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Relevant bibliographies by topics / School bilingualism

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Academic literature on the topic 'School bilingualism'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "School bilingualism"

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KORMI-NOURI, REZA, ALI-REZA MORADI, SHAHRAM MORADI, SAEED AKBARI-ZARDKHANEH, and HAEDEH ZAHEDIAN. "The effect of bilingualism on letter and category fluency tasks in primary school children: Advantage or disadvantage?" Bilingualism: Language and Cognition 15, no. 2 (October 6, 2010): 351–64. http://dx.doi.org/10.1017/s1366728910000192.

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The aim of the current study was to examine the effects of bilingualism on letter and category fluency tasks. Participants were 1,600 monolingual and bilingual children from three cities in Iran: Tehran (Persian monolinguals), Tabriz (Turkish–Persian bilinguals), and Sanandaj (Kurdish–Persian bilinguals). We separately presented nine Persian letters and thirty-one categories to the participants, and asked them to generate as many words as possible using each of these initial letters and categories within a maximum of three minutes. Bilingual children generated more words than monolingual children in the letter fluency task; this effect was more pronounced in Grade 1 and for Turkish–Persian bilinguals. However, Persian monolinguals generated significantly more words than both bilingual groups in the category fluency task. Thus, bilingualism can be of both advantage and disadvantage, and produce a dissociative effect. We discuss the results on the basis of the specific nature and different cognitive demands of letter and category fluency tasks. We suggest that the degree of language proficiency of bilinguals should be considered as an important variable in future research on bilingualism.

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Fitriyani, Fitriyani, and Yumna Rasyid. "BILINGUALISM OF LANGUAGE LEARNING IN ISLAMIC SCHOOL (ETHNOGRAPHIC RESEARCH IN DAARUL RAHMAN ISLAMIC SCHOOL I, SOUTH JAKARTA)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 1 (June 29, 2018): 68–72. http://dx.doi.org/10.21009/ijlecr.041.07.

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The aims of this research are to examine deeply the process of bilingualism language learning, the environment of language learning bilingualism, the teacherâ€™s involvement of teachers of bilingualism language learning, the studentsâ€™ participation in the bilingualism language learning and the evaluation of bilingualism language learning in Daarul Rahman I Islamic Schools, South Jakarta. This a qualitative research with the ethnographic approach. The informants in this study are age-level of High School students. The method of data collection is done by observation, interview and documentation. The results of this study shows that the learning process of Arabic language and English in the neighborhood of Daarul Rahman I Islamic School is a tradition experiences the development of suitable students and science in the millennial. In addition, the environment of language learning is very conducive. The involvement of teachers in language learning rise learning culture which is integrated and student-centered. While, the involvement of students in language learning belongs to communicative learning and culture rise to active and disciplined in speaking. Evaluation in language learning includes written and unwritten test, focuses upon four languages proficiency.

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Arumaisya, Syifana. "Bilingualism Practices Through Teacher's Verbal Input in Early Childhood Education." Pedagogy : Journal of English Language Teaching 9, no. 1 (June 28, 2021): 92. http://dx.doi.org/10.32332/joelt.v9i1.3132.

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This research aims to explore the use of teacher’s verbal input in bilingualism practices to children in International Kindergarten. The research design was a qualitative method, specifically thematic analysis. Three preschool teachers from two kindergartens were chosen to be the participants of this research. The teachers were from junior pre-school (3-4 years of age) and senior pre-school (5-6 years of age) in International Islamic School and preparatory class in International Kindergarten Yogyakarta. A set of interview questions served as the instrument for this study. The questions were constructed based on De Houwer et al., (2012) and Hummel (2014) that were related to bilingualism practices through teacher’s verbal input to interview the teacher on how the verbal input works in bilingualism practices and what are the challenges the teacher gets. The result showed that both schools have already implemented adult’s verbal input to their students’ bilingualism practices using two languages at school. The difference is in the most types applied from each school. Most types applied in International Islamic The school was shorter utterances, meanwhile, the most typically applied in International Kindergarten was substantial repetition.

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DORAMBARI, Diedon. "Countering Subtractive Bilingualism with Additive Bilingualism in the Albanian Language." PRIZREN SOCIAL SCIENCE JOURNAL 5, no. 1 (April 29, 2021): 79–85. http://dx.doi.org/10.32936/pssj.v5i1.198.

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The English language is the lingua franca of education, trade, and employment. However, with such a global influence, the English language sometimes interferes with the native languages via subtractive bilingualism. The aim of this essay is to explain the negative effects of subtractive bilingualism on a global scale in general, elaborate on its negative effects on the Albanian language in particular, and propose solutions to the problem. To achieve such an aim, research related to the macroscopic model of determinants of additive and subtractive bilingualism (MMDASB) was consulted. Based on the research findings, I conclude that the school milieu should lead by example in using additive bilingualism to counter subtractive bilingualism. In doing so, the school milieu would counter subtractive bilingualism on the sociological, socio-psychological, and psychological levels as predicted in the MMDASB (Landry & Allard, 1993) model. Following the conclusion, concrete proposals for promoting additive bilingualism by the higher education in the school milieu are recommended.

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Arsène, Seka Yapi, and Niamien Christiane. "Bilinguisme Et Developpement Cognitif A L’ecole Primaire. Une Etude Experimentale A Partir Du Terrain Ivoirien De La Region De Bondoukou." European Scientific Journal, ESJ 12, no. 22 (August 30, 2016): 134. http://dx.doi.org/10.19044/esj.2016.v12n22p134.

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Bilingualism is a subject of growing research in Ivory Coast since in many regions, there has been either a simultaneous bilingualism alternating bilingualism among school-age children. This sociological reality noted that children speak at least two local languages before school for learning French. Obviously, the young student who comes into the first primary level CM1), is facing a situation of multilingualism. From an experimental study, quantitative approach serves as a method of analysis to evaluate the effect of bilingualism among students of CM1 class of the Bondoukou region on academic performance. The study whose objective is indeed to make an analysis of the impact of bilingualism on cognitive development of learners, comes in operative assumptions. The results indicate a strong correlation between variables bilingualism, cognitive development and learning. The practice of two local languages in children proves to be an asset for cognitive development in general and learning in schools in particular. The performances by these schoolchildren in several disciplinary trials of their level, are justified in part by a good command of their native languages.

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Kajouj, Fatima, and René Kager. "Effects of bilingualism on cue weighting: How do bilingual children perceive the Dutch [ɑ]-[a:] contrast?" International Journal of Bilingualism 23, no. 2 (December 28, 2017): 509–24. http://dx.doi.org/10.1177/1367006917745696.

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The effects of bilingualism on vowel perception and cue weighting behaviour have not been established definitively. What influence does heritage bilingualism have on cue weighting of spectral and durational cues? What role does the duration cue play in cue weighting behaviour of heritage bilinguals: is it universally accessible or related to the first language? Purpose: This study examines the perception and cue weighting of child heritage bilinguals to assess whether exposure to multiple acoustic systems has an effect on cue weighting. Design: Bilinguals with a language containing a durational vowel contrast (Moroccan-Arabic) or a non-durational contrast (Turkish) were tested in order to explore cue preference and cue weighting behaviour for the multiple cued Dutch [ɑ]-[a:] contrast: their alternate first language. Data and analysis: An identification task was performed for the Dutch [ɑ] and [a:]. The F1 and F2 were logarithmically manipulated, in equal steps for the spectral and durational cue, creating a seven-step continuum. The analysis revealed cue preference by examining cue usage and relative cue weight. Conclusions: Dutch monolinguals use both cues but assign more weight to the spectral cue. Moroccan-Arabic/Dutch heritage speaker (HS) bilinguals use both cues, but weigh the spectral cue more heavily. Turkish/Dutch HS bilinguals rely almost exclusively on the spectral cue. This suggests a transfer from the alternate first language onto the perception of Dutch, regardless of language dominance. Originality: Not much research on the cue weighting behaviour of school-aged heritage bilinguals has been conducted, as this age group is yet to develop their perceptual behaviour completely. The results of this case study show an influence on perceptual behaviour as a result of bilingualism. Significance: This study provides insight into the cue weighting behaviour and cue preference of school-aged heritage bilinguals.

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KÖKTÜRK, Şaban, Mehmet Cem Odacıoğlu, and Nazan Müge UYSAL. "Bilingualism and Bilingual Education, Bilingualism and Translational Action." International Journal of Linguistics 8, no. 3 (June 13, 2016): 72. http://dx.doi.org/10.5296/ijl.v8i3.9601.

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<p>Bilingualism basically defined as having been brought up with two languages and being more or less equally competent in using both languages is a significant phenomenon in this information era requiring frequent access and communication<strong> </strong>among people. This study aims to identify the bilingualism phenomenon focusing on some of its components. First of all though it is not easy to make clear cut definitions regarding the term bilingualism, what the term stands for and which basic constellations can be associated with this term will be explained in the study in a detailed way. Following the definition of bilingualism, some conditions such as second language acquisition<strong> </strong>which proposes a basis for bilingualism, the effects of bilingualism on the brain and certain individual factors affecting bilingualism are going to be dealt with. An important component of bilingualism, bilingual education, will be analyzed within the perspectives of the importance of bilingual family in raising bilingual children and bilingual education especially in pre-school and school as a preparatory phase for later stages of bilingual schooling. In addition, the concept of bilingualism is also dealt with in terms of its relationship with the translational action to gain the study an inter-disciplinary aspect. </p>

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Giguere, David, and Erika Hoff. "Home language and societal language skills in second-generation bilingual adults." International Journal of Bilingualism 24, no. 5-6 (June 19, 2020): 1071–87. http://dx.doi.org/10.1177/1367006920932221.

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Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism. Design/methodology/approach: Participants comprised 65 Spanish–English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 native Spanish monolinguals. Language and literacy skills were assessed with a battery of standardized and research-based assessments. Degree of bilingualism was calculated for the bilingual participants. Data and analysis: Paired sample t-tests compared the bilinguals’ skills in English to their skills in Spanish. Hierarchical regression evaluated factors related to their degree of bilingualism. Independent sample t-tests compared bilinguals’ single-language skills to monolinguals. Findings/conclusions: The bilinguals’ English skills were stronger than their Spanish skills on every measure. Thus, degree of bilingualism was largely a function of level of Spanish skill and was associated with concurrent Spanish exposure. Bilinguals’ English skills were not different from the monolinguals except in speed of lexical access. The bilinguals’ Spanish skills were significantly lower than the Spanish monolinguals on every measure except in accuracy judgments for grammatically correct sentences. Originality: Previous studies of bilingual adults have focused on sequential bilinguals and previous studies of heritage language speakers have focused on their grammatical skills. This is the first study, to our knowledge, to assess a wide range of functionally relevant skills in adults with early exposure to a heritage and societal language. Significance/implications: These findings demonstrate that early exposure to and continued use of a home language does not interfere with the achievement of societal language and literacy skills, while also demonstrating that even a widely and frequently used home language may not be acquired to the same skill level as a societal language used in school.

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Al-shammari, Khalid. "Gender and Number Agreement in the Oral Production of L1 Arabic Among Bilingual Arab-Americans." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 1 (May 29, 2015): 839–45. http://dx.doi.org/10.24297/jal.v6i1.2884.

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Bilingualism means the ability to communicate in two languages and in some cases,with better skills in one language versus the other. Most bilinguals have one language that ismoredominant than the other due to sequential acquisition.That is, the dominant language is used in everyday communication and in school. Heritage languages are immigrant languages

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Montanari, Elke G., Mehmet-Ali Akıncı, and Roman Abel. "Balance and dominance in the vocabulary of German-Turkish primary schoolchildren." European Journal of Applied Linguistics 7, no. 1 (February 28, 2019): 113–44. http://dx.doi.org/10.1515/eujal-2018-0003.

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AbstractBalanced bilingualism has inspired debates on bilingualism for a long time, but several questions related to this discourse remain unanswered. How common are balanced bilinguals? Does balance have a positive impact on language proficiency? More specifically, when children begin to frequent schools and thus have a lot of oral and literal input in the school language, how do balance and dominance develop? The present paper discusses the following research questions with respect to vocabulary: Do balanced test results in two languages correlate with a better proficiency than unbalanced results? Moreover, is a balanced use of two languages accompanied by a balanced vocabulary? We used a picture naming task to test the expressive and receptive vocabulary of 98 German-Turkish speaking schoolchildren in a cross-sectional design. To determine balance resp. dominance, we used a combined score of the values in the German and the Turkish testing. The balance/dominance scores show a continuous shift to dominance in the majority language. Consistent use of Turkish has an effect on Turkish vocabulary, but not a negative impact on vocabulary in German. There was no overall positive influence of balanced bilingualism.

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Dissertations / Theses on the topic "School bilingualism"

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Kohnert, Kathryn J. "Lexical skills in bilingual school-age children : cross-sectional studies in Spanish and English /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3026370.

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Bos, Petra. "Development of bilingualism : a study of school-age Moroccan children in the Netherlands /." Tilburg : Tilburg university press, 1997. http://catalogue.bnf.fr/ark:/12148/cb37714385r.

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Arrieta, Edwin D. "Immigrant High School Students's In-depth Understanding of the Value of Heritage Language and Bilingualism." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/376.

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The purpose of this research was to explore perceptions among 9th through 12th grade students from Brazil, Haiti and Jamaica, with respect to their heritage languages: Portuguese, Haitian Creole, and Jamaican Patois. An additional purpose was to understand in greater detail possible variations of perception with respect to heritage language maintenance (or loss) in relation to one’s gender, first language, and place of birth. The research implemented semi-structured interviews with male and female adolescents with these heritage language backgrounds. Participants’ responses were recorded and transcribed. The transcriptions were analyzed via a categorizing of themes emerging from the data. Data were analyzed using inductive analysis. Three categories emerged from the inductive analysis of the data: (a) heritage language, (b) bilingualism, and (c) English as a second language. The analysis reveals that as participants learn English, they continue to value their heritage language and feel positively toward bilingualism, but differ in their preference regarding use of native language and English in a variety of contexts. There seems to be a mismatch between a positive attitude and an interest in learning their heritage language. Families and teachers, as agents, may not be helping students fully understand the advantages of bilingualism. Students seem to have a lack of understanding of bilingualism’s cognitive and bi-literacy benefits. Instead, employment seems to be perceived as the number one reason for becoming bilingual. Also, the students have a desire to add culture to the heritage language curriculum. The study was conducted at one of the most diverse and largest high schools in Palm Beach, in Palm Beach County, Florida. The results of this study imply that given the positive attitude toward heritage language and bilingualism, students need to be guided in exploring their understanding of heritage language and bilingualism. Implications for teaching and learning, as well as recommendations for further research, are included.

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Saunders, Åhlén Tina. "Multiilingualism and Language Learning in School." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30022.

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This thesis examines how students, aged 13-15, with a mother tongue other than Swedish, experience learning English in school. This is important since there is an increasing number of bilinguals and multilinguals learning English in schools in Sweden and around the world. Several concepts are presented and discussed that have been argued to pose barriers to bilingual and multilingual language learning. Semi-structured interviews were undertaken with ten students, aged between 13 and 15. The empirical material shows that bilingual and multilingual students usually refer to Swedish, even when their mother-tongue may be a better reference for learning English. This is because teachers commonly refer to Swedish grammar rules in attempting to clarify English grammar rules and the textbooks used to support the learning process are in Swedish. This may pose problems for the learning process, particularly for students who are not proficient in Swedish. The study also highlights the importance of diagnosing bilingual students' L1 and L2 on a regular basis to see when the optimum time is to be exposed to English language learning rather than the current approach of immersing them in English learning without considering the other language learning processes the student may be engaged in. The study also found that students commonly perceived their English to be proficient even though they had poor grades. One possible reason for this is that they manage well in their day-to-day engagement with computer games, films and social media while formal English learning, including aspects such as grammar and writing, require a different type of application. Finally, the thesis describes how important high metalinguistic awareness is for language learning and it is suggested that additional research focuses on how this conceptual understanding can be translated in practitioner tools useful for teachers. Schools need to create an environment that values and supports multilingual students’ language competence and an early national diagnostic test would help to support those conditions.

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Abudarham, Samuel. "The receptive lexicon of dual language Gibraltarian primary school children." Thesis, City University London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307884.

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Litka, Stephanie. "Ba'ax t'aan hablaremos in school? language choice among Yucatec Mayan students in Coba, Quintana Roo, Mexico /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0005185.

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Cheng, May-ling. "A case study of the home language experience of students of the Singapore international school in Hong Kong." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424394.

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El-idrissi, Khadija, and Vinka Primorac. "Hur stimulerar pedagogerna flerspråkiga barn i förskolan? How does the pedagogue stimulate bilingualism in school?" Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34657.

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Syftet med det här examensarbetet är att få kunskap om hur pedagogerna inom förskolan arbetar med språkutveckling. Vi har inriktat oss på barn med utlänsk bakgrund i förskolan. Informanterna svarade att de bland annat använder sagoläsning, teckenstöd, konkret material i sitt arbete med flerspråkiga barn. På våra frågor vad gäller deras arbetssätt. Det visade sig att pedagogerna stimulerar barnen i deras språkutveckling genom att använda olika arbetsmetoder som t.ex. språkpåsar, rim och ramsor, musik och matematik.

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Spann, M. L. "Code-switching amongst bilingual (Punjabi-English) nursery school children : co-operation and conflict in relation to familiarity." Thesis, University of York, 1987. http://etheses.whiterose.ac.uk/9833/.

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Thorne, Christina. "Characteristics of English-speaking Caribbean middle and high school students." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32843.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
In a review of the literature, no studies were found on the achievement of school-age English-Speaking Caribbean students. This study was initiated to remedy this lack by examining the characteristics of twenty-one 12-18 year old high achieving and low achieving English-speaking Caribbean students and the influence of twenty-one parents' and seventeen teachers' attitudes on the students. Support was found for Bandura's theory that role models influence people's self-efficacy which in turn influences their choice, effort and persistence. The study further supports the resiliency theory which suggests that people can be successful, despite environmental challenges. This study also found that the unidentified bilingual status of English-speaking Caribbean 12-18 year old students and their new environment with unfamiliar teaching styles, regulations and procedures were additional challenges not commonly identified in the literature. In order to support self-efficacy and promote resiliency, 1) better assessment of English-speaking Caribbean students' ability to use Standard English and 2) greater planning and collaboration among parents, teachers and students are recommended. The following are questions to be addressed in future research: 1) What are the similarities and differences among students, parents and teachers regarding expectations of ESC students' school performance? 2) What are ESC students' reading and writing proficiency levels in Standard English? 3) How can schools support self-efficacy and resiliency characteristics in all students?
2031-01-01

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Books on the topic "School bilingualism"

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Mills:, Richard. Bilingualism in the Primary School. London: Taylor & Francis Inc, 2002.

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Bilingualism and education: From the family to the school. München: Lincom Europa, 2005.

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Bos, Petra. Development of bilingualism: A study of school-age Moroccan children in the Netherlands. Tilburg, Netherlands: Tilburg University Press, 1997.

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Summer, School Code Switching and Language Contact (1994 Leeuwarden Netherlands). Summer School Code-Switching and Language Contact: Ljouwert/Leeuwarden, 14-17 September 1994. Ljouwert/Leeuwarden: Fryske Akademy, 1995.

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Collier, Virginia P. The effect of age on acquisition of a second language for school. Wheaton, Md: National Clearinghouse for Bilingual Education, 1988.

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National Clearinghouse for Bilingual Education. and United States. Office of Bilingual Education and Minority Languages Affairs., eds. The effect of age on acquisition of a second language for school. Wheaton, Md: National Clearinghouse for Bilingual Education, 1988.

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Collier, Virginia P. The effect of age on acquisition of a second language for school. Wheaton, Md: National Clearinghouse for Bilingual Education, 1988.

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Jim, Cummins. The development of bilingual proficiency from home to school: A longitudinal study of Portuguese-speaking children. [Toronto: Ontario Institute for Studies in Education, 1989.

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Lindholm-Leary, Kathryn J. Impact of two-way bilingual elementary programs on students' attitudes toward school and college. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence, 2001.

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Halsall Measurement & Analysis Inc. Report to the Superintendent regarding the review of the organization of French-immersion programs in the Eastern School District. Osgoode, ON: Halsall Measurement & Analysis, 1997.

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Book chapters on the topic "School bilingualism"

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Peña, Elizabeth D., and Lisa M. Bedore. "Bilingualism." In Encyclopedia of Cross-Cultural School Psychology, 153–55. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_43.

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Bialystok, Ellen. "Chapter 7. Bilingualism at School: Effect on the Acquisition of Literacy." In Childhood Bilingualism, edited by Peggy McCardle and Erika Hoff, 107–24. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598715-008.

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Creese, Angela. "Bilingual Teachers in Mainstream Secondary School Classrooms: Using Turkish for Curriculum Learning." In Bilingualism and Language Pedagogy, edited by Janina Brutt-Griffler and Manka M. Varghese, 97–111. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597565-006.

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Shany, Michal, and Esther Geva. "Cognitive, Language, and Literacy Development in Socio-culturally Vulnerable School Children – The Case of Ethiopian Israeli Children." In Current Issues in Bilingualism, 77–117. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2327-6_5.

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Singh, Sunita. "Language Literacy and Bilingualism in the Early Years." In Early Childhood Education and School Readiness in India, 153–71. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7006-9_8.

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Kanno, Yasuko. "Imagined Communities, School Education, and Unequal Access to Bilingualism." In Language and Education in Japan, 145–76. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591585_8.

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Martin, Deirdre. "Constructing Discursive Practices in School and Community: Bilingualism, Gender and Power." In Multilingual Classroom Ecologies, edited by Angela Creese and Peter Martin, 77–92. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596964-006.

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Bagga-Gupta, Sangeeta. "Challenging Understandings of Bilingualism in The Language Sciences From The Lens of Research That Focuses Social Practices." In Learning, Social Interaction and Diversity – Exploring Identities in School Practices, 85–102. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-803-2_7.

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Oller, D. Kimbrough, and Rebecca E. Eilers. "Chapter: 2 An Integrated Approach to Evaluating Effects of Bilingualism in Miami School Children: The Study Design." In Language and Literacy in Bilingual Children, edited by Kimbrough Oller and Rebecca Eilers, 22–40. Bristol, Blue Ridge Summit: Multilingual Matters, 2002. http://dx.doi.org/10.21832/9781853595721-003.

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Cummins, Jim. "Foreword." In Bilingualism in International Schools, viii—xi. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599422-002.

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Conference papers on the topic "School bilingualism"

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Kolar, Emina. "BILINGUALISM IN EARLY AND PRE-SCHOOL AGE IN CROATIAN LANGUAGE." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.6/s14.009.

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"BILINGUALISM IN RUSSIA AND ITS IMPORTANCE IN SCHOOL EDUCATION: STATE OF THE ART REVIEW." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202112.

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Abstract:

Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interdependent” (2001: 18) for additive bilingual subjects, who have a high proficiency in both of their languages. As these researchers worked mostly on balanced bilingualism in children, we are wondering if these advantages could also be seen on monolingual children who learn a second language at school in the pre-literacy years. If this was the case, how would the second-language learning influence and help develop first-language abilities and literacy? Would it be possible to easily develop a method for children in all types of schools, without the g generally high costs (financial and human) of a bilingual education? The aim of this presentation is to explore how this could be effective and if it is, how we could apply this easily in any setting. It uses a c ase-study currently taking place in Paris, France, following 38 French-speaking children during two years from age 5 to age 7.

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NEUFELD, H., P. CALABRESE, A. FALK, C. MÜLLER, L. HEUSER, W. GEHLEN, and H. F. DURWEN. "WORD GENERATION IN BILINGUALS – fMRI STUDY WITH IMPLICATIONS FOR LANGUAGE AND MEMORY PROCESSES." In Proceedings of the International School of Biocybernetics. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812776563_0020.

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Reports on the topic "School bilingualism"

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

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