Bibliografías temáticas / Bilinguality

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Literatura académica sobre el tema "Bilinguality"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de abril de 2022

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Artículos de revistas sobre el tema "Bilinguality"

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Dorian, Nancy C., Josiane F. Hamers y Michel H. A. Blanc. "Bilinguality and Bilingualism". Language 66, n.º 4 (diciembre de 1990): 869. http://dx.doi.org/10.2307/414753.

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Lanvers, Ursula, Josine F. Hamers y Michael Blanc. "Bilinguality and Bilingualism". Modern Language Review 96, n.º 4 (octubre de 2001): 1172. http://dx.doi.org/10.2307/3735982.

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Gutierrez, John R., Josiane F. Hamers y Michel H. A. Blanc. "Bilinguality and Bilingualism". Modern Language Journal 75, n.º 2 (1991): 241. http://dx.doi.org/10.2307/328838.

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Dolitsky, Marlene. "Bilinguality & bilingualism". Journal of Pragmatics 19, n.º 4 (abril de 1993): 380–83. http://dx.doi.org/10.1016/0378-2166(93)90096-8.

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No authorship indicated. "Review of Bilinguality and Bilingualism." Contemporary Psychology: A Journal of Reviews 35, n.º 6 (junio de 1990): 621. http://dx.doi.org/10.1037/028769.

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Tak-Hung Chan, Leo. "Translating Bilinguality". Translator 8, n.º 1 (enero de 2002): 49–72. http://dx.doi.org/10.1080/13556509.2002.10799116.

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Isabelli, Casilde A. "Review of Hamers & Blanc (2000): Bilinguality and Bilingualism". Language Problems and Language Planning 26, n.º 3 (6 de diciembre de 2002): 328–30. http://dx.doi.org/10.1075/lplp.26.3.13isa.

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Hirsch, Tijana y Orly Kayam. "Academic Mothers’ Definitions of Bilingualism, Bilinguality, and Family Language Policies". Psychology of Language and Communication 24, n.º 1 (1 de enero de 2020): 22–43. http://dx.doi.org/10.2478/plc-2020-0002.

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AbstractBilingual partnerships (Piller & Pavlenko, 2004) and transnational families (Hirsch & Lee, 2018) are on the rise. With mothers spending more time with their children at home, even in dual career partnerships (Hochschild & Machung, 1989), the labor of family language policy (FLP) implementation often falls on them. While increasingly more new hires in academia are women (Finkelstein, Seal, & Schuster, 1998), only 31% of them are mothers (Perna, 2003). In this work, we examine the dominant discourses regarding bilingualism and FLP among academic mothers who find themselves at an intersection of multiple and often competing social positions. Data was collected from 46 academic mothers residing in linguistically-different host societies but all whom gather in an online community they have co-created. Data collection procedure included 22 open-ended questions exploring bilingualism and FLP orientations. Iterative and recursive content analysis was performed, yielding thematic patterns centering around language ideologies, practices, and bilinguality.
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Harasta, Eva. "Karl Barth, a Public Theologian? The One Word and Theological 'Bilinguality'". International Journal of Public Theology 3, n.º 2 (2009): 188–203. http://dx.doi.org/10.1163/156973209x415990.

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AbstractOn first glance, Karl Barth seems an unlikely witness for public theological 'bilinguality'. Yet he off ers substantial clarifi cation for theology's double responsibility within the context of the church and within the context of its contemporary public(s), especially in his lecture ' e Christian Community and the Civil Community'. Barth there develops a sophisticated interpretation of bilinguality avant la lettre. He proposes that the civil community and the Christian community are two diff erent analogies for the eschatological kingdom of Christ. Each of the two has its own way of testifying to Christ. The church needs to respect the autonomy of the civil sphere in its proclamation. us emerges a clear notion of the two languages intended by the concept of bilinguality. The secular and the ecclesial proclamation of Christ complement each other.
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CROMDAL, JAKOB. "Childhood bilingualism and metalinguistic skills: Analysis and control in young Swedish–English bilinguals". Applied Psycholinguistics 20, n.º 1 (marzo de 1999): 1–20. http://dx.doi.org/10.1017/s0142716499001010.

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Several scholars have claimed that childhood bilingualism may enhance development of linguistic awareness. In the present investigation, metalinguistic ability is studied in terms of the dual skill components outlined by Bialystok and Ryan (1985): control of linguistic processing and analysis of linguistic knowledge. A total of 38 English–Swedish bilinguals, assigned to two groups according to relative proficiency, and 16 Swedish monolinguals, all aged 6 to 7 years, received three tasks: symbol substitution, grammaticality judgment, and grammaticality correction. Effects of general bilingualism were found on tasks requiring a high control of linguistic processing, thus replicating previous findings. The results indicated that a high degree of bilinguality may also enhance the development of linguistic analysis. Moreover, it was found that certain metalinguistic skills – especially control of processing – were more readily applied in the subjects' weaker language.
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Tesis sobre el tema "Bilinguality"

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SALGADO, ANA CLAUDIA PETERS. "BILINGUALITY MEASUREMENT: A PROPOSE". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12728@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O presente estudo propõe uma metodologia para medir graus de bilingualidade. A proposta é tentar quantificar esse conceito. Considerando que o comportamento bilíngüe não deve ser descrito como um aspecto universalista ou essencialista do indivíduo bilíngüe, os conhecimentos objetivos de estatística ou de probabilidade e as metodologias formais de coletas de dados, por exemplo, não contemplam os aspectos subjetivos e contextuais de manifestações bilíngües. A ortodoxia e inflexibilidade das metodologias disponíveis não conseguem apreender a fluidez de um conceito como bilingualidade. Nossa questão é mostrar que a lógica fuzzy apresenta-se como uma possível ferramenta de medida porque leva em consideração as percepções individuais e as experiência culturais do observador/pesquisador quando este tenta definir o que constitui o fenômeno observado. A verdade de qualquer afirmação se torna uma questão de gradação. A metodologia usada foi: 1) gravação e transcrição de entrevista com indivíduos bilíngües; 2) seleção das narrativas de histórias de vida presentes nas entrevistas; 3) identificação das variáveis relevantes para a análise; 4) análise das bilingualidades dos indivíduos usando a Fuzzy Logic Toolbox do software MATLAB. As bilingualidades dos indivíduos são analisadas nos contextos familiar, social e profissional. Um aspecto importante a ser considerado é que, devido à fluidez da bilingualidade, fatores diferentes e variáveis múltiplas concorrem para configurar uma análise de manifestações de bilingüismo. Assim, conseguimos mostrar matematicamente, através do uso da lógica fuzzy, o que conhecemos com base em nossa experiência de vida: um mesmo indivíduo apresenta diferentes graus de bilingualidade em diferentes contextos sociais. Da mesma forma, comprovamos que em um mesmo contexto social, um mesmo indivíduo pode apresentar diferentes graus de bilingualidade, dependendo do estágio de vida em que se encontra.
This study proposes a methodology to evaluate degrees of bilinguality. The objective is to quantify the concept bilinguality. Considering that the bilingual behavior should not be taken as one`s universalist or essentialist aspect, objective knowledge of statistics and probability, and formal methodology of data gathering, for example, do not cope with the subjective and contextual aspects of the bilingual manifestations. The orthodoxy and inflexibility of the available methodologies can not apprehend such a fluid concept as bilinguality. The propose of this study is to present Fuzzy Logic as a possible tool to measure bilinguality for it takes into account the observer/researcher`s individual perceptions and cultural experience for defining what constitutes the observed phenomenon. The truth of any affirmation is a matter of gradation. The methodology used was: 1) recording and transcription of interviews with bilingual individuals; 2) selection of life story narratives inside these interviews; 3) identification of the relevant variables for the analysis; 4) analysis of bilinguality using Fuzzy Logic Toolbox in MATLAB. The bilinguality of the individuals is analyzed in real everyday life situations, in contexts such as: familiar, social and professional. An important aspect to be considered is that, due to the fluidity of bilinguality, different factors and multiple variables compete to set up an analysis of bilingualism manifestations. Thus, we could prove mathematically, using fuzzy logic, what we might previously know based on our life experience: one individual presents different degrees of bilinguality, depending on the moment of their life they are.
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Sarr, Brianna Jenesse. "Comparing bilingual and monolingual students' response to intervention". Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216783388.

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Chui, Hung Fun. "The Chinese linguistic codes in Hong Kong : a case of bilinguality in the classroom". HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/36.

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Modirkhamene, Sima. "Possible effects of bilinguality on additional language proficiency and the academic achievement of EFL learners : findings from Iran". Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/843239/.

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The present research examines the possible effects of bilinguality on additional language proficiency and the academic achievement of Iranian EFL learners. This study is a longitudinal survey of 98 EFL learners in the English Language Department of Urmia University in Azerbaijan, Iran, during the 2002-2004 academic years. It compares 56 Turkish-Persian bilinguals with 42 Persian monolinguals in terms of their performance on the FCE language proficiency tests, i.e. listening comprehension, reading comprehension, writing proficiency, and speaking proficiency in three phases of data collection. The two groups were also compared with regard to their academic achievements based on their grades consulted in every phase of the study. The subjects, who fell within the age range of 18-24 years, were similar in terms of individual (e.g. linguistic background), social (socio-economic status), psychological (motivation orientations), and educational (previous exposure to other languages) orientations. Analysis of the data submitted to a series of independent t-tests indicated that bilinguals performed significantly better than monolinguals in all measures of language proficiency except for writing skill. Further analysis of the data revealed that bilinguals attained higher levels of academic achievement. The findings, therefore, appear to provide support for the argument that bilinguality may be a good predictor of success in learning additional languages, English in this case. The findings are discussed in relation to the Threshold Hypothesis (Cummins, 1976) that assumes a minimum threshold level of competence to be attained by a bilingual in his two languages to benefit from his bilinguality; and the Interdependence Hypothesis (Cummins, 1979) that posits positive cross-lingual transfer of cognitive/academic skills between the languages one knows. In other words, through evaluating the four basic language skills separately, the researcher provides evidence that: a) the findings are within the framework of these two fundamental hypotheses in research on bilingualism, and b) knowledge of two languages may not exert the same effect on every language skill as far as additional language learning is involved. This is more evident from the key findings related to the fourth hypothesis, i.e. a lack of significant difference between the two groups in terms of their writing proficiency; a finding which encourages new avenues of enquiry for those interested in issues related to bilingualism and additional language learning. An outstanding feature of this study is that it expands research into a rarely investigated cohort, namely, adult non-balanced bilinguals. Furthermore, it explores bilinguality and its possible effects on learning of English as a foreign language among EFL learners from a part of the world where there has been minimal empirical research. It brings evidence from a new sociolinguistic context with a different combination of languages (i.e. Turkish, Persian and English). The findings of the present investigation also bring a new perspectives on how bilinguality as an important learner variable affects additional language learning. The outcomes may make significant contributions to help the individuals of either language background (i.e. Turkish, Persian) to achieve gains in additional language learning.
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Mendes, Márjori Corrêa. "Aprendizado incidental de línguas e desenvolvimento de bilingualidade do aprendiz em contexto escolar". Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/4648.

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Os atuais processos de globalização (KUMARAVADIVELU, 2006), caracterizados principalmente pela popularização da internet no mundo, têm influenciado diretamente na maneira como entendemos e vivenciamos as mais diversas formas de contato linguístico em nossa vida cotidiana. Paradoxalmente, embora seja preciso lançar mão de diferentes práticas discursivas durante as interações diárias das quais participamos, parece que a relação língua estrangeira/escola no Brasil ainda se mostra um tanto quanto controversa. Dessa forma, torna-se imperativo pensar em novas estratégias e abordagens para o tratamento da língua estrangeira enquanto disciplina na sala de aula, a fim de que ela se alinhe às demandas dessa nova realidade na qual estamos inseridos. Para isso, porém, faz-se necessário abandonar a ideia de que o aprendiz precisa ser “proficiente” em uma língua e concentrar esforços em torná-lo capaz de (inter)agir dentro dos contextos nos quais transita – exercendo, portanto, o que chamaríamos de bilingualidade (SALGADO, 2008). Acreditamos, neste trabalho, que tal desenvolvimento pode ser potencializado por uma educação bilíngue de orientação dinâmica (GARCÍA, 2009), desde as séries iniciais da escolarização, caracterizada pelo foco no aprendiz e pela potencialização de interações ditas incidentais dentro de sala de aula, i.e., interações cujo foco se distancia do foco da aula em determinado espaço de tempo e, dessa forma, proporciona ao aprendiz oportunidades de aprendizado não previstas pelo professor. Esta dissertação se baseia num processo de descrição de estratégias de desenvolvimento da bilingualidade de aprendizes inseridos em contextos escolares através do aprendizado incidental (KERKA, 2000; VAZQUEZ, 2014; GRIM-FEINBERG, 2015). De forma mais específica, procuramos discutir também: i) quais são os desdobramentos de se ter o aprendiz como centro do processo de aprendizagem; ii) como fomentar o aprendizado incidental dentro do contexto escolar; e iii) a importância de se desenvolver a agentividade dos aprendizes em seus processos de construção de conhecimento. Para tanto, foram analisados documentos (a saber, notas expandidas, vídeos e relatórios) produzidos a partir de dois contextos, nos quais crianças aprendizes de inglês começaram sua exposição à língua inglesa na faixa etária dos 03 aos 08 anos e tiveram suas aulas elaboradas e executadas a partir desta concepção de educação bilíngue. A fim de entender como se dava este processo, as interações documentadas foram mapeadas em três categorias: interações do tipo aprendiz-aprendiz, aprendiz-contexto e aprendizprofessor. A análise destes dados aponta para o fato de que: i) além da bilingualidade foi possível notar o desenvolvimento de outras habilidades nos aprendizes, como suas práticas de letramento na língua estrangeira em questão; ii) apesar das peculiaridades de cada contexto, os aprendizes se mostraram muito engajados e disponíveis às aulas, o que contribuiu significativamente para o seu desenvolvimento lingüístico; e iii) o aprendizado incidental se configura, de fato, como uma importante ferramenta no processo de desenvolvimento da bilingualidade dos aprendizes inseridos em contexto escolar, e recomenda-se, portanto, que seja fomentado através das abordagens metodológicas escolhidas por cada instituição.
The ongoing process of globalization (KUMARAVADIVELU, 2006), characterized mainly by the popularization of the internet around the world has been influencing directly the way we understand and live experiences involving language contact in our everyday life. Paradoxically, although we need to use different discursive practices while interacting with others, it seems that the relation between foreign language and schools in Brazil is still controversial. Thus, it is extremely important to think about new strategies and approaches to work with foreign language as a discipline inside the classroom in order to make it closer to our reality. It is necessary, though, to change the idea that the learner needs to be “proficient” in a language and focus on make them capable of (inter)act in the contexts they belong to – using what we would call bilinguality (SALGADO, 2008). This paper proposes that such development might be encouraged by a bilingual education setting with dynamic orientation (GARCIA, 2009) since the beginning schooling. The focus should be on the learner and the potentiation of interactions called incidental in the classroom - what means interactions in which the main goal is not the goal of the class and because of that it presents to the learner opportunities of learning that could not be predicted by the teacher when preparing the class. Thus, this work aims to describe and analyze strategies of development of bilinguality of learners in school settings through incidental learning (KERKA, 2000; VAZQUEZ et al., 2014; GRIM-FEINBERG, 2015). More specifically, it also discuss 1) the consequences of having the learner as the focus of the learning process; 2) how to foster incidental learning in the classroom and 3) the importance of developing the agency of the learners in their process of building their knowledge. For doing so, it was analyzed the documentation (for the records, expanded notes, videos and reports) produced from two different contexts in which children learning a foreign language had classes elaborated and applied in this model of bilingual education. To understand how the process worked, the interactions documented were divided in three categories: interactions learner-learner, interactions learner-context and interactions learner-teacher. The analysis of the data suggests that 1) besides the development of bilinguality in these learners, it was possible to notice the development of other skills, such as their literacy in the foreign language; 2) even considering the specificities of both contexts, the learners seemed to be engaged and available to the classes, what contributed significantly to their linguistic development and 3) the incidental learning seems to be an important tool in the process of developing the bilinguality of the learners inside school settings and it is advised to be fostered though the methodological approaches chosen by each institution.
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Carlos, Neto Marcionilo Euro. "Bilinguismo e bilingualidade: análise de redes sociais em uma comunidade japonesa na cidade do Rio de Janeiro". Niterói, 2017. https://app.uff.br/riuff/handle/1/3417.

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O presente trabalho investiga uma comunidade japonesa situada na cidade do Rio de Janeiro dentro da perspectiva de línguas em contato num contexto de imigração bilíngue/multilíngue. Como proposta de investigação, levamos em conta o dinamismo das situações de bilinguismo, destacando a importância de estudá-las num contexto social que apresenta-se eminentemente mutável. Propomo-nos a pesquisar 15 nikkeis pertencentes à 3 redes sociais identificadas na Associação Nikkei do Rio de Janeiro, pormenorizando os estágios de bilingualidade desses sujeitos no momento atual de suas vidas. Com essa finalidade, lançamos mão dos conceitos de bilinguismo e bilingualidade nos termos de Savedra (1994-2009) que define aquele como a situação em que há o uso compartilhado de mais de uma língua num determinado domínio comunicativo e, esse, como os diferentes estágios de bilinguismo que os indivíduos bilíngues transpassam em sua vida. Para analisarmos os estágios de bilingualidade dos participantes de nossa investigação, identificamos o contexto de aquisição de línguas, bem como o uso funcional variado por ambientes comunicativos (familiar, social, profissional, específico de uso na Associação Nikkei e escolar) de todos os 15 informantes. Nossa pesquisa é descritiva, de caráter qualitativo na qual utilizamos o método de identificação de redes sociais, aplicação de questionário sociolinguístico e, também, anotações em diário de campo para destacarmos, através das observações realizadas na Associação supracitada, as informações relevantes ao nosso estudo. Como resultado, podemos salientar a fluidez tangível da maioria das situações de uso das línguas investigadas, levando-nos a solidificar as conclusões de Savedra (op. cit.) em suas investigações que atesta, de maneira evidente, o caráter relativo que define o fenômeno do bilinguismo, como também confirma que a condição bilíngue é instável, sendo modificada pelo contexto de aquisição de línguas e pelos domínios de uso linguístico em diferentes ambientes comunicativos. Em nossa pesquisa, o domínio de uso funcional linguístico por ambientes comunicativos mostrou-se mais determinador da fluidez de uso das línguas em questão (português e japonês) nos indivíduos investigados. Contudo, não podemos descartar o contexto de aquisição das línguas como um fator relevante para a determinação da dominância de utilização de uma língua em relação à outra no momento atual de uso na vida dos falantes investigados
This study investigates a Japanese community located in Rio de Janeiro city within the language contact perspective in a bilingual / multilingual immigration context. As research aim, we take into account the dynamics of bilingualism situations, highlighting the importance of studying them in a social context that presents itself eminently changeable. We propose to search 15 Nikkei who belong to three social networks identified in the Nikkei Association of Rio de Janeiro (Rio Nikkei), detailing these subjects’ bilinguality stages at the present moment of their lives. For this purpose, we used the bilingualism and bilinguality concepts in Savedra’s terms (1994-2009) who defines the first one as the situation in which there is a shared use of more than one language in a certain communicative domain, and the second one, as the different stages of bilingualism in which bilingual individuals trespass in their life. In order to analyze the participants’ bilinguality stages, we have identified the context of language acquisition as well as the varied functional use by communicative environments (familiar, social, professional, Nikkei Association specific use and scholar) of each one of the studied informants. Our research is descriptive, characteristically qualitative in which we use the social networks identification method, sociolinguistic survey application and daily notes to stand out, through the observations made in the aforementioned Association, the relevant information to our study. As a result, we can point out the tangible fluidity of the majority of use cases in the investigated languages. The results lead us to solidify the Savedra’s findings (op. Cit.) which proves the relative character that defines the bilingualism phenomenon. Besides, the results also confirms the fact that bilingual condition is unstable and it modifies itself by the context of language acquisition and by the language use domains in different communicative environments. In our research, the linguistic functional use domain by communicative environments was more significant to determine the languages use fluidity (Portuguese and Japanese) in the investigated individuals. However, we cannot rule out the context of language acquisition as a relevant factor in determining one language use dominance over the other one in the investigated speakers’ current life
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Barr, Regina L. "Sociolinguistics and Bilingualism". University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1512423875160549.

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8

Bäckström, Elin. "Affective Emotions and Bilingualism". Thesis, Stockholm University, Department of English, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6659.

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This essay deals with bilingualism and how affectionate feelings are expressed. There seems to be a difference in meaning between the English phrase I love you and the corresponding Swedish jag älskar dig, where the English phrase is used more frequently and casually than the Swedish phrase. In this paper, affective emotions in Swedish-English bilingualism is examined on two levels: 1) the expression of affectionate feelings in general and 2) the translatability and meaning of I love you and jag älskar dig.

A qualitative study, with the purpose to investigate how two groups of Swedish-English bilinguals experience meaning and translatability in their affective repertoires, was carried out. 25 people participated in the study, of whom those in the first group are L1 speakers of English who have acquired Swedish as a second language, and those in the second are L1 speakers of both English and Swedish with at least one parent from an English-speaking country. The results of the study were compared with results derived from previous research on language and emotion and bilingualism. Furthermore, a few professional translators were interviewed about the translatability of I love you and jag älskar dig.

The results from the study show a tendency for late learners of Swedish to use English rather than Swedish when expressing affection, while the childhood bilinguals of both Swedish and English show a general preference for Swedish. However, respondents show a high degree of accommodation; they choose their language based on the L1 or preferred language of the interlocutor. A vast majority in both groups reported experiencing feelings of affection to be expressed differently in their English-speaking culture compared to the Swedish culture. A majority of respondents in the first group do not experience a difference in meaning between I love you and jag älskar dig, while a majority in the second group, with both Swedish and English as L1, do. The results from the study cannot be claimed to account for more than the experiences and opinions of the 25 respondents, but correspond with previous research results within the fields of language and emotion and bilingualism.

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Roberts, Sean Geraint. "Evolutionary approach to bilingualism". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7995.

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The ability to learn multiple languages simultaneously is a fundamental human linguistic capacity. Yet there has been little attempt to explain this in evolutionary terms. Perhaps one reason for this lack of attention is the idea that monolingualism is the default, most basic state and so needs to be explained before considering bilingualism. When thinking about bilingualism in this light, a paradox appears: Intuitively, learning two languages is harder than learning one, yet bilingualism is prevalent in the world. Previous explanations for linguistic diversity involve appeals to adaptation for group resistance to freeriders. However, the first statement of the paradox is a property of individuals, while the second part is a property of populations. This thesis shows that the properties of cultural transmission mean that the link between individual learning and population-level phenomena can be complex. A simple Bayesian model shows that just because learning one language is easier than two, it doesn't mean that monolingualism will be the most prevalent property of populations. Although this appears to resolve the paradox, by building models of bilingual language evolution the complexity of the problem is revealed. A bilingual is typically defined as an individual with "native-like control of two languages" (Bloomfield, 1933, p. 56), but how do we define a native speaker? How do we measure proficiency? How do we define a language? How can we draw boundaries between languages that are changing over large timescales and spoken by populations with dynamic structures? This thesis argues that there is no psychological reality to the concept of discrete, monolithic, static `languages' - they are epiphenomena that emerge from the way individuals use low-level linguistic features. Furthermore, dynamic social structures are what drives levels of bilingualism. This leads to a concrete definition of bilingualism: The amount of linguistic optionality that is conditioned on social variables. However, integrating continuous variation and dynamic social structures into existing top-down models is difficult because many make monolingual assumptions. Subsequently, introducing bilingualism into these models makes them qualitatively more complicated. The assumptions that are valid for studying the general processes of cultural transmission may not be suitable for asking questions about bilingualism. I present a bottom-up model that is specifically designed to address the bilingual paradox. In this model, individuals have a general learning mechanism that conditions linguistic variation on semantic variables and social variables such as the identity of the speaker. If speaker identity is an important conditioning factor, then `bilingualism' emerges. The mechanism required to learn one language in this model can also learn multiple languages. This suggests that the bilingual paradox derives from focussing on the wrong kind of question. Rather than having to explain the ability to learn multiple languages simultaneously as an adaptation, we should be asking how and why humans developed a flexible language learning mechanism. This argument coincides with a move in the field of bilingualism away from asking `how are monolinguals and bilinguals different?' to `how does the distribution of variation affect the way children learn?'. In this case, while studies of language evolution look at how learning biases affect linguistic variation, studies of bilingualism look at how linguistic variation affects learning biases. I suggest that the two fields have a lot to offer each other.
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Ibrahim, Anna. "Bilingualism in translation tasks". Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6251/.

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Libros sobre el tema "Bilinguality"

1

Hamers, Josiane F. Bilinguality and bilingualism. Cambridge: Cambridge University Press, 1989.

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1929-, Blanc Michel, ed. Bilinguality and bilingualism. 2a ed. Cambridge: Cambridge University Press, 2000.

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Hamers, Josiane F. Bilinguality and bilingualism. Cambridge: Cambridge University Press, 1988.

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Datta, Manjula. Bilinguality and literacy: Priciples and practice. London: Continuum, 2000.

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Datta, Manjula. Bilinguality and literacy: Principles and practice. 2a ed. London: Continuum, 2007.

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Bilingualism. Oxford, OX, UK: B. Blackwell, 1989.

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Dewaele, Jean-Marc, Alex Housen y Wei Li, eds. Bilingualism. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596315.

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Libben, Maya, Mira Goral y Gary Libben, eds. Bilingualism. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/bpa.6.

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Bilingualism. 2a ed. Oxford, UK: Blackwell, 1995.

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Macdonald, Roderick Alexander. Legal bilingualism. [Toronto]: Faculty of Law, University of Toronto, 1988.

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Capítulos de libros sobre el tema "Bilinguality"

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Tucker, G. Richard. "Cognitive and social correlates of bilinguality". En The Influence of Language on Culture and Thought, editado por Robert L. Cooper y Bernard J. Spolsky, 101–12. Berlin, Boston: De Gruyter, 1991. http://dx.doi.org/10.1515/9783110859010-007.

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Lee, Enid. "Beyond Bilinguality: Code-Mixing, Semantic Relatedness, and Name Clustering in Hong Kong Racehorse Names". En Chinese Culture in the 21st Century and its Global Dimensions, 161–78. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2743-2_10.

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Clément, Richard, Kimberly A. Noels y Peter D. Macintyre. "Three Variations on the Social Psychology of Bilinguality: Context Effects in Motivation, Usage and Identity". En Language, Discourse and Social Psychology, 51–77. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230206168_3.

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Ray-Subramanian, Corey E. "Bilingualism". En Encyclopedia of Child Behavior and Development, 240–41. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_335.

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

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Hakuta, Kenji. "Bilingualism." En Encyclopedia of psychology, Vol. 1., 410–14. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-149.

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Manuel-Dupont, Sonia, Alfredo Ardila, Monica Rosselli y Antonio E. Puente. "Bilingualism". En Critical Issues in Neuropsychology, 193–210. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-0682-3_8.

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Prestwood, Lauren, Christina Salnaitis y Alejandro Brice. "Bilingualism". En Encyclopedia of Evolutionary Psychological Science, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2419-1.

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Prestwood, Lauren, Christina Salnaitis y Alejandro Brice. "Bilingualism". En Encyclopedia of Evolutionary Psychological Science, 572–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_2419.

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Stein-Smith, Kathleen. "Bilingualism". En The French in Our Lives, 57–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003023760-7.

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Actas de conferencias sobre el tema "Bilinguality"

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Soboleva, Kristina V. "Bilingualism And Modern Electronic Resourсes". En International Scientific Conference «PERISHABLE AND ETERNAL: Mythologies and Social Technologies of Digital Civilization-2021». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.03.50.

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Yusupova, Zulfiya. "TEACHING THE STATE LANGUAGE AND BILINGUALISM". En 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb31/s10.035.

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de-Paz, M. Violante, Ricardo Lucas, Elsa Galbis y Nieves Iglesias. "BILINGUALISM: THE IMPORTANCE OF SPEAKING LANGUAGES". En 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1689.

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Махмутова, Альфия y Галия Хисамова. "BILINGUALISM AND THE CULTURE OF SPEECH". En Priorities of the Russian Contemporary Linguistics within language area comprehension. Baskir State University, 2021. http://dx.doi.org/10.33184/psrvoyap-2021-12-10.24.

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Wang, Yitong. "Bilingualism of Children in Immigrant families". En 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.103.

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Khotinets, Vera y Oksana Kozhevnikova. "Executive Functions in Connection with the Development of Bilingual Speech of Senior Pre-schoolers". En 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.43.

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The paper analyzes the topical problems of bilingualism effects and its benefits in cognitive control of speech activity in two or more languages. In psychological science, there is insufficient research on the cognitive regulation of bilinguals in connection with speech development in the first and the second languages especially of children in the pre-school period that is characterized by a leap in speech development, functional restructuring, and expansion of regulatory resources. There is scarcity of works related to the specifics of cognitive control of speech activity of bilingual children with different levels of language proficiency and usage. The research aim was to examine the regulatory functions coordinative and subordinative preschool bilinguals in actualization of speech activity in their native and Russian languages. The study involved 65 bilingual children (Udmurt/Russian) aged 5.7 to 7.5 from preschool institutions of the Udmurt Republic: children with coordinative bilingualism (n = 32, 15 boys, 17 girls) equally speaking both languages and subordinative bilingualism with significant interference of the dominant language (mother tongue) while using the other (n = 33, 17 boys, 16 girls). Data collection materials were presented to the subjects in two versions: in the native and Russian languages. Theresearch techniques used in the study included: the Stroop Color and Word Test, “The Classification of Geometric Figures” “Verbal memory” “Visual Memory” “Verbal antonyms,” “Verbal classifications,” “Speech development (correction, restoration, completion of statements)” tests. The methods of mathematical statistics – descriptive statistics, the Mann-Whitney U-test, the Spearman correlation coefficient were used in data analysis. Based on the results of the empirical study, the fact of the absence of significant differences in the cognitive regulation of speech activity in the native language of preschoolers with coordinative and subordinative bilingualism was established. The obtained research results confirm astatement of Vygotsky’s cultural-historical theory that speech development causes changes in the development of regulatory functions. The practical significance of the findings is reinforced by the escalation of emigration processes in most countries increasing the professional responsibility of educators in supporting diversity and preserving the uniqueness of the childhood as an important stage in the general development of a person.
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Huang, Liang, Wenbin Jiang y Qun Liu. "Bilingually-constrained (monolingual) shift-reduce parsing". En the 2009 Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1699648.1699668.

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ABDUKADYROVA, T. T. "FORMATION OF QUALITATIVE CHARACTERISTICS OF FOREIGN LANGUAGE VOCABULARY IN THE CONDITIONS OF CHECHEN-RUSSIAN BILINGUALISM". En The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-005-009.

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This article examines the problem of teaching foreign language vocabulary in bilingual conditions. The importance of this article is due to the fact that the emphasis is placed on the study of qualitative characteristics of foreign language vocabulary in the conditions of chechen-russian bilingualism, which can affect communication in the study of native, russian and foreign languages. In the process of teaching foreign language vocabulary in the conditions of chechen-russian bilingualism, it is accompanied by additional difficulties, which are manifested due to the interaction of different lexical systems of the contacting languages. It should be noted that the difficulties of mastering the spelling features of lexical units are due to the peculiarities of german spelling, which is characterized by numerous rules for combining letters when writing and exceptions. The result of the research is the conclusion that the proposed classification of the development of lexical units of the german language, as practice shows, is an effective means for bilingual students to overcome difficulties in the process of forming a foreign language lexical competence.
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Zhang, Jiajun, Shujie Liu, Mu Li, Ming Zhou y Chengqing Zong. "Bilingually-constrained Phrase Embeddings for Machine Translation". En Proceedings of the 52nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/p14-1011.

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"Languages in Contact and Applied Linguistics – ‘Intruded’ Bilingualism". En Oct. 2-4, 2018 Budapest (Hungary). Universal Researchers, 2018. http://dx.doi.org/10.17758/uruae4.uh10184039.

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Informes sobre el tema "Bilinguality"

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Revie, J. History of bilingualism relating to federal mapping and documents. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1999. http://dx.doi.org/10.4095/298601.

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Hernández, Ana, Magaly Lavadenz y JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Lavadenz, Magaly, Elvira Armas y Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas y 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 policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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English-French Bilingualism, 1996. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301434.

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Bilingualism, 2006 (by census subdivision). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301425.

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Bilingualism, 2006 (by census division). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301424.

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English-French Bilingualism, 2001 (by census subdivision). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301415.

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English-French Bilingualism, 2001 (by census division). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301414.

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Bilingual Authorization Program Standards Content Analysis White Paper. Center for Equity for English Learners, 2020. http://dx.doi.org/10.15365/ceel.statement.2020.1.

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This white paper was developed in consultation with the Bilingual Authorization Working Group and reviews the 2009 California Commission on Teacher Credentialing (CTC) Bilingual Authorization Program Standards (BAPS). The analysis included current research in the field of bilingualism, equity, and dual language education. This Working Paper was presented to the CTC to influence and support efforts to update the BAPS. For each of the first set of five program standards, the authors offer: (1) descriptions of key elements within the standard; (2) recommended revisions; and (3) implications related to assessment, policy, and practice. The authors accepted standard 6 as written. Key recommendations included addressing the absence of field work and clinical experience. This paper includes a glossary of terms as well as an extended reference list across a variety topics in bilingual education.
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