vol30no1art1583.

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Fielding, Ruth. "Bilingual Families: A Practical Language Planning Guide." TESOL in Context 30, no. 1 (2021): 107–9. http://dx.doi.org/10.21153/tesol2021vol30no1art1583.

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13

Karpava, Sviatlana, Natalia Ringblom, and Anastassia Zabrodskaja. "Translanguaging space and translanguaging practices in multilingual Russian-speaking families." Russian Journal of Linguistics 25, no. 4 (2021): 931–57. http://dx.doi.org/10.22363/2687-0088-2021-25-4-931-957.

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Translanguaging is seen both as a threat and as an opportunity for minority language development and transmission. While the theme of translanguaging has been explored especially in a context of migration, the novelty of this study lies in its investigation of the multiple contexts in which translanguaging is examined. In order to understand the nature of translanguaging, we adopt a novel interdisciplinary approach and view it in all its complexity, including liminal spaces of linguistic landscape. Family language policy affects the home linguistic environment. Our purpose is to investigate la

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14

Das, Sreety. "Multilingual matrix: exploring the process of language switching by family therapists working with multilingual families." Journal of Family Therapy 42, no. 1 (2018): 39–53. http://dx.doi.org/10.1111/1467-6427.12249.

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15

Pawar, Priyanka, Pratik Ardhapurkar, Priyanka Jain, Anuradha Lele, Ajai Kumar, and Hemant Darbari. "XLIFF : Multilingual Translation Memory Management among divergent language families." International Journal of Smart Business and Technology 3, no. 2 (2015): 1–18. http://dx.doi.org/10.21742/ijsbt.2015.3.2.01.

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Jiangzhen, Guo, Priyanka Pawar, Pratik Ardhapurkar, et al. "XLIFF: Multilingual Translation Memory Management among Divergent Language Families." International Journal of Smart Business and Technology 3, no. 1 (2015): 23–38. http://dx.doi.org/10.21742/ijsbt.2015.3.1.03.

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17

Curdt-Christiansen, Xiao Lan, and Elizabeth Lanza. "Language management in multilingual families: Efforts, measures and challenges." Multilingua 37, no. 2 (2018): 123–30. http://dx.doi.org/10.1515/multi-2017-0132.

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18

Namazzi, Elizabeth, and Maureen E. Kendrick. "Multilingual cultural resources in child-headed families in Uganda." Journal of Multilingual and Multicultural Development 35, no. 7 (2014): 724–37. http://dx.doi.org/10.1080/01434632.2014.908893.

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19

Bednarek, Adam. "Multilingual Families: A Sociolinguistic Model for Retaining Language Ability and Cultural Heritage." Journal of Intercultural Management 9, no. 4 (2017): 5–19. http://dx.doi.org/10.1515/joim-2017-0017.

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AbstractObjective: To propose a model for the creation of selected language practice games that will allow for multilingual families to engage in common activities in order to retain the multiculturalism factor amongst parents and their children.Methodology: Ontological considerations based on sociolinguistic models in accordance with TPACK (Technological Pedagogical Content Knowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition) Models.Findings: The preservation of this heritage among both children and adults can be achieved by allowing them to engage in various activitie

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20

Lewis Grant, Kristine S., Vera J. Lee, Barbara Hoekje, and Karena Escalante. "Bridging Multilingual Families and Schools: Cultural Brokering as Social Justice Leadership Practice." Journal of Family Diversity in Education 5, no. 1 (2022): 37–58. http://dx.doi.org/10.53956/jfde.2022.166.

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School districts across the United States employ cultural brokers to help facilitate the involvement of multilingual families in their children’s schools. These liaisons build bridges over the cultural and language barriers that limit educational access and opportunities for multilingual families and their children. Despite the central role that cultural brokers play in fostering equitable and inclusive schools, their leadership may be unrecognized. In this qualitative case study, we examine the cultural brokering work performed by multilingual counseling assistants (MCAs) in two K-8 schools i

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Moustaoui Srhir, Adil. "Making children multilingual: language policy and parental agency in transnational and multilingual Moroccan families in Spain." Journal of Multilingual and Multicultural Development 41, no. 1 (2019): 108–20. http://dx.doi.org/10.1080/01434632.2019.1621879.

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Estrada-Chichón, José Luis. "Developing minority languages at home: an evidence-based study with reception children in Spain." Cadernos de Linguagem e Sociedade 21, no. 2 (2020): 98–118. http://dx.doi.org/10.26512/les.v21i2.28144.

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This work examines the current situation of monolingual and bi-/multilingual families on how they help their children, Reception students (4-5 years old) at a British school in Madrid, Spain, to acquire, preserve and strengthen minority languages at home. The results show contrasts between monolingual and bi-/multilingual families, although most of them systematically apply 'natural' resources (One Language-One Person, for example) or tools (reading or watching TV, for example). Among the final recommendations, a closer collaboration between schools and parents is advised to assist more effect

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23

Crowe, Kathryn, and Mark Guiberson. "Professionals’ Perspectives on Supporting Deaf Multilingual Learners and Their Families." Journal of Deaf Studies and Deaf Education 26, no. 1 (2020): 70–84. http://dx.doi.org/10.1093/deafed/enaa025.

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Abstract Parents frequently report that advice from professionals is important in making decisions about how their child with hearing loss will communicate. Little is currently known about how professionals support parents raising children with hearing loss in spoken language multilingual environments, children who are described as d/Deaf multilingual learners (DMLs). The purpose of this phenomenological study was to gain insight into professionals’ perspectives and experiences working with such families, particularly in relation to supporting parents in decision-making about multilingualism a

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24

Song, Juyoung, Deborah Howard, and Walny Olazabal-Arias. "Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning." Education Sciences 12, no. 7 (2022): 475. http://dx.doi.org/10.3390/educsci12070475.

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In this study, two teachers of multilingual learners in the U.S. report case stories about how they implemented translanguaging approaches in support of their students’ social emotional learning. Translanguaging refers to bilinguals’ meaning-making process using their multilingual resources. In the first case story, Deborah created and utilized multilingual writing checklists in her 3rd grade classroom to encourage and support students’ multilingual writing practices. She enacted translanguaging as a collaborative space, which enabled students to shift their roles from learners to teachers, he

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25

Sapriati, Rani Septi, Soni Mirizon, and Sary Silvhiany. "Investigating Ideological Factors in Family Language Policy." Indonesian Journal of EFL and Linguistics 6, no. 1 (2021): 295. http://dx.doi.org/10.21462/ijefl.v6i1.395.

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A family has a role in supporting bilingual or multilingual children. In acquiring English for instance, family language policy is likely to shape the development of children bilingualism or multilingualism. Through a qualitative study in a case study design, the language ideologies of two bi-/multilingual families in Palembang were investigated and explored. The participants of this study were the Zahra and the Najwa families who brought up their children in more than one language including English. The data were collected through ethnographic interviews with the parents, grandmother, and chi

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26

Wei, Li. "Language policy and practice in multilingual, transnational families and beyond." Journal of Multilingual and Multicultural Development 33, no. 1 (2012): 1–2. http://dx.doi.org/10.1080/01434632.2011.638507.

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27

Little, Sabine. "Great Aunt Edna’s Vase: Metaphor Use in Working With Heritage Language Families." Family Journal 27, no. 2 (2019): 150–55. http://dx.doi.org/10.1177/1066480719833417.

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This article explores the use of a particular metaphor—Great Aunt Edna’s Vase—as a means to facilitating multilingual families in contextualizing and engaging with complex emotional connections as linked to language, identity, and belonging. Building from the premise that language is linked to the construction of identity, but that individual family members will have different views and opinions on the heritage language within this context, this article highlights the use of metaphors in family work, before introducing the metaphor of Great Aunt Edna’s Vase and situating it in relevant literat

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28

Haque, Shahzaman. "Truncated multilingual repertoire in Indian migrant families in three cities of Europe." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 2 (2011): 29–47. http://dx.doi.org/10.12697/jeful.2011.2.2.02.

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This paper outlines a case study of language choices between three Indian immigrant families residing in three different countries of Europe – France, Norway, and Finland. The issue is to focus on the language practices of the immigrant members when the verbal repertoire is composed of several languages owing to truncated competencies. What are the languages at their disposal and how do they exploit their truncated multilingual repertoire within different social settings? The sociolinguistic and ethnographic empirical observations have yielded useful information on the multiple usages of langu

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29

Scull, Janet, Jane Page, Wan Yi Lee, et al. "Mothers as First Teachers: Exploring the Features of Motherchild Interactions That Support Young Aboriginal Children’s Multilingual Learning at Playgroup." TESOL in Context 30, no. 1 (2021): 33–60. http://dx.doi.org/10.21153/tesol2021vol30no1art1580.

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For many Indigenous children living in remote communities, the prerequisites to achieving strong language and learning outcomes include the maintenance of their first languages and progress in learning English as an additional language. This paper reports on data from a Linkage study conducted with families at two Families as First Teachers (FaFT) playgroups in two remote Northern Territory communities. The data highlight the ways parents and carers encouraged very young children to engage in home languages as a foundation on which to develop skills in English during play and book reading acti

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Scull, Janet, Jane Page, Wan Yi Lee, et al. "Mothers as First Teachers: Exploring the Features of Motherchild Interactions That Support Young Aboriginal Children’s Multilingual Learning at Playgroup." TESOL in Context 30, no. 1 (2021): 33–60. http://dx.doi.org/10.21153/tesol2021vol30no1art1580.

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For many Indigenous children living in remote communities, the prerequisites to achieving strong language and learning outcomes include the maintenance of their first languages and progress in learning English as an additional language. This paper reports on data from a Linkage study conducted with families at two Families as First Teachers (FaFT) playgroups in two remote Northern Territory communities. The data highlight the ways parents and carers encouraged very young children to engage in home languages as a foundation on which to develop skills in English during play and book reading acti

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31

Beinborn, Lisa, and Rochelle Choenni. "Semantic Drift in Multilingual Representations." Computational Linguistics 46, no. 3 (2020): 571–603. http://dx.doi.org/10.1162/coli_a_00382.

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Multilingual representations have mostly been evaluated based on their performance on specific tasks. In this article, we look beyond engineering goals and analyze the relations between languages in computational representations. We introduce a methodology for comparing languages based on their organization of semantic concepts. We propose to conduct an adapted version of representational similarity analysis of a selected set of concepts in computational multilingual representations. Using this analysis method, we can reconstruct a phylogenetic tree that closely resembles those assumed by ling

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32

Murrmann, Julia Magdalena. "Effects of the COVID-19 Pandemic on Multilingual Families from a Sociolinguistic Perspective." Socjolingwistyka 35 (2021): 89–104. http://dx.doi.org/10.17651/socjoling.35.6.

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The unprecedented situation caused by the sudden worldwide spread of the novel coronavirus, with the introduction of safety measures as a consequence, changed many aspects of life of families raising children multilingually. With empirical data from 157 international families interviewed via an online survey, in the present paper, we addressed the significant repercussions that the COVID-19 pandemic brought to their daily routines from a sociolinguistic perspective and investigated their use of languages during the lockdown(s). As for a preliminary evaluation of the impact of the safety measur

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33

Bialystok and Sullivan. "How to Best Support Multilingual Families at Home and in School." American Journal of Psychology 133, no. 1 (2020): 107. http://dx.doi.org/10.5406/amerjpsyc.133.1.0107.

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34

Conteh, Jean. "Families, pupils and teachers learning together in a multilingual British city." Journal of Multilingual and Multicultural Development 33, no. 1 (2012): 101–16. http://dx.doi.org/10.1080/01434632.2011.638077.

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35

Curdt-Christiansen, Xiao Lan. "Conflicting language ideologies and contradictory language practices in Singaporean multilingual families." Journal of Multilingual and Multicultural Development 37, no. 7 (2016): 694–709. http://dx.doi.org/10.1080/01434632.2015.1127926.

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36

Hollebeke, Ily, Orhan Agirdag, and Esli Struys. "Shifting towards the institutional language?" European Journal of Language Policy: Volume 14, Issue 2 14, no. 2 (2022): 227–48. http://dx.doi.org/10.3828/ejlp.2022.13.

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Early on, parents in multilingual families start moulding their children’s linguistic environment, a process which is believed to be influenced by several external and family-related factors. The present study examines which factors correlate with parents’ efforts to maximise the institutional language (here Dutch) input in the home. The variables taken into account are: the families’ language policy constituted by language practices, beliefs and management; advice from both early childhood professionals and other sources; the parents’ linguistic and educational resources, as well as the famil

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37

Zen, Evynurul Laily. "JAVANESE LANGUAGE AS AN ETHNIC IDENTITY MARKER AMONG MULTILINGUAL FAMILIES IN INDONESIA." Linguistik Indonesia 39, no. 1 (2021): 49–62. http://dx.doi.org/10.26499/li.v39i1.195.

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The rise of a pan-Indonesian national identity and the global significance of English have weakened heritage languages in Indonesia’s various ethnolinguistic communities. Focusing on the case of Javanese, the largest ethnic group, this study examines the role of the HL as an ethnic marker and its interplay with factors such as ethnic self-identification, proficiency, and usage frequency. The data were collected via parental surveys of 183 primary school children in East Java. The findings indicate that the Javanese language is still highly valued as ethnic marker and that Javanese people view

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38

Softas-Nall, Lia, Betty Cardona, and Julie Barritt. "Challenges and Diversity Issues Working With Multilingual and Bilingual Couples and Families." Family Journal 23, no. 1 (2014): 13–17. http://dx.doi.org/10.1177/1066480714548402.

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Dumanig, Francisco Perlas, Maya Khemlani David, and Thilagavathi Shanmuganathan. "Language choice and language policies in Filipino-Malaysian families in multilingual Malaysia." Journal of Multilingual and Multicultural Development 34, no. 6 (2013): 582–96. http://dx.doi.org/10.1080/01434632.2013.784323.

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Karsli-Calamak, Elif, Mana Ece Tuna, and Martha Allexsaht-Snider. "Transformation of teachers’ understandings of refugee families’ engagement: multilingual family mathematics spaces." International Journal of Early Years Education 28, no. 2 (2020): 189–205. http://dx.doi.org/10.1080/09669760.2020.1765093.

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Karpava, Sviatlana, Natalia Ringblom, and Anastassia Zabrodskaja. "Translanguaging in the Family Context: Evidence from Cyprus, Sweden and Estonia." Russian Journal of Linguistics 23, no. 3 (2019): 619–41. http://dx.doi.org/10.22363/2312-9182-2019-23-3-619-641.

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The aim of this paper is to highlight translanguaging practices in the home among bilingual/multilingual Russian-speaking children and their parents in Cyprus, Sweden and Estonia. Multilingual families are the focus of our research: 50 in Cyprus, 20 in Estonia and 50 in Sweden. Using parental written question- naires with the focus on general background, socio-economic status and language proficiency, as well as oral semi-structured interviews and ethnographic participant observation, our study attempts to describe how family language policy is managed through translanguaging and literacy acti

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42

Topbaş, Seyhun. "Turkish: Linguistic and Cultural Considerations for SLPs in Multilingual Contexts." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 21, no. 3 (2014): 96–104. http://dx.doi.org/10.1044/cds21.3.96.

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Speech-language pathologists (SLPs) around the world are likely to provide clinical services to Turkish speaking people with communication disorders. Most non-Turkish SLPs are not fluent in Turkish as a second language to serve bilingual or minority clients. This paper introduces the reader to basic information about the Turkish language and culture, followed by considerations for clinicians working with Turkish-speaking clients and their families.

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43

Artetxe, Mikel, and Holger Schwenk. "Massively Multilingual Sentence Embeddings for Zero-Shot Cross-Lingual Transfer and Beyond." Transactions of the Association for Computational Linguistics 7 (November 2019): 597–610. http://dx.doi.org/10.1162/tacl_a_00288.

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We introduce an architecture to learn joint multilingual sentence representations for 93 languages, belonging to more than 30 different families and written in 28 different scripts. Our system uses a single BiLSTM encoder with a shared byte-pair encoding vocabulary for all languages, which is coupled with an auxiliary decoder and trained on publicly available parallel corpora. This enables us to learn a classifier on top of the resulting embeddings using English annotated data only, and transfer it to any of the 93 languages without any modification. Our experiments in cross-lingual natural la

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Ćatibušić, Bronagh. "Minority language development in early childhood: a study of siblings acquiring Bosnian and English in Ireland." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 139–61. http://dx.doi.org/10.35903/teanga.v10i0.75.

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This paper considers issues faced by multilingual families in supporting their children’s acquisition of minority home languages. These include the challenges posed by majority language dominance in society and education, limited opportunities for minority language input and interaction, and possible differences in the language acquisition experience of siblings (De Houwer, 2007; Barron-Hauwaert, 2011; Bridges and Hoff, 2014). The paper reports on a comparative case study which investigated the early childhood language development of two siblings acquiring Bosnian and English in Ireland. Based

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Makarova, Veronika, and Qin Xiang. "Mother tongue to heritage language metamorphosis: the case of Mandarin Chinese in Canada." Global Chinese 8, no. 2 (2022): 189–209. http://dx.doi.org/10.1515/glochi-2022-0002.

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Abstract This article compares Mandarin Chinese (MC) proficiencies of bi/multilingual children from immigrant families in Canada (BM) with those of monolingual (bidialectal) children (M) from China across two age groups (5–7 and 10–12). The purpose of the comparison is to identify the threshold of mother tongue to heritage language shift among Canadian bi/multilinguals. The results of bivariate ANOVA analysis of 28 speech parameters in children’s narratives elicited with the help of picture prompts demonstrate significant effects of language and age groups on proficiency parameters as well as

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46

Smyth, Geri. "Multilingual conferencing: effective teaching of children from refugee and asylum-seeking families®." Improving Schools 9, no. 2 (2006): 99–109. http://dx.doi.org/10.1177/1365480206064726.

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47

Soler, Josep, and Anastassia Zabrodskaja. "New spaces of new speaker profiles: Exploring language ideologies in transnational multilingual families." Language in Society 46, no. 4 (2017): 547–66. http://dx.doi.org/10.1017/s0047404517000367.

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AbstractThis article looks at Spanish-Estonian speaking families and their language ideologies in relation to language use in the family setting—how parents decide to use languages among themselves and with their children. Family members choose different languages for different purposes when they talk to one another. In our study, parents draw on their knowledge of the ‘one parent–one language’ strategy but also translanguage for different reasons, constructing new patterns of bilingual modes. In the article, we examine parents’ attitudes towards language maintenance, transmission, and use wit

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48

Purkarthofer, Judith. "Children’s drawings as part of School Language Profiles: Heteroglossic realities in families and schools." Applied Linguistics Review 9, no. 2-3 (2018): 201–23. http://dx.doi.org/10.1515/applirev-2016-1063.

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AbstractChild language development occurs in a given environment, complete with explicit and implicit regulations, intervening actors with their coherent or contradictory intentions, and specific resources for speakers. The main research question of this contribution is: What can drawings as parts of School Language Profiles tell us about the multilingual environments of bilingual families and schools? The analytical framework of spatial and language practices provides a means to talk about how and why certain expressions are chosen and which influences are mentioned in relation to school and

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49

Nemes, Magdolna. "The difficulties of becoming bilingual – Hungarian children in the United Kingdom." Gyermeknevelés 10, no. 2–3 (2022): 231–51. http://dx.doi.org/10.31074/gyntf.2022.2.231.251.

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Between the child and the parent, a bridge is provided by speech, the basis of human communication. In order to create this bridge, the child has to be in an environment filled with speech. However, that environment may offer as communication media not just one but several languages that link the child to other members of the immediate speech community. In our paper, we give an insight into families living in the UK in which one of the parents is a Hungarian native speaker. Within these thirty families, a total of fifty children are being raised in contact with at least two languages in a natu

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See, Kwee Teck, Bava Harji Madhubala, and Ah Choo Koo. "Motivation of Parents Towards Reading Multilingual eBooks To Pre-School Children." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 01 (2019): 20. http://dx.doi.org/10.3991/ijim.v13i01.9060.

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<span class="TextRun SCXW153678227" lang="EN-US" xml:lang="EN-US">The use of mobile devices for language learning, under the Mobile Assisted Language Learning (MALL) has been found to motivate children to read digital print. However, parents need to be convinced of the benefits of this new technology-assisted learning method within a multilingual learning context. A case study was conducted to propose a MALL framework in which educators and parents created a shared meaningful learning environment to develop the children’s emergent multilingual literacy skills, using mobile devices instal

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