Journal articles: '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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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 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 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.

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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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Murovanaya, Nonna N., Yulia Y. Kurbangalieva, Tatiana N. Korenyakina, Bella V. Rykova, and Nailya I. Abdullaeva. "Speech behavior of bilingual primary school children in a multinational region." SHS Web of Conferences 103 (2021): 01047. http://dx.doi.org/10.1051/shsconf/202110301047.

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Historically, the Russian language has become a common means of communication in the Russian Federation. The Republic of Crimea is a place where the population is represented by a multinational community. At that, some areas are densely populated with a single nation, where children speak the Tatar language, that is, are essentially everyday bilinguals. The most characteristic type of bilingualism in Russia is the national Russian language, which is learned both through training and direct communication with the Russian-speaking population. Early everyday bilingualism is common when the assimilation of the native and Russian languages develops almost in parallel. The authors have received new information on the peculiarities of the acquisition of Russian and native Tatar languages in primary school children raised in a multilingual environment. It is proved that speech therapy examination of speech disorders in bilingual children should be conducted in two languages. The article presents developed recommendations for teaching bilingual children in a Russian-language school, depending on the degree of proficiency in Russian and the presence of speech disorders.

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Aalaei, Negin. "Validating the Power of Bilingualism on Conflict Regulation, Cognitive Control and Recognition of Iranian Primary School Students." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 57. http://dx.doi.org/10.7575/c.

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The purpose of the study is to measure the effects of bilingualism on conflict regulation, cognitive control and recognition among primary school children. This study is a description study on primary school students in the city of Parse Abab, the branch of Ardabil, Iran that is studying in the school year 94-95. The sample consists of 120 students which include 60 boys and 60 girls. The samples were selected by randomly. In this study the questionnaires and tasks based on cognition and recognition was used. The questionnaires were collected from both groups were analyzed by SPSS software and SPSS software was used to measure mean, median, standard deviation, significance level, etc., and to analyze the hypotheses of variance by (MANOVA). The results showed that the bilingualism has direct effect on the conflict regulation, cognitive control and recognition among primary school children. There is significant difference among bilingual and monolingual students performance. To the best of our knowledge, this is the first study to examine the temporal aspects of bilingualism in relation to the conflict regulation, cognitive control and recognition of students in primary schools in bilingual areas. Other studies try to examines the effect of bilingualism on only one of the variables but this study consider three variable in order to show clearly its effect on each of the variables separately.

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Genesee, Fred. "Commentary on “Moving toward a neuroplasticity view of bilingualism”: The early years." Applied Psycholinguistics 35, no. 5 (August 19, 2014): 905–9. http://dx.doi.org/10.1017/s0142716414000216.

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Baum and Titone's Keynote Article is a welcome addition to the ongoing and flourishing study of the neurocognitive effects of bilingualism. By focusing their review on executive control in bilinguals from the perspectives of both aging and neuroplasticity in general they have broadened our thinking in useful ways. Because my own research has focused on the early stages of aging and bilingualism in preschool and school-age children, I have chosen to comment on their review with reference to these kinds of learners. I will also focus on the language acquisition part of this discussion because at the heart of the issue is how and to what extent acquisition of more than one language affects cognitive development. My comments reinforce what I believe are important observations in their review and simultaneously seek to extend their call to expand our frames of reference in research on bilinguals even further.

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Francis, Norbert. "Prospects for indigenous language bilingualism in Mexico." Language Problems and Language Planning 40, no. 3 (September 9, 2016): 269–86. http://dx.doi.org/10.1075/lplp.40.3.04fra.

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This retrospective overview looks back twenty years to the first series of reports from the field on a study of bilingualism and literacy learning. Continuing research in the same community during this period allows today for a reassessment of the claims, proposals and overall approach of the project. The particular language contact situation, that of indigenous language (IL)-national language (NL) bilingualism, adds an important dimension to the discussion, one that has attracted much attention in recent years: the problem of language erosion/language shift in the context of widespread mastery of, and expanding literacy in, the national language. This condition of language replacement still requires further study for the purpose of gaining clarity on important theoretical questions as well as pressing practical applications related to the development of language abilities among the new generation of school-age bilinguals.

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KROLL, JUDITH F., and KINSEY BICE. "Bimodal bilingualism reveals mechanisms of cross-language interaction." Bilingualism: Language and Cognition 19, no. 2 (July 20, 2015): 250–52. http://dx.doi.org/10.1017/s1366728915000449.

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In the recent swell of research on bilingualism and its consequences for the mind and the brain, there has been a warning that we need to remember that not all bilinguals are the same (e.g., Green & Abutalebi, 2013; Kroll & Bialystok, 2013; Luk & Bialystok, 2013). There are bilinguals who acquired two languages in early childhood and have used them continuously throughout their lives, bilinguals who acquired one language early and then switched to another language when they entered school or emigrated from one country to another, and others who only acquired a second language (L2) as an adult. Among these forms of bilingualism there are differences in both the context and amount of time spent in each language and differences in the status of the languages themselves. The L2 may be a majority language, spoken by almost everyone in the environment, or a minority language, spoken only by a few. The native or first language (L1) may also be the dominant language or may have been overtaken by the influence of the L2 given the circumstances imposed by the environment. Likewise, the L1 and L2 may vary in how similar they are structurally, whether they share the same written script, or whether one language is spoken and the other signed.

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Relaño Pastor, Ana María. "Understanding bilingualism in La Mancha schools." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 2 (December 27, 2018): 578–604. http://dx.doi.org/10.1075/resla.17002.rel.

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Abstract This article discusses narratives of bilingualism told in parental group interviews conducted as part of the critical sociolinguistic ethnography carried out in public and semi-private bilingual schools of the autonomous region of Castilla-La Mancha (Spain). School stakeholders in this region are still adapting to the rapid implementation of bilingual programs in this region, which are transforming classroom linguistic practices and circulating discourses about bilingualism, bilingual education, and the bilingual subject. Among them, families are trying to reconcile their language desires and aspirations for English and bilingualism with the understanding of the type of bilingual education their children are receiving. By taking a social interactional approach to narrative combined with anthropological approaches to the study of conversational narrative, this article analyzes parents’ emotional and moral stancetaking in narratives of bilingualism. The narrative analysis will shed light on how families in Castilla-La Mancha are appropriating bilingualism as ideology and practice in the highly commodified global market of English.

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Jafar, Muhammad Basri. "MAINSTREAM TEACHERS’ ATTITUDE AND APPROACHES TO SUPPORT CHILDREN’S BILITERACY DEVELOPMENT IN AUSTRALIAN CLASSROOM CONTEXT." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 153. http://dx.doi.org/10.15639/teflinjournal.v21i2/153-171.

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This article examines the role ofmainstream teachers in supporting children’s biliteracy development and bilingualism in a public primary school where English is the medium of instruction. Itreports a research conducted in a public primary school in Australia. The researchemploys a longitudinal ethnographic approach to collect data on how the teachers perceive biliteracy and the extent to which the approaches they adopt impact on their biliteracy and bilingualism development. The research result demonstrates that the more supportive the teachers for biliteracy development and bilingualism are, the more constructivist their teaching approach is and the more varied the activities they encouraged in their classrooms to create opportunities for biliteracy and bilingualism engagement and learning are.

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Schinke-Llano, Linda. "Early Childhood Bilingualism." Studies in Second Language Acquisition 11, no. 3 (September 1989): 223–40. http://dx.doi.org/10.1017/s0272263100008111.

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Although a number of researchers over the years have focused on the language development of bilingual children, we currently possess only a fragmentary picture of the total phenomenon. Further, what appears to be known about the processes involved may need reexamination in light of recent theoretical and empirical work. It is the purpose of this article to review recent research (i.e., that done within the last five to six years), as well as to discuss difficulties inherent in research on bilingual children. In addition, the article argues for a multidisciplinary approach to research in the area and outlines suggested avenues of inquiry within such a framework. Throughout, the focus is on children's bilingual acquisition in naturalistic settings (i.e., prior to school attendance).

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Suyanto, Budi. "Implementasi Kebijakan Pembinaan Bahasa Daerah di Kabupaten Jember, Situbondo dan Banyuwangi." SEMIOTIKA: Jurnal Ilmu Sastra dan Linguistik 18, no. 1 (August 21, 2017): 14. http://dx.doi.org/10.19184/semiotika.v18i1.5110.

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This study discusses about the relation between students’ bilingualism (particularly second language learners) acquired through studying at school and student’s capability in inter-ethnic social interaction. It is assumed that local language teaching at school provides students capability of bilingualism. Students’ bilingualism plays important role in their multicultural perspective endorsing them to have tolerance and solidarity to different ethics and culture, all of which are the factors to build harmony in plural society. Observed subjects are secondary school students with plural cultural backgroundsin Jember, Situbondo, and Banyuwangi. As a matter of fact, people in those three regencies have plural cultural background, however, the teaching of local language is different. This research is conducted with analytic-quantitative paradigm. Data analysis is conducted in two ways: (a) qualifying andgeneralizing dataand (b) qualifying and relating data with their social context. The result shows that (1) learning local language at 6 secondary schools in the three regencies has impact ondifferent achievements concerning students’ bilingualism; (2) there is a correlation between students’ bilingualismand their capability of having interaction with different ethnic; (3) there is a correlation between students’ language performance and their solidarity, tolerance and integrity with people of different ethnics. (4) the consequence of teaching only majorities’ local language is that students’ of major ethnic merely have competence of their own local language, and thus have less capability of bilingualism concerning local language of different ethnic. Students’ linguistic repetoir are not improved. On the other hand, students from minor ethnic do not get competence of their own local language but get other ethnic’s local language instead. Students of minor ethnic have advantage in that they are able to take part in their social role using their competence of major ethnic’s local language. However, it also has negative impact in that they have limited competence in their own local language and culture, and gradually lose their own identity as they become dominated by major ethnic. Keywords: language teaching, multiculturalism, bilingualism, intercultural communication

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Souto-Manning, Mariana, and Melissa Scott. "Childhood Bilingualism: Research on Infancy through School Age." Critical Inquiry in Language Studies 5, no. 4 (December 17, 2008): 265–70. http://dx.doi.org/10.1080/15427580802536940.

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Mažuolienė, Zita, and Ana Jankūnienė. "Bilingualism: Choices to be Made." Verbum 4 (February 6, 2013): 122–33. http://dx.doi.org/10.15388/verb.2013.4.4989.

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The present research focuses on parents’ decision to raise children with more than one language. Bilingualism in this article is considered to be not a result of environmental pressure or linguistic situation but the conscious choice made by the child’s parents. The article concentrates on three main steps in planning the child’s linguistic development: the choice of the language of pre-school (kindergarten) institution, the choice of the language of schooling, and parents’ choice to include non-formal language learning activities into the child’s daily routine. The research states that parents’ attitude towards teaching their children a non-native language depends on the linguistic group they belong to and their educational background. The results of the research confirm that lack of methodological knowledge prevents parents from or limits their ability to teach the child. The survey also proves that children whose parents do teach them non-native languages are more motivated and more successful at school than their peers. Therefore, careful planning of the child’s linguistic development is of primary importance and needs professional support from educational institutions.

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Chung-Fat-Yim, Ashley, Geoffrey B. Sorge, and Ellen Bialystok. "Continuous effects of bilingualism and attention on Flanker task performance." Bilingualism: Language and Cognition 23, no. 5 (January 29, 2020): 1106–11. http://dx.doi.org/10.1017/s1366728920000036.

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AbstractBoth bilingualism and attention contribute to the development of executive functioning (EF), with higher levels of both leading to better outcomes. The present study treats bilingualism and attention as continuous variables to investigate their impact on EF. Eighty-two 9-year-olds who were attending a French school in an anglophone community completed a flanker task. Children's progress in French represented their level of bilingualism, and attention was assessed through a standard standardized instrument. Degree of bilingualism and degree of attention were both positively related to performance, but exposure to a third language in the home did not further affect outcomes.

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Relaño-Pastor, Ana María. "Narrative circulation, disputed transformations, and bilingual appropriations at a public school “somewhere in La Mancha”." International Journal of the Sociology of Language 2018, no. 250 (March 26, 2018): 87–112. http://dx.doi.org/10.1515/ijsl-2017-0057.

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AbstractThis article addresses the narratives of bilingualism that emerged in ethnographic interviews with members of Sancho’s Primary in La Mancha city (Spain), whose prestige as the first MEC/British bilingual school in town has been disputed, transformed and eventually socially accepted as competitively eligible in the global market for two decades. By bringing to the fore a perspective of heteroglossia, the article discusses stakeholders’ stancetaking towards the salient tensions and dilemmas related to bilingualism in the region of Castilla-La Mancha. The analysis discusses how Sancho’s stakeholders by means of indexical meanings and heteroglossic resources come to terms with bilingualism as ideology and practice regarding who the legitimate teacher of English is, whose English-es are legitimated, which classroom practices are most valued and who can guarantee the status and prestige of bilingual programs in this region. In addition, the analysis emphasizes the validity of narratives emerging in interviews as situated, context-dependent, and contextualizing practices shaped by the conditions of linguistic ethnography, while shaping the researcher and participants’ significant values, beliefs and ideas about bilingualism and bilingual programs in Castilla-La Mancha.

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Inderasari, Elen, and Dwi Kurniasih. "Bilingualism as an Effort to Understand Kitab Kuning in Darussalam Boarding School." TRANSFORMATIKA: JURNAL BAHASA, SASTRA, DAN PENGAJARANNYA 2, no. 1 (April 16, 2018): 36. http://dx.doi.org/10.31002/transformatika.v2i1.605.

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This study aims to explore the defense of Java language and bilingualism on the learning process of yellow book in Pondok Pesantren Mahasiswa Darussalam. The data in this study was obtained when asatidz read, interpret, and explain the contents of the yellow book to the students. The method used in this research is descriptive qualitative. Descriptive method is a research method that tries to describe and interpret the object in accordance with the actual situation. This research also uses direct observation method in collecting data in yellow book study at Pondok Pesantren Mahasiswa Darusalam Pucangan Kartasura. The results of this study indicate the existence of the phenomenon bilingualism in the process of learning yellow book. In addition, in this study also shows the occurrence of Java language retention process that can be classified into several forms of words (terms). There are several factors that lie behind the defense of Javanese language and bilingualism that occurred in Pondok Pesantren Mahasiswa Darussalam.

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SMITHSON, LISA, JOHANNE PARADIS, and ELENA NICOLADIS. "Bilingualism and receptive vocabulary achievement: Could sociocultural context make a difference?" Bilingualism: Language and Cognition 17, no. 4 (March 4, 2014): 810–21. http://dx.doi.org/10.1017/s1366728913000813.

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The purpose of this study was to investigate receptive vocabulary achievement among French–English bilinguals in Canada. Standardized test scores of receptive vocabulary were measured in both languages from preschool, early-elementary, and late-elementary French–English bilingual children, and French–English bilingual adults. Mean vocabulary scores across all bilingual age groups were statistically equivalent to or above the standard mean in French and English with the exception of the early-elementary bilinguals who scored below the standard mean on the English vocabulary assessment. Mean vocabulary scores of the preschool and adult bilingual groups were not significantly different from those of their monolingual peers in either language. However, early-elementary and late-elementary bilingual children scored significantly lower than monolinguals on the English vocabulary assessment. The positive sociocultural context for French–English bilingualism in Canada as well as language input changes in school are discussed as underlying reasons for these findings.

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Kyuchukov, Hristo, and William New. "Roma school mediators and the bilingualism of Roma students." Edukacja Międzykulturowa 10, no. 1 (June 30, 2019): 8–1. http://dx.doi.org/10.15804/em.2019.01.05.

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Sakamoto, Mitsuyo. "Exploring societal support for L2 learning and L1 maintenance." Australian Review of Applied Linguistics 24, no. 2 (January 1, 2001): 43–60. http://dx.doi.org/10.1075/aral.24.2.04sak.

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Abstract This paper adopts the view that bilingualism is a result of numerous societal forces. In this paper, the data collected from five Japanese immigrant families residing in Toronto, Canada are dynamically represented within the framework of Engeström’s (1999) Activity Model. Results identify family bonding as the most significant reason for L1 maintenance. Other important social factors include the information disseminated by professionals in the field, stories shared among immigrant families, the availability of school programmes, access to technology and resources, availability of caregivers who speak the target language, teachers well-versed in language learning mechanisms, frequent visits to the country of origin, multicultural surroundings, and the clear division of labour between school and home. However, the paper calls for a more co-operative education system that bridges the schism between homes and schools. A new model is proposed which is thought to be conducive to bilingualism.

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Dołowy-Rybińska, Nicole. "Informal bilingual teachers’ language practices and the consequences on pupils’ language choices in a situation of unequal bilingualism: The case of an Upper Sorbian education system." Multilingua 39, no. 2 (March 26, 2020): 169–91. http://dx.doi.org/10.1515/multi-2018-0101.

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AbstractThis paper investigates how bilingual Upper Sorbian-German teachers who belong to the Sorbian speech community (Lusatia, Germany) introduce the minority language during German language lessons in an Upper Sorbian school. In Lusatia, as well as in Sorbian schools, bilingualism is not of equal character; minority language speakers are all bilingual while the German language speakers are not encouraged to speak Sorbian. The language policy of Upper Lusatia gives Sorbs the right to use their language in public life in principle but due to the strained Sorbian-German relations, language ideologies, and hostile attitudes towards the use of minority language in the presence of Germans Sorbs do not benefit from it in practice. The school language policy divides Sorbian-speakers from pupils of German-speaking families and keeps the teaching of Sorbian separate for both groups. Only during the last two years of school are all language groups mixed. Based on participant observation of and in-depth interviews with bilingual teachers during lessons with students of the 11th grade in one Upper Sorbian school this article discusses how teachers negotiate top-down language policy in their classrooms and, introduce bilingualism; and how their language choices affect students’ language practices.

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Crosbie, Allison. "Supporting Public School Students' Education and Adaptation to U.S. Schools while Celebrating Bilingualism." Purdue Journal of Service-Learning and International Engagement 7, no. 1 (2020): 57–62. http://dx.doi.org/10.5703/1288284317235.

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Marshall, Elizabeth, and Kelleen Toohey. "Representing Family: Community Funds of Knowledge, Bilingualism, and Multimodality." Harvard Educational Review 80, no. 2 (June 23, 2010): 221–42. http://dx.doi.org/10.17763/haer.80.2.h3446j54n608q442.

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In this article, Elizabeth Marshall and Kelleen Toohey use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students in a Canadian elementary school. Using MP3 players, students first recorded and then translated their grandparents' stories of life in India into picture books to serve as cultural resources in their school community. In retelling their grandparents' stories, students drew on a multiplicity of ancestral,globalized, and Western discourses in their textual and pictorial illustrations. The authors examine what happens when the funds of knowledge that students bring to school contradict normative, Western understandings of what is appropriate for children and how school might appropriately respond to varying community perceptions of good and evil.

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Thordardottir, Elin. "Amount trumps timing in bilingual vocabulary acquisition: Effects of input in simultaneous and sequential school-age bilinguals." International Journal of Bilingualism 23, no. 1 (August 18, 2017): 236–55. http://dx.doi.org/10.1177/1367006917722418.

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Objectives: This study examined the extent to which the language performance of school-age bilingual children is impacted by the amount of language exposure they have received in each language versus the timing of this exposure in terms of the age of first exposure (AoE). Methods: Receptive and expressive vocabulary and word morphology measures were administered in both languages to school-age simultaneous and sequential learners of French (other language English), and to their monolingual counterparts. Data and analysis: The study included 64 children in first grade and 68 children in third grade in French schools in Montreal. Within each grade level, simultaneous bilinguals, sequential bilinguals, and monolinguals were equivalent in age, nonverbal cognition and socio-economic status (maternal education). Detailed information on previous language exposure was gathered by parent report. Conclusions: Simultaneous bilinguals performed somewhat better than sequential bilinguals; however both groups overall performed significantly more poorly than monolinguals. Differences in performance between simultaneous and sequential bilinguals were mediated by differences in amount, not timing, of exposure. Sequential learners in grade 1 required lower amounts of input to reach high French scores than did their simultaneous counterparts; sequential and simultaneous learners in grade 3 did not differ in this respect. This finding suggests that the recency of bilingual exposure is a significant determiner of the rate of second language learning. The amount of exposure to each language since birth predicted performance in each language of the bilingual children. Originality: Bilingual children with different AoEs were compared while also controlling for differences in amount of exposure. Significant implications: The results call into question the traditional separation between simultaneous and sequential bilinguals and shows that an early start of bilingualism does not in and of itself predict better performance or performance within the monolingual range. Better performance was more strongly related to amount than timing of exposure.

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Poveda, David. "Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain." Foro de Educación 17, no. 27 (June 11, 2019): 11–36. http://dx.doi.org/10.14516/fde.700.

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This article examines adolescent and late adolescent discourses on bilingualism, bilingual education and the role of English and other additional languages in the current out-of-school lives and future trajectories of Spanish students enrolled in bilingual education programs. The data is part of a larger critical sociolinguistic ethnographic project on the implementation of bilingual education programs in secondary education (organized as English-Spanish CLIL) in Castilla-La Mancha, a region in South-Central Spain. Discourses were mainly elicited through a series of workshop-type and group discussion activities held in classrooms from two semi-private and two public schools, as well as an additional focus group conducted with university students. In total, 12 group events, involving approximately 300 students, were organized and documented through video-recordings, audio-recordings, photographs and fieldnotes. Students’ language ideologies around bilingualism are examined through an inductive qualitative / grounded theory approach. Three themes are identified: (a) the definition of bilingualism and bilingual competence, (b) the place of English (and other additional languages) in students’ current lives and social experiences and; (c) the role assigned to English in future employment and mobility opportunities. These discourses are discussed in relation to recent critical sociolinguistic work on the interconnection between language, multilingualism and neoliberalism. The paper closes with some methodological thoughts regarding the place of linguistic ethnography in the analysis of students’ collective discourses.

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Heineke, Amy J., and Kristin J. Davin. "Prioritizing Multilingualism in U.S. Schools: States’ Policy Journeys to Enact the Seal of Biliteracy." Educational Policy 34, no. 4 (September 27, 2018): 619–43. http://dx.doi.org/10.1177/0895904818802099.

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Fueled by immigration and globalization, the United States has evolved into a nation of linguistically diverse residents; however, English remains the dominant language in schools. A recent language policy initiative emergent in states across the nation, the Seal of Biliteracy challenges English monolingualism by promoting the development of students’ bilingualism and biliteracy by high school graduation. Using narrative inquiry, this study explores the policy journeys that states have taken to enact the Seal of Biliteracy, as educators and stakeholders come together to engage in grassroots policy work. Findings include the collective stories of these efforts to disrupt English-dominant ideologies in schools, as well as individual states’ journeys to develop students’ bilingualism. Implications serve educators, researchers, and other stakeholders interested in influencing practice through bottom-up policy movements, particularly at this crucial moment as states embrace more flexibility for educational decision making.

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NICOLAY, ANNE-CATHERINE, and MARTINE PONCELET. "Cognitive advantage in children enrolled in a second-language immersion elementary school program for three years." Bilingualism: Language and Cognition 16, no. 3 (September 21, 2012): 597–607. http://dx.doi.org/10.1017/s1366728912000375.

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Early bilingualism acquired from home or community is generally considered to positively influence cognitive development. The purpose of the present study was to determine to what extent bilingualism acquired through a second-language immersion education has a similar effect. Participants included a total of 106 French-speaking eight-year-old children drawn from two language groups: 53 children enrolled in English immersion classes since the age of five years (the immersion group) and 53 children enrolled in monolingual French-speaking classes (the monolingual group). The two groups were matched for verbal and nonverbal intelligence and socioeconomic status (SES). They were administered a battery of tasks assessing attentional and executive skills. The immersion group's reaction times were significantly faster than those of the monolingual group on tasks assessing alerting, auditory selective attention, divided attention and mental flexibility, but not interference inhibition. These results show that, after only three years, a second-language immersion school experience also produces some of the cognitive benefits associated with early bilingualism.

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Masfufah, Nurul. "KONTAK BAHASA DAN BILINGUALISME: KETERANCAMAN VITALITAS BAHASA TUNJUNG DI DESA NGENYAN ASA, KABUPATEN KUTAI BARAT." Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya 1, no. 2 (March 8, 2021): 229–48. http://dx.doi.org/10.22515/tabasa.v1i2.2589.

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Abstrak Tulisan ini mendeskripsikan bagaimana kondisi kontak bahasa dan bilingualisme di Desa Ngenyan Asa, Kabupaten Kutai Barat yang dapat mempengaruhi kebertahanan hidup atau vitalitas bahasa Tunjung. Teknik pengumpulan data menggunakan teknik angket (kuesioner) dan wawancara. Adapun teknik analisis data menggunakan teknik analisis deskriptif dengan model interaktif yang terdiri atas reduksi data, sajian data, dan penarikan simpulan. Berdasarkan hasil penelitian dan pembahasan, ditemukan adanya kontak bahasa antarpenutur di Ngenyan Asa, yaitu bahasa Tunjung dengan Benuaq, Melayu Kutai, Banjar, Jawa, dan Indonesia. Penyebabnya, yaitu perpindahan penduduk, adanya buruh atau pekerja dari suku lain, adanya hubungan budaya yang dekat (suku Tunjung dan Benuaq), dan adanya ‘kontak belajar’ di sekolah. Masyarakat penutur bahasa Tunjung di Desa Ngenyan Asa juga cenderung dwibahasawan atau bilingualisme. Mereka menguasai bahasa Tunjung, bahasa Indonesia, dan bahasa Benuaq. Adanya kontak bahasa dan bilingualisme ini dapat mengancam vitalitas bahasa Tunjung. Bahasa Tunjung dapat tergeser oleh penggunaaan bahasa Indonesia dan bahasa daerah lain yang dianggapnya lebih bergengsi, khususnya di kalangan generasi muda.Abstract This paper describes how the conditions of language contact and bilingualism in Ngenyan Asa Village, West Kutai district can affect the survival or vitality of the Tunjung language. Data collection techniques using questionnaires and interviews. The data analysis technique uses descriptive analysis techniques with an interactive model consisting of data reduction, data presentation, and drawing conclusions. Based on the results of research and discussion, it was found that there were contact languages between speakers in Ngenyan Asa, namely Tunjung languages with Benuaq, Kutai Malay, Banjar, Javanese, and Indonesian. The reasons for this are the movement of the population, the existence of laborers or workers from other tribes, the existence of close cultural relations (the Tunjung and Benuaq tribes), and the 'learning contacts' at the school. The Tunjung language community in Ngenyan Asa Village also tends to be bilingual or bilingualism. They mastered Tunjung, Indonesian and Benuaq. The existence of language contact and bilingualism can threaten the vitality of the Tunjung language. The Tunjung language can be displaced by the use of Indonesian and other regional languages which it considers more prestigious, especially among the younger generation.

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Marichal, Nidza, Arelis Rosario Roldán, and Maria Coady. "“My Language Learners Seemed Like Ghosts”: A Rural Teacher’s Transformational Journey Implementing the Seal of Biliteracy." Rural Educator 42, no. 1 (May 4, 2021): 52–56. http://dx.doi.org/10.35608/ruraled.v42i1.1180.

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This paper describes the personal and professional journey taken by one secondary Spanish teacher to implement the Seal of Biliteracy (SoBL) for English learners (ELs) in a rural Florida school district. The teacher’s goal was to promote bilingual pride among her ELs and to validate their bilingual abilities, which had been frequently unrecognized in the community. This promising practice in a rural Florida district demonstrated two important transformations: first was the teacher’s personal views about bilingualism as an asset rather than a deficit, and second was the instructional practices she employed and fierce advocacy for the ELs in her rural secondary school. Ultimately, the work of the teacher disrupted inequities that her bilingual students faced and positively affected her EL students’ views of bilingualism and their lives in the rural school community.

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Quinn, Tina. "Book Review: Childhood bilingualism. Research in infancy through school age." Child Language Teaching and Therapy 23, no. 1 (February 2007): 120–22. http://dx.doi.org/10.1177/0265659007072374.

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Hansen, Laura Birke, Pedro Macizo, Jon Andoni Duñabeitia, David Saldaña, Manuel Carreiras, Luis J. Fuentes, and M. Teresa Bajo. "Emergent Bilingualism and Working Memory Development in School Aged Children." Language Learning 66, S2 (September 2016): 51–75. http://dx.doi.org/10.1111/lang.12170.

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Dressler, Roswita. "Signgeist: promoting bilingualism through the linguistic landscape of school signage." International Journal of Multilingualism 12, no. 1 (April 29, 2014): 128–45. http://dx.doi.org/10.1080/14790718.2014.912282.

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MARTIN, DEIRDRE. "Bilingualism and Literacies in Primary School: Implications for professional development." Educational Review 51, no. 1 (February 1999): 67–79. http://dx.doi.org/10.1080/00131919997687.

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Baldauf, Richard B. "Fostering bilingualism and national development through school second language study." Journal of Multilingual and Multicultural Development 14, no. 1-2 (January 1993): 121–34. http://dx.doi.org/10.1080/01434632.1993.9994524.

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Beauchamp, Myriam L. H., Stefano Rezzonico, and Andrea A. N. MacLeod. "Bilingualism in School-Aged Children with ASD: A Pilot Study." Journal of Autism and Developmental Disorders 50, no. 12 (April 18, 2020): 4433–48. http://dx.doi.org/10.1007/s10803-020-04501-8.

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Clavijo, Amparo. "English teaching in the elementary school: Some critical issues." Colombian Applied Linguistics Journal 18, no. 1 (July 26, 2016): 7. http://dx.doi.org/10.14483/calj.v18n1.aa00.

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Although for the last 10 years Colombia has proposed a National Plan for Bilingualism in different stages, the education of young children in Colombian public and private schools in relation to English language learning evidences some critical issues regarding the preparation of future teachers, the professional development of in-service teachers, and the nationalstandards for foreign language teaching.

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Baziyeva, Gulfiya J., and Fatima T. Uzdenova. "Karachai-Balkar Literature and Ethnic Identity Problems." Polylinguality and Transcultural Practices 16, no. 3 (December 15, 2019): 358–65. http://dx.doi.org/10.22363/2618-897x-2019-16-3-358-365.

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In the modern period, the problem of bilingualism in the literary-artistic aspect is connected both with the study of the speech characteristics of characters in artistic works and with the analysis of the literature created by bilingual writers and perceived by bilingual societies. In the formation and development of the artistic literary school in the North Caucasus, the dissemination and study of Arabic and Russian languages was very important. The article traces the dynamics of the development of bilingualism in the artistic prose of the North Caucasus peoples (XIX - beginning of the XXI century). The novelty of the research is due to the cultural approach to the analysis of bilingualism as an important phenomenon that reflects mental, ethnocultural and universal spiritual values.

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Stefanakis, Evangeline Harris. "Bilingualism and testing: A special case of bias. G. Valdes and R. Figueroa. Norwood, NJ: Ablex, 1994. Pp. 255." Applied Psycholinguistics 21, no. 2 (June 2000): 290–96. http://dx.doi.org/10.1017/s0142716400232074.

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Guadalupe Valdes and Richard Figueroa carefully and clearly craft an argument for why bilingualism and testing constitute a special case of bias that continues to have serious consequences for today's school-age minority population in the United States. This argument could not be more timely, given the drive in the United States for standards and a rising wave of state-mandated standardized testing programs for all students, including bilinguals. Perhaps a summary of this book should be on the desk of every educational leader and policymaker charged with the mandate of administering standardized tests to bilingual students and comparing their scores with those of monolingual groups for the purpose of special education and vocational placements.

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Buzek-Kolarczyk, Anna, and Krzysztof Polok. "Goal-Setting and Shaping of Bilingualism among Junior High School Learners." OALib 07, no. 01 (2020): 1–12. http://dx.doi.org/10.4236/oalib.1106021.

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Nana, Genevoix. "Official bilingualism and field narratives: does school practice echo policy discourse?" International Journal of Bilingual Education and Bilingualism 16, no. 1 (January 2013): 64–99. http://dx.doi.org/10.1080/13670050.2012.686480.

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Fránquiz, María E., and Alba A. Ortiz. "Coeditors' Introduction: Home, School, and Program Influences on Bilingualism and Biliteracy." Bilingual Research Journal 35, no. 3 (October 2012): 253–57. http://dx.doi.org/10.1080/15235882.2012.736846.

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Martin, Deirdre. "Constructing Discursive Practices in School and Community: Bilingualism, Gender and Power." International Journal of Bilingual Education and Bilingualism 6, no. 3-4 (June 2003): 237–52. http://dx.doi.org/10.1080/13670050308667783.

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Tsimpli, Ianthi Maria, Margreet Vogelzang, Anusha Balasubramanian, Theodoros Marinis, Suvarna Alladi, Abhigna Reddy, and Minati Panda. "Linguistic Diversity, Multilingualism, and Cognitive Skills: A Study of Disadvantaged Children in India." Languages 5, no. 1 (March 16, 2020): 10. http://dx.doi.org/10.3390/languages5010010.

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Multilingualism and linguistic diversity are the norm in India. Although studies have shown a relation between bilingualism and cognitive gains, linguistic diversity has so far been ignored as a potential factor affecting cognitive skills. This study aims to fill this gap by examining how cognitive skills—as measured by the n-back and Raven’s Colored Progressive Matrices tasks—are affected by multilingualism and/or sociolinguistic diversity in a large cohort of socioeconomically disadvantaged primary school children in two urban sites of India: Delhi and Hyderabad. We present a questionnaire estimating sociolinguistic diversity and show that this measure assesses a distinct construct, as compared to a child’s multilingualism. Children were classified as growing up monolingually or bilingually, depending on whether they grew up with one or more languages in the home. Regarding cognitive performance, bilinguals were found to outperform monolinguals on the n-back task, as well as on the Raven’s task. In addition, a socially and linguistically diverse environment seems to enhance cognitive performance for children who are not multilingual themselves. Finally, several contextual factors such as city were found to influence cognitive performance. Overall, this shows that cognitive tasks are subject to contextual effects and that bilingualism and linguistic diversity can enhance cognitive performance of children in disadvantaged contexts.

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Journal articles on the topic 'School bilingualism'

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