Bibliografías temáticas / Bilingual

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Literatura académica sobre el tema "Bilingual"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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Artículos de revistas sobre el tema "Bilingual"

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Marlina, Leni. "BILINGUALISM AND BILINGUAL EXPERIENCES: A CASE OF TWO SOUTHEAST ASIAN FEMALE STUDENTS AT DEAKIN UNIVERSITY." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 2 (2017): 182. http://dx.doi.org/10.24036/ld.v10i2.7429.

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BILINGUALISME AND PENGALAMAN BILINGUAL: Sebuah Studi Kasus Dua Mahasiswa Perempuan Asia Tenggara di Deakin UniversityAbstractBilingualism is inseparable from humans’ life. It occurs practically in every country, in all classes of society and in all age groups. Besides, it has many dimensions. This paper is to describe bilingualism dan bilingual experiences from two international students who were studying at Deakin University in 2012. To describe bilingual experiences students two Southeast Asian female students had been interviewed at Deakin University in 2012. To explore their detail experie
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Olson, Daniel J. "Bilingual Language Dominance and Code-switching Patterns." Heritage Language Journal 21, no. 1 (2024): 1–29. http://dx.doi.org/10.1163/15507076-bja10027.

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Abstract Code-switching, the alternation between two languages in an interaction, is a salient characteristic of bilingual speech, but there is substantial variability in code-switching patterns among bilinguals. Language dominance, the relative strength of a bilingual’s languages, has been suggested as a key factor that impacts both the frequency with which a bilingual engages in code-switching and the directionality of code-switching. This study examines the relationship between language dominance and code-switching engagement and directionality. A total of 454 Spanish–English bilinguals com
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Rahayu, Dwi Ide. "Early Mixing in Bilingual Children: A Psycholinguistics View." Tell : Teaching of English Language and Literature Journal 6, no. 1 (2018): 39. http://dx.doi.org/10.30651/tell.v6i1.2080.

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Most studies on Bilinguals First Language Acquisition (BFLA) are concerned with giving explanation for language mixing in young bilinguals. It is commonly stated that language mixing in children has to be interpreted as evidence for confusions in the bilingual’s language acquisition, in the sense that the two languages are not acquired separately but start out as a single system. In other words, it is in contrast to adults’ code-switching. In this article, early mixing in bilingual children is explored based on psycholinguistics view. This article will first discuss the language acquisition, t
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Arêas da Luz Fontes, Ana Beatriz, Luciana De Souza Brentano, Pâmela Freitas Pereira Toassi, Catherine Sittig, and Ingrid Finger. "EVIDENCE OF NON-SELECTIVE LEXICAL ACCESS IN CHILDREN FROM A PORTUGUESE-ENGLISH BILINGUAL SCHOOL." PROLÍNGUA 15, no. 2 (2021): 183–97. http://dx.doi.org/10.22478/ufpb.1983-9979.2020v15n2.54901.

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The issue of language selectivity regarding lexical access of bilingual adults has been thoroughly reported in the literature. However, studies with bilingual children are still limited, especially in the Brazilian context. To fill this gap, the present study was conducted with the goal of investigating whether the same cognate facilitation effect reported for bilingual adults is also true for bilingual children. To do so, two experiments were carried out. In Experiment 1, 53 Portuguese-English bilingual children from 3rd and 7th grade took part in a lexical decision task which had a Portugues
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de Bruin, Angela. "Not All Bilinguals Are the Same: A Call for More Detailed Assessments and Descriptions of Bilingual Experiences." Behavioral Sciences 9, no. 3 (2019): 33. http://dx.doi.org/10.3390/bs9030033.

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No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in r
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GROBA, AGNES, ANNICK DE HOUWER, JAN MEHNERT, SONJA ROSSI, and HELLMUTH OBRIG. "Bilingual and monolingual children process pragmatic cues differently when learning novel adjectives." Bilingualism: Language and Cognition 21, no. 2 (2017): 384–402. http://dx.doi.org/10.1017/s1366728917000232.

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Previous studies have shown bilingually and monolingually developing children to differ in their sensitivity to referential pragmatic deixis in challenging tasks, with bilinguals exhibiting a higher sensitivity. The learning of adjectives is particularly challenging, but has rarely been investigated in bilingual children. In the present study we presented a pragmatic cue supporting the learning of novel adjectives to 32 Spanish–German bilingual and 28 German monolingual 5-year-olds. The children's responses to a descriptive hand gesture highlighting an object's property were measured behaviora
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Grosjean, Francois. "The bilingual individual." Interpreting. International Journal of Research and Practice in Interpreting 2, no. 1-2 (1997): 163–87. http://dx.doi.org/10.1075/intp.2.1-2.07gro.

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This article presents a general overview of the adult bilingual individual. First, the bilingual is defined and discussed in terms of the complementary principle, i.e. the fact that bilinguals acquire and use their languages for different purposes, in different domains of life, with different people. Next, the various language modes bilinguals find themselves in during their everyday interactions are examined. These range from the monolingual mode when they are communicating with monolinguals (and they have to deactivate all but one language) to the bilingual mode when they are interacting wit
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Schmidtke, Jens. "Home and Community Language Proficiency in Spanish–English Early Bilingual University Students." Journal of Speech, Language, and Hearing Research 60, no. 10 (2017): 2879–90. http://dx.doi.org/10.1044/2017_jslhr-l-16-0341.

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Purpose This study assessed home and community language proficiency in Spanish–English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Method Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey–Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire
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Balam, Osmer, María del Carmen Parafita Couto, and Hans Stadthagen-González. "Bilingual verbs in three Spanish/English code-switching communities." International Journal of Bilingualism 24, no. 5-6 (2020): 952–67. http://dx.doi.org/10.1177/1367006920911449.

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Objectives/research questions: We investigate two understudied bilingual compound verbs that have been attested in Spanish/English code-switching; namely, ‘ hacer + VInf’ and ‘ estar + VProg’. Specifically, we examined speakers’ intuitions vis-à-vis the acceptability and preferential use of non-canonical and canonical hacer ‘to do’ or estar ‘to be’ bilingual constructions among bilinguals from Northern Belize, New Mexico and Puerto Rico. Methodology: Speakers from Northern Belize ( n = 44), New Mexico ( n = 32) and Puerto Rico ( n = 30) completed a two-alternative forced-choice acceptability t
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BOGULSKI, CARI ANNE, MICHAEL RAKOCZY, MICHELLE GOODMAN, and ELLEN BIALYSTOK. "Executive control in fluent and lapsed bilinguals." Bilingualism: Language and Cognition 18, no. 3 (2014): 561–67. http://dx.doi.org/10.1017/s1366728914000856.

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Previous research showing a bilingual advantage on a variety of executive control tasks has typically compared monolinguals and fluent bilinguals. No study to date, however, has examined whether these effects endure for bilingual individuals who revert to monolingualism (‘lapsed bilinguals’). We investigated this question by testing monolinguals, full bilinguals, and lapsed bilinguals on a flanker task and a working memory task. Fully fluent bilinguals exhibited significantly more accurate performance than monolinguals on the working memory task, with lapsed bilinguals performing between the o
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Tesis sobre el tema "Bilingual"

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Aktürk-Drake, Memet. "Phonological Adoption through Bilingual Borrowing : Comparing Elite Bilinguals and Heritage Bilinguals." Doctoral thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-112792.

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In the phonological integration of loanwords, the original structures of the donor language can either be adopted as innovations or adapted to the recipient language. This dissertation investigates how structural (i.e. phonetic, phonological, morpho-phonological) and non-structural (i.e. sociolinguistic and psycholinguistic) factors interact in determining which of these two integration strategies is preferred. Factors that affect the accuracy of the structure’s perception and production in the donor language as a result of its acquisition as a second language are given special consideration.
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Rhéaume, Agathe. "Bilingual aphasia : efficacy and generalization of bilingual therapy." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61335.

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The present study was conducted in order to investigate the effects of bilingual therapy on the naming skills of a bilingual aphasic patient. The nature of the word-finding difficulties of a French-English bilingual aphasic subject was assessed. Theory-based anomia therapy was administered to the patient first in English and then in French to explore within- and across-language treatment effects. General language skills were also assessed before and after therapy. Results revealed significant improvement in naming of treated words, but very limited generalization to untreated items in only one
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Brunnert, Rainer Harsch Günther Heimann Rebekka. "Organic chemistry goes bilingual - bilingualer Chemieunterricht : ein bilinguales Modul zum Einstieg in die organische Chemie nach dem PIN-Konzept /." Münster : Schüling, 2009. http://d-nb.info/993318797/04.

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Ho, Wai-yie Monita. "Bilingual word recognition: a study of chinese-english bilinguals in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29782570.

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TOYAMA, Katsuhiko, and Yasuhiro OGAWA. "Bilingual KWIC - GUI Support Tool for Bilingual Dictionary Compilation -." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10382.

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Jensen, Jessica A. "Examining the Bilingual Advantage in Visuospatial Executive Function Tasks for Regular Use Bilinguals." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu161167780676892.

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Hack, Jamie. "Accent versus impairment in bilingual children : assessing bilingual children in English." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23515.

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Standard Speech Language Pathology (SLP) practice mandates accent not interfere with the assessment of bilingual children (Crago & Westernoff, 1997). However, in practice SLPs only have access to assessments that do not account for accent, potentially resulting in an over-referral of bilingual children. The current study compared the standard scores and phonological errors of 29 bilingual Cantonese or Mandarin English language learners (ages between 5;6 and 9;8 years) with 25 monolingual English children (ages between 6;8 and 9;4 years). Perceptual ratings of accent and proficiency by 10 SLPs
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Larson, Carrie Susan. "Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4412.

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Bilingual students are the fastest growing demographic group in U.S. P-12 public schools and offer promise and hope to our increasingly global workforce. However, many bilingual students are lagging behind in school, too many do not complete high school, and their schooling experiences are overshadowed by racial and linguistic segregation, low-academic tracking, and subtractive educational experiences. There is a growing body of literature that recognizes the importance of bilingual and bicultural teachers and leaders who can include students' linguistic, cultural, and community assets in scho
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Jiang, Nan. "Understanding bilingual lexical organization: Evidence from masked cross-language priming in Chinese-English bilinguals." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282752.

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Cross-language priming has been found to be asymmetrical in that priming is found from L1 to L2, but not the reverse. In this project, I examined two issues raised by the asymmetry that are related to the organization of the bilingual lexicon. The first is what attributes to the asymmetry. Two approaches to the asymmetry are distinguished, one attributing it to the representational features of the bilingual lexicon and the other to the processing characteristics associated with the two languages of bilingual speakers. The five experiments in the first series first replicated the asymmetry and
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Pananaki, Maria Mersini. "Bilingual Theories and the Swedish Bilingual Profile Reflected in the Classroom : A Comparative Case-Study in two Swedish Bilingual Schools." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-120936.

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Bilingualism and multilingualism are phenomena dominantly present in today’s globalized world. Sweden is not an exception and its international character is apparent in all domains, such as politics, business and education. English is perceived more as a second language rather a foreign one, taking into consideration the numerous bilingual and international schools of the country that promote the acquisition of Swedish and English from an early age. Teaching in bilingual classrooms may cause challenges due to students’ different linguistic abilities and background and thus, teachers are respon
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Libros sobre el tema "Bilingual"

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Reid, Elizabeth. Bilingual cooking =: La cocina bilingüe. One EAR Press, 1991.

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N, Kiser Karin, and Dearborn Financial Publishing, eds. Diccionario bilingüe de negocios =: Bilingual business dictionary. Dearborn Financial Pub., 1999.

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Crawford, James. Bilingual education: History, politics, theory, and practice. 4th ed. Bilingual Educational Services, 1999.

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Crawford, James. Bilingual education: History, politics, theory, and practice. Crane Pub. Co., 1989.

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James, Crawford. Bilingual education: History, politics, theory, and practice. 2nd ed. Bilingual Educational Services, 1991.

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Horn, Dieter. Aspekte bilingualer Erziehung in den USA und Kanada: Unter Berücksichtigung der Unterrichts für Minderheitenkinder in der Bundesrepublik. Pädagogischer Verlag Burgbücherei Schneider, 1990.

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James, Crawford. Bilingual education: History, politics, theory, and practice. 4th ed. Bilingual Educational Services, 1999.

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James, Crawford. Bilingual education: History, politics, theory, and practice. 4th ed. Bilingual Educational Services, 1999.

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Potowski, Kim, and Jason Rothman, eds. Bilingual Youth. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sibil.42.

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Sommer, Doris, ed. Bilingual Games. Palgrave Macmillan US, 2003. http://dx.doi.org/10.1057/9781403982704.

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Capítulos de libros sobre el tema "Bilingual"

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Torregrossa, Jacopo, and Christiane Bongartz. "Activation of referents in the bilingual mind." In Language Faculty and Beyond. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lfab.18.09tor.

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This paper investigates reference production by bilingual and monolingual children. We focus on the degree to which the activation of referents is encoded by different types of referring expressions among bilinguals and monolinguals. The study is based on forty-six story retellings produced in German by twenty-five Greek-German bilingual children and twenty-one monolingual children, respectively. The activation of referents is assessed based on a multi-factorial analysis of cognitive and linguistic factors that are involved in the use of referring expressions. The results show that pronouns pr
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Pérez-Firmat, Gustavo. "Bilingual Blues, Bilingual Bliss." In Bilingual Games. Palgrave Macmillan US, 2003. http://dx.doi.org/10.1057/9781403982704_11.

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Varra, Rachel. "Sociolinguistic dimensions of flagging behavior." In Issues in Hispanic and Lusophone Linguistics. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/ihll.42.02var.

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Abstract Pauses, fillers (eh, um) and false starts (e.g. recu — recuperación) are often interpreted as ‘disfluency’ in monolingual and bilingual speech. Recent research on these elements (here called ‘flags’) increasingly recognizes their communicative functions, but few studies examine how sociolinguistic factors contribute to their use. This study investigates how social factors interact with flagging among Spanish-English bilinguals. Silent pauses, fillers and false starts in the monolingual discourse of 115 bilinguals are examined and results indicate that ethnonational affiliation is the
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Poulin-Dubois, Diane. "Chapter 7. Bilingualism in development." In Studies in Bilingualism. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.07pou.

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The body of work that is the subject of this chapter is on the bilingual cognitive advantage in very young children and on the structure of the early bilingual lexicon. As a result of work initiated by Ellen Bialystok, we now know that even preverbal infants show better attentional control than monolingual infants. We also know that the organization of the early bilingual lexicon shows striking similarities but also notable differences to that of adults. The chapter concludes with a prospective outlook of what is still unknown about early bilingualism, including how proficiency and language us
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Chondrogianni, Vicky. "Chapter 12. Cross-linguistic influences in bilingual morphosyntactic acquisition." In Cross-language Influences in Bilingual Processing and Second Language Acquisition. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.16.12cho.

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The interaction between the bilingual child’s two languages, coined as Cross-linguistic influence (CLI), is a well-reported phenomenon in bilingual language development. Although CLI has long dominated bilingualism research, issues about its nature (a representational change or by-product of language co-activation), timing and duration remain less well understood. Is CLI only observed during early bilingual development, and does it fade away as children grow older? Does it lead to qualitative and quantitative differences in language development between bilinguals and monolinguals? The present
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Fielding, Ruth. "Bilingual Identity: Being and Becoming Bilingual." In Multilingualism in the Australian Suburbs. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-453-5_2.

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Kaushanskaya, Margarita, and Henrike K. Blumenfeld. "Bilingual Aphasia." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_867.

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Barrière, Caroline. "Bilingual Corpora." In Natural Language Understanding in a Semantic Web Context. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41337-2_7.

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Kaushanskaya, Margarita, and Henrike K. Blumenfeld. "Bilingual Aphasia." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_867-3.

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Auer, Peter. "Bilingual Conversation." In The New Sociolinguistics Reader. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-349-92299-4_34.

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Actas de conferencias sobre el tema "Bilingual"

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Rubesova, Stepanka. "RAISING BILINGUAL CHILDREN IN BILINGUAL/NON-BILINGUAL FAMILIES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2083.

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OVCERENCO, Nadejda. "The result of the impact of multiculturalism on child education in a bilingual family." In "Concepția rezultantei: importanța teoretică și practică", conferință științifică națională. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.01-02-12-2023.p162-167.

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In this article is analyzed the problem of person formation in bilingual families in condition of multilingualism of Moldova. Educational policy helps in development of bilingual personality in families and institutions of education. Psychological - pedagogical side of personal socialization was analyzed, and also its preparing for multicultural life. In the article is appreciated the situation of personal development in Republic of Moldova, in particular Romanian - Russian bilinguals, inherited from previous ages. There is discussed about the fast changes, when our state started to develop in
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Rashid, Ahmad, Alan Do-Omri, Md Akmal Haidar, Qun Liu, and Mehdi Rezagholizadeh. "Bilingual-." In Proceedings of the Workshop on Methods for Optimizing and Evaluating Neural Language Generation. Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-2307.

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Lu, Sa, Kun Wang, Xin Wang, Xiaoyu Tang, Yanna Ren, and Jinglong Wu. "Bilingual representation of speech sounds in Chinese-Japanese bilinguals." In 2016 IEEE International Conference on Mechatronics and Automation. IEEE, 2016. http://dx.doi.org/10.1109/icma.2016.7558975.

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Nazare, Juliana, Anneli Hershman, Ivan Sysoev, and Deb Roy. "Bilingual SpeechBlocks." In CHI PLAY '17: The annual symposium on Computer-Human Interaction in Play. ACM, 2017. http://dx.doi.org/10.1145/3116595.3116616.

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Utsuro, Takehito, Hiroshi Ikeda, Masaya Yamane, Yuji Matsumoto, and Makoto Nagao. "Bilingual text, matching using bilingual dictionary and statistics." In the 15th conference. Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/991250.991325.

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Chen, Min, Leimin Li, and Chunhai Lu. "Exploration of Bilingual Teaching Mode for Nuclear Specialty." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-15665.

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Bilingual education is the important method of training capability of international cooperation, communication and competition. Compared with other fields, the nuclear specialty needs more professionals. Four kinds of successful methods in foreign countries: transitional bilingual education, maintenance bilingual education, an immersion bilingual education and dual-rail bilingual education are studied and compared in this paper. The difference in bilingual education mode at home and abroad is analyzed. Current situation of bilingual education in China is presented. Drawing lessons from another
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Zhang, Cheng-Zhi. "Bilingual topic taxonomy generation based on bilingual documents clustering." In 2011 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2011. http://dx.doi.org/10.1109/icmlc.2011.6016948.

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Artetxe, Mikel, Gorka Labaka, and Eneko Agirre. "Learning bilingual word embeddings with (almost) no bilingual data." In Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/p17-1042.

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Ergesheva, Nazira. "THE ASSESSMENT IN BILINGUAL EDUCATION." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-85.

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This article provides a comprehensive overview of the role and significance of assessment in bilingual education. Bilingual education is a field that seeks to empower students with the ability to function effectively in two or more languages. Effective assessment practices are crucial in ensuring that bilingual learners make optimal progress in their language proficiency and academic development. This article discusses the importance of assessment in bilingual education, the various types of assessments used, and the critical need for cultural and linguistic considerations when evaluating bili
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Informes sobre el tema "Bilingual"

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Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6309.

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Glass, J., D. Goodine, M. Phillips., S. Sakai, S. Seneff, and V. Zue. A Bilingual VOYAGER System. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada460625.

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Gärkman, Heidi, Katija Aladin, and Christopher Petrie. Spotlight on Bilingual Education. HundrED, 2020. http://dx.doi.org/10.58261/bwof1517.

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Through our research, we have discovered that bilingual education is about learning how to think and act in two (or more) languages and how to navigate between them. Bilingual education is an inclusive environment where more than one language is used to learn! We have been mindful of searching for innovations that best support the learning of languages in positive and welcoming bilingual and multilingual environments – innovations that in one way or another can bring together and support all members of a school community. With this Spotlight, we are proud to highlight innovative practices and
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Thompson, Karen D., Nelly Patiño-Cabrera, Soria Colomer, Vanessa Mejia-Hutchison, and Sarah Howard. Gaps, rationales, and recommendations for improving bilingual data collection in Oregon. Oregon State University, 2024. https://doi.org/10.5399/osu/1190.

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As part of the Oregon Department of Education’s (ODE’s) investments of Elementary and Secondary School Emergency Relief Fund III dollars, ODE’s Multilingual and Migrant Education team contracted with Oregon State University (OSU) to provide recommendations about how the information the state has about schools with bilingual programs, students in bilingual programs, and multilingual educators could be improved. OSU conducted a variety of activities to create these recommendations between March 2024-September 2024, including meeting with ODE staff, meeting with researchers and leaders within oth
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Cruz, M. National Hispanic Bilingual Engineering Program (NHBEP). Office of Scientific and Technical Information (OSTI), 2000. http://dx.doi.org/10.2172/833791.

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Ma, Huanfeng, Burcu Karagol-Ayan, David Doermann, Doug Oard, and Jianqiang Wang. Parsing and Tagging of Bilingual Dictionary. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada459226.

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying po
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Lavadenz, Magaly, and Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.

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This research brief presents a study that explores the underexamined area of bilingual teacher residencies (BTRs) in California. The authors build upon research on teacher residencies to better understand the perspectives of program leaders- those who implement BTRs in Local Education Agencies (LEAs) and Institutions of Higher Education (IHEs). The study describes the program leaders’ insights into the implementation of BTRs at various stages of development and implementation based on the California Commission on Teacher Credentialing’s (CTC) funding phases from 2018 to 2023. Four findings are
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Ayan, Necip F., Bonnie Dorr, and Okan Kolak. Domain Tuning of Bilingual Lexicons for MT. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada455197.

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Laura Quaynor, Laura Quaynor. Can storytelling improve bilingual children's literacy skills? Experiment, 2014. http://dx.doi.org/10.18258/3485.

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