Artículos de revistas: "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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3

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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4

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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5

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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6

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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7

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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9

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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Martin, Deirdre. "Bilinguality and literacy: principles and practice". International Journal of Bilingual Education and Bilingualism 12, n.º 6 (noviembre de 2009): 731–34. http://dx.doi.org/10.1080/13670050802611696.

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Tucker, G. Richard. "Research Directions and Implications". Annual Review of Applied Linguistics 6 (marzo de 1985): 241–49. http://dx.doi.org/10.1017/s0267190500003160.

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A variety of factors will converge during the latter part of the 1980s which lend urgency to the need to continue to implement a series of research agendas within the broad domain of bilingualism. Among these, changes in demographic patterns with the resultant movement of peoples across national, political, or linguistic boundaries; pressures toward universal primary (and secondary) education—particularly in ethnolinguistically heterogeneous developing countries, and pressures for improved foreign language education in industrialized countries—particularly in the United States—will lead us to want to examine thoroughly the array of factors associated with second language teaching or learning and with the personal and social correlates and consequences of bilinguality or language attrition.

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Abudarham, Samuel. "‘Bilinguality’ in Dual Language Schoolchildren and its Implications". International Journal of Language & Communication Disorders 33, S1 (enero de 1998): 494–99. http://dx.doi.org/10.3109/13682829809179474.

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Galguera, Tomas. "Students' Attitudes Toward Teachers' Ethnicity, Bilinguality, and Gender". Hispanic Journal of Behavioral Sciences 20, n.º 4 (noviembre de 1998): 411–28. http://dx.doi.org/10.1177/07399863980204001.

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15

Hosni, Y. y S. Kotob. "Bilinguality of microcomputers—new hardware, software and converting techniques". Computers & Industrial Engineering 11, n.º 1-4 (enero de 1986): 596–602. http://dx.doi.org/10.1016/0360-8352(86)90161-0.

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Sugiharto, Setiono. "IMPACTS OF BILINGUALITY ON STUDENTS’ ACADEMIC WRITING SKILL: ADDITIONAL EVIDENCE". Indonesian Journal of Applied Linguistics 5, n.º 1 (7 de julio de 2015): 61. http://dx.doi.org/10.17509/ijal.v5i1.832.

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17

Halsted, Lily. "The Effects of Family Structure on the Development of Bilinguality". Psychology 04, n.º 09 (2013): 688–94. http://dx.doi.org/10.4236/psych.2013.49098.

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Ra, Esther H. "Review of Datta (2007): Bilinguality and literacy: Principles of practice". Written Language and Literacy 12, n.º 2 (15 de diciembre de 2009): 287–90. http://dx.doi.org/10.1075/wll.12.2.11ra.

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19

Ó Murchú, Helen. "The Needs of Irish-Speaking Bilinguals". Journal of Clinical Speech and Language Studies 11, n.º 1 (1 de septiembre de 2001): 40–68. http://dx.doi.org/10.3233/acs-2001-11105.

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This article attempts to examine the therapy needs of Irish-speaking bilinguals, beginning with some general issues related to the context of lesser used languages. The client groups, with their types of bilinguality, are delineated and their particular needs listed. Finally, mention is made of the political and policy context, as well as the support structures, such as they are, that currently exist.

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Simanjuntak, Risa Rumentha. "Bilinguality and Socioeconomic Status (SES): Approaching Non-Singular Factor to a Child’s Cognitive Development". Lingua Cultura 7, n.º 2 (30 de noviembre de 2013): 97. http://dx.doi.org/10.21512/lc.v7i2.427.

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Article attempted to argue that bilingualism have positive contributions toward a child’s cognitive development. By applying library research the discussion is focused on the contribution bilingualism had in mitigating socioeconomic detrimental effects on a child’s learning. Article started with discussing aspects of cognition, especially those shown through speech productions, of a bilingual child, then moving forward to discuss previous findings and arguments from the research pertaining to the issue of low socioeconomic status (henceforth SES) and cognition. Finally, the discussion concluded that bilingualism should be discussed as a complex system of learning and not as separate strands of a child’s learning.

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Dоmina, Victoriia. "BILINGUALISM OF FUTURE FOREIGN LANGUAGE TEACHER AS REQUIREMENT OF MODERN EUROPEAN HIGHER EDUCATION". Scientific journal of Khortytsia National Academy No. 1 (2019), n.º 1 (2019): 90–95. http://dx.doi.org/10.51706/2707-3076-2019-1-10.

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Cultural globalization of different countries, extended social circle of future teachers, exchange programs, emigration, scientific and professional contacts with representatives of other cultures call for the need to study foreign languages. Current changes pose new pedagogical challenges for scholars in terms of instilling communication culture while preparing future teachers of foreign languages. The article studies the concept of bilingualism, bilingual communication culture and its specifics, scope and relations with other concepts. The author argues that bilingualism is an essential component of general communication culture of future teachers, crucial for them to exchange information and share experience by means of their mother and foreign tongues. Specifics of professional training for future foreign language teachers implies the need for bilingual communication, the effectiveness of which depends on the mastery of languages as well as ability to organize language interaction and communication skills. One possible way to develop bilingual communication culture in the process of preparing future foreign language teachers to their professional activity is engaging the model of developing linguistic and communication skills of bilinguality. It is this bilingual training system that allows students to perceive general aspects of communication culture and its fundamental principles, determins the specifics of bilingual communication and features of professionally oriented expression in the process of comprehending bilingual communication culture as a whole. Integration of languages and cultures contributes to identification, classification, organization and evaluation of objects of the world around us, facilitates adaptation to new cultural environment, helps organize and coordinate activities, encourage other participants of language groups to act correctly.

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22

Kelly, L. G. "Josiane F. Hamers and Michel H.A. Blanc. Bilinguality and Bilingualism. Cambridge: Cambridge University Press. 1989. Pp. xii + 324. US$59.50 (hardcover), $19.95 (softcover)." Canadian Journal of Linguistics/Revue canadienne de linguistique 35, n.º 1 (marzo de 1990): 82–83. http://dx.doi.org/10.1017/s000841310002137x.

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Kuure, Olli. "BILINGUALITY AND BILINGUALISM. Josiane F. Hamers and Michel H. A. Blanc. Cambridge: Cambridge University Press, 1989. Pp xii + 324. $59.50 cloth, $19.95 paper." Studies in Second Language Acquisition 12, n.º 4 (diciembre de 1990): 451–52. http://dx.doi.org/10.1017/s0272263100009542.

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Lee, Bong Jeong. "Lived experience of a Korean migrant student’s bilingual development and self-evaluated bilinguality". Korean Journal of Applied Linguistics 37, n.º 2 (30 de junio de 2021): 123–44. http://dx.doi.org/10.17154/kjal.2021.6.37.2.123.

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Wahyuni, Sri. "INTERFERENSI GRAMATIKAL BAHASA MADURA TERHADAP PERCAKAPAN BAHASA ARAB SANTRI". Tafhim Al-'Ilmi 10, n.º 1 (30 de octubre de 2018): 29–34. http://dx.doi.org/10.37459/tafhim.v10i1.3244.

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The present study deals with Madura interference in Arabic. It aims at giving a thick explanation aboutgrammatical interferencewhich especially exists in Arabic conversation member for Syu’bah al-Lughah al-‘Arabiyah. The data consist of word, phrase, clause, and sentencescontaining interference.There were 8example collected as data which were analyzed using error analysis framework and sociolinguistic perspective.The research findings show that there were four types of grammatical interference: the form of word, phrase,clause, and sentences.The study also shows that the interference was due to two factors: the bilinguality ofspeakerand the tendency of transferring old linguistic behavior in the new one (from Madura to Arabic).whichbasically due to the writers’ constrains in Arabic grammatical.Key Word: language interference, grammatical interference, causes of interference AbstrakPenelitian ini berkaitan dengan interferensi bahasa Madura dalam bahasa Arab. Tujuan penelitian ini adalahuntuk memberikan penjelasan tentang interferensi gramatikal yang ditemukan dalam percakapan bahasa Arabsantri anggota Syu’bah al-Lughah al-‘Arabiyah. Data terdiri dari kata, frasa, klausa dan kalimat yang mengandunginterferensi.Ada 8 contoh dikumpulkan sebagai data yang dianalisis menggunakan kerangka analisis kesalahanpespektif soiolinguistik. Hasil penelitian menunjukkan ada empat jenis interferensi gramatikal: yang berupa kata,frasa, klausa dan kalimat. Faktor yang berkontribusi pada interferensi gramatikal ini adalah bilingualitas seorangpenutur dan kecendrungan mentransfer perilaku linguistik yang lama pada perilaku baru (dari bahasa Madurake bahasa Arab).Pada dasarnya ini semua karena dikarenakan oleh penutur terhadap gramatikal bahasaArab.

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Z.Sh.Namazova y M.S.Gubasheva. "STUDY OF PHRASEOLOGIES OF THE KYRGYZ AND RUSSIAN LANGUAGES CONDITIONS OF BILINGUALITY AND MULTILINGUALISM". Herald of KSUCTA n a N Isanov, n.º 4 (16 de diciembre de 2019): 624–27. http://dx.doi.org/10.35803/1694-5298.2019.4.624-627.

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The article describes the study of phraseological units in the Kyrgyz language, as well as the integrity and diversity of phraseological turns. The types of phraseological units are presented in detail: nominal, main, adverbial and modal. A comparative typology of phraseological units in the Kyrgyz and Russian languages was conducted and methodological guidelines were proposed to train competent specialists.

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Rasouli, Somayyeh y Ramin Nozohouri. "Pre-school education and bilinguality of home and school in bilingual regions of Iran". Procedia - Social and Behavioral Sciences 32 (2012): 308–13. http://dx.doi.org/10.1016/j.sbspro.2012.01.045.

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Gardner-Chloros, Penelope. "Bilinguality and bimodality: Comparing linguistic and visual acculturation in artists’ letters and their works". International Journal of Bilingualism 18, n.º 2 (12 de septiembre de 2012): 175–97. http://dx.doi.org/10.1177/1367006912458390.

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Muysken,, Pieter. "Josiane F. Hamers and Michel H.A. Blanc, Bilinguality and bilingualism. 2nd ed. Cambridge: Cambridge University Press, 2000. Pp. xiv + 468 pages. Hb $90.00, pb $30.00." Language in Society 32, n.º 3 (junio de 2003): 419–21. http://dx.doi.org/10.1017/s0047404503223058.

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This is the second edition of a very impressive handbook that was published first in French in 1983, and subsequently in English in 1989. This new edition was prepared directly in English. Josiane Hamers is Professor of Psycholinguistics and Bilingualism at the Université de Laval, Québec, and Michel Blanc is Emeritus Reader of Applied Linguistics and Bilingualism at Birkbeck College, University of London.

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Keshavarz, Mohammad Hossein y Hamideh Astaneh. "The Impact of Bilinguality on the Learning of English Vocabulary as a Foreign Language (L3)". International Journal of Bilingual Education and Bilingualism 7, n.º 4 (agosto de 2004): 295–302. http://dx.doi.org/10.1080/13670050408667814.

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Abidin, Zainal. "VITALITAS BAHASA KOMUNITAS DUANU DI DESA TAGARAJA, KABUPATEN INDRAGIRI HILIR, RIAU". GENTA BAHTERA: Jurnal Ilmiah Kebahasaan dan Kesastraan 5, n.º 2 (14 de enero de 2020): 67–87. http://dx.doi.org/10.47269/gb.v5i2.85.

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Abstrak: Penelitian ini bertujuan untuk mengetahui tingkat vitalitas bahasa padakomunitas Duanu di Kabupaten Indragiri Hilir, Riau. Penelitian ini menggunakan metode kualitatif dengan teknik pusposive sampling. Untuk mengumpulkan data, peneliti menggunakan kuesioner menurut Badan Pengembangan dan Pembinaan Bahasa dan pengamatan langsung. Data dianalisis dengan langkah 1) memberikan skor, 2) menghitungrata-rata skor, 3) menghitung kumulatif indeks setiap indikator, dan 4) menghitung indeks total. Penelitian ini menemukan bahwa kumulatif indeks indikator jumlah penutur 0,36, kontak bahasa 0,68, bilingualitas 0,36, posisi dominan masyarakat penutur 0,44, ranah penggunaan bahasa 0,28, sikap bahasa 0,52, regulasi 0,26, pembelajaran 0,21, dokumentasi 0,22, dan tantangan baru 0,13. Skor total indeks bahasa Duanu adalah 0,35 dan berada pada kategori “ terancam”.Kata Kunci: vitalitas bahasa, komunitas Duanu, Tagaraja Abstract: This research aims to determine the level of language vitality in the Duanu community in Indragiri Hilir Regency, Riau. This study uses qualitative methods with purposive sampling technique. To collect data, researchers used a questionnaire made by Badan Pengembangan dan Pembinaan Bahasa and conducted direct observation. Data were analyzed by: 1) giving a score, 2) calculating the means score, 3) calculating the cumulative index of each indicator, and 4) calculating the total index. This research showed that the cumulative indicator index of the speakers number are 0.36, contact language0.68, bilinguality 0.36, the dominant position of the speaker community 0.44, language use realm 0.28, language attitude 0.52, regulation 0.26, learning 0.21, 0.22 documentation,and new challenges 0.13. The total score of the Duanu language index is 0.35 and is in the “threatened” category.Keywords: language vitality, Duanu community, Tagaraja

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Hamers, Josiane F., Sylvie Lemieux y Sylvie Lambert. "Does Early Bilingual Acquisition Affect Hemispheric Preferences during Simultaneous Interpretation?" Meta 47, n.º 4 (30 de agosto de 2004): 586–95. http://dx.doi.org/10.7202/008038ar.

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Abstract Based on data from an earlier study (Lambert 1993), and on a propositional approach developed by Lemieux (1995), who refined quality of interpretation measurements sufficiently to determine a right-ear superiority at the beginning of a message and a left-ear superiority at the end of a message, the present study went one step further to examine the role played by experience, age and age of bilinguality, all possible factors influencing the hemispheric control of interpretation. Results indicated that the number of years of experience influences the quality of interpretation in that the more experienced interpreters interpreted better, regardless of ear of input. But overall results point to the possibility that hemispheric preferences for linguistic analysis might be much more under an interpreter’s voluntary control than first anticipated.

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Bedford-Strohm, Heinrich. "Public Theology and Political Ethics". International Journal of Public Theology 6, n.º 3 (2012): 273–91. http://dx.doi.org/10.1163/15697320-12341235.

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Abstract The article explains the fundamental features of the Lutheran two kingdoms doctrine and the Reformed doctrine of the Lordship of Christ and finds strong convergences of both in addressing political realities without leaving the Gospel perspective aside. Since Catholic concepts show a similar profile, an ecumenical public theology emerges. Six guidelines for a public church are presented to describe the consequences of a public theological approach to politics for the churches. Authentic faith witness is as much part of these guidelines as ‘bilinguality’, that is, the capability to talk the language of secular discourse and prophetic speech, which is put in relationship to the necessity of concrete daily political processes. Thus, in the end the article explains the profile of public theology in relation to liberation theology and political theology.

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Dewaele, Jean-Marc. "Book Review: Bilinguality and Bilingualism J. F. Hamers & M. H. A. Blanc (2000). (2nd edition) ISBN: 0-521-64843-2 (paperback); pp.468Reviewed by: Birkbeck College". International Journal of Bilingualism 6, n.º 2 (junio de 2002): 221–23. http://dx.doi.org/10.1177/13670069020060020601.

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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, n.º 2 (4 de mayo de 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 experiences that might not be accessed during the interview, two questionnaires had been used. Furthermore, the respondents’ life narrative being bilinguals was written based on the result of the interview and the questionnaires.Additionally, this paper contains some discussions. Firstly, it describes the respondents’ bilingual experiences: their languages, their countries, their brief history of becoming bilingual, and their family environment in relation to bilingualism. Secondly, it examines bilinguals’ responses and then applying them for Baker’s (2011a) dimensions of bilingualism and other related theories. Thirdly, it includes a critical analysis of the socio, political, and educational issues discussed by the respondents in relation to being brought up bilingually. Last, it includes an analysis on how bilingual experiences shape their identities and view the world.Key words: bilingualism, bilingual experience, asian female students AbstrakBilingualisme tidak dapat dipisahkan dari kehidupan manusia. Hal ini terjadi secara praktis di setiap negara, di semua kelas masyarakat dan di semua kelompok usia. Selain itu, bilingualisme juga memiliki banyak dimensi. Makalah ini untuk menjelaskan bilingualisme dan pengalaman bilingualis (dwi bahasa) dua siswa internasional yang sedang belajar di Deakin University pada tahun 2012. Untuk menggambarkan pengalaman dwi bahasa, dua siswa perempuan Asia Tenggara telah diwawancarai di Deakin University pada tahun 2012. Untuk mengeksplorasi pengalaman detail mereka yang mungkin tidak dapat diakses selama wawancara, dua kuesioner juga digunakan. Selanjutnya, narasi hidup responden menjadi bilingualis ditulis berdasarkan hasil wawancara dan kuesioner. Selain itu, makalah ini berisi beberapa diskusi. Pertama, menggambarkan pengalaman dwibahasa responden: bahasa mereka, negara mereka, sejarah singkat mereka menjadi penutur dwi bahasa, dan lingkungan keluarga mereka terkait dengan bilingualisme. Kedua, mengkaji tanggapan bilinguals dan kemudian menerapkannya untuk dimensi bilingualisme Baker (2011a) dan teori terkait lainnya. Ketiga, mencakup analisis kritis tentang isu sosio, politik, dan pendidikan yang didiskusikan oleh responden sehubungan dengan diangkat secara bilingual. Terakhir, mencakup analisis tentang bagaimana pengalaman dwibahasa membentuk identitas mereka dan melihat dunia.Key words: bilingualism, bilingual experience, asian female students

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Halmari, Helena. "BILINGUALITY AND LITERACY: PRINCIPLES AND PRACTICE (2nd ed.). Manjula Datta (Ed.). New York: Continuum, 2007. Pp. xvii + 236." Studies in Second Language Acquisition 31, n.º 1 (marzo de 2009): 138–39. http://dx.doi.org/10.1017/s0272263109090159.

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Brown, Alan V. y Gregory L. Thompson. "How Foreign are the Spanish Advanced Placement World Language Exams? The Case of Ethnicity, Bilinguality, and Heritage Learner Candidates". Hispania 103, n.º 2 (2020): 181–98. http://dx.doi.org/10.1353/hpn.2020.0031.

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Fauziati, Endang. "INTERFERENSI GRAMMATIKAL BAHASA INDONESIA DALAM BAHASA INGGRIS: KASUS PADA BUKU LKS BAHASA INGGRIS UNTUK SLTP DI SURAKARTA". Jurnal Penelitian Humaniora 17, n.º 2 (1 de octubre de 2016): 96. http://dx.doi.org/10.23917/humaniora.v17i2.2502.

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The present study deals with Indonesian interference in English. It aims at giving a thick explanation about grammatical interference which especially exists inEnglish Workbooks for Junior High School students in Surakarta. The data consist of sentences containing interference taken from 10 English workbooks as data source. There were 185 sentences collected as data which were analyzed using error analysis framework and sociolinguistic perspective. The research findings show that there were seven types of grammatical interference: mismatching (62/33.51%), preposition(35/18.91%), superflous expression (27/14.59%), parallel construction (21/11.35%), passive (17/918%), conjunction (14/7.56%), and modifier and adverb (9/4.86%). Only one out of 10 workbooks, that is LKS Bahasa Inggris by MGMP, contained no language interference. The other 9 books contained language interference with the highest frequency occurred in LKS Bahasa Inggris RABEL (45/24.32%) and thelowest in LKS Bahasa Inggris Komunikasi Aktif (1/0.5%). The study also shows that the interference was due to two factors: the bilinguality of the book writers and the tendency of transferring old linguistic behavior in the new one (from Indonesian to English), which basically due to the writers’ constrains in English grammar.

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Parmini, Ni Putu. "INTERFERENSI PENGGUNAAN BAHASA INDONESIA PADA SISWA KELAS VII SEKOLAH MENENGAH PERTAMA NEGERI 1 UBUD TAHUN 2021". Wacana Saraswati Majalah Ilmiah Tentang Bahasa, Sastra Dan Pembelajarannya 21, n.º 2 (25 de enero de 2022): 7–12. http://dx.doi.org/10.46444/wacanasaraswati.v21i1.377.

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The purpose of this study was to determine the factors that cause interference among VII grade students of SMP Negeri 1 Ubud in 2021. The expectation of using Bahasa Indonesia properly and correctly has often been carried out. The use of Bahasa Indonesia among junior high school students, especially VII grade students, found that there were many deviations both inside and outside the classroom. Those deviations were found by the authors when observing during the learning process in class and during breaks outside the classroom. In addition, the results of the interview also showed that interference occurs and the causes of interference. The causes of interference in VII grade students of SMP Negeri 1 Ubud in 2021 were prestigious motives, waning loyalty to Indonesian, bilinguality on students, loss of vocabulary, the need to clarify speech, tendency to use foreign languages and carry over of habits in local languages. This should be overcome by familiarizing and monitoring student communication in Bahasa Indonesia, both in the Bahasa Indonesia language learning process and other fields of study. Key words: Interference, Use of Bahasa Indonesia, VII Grade Students

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HOFF, ERIKA, CYNTHIA CORE, SILVIA PLACE, ROSARIO RUMICHE, MELISSA SEÑOR y MARISOL PARRA. "Dual language exposure and early bilingual development". Journal of Child Language 39, n.º 1 (22 de marzo de 2011): 1–27. http://dx.doi.org/10.1017/s0305000910000759.

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ABSTRACTThe extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1 ; 10 to 2 ; 6. The monolingually developing children were significantly more advanced than the bilingually developing children on measures of both vocabulary and grammar in single language comparisons, but they were comparable on a measure of total vocabulary. Within the bilingually developing sample, all measures of vocabulary and grammar were related to the relative amount of input in that language. Implications for theories of language acquisition and for understanding bilingual development are discussed.

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Heryng, Justyna y Monika Obrębska. "Czy dwujęzyczność sprzyja kreatywności? Doniesienie z badań". Investigationes Linguisticae, n.º 42 (3 de junio de 2019): 1–11. http://dx.doi.org/10.14746/il.2018.42.1.

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The paper discusses links between bilingualism and creativity. It begins with a theoretical introduction and then presents research results based on the Creative Behaviour Questionnaire KANH–I (Popek 2000) in a group of 107 high school students. The obtained data was used to test group differences between attendees of classes learning German bilingually and their peers following standard curriculum, which yielded no significant results. The correlation analysis between bilingualism and the dimensions of creative behaviour according to KANH–I yielded no significant results as well. Finally, possible explanations of the results are discussed, along with the limitations of the present study.

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Nagornaya, Lyubovy Aleksandrovna y Nikolay Nikolaevich Nagornyi. "Popularization of Russian sign language as one of the conditions for inclusion of deaf people in the modern Russian society". Философия и культура, n.º 6 (junio de 2020): 9–32. http://dx.doi.org/10.7256/2454-0757.2020.6.33346.

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This article discusses the importance of timely overcoming of language barrier between a deaf person and the society for formation and functionality of such component of the psyche of a deaf person as image of the world. A question is raised on the need for elapse of socialization process of the people with severe hearing impairments in the environment of verbal-gesture bilinguality. The subject of this research is interrelation between the process of popularization of Russian sign language and the process of inclusion of deaf people in the modern Russian society. The scientific novelty  consists in revealing mutual determinacy of the process of popularization of Russian sign language and the process of inclusion of deaf people in the modern Russian society from the socio-philosophical perspective. It is proven that full inclusion of deaf people in the society is impossible without a significant increase in the number of the hearing socialization agents who know the Russian sign language. The author underlines that there are certain prerequisites in the modern Russian society for popularization of sign language, as well as indicates the main methods for its popularization. The presented materials can be applied in further research of the various aspects of socialization processes and inclusion of deaf people in socio-philosophical aspect; linguistics (first and foremost psycholinguistics and sociolinguistics), and linguistic philosophy for better understanding of psychosocial component of sign languages; as well as serve as the theoretical framework for solution of practical questions of interaction between deaf people and the society.

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Restuningrum, Novi Rahayu. "Moving from an L1 to an L2 Setting: Exploring Parents’ Motivation for Raising Children Bilingually". International Journal of Educational Best Practices 1, n.º 1 (10 de junio de 2017): 53. http://dx.doi.org/10.31258/ijebp.v1n1.p53-66.

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This paper explores the change in parents’ motivation for wanting their children to be bilingual.Derived from a larger study done between 2011-2015, the paper portrays how parents who, at thetime of data collection resided in Australia, changed motivation for communicating with theirchildren bilingually. Evolving from my personal experience and supported by data from tworesearch participants with similar experience, the paper presents an explanatory discussion onhow parents changed motivation for raising children bilingually, which is due to the change ingeographic setting.Using auto-ethnographic approach, I discuss the shifts of motivation that implicate especially inthe preferences for relative emphasis on L1 and L2, to correspond to the change in thesociolinguistic set-up due to the different settings a family has moved to. The early reason whyparents want their children to be able to communicate in two languages in the period priorgeographic movement from countries where English is a foreign language has changed after theylive in Australia. Parents had been motivated to make their children bilingual when they are inthe non-English-speaking contexts because they want their children to catch up with theglobalised world communication, while their main reason for having bilingual children after theylive in Australia is to maintain their heritage culture and language.This paper is expected to enhance the discussion in the field of bilingualism, especially aboutparents’ motivation for children bilingualism, which extends the discussion in other research.

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Fiktorius, Teddy. "Early Childhood Bilingualism: The Myths, Truths, and Implications in English Language Learning in Pontianak". NOTION: Journal of Linguistics, Literature, and Culture 2, n.º 1 (7 de mayo de 2020): 28. http://dx.doi.org/10.12928/notion.v2i1.969.

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The paper explicates the immediate concern of gaining a deeper insight of language acquisition in the early childhood bilingualism in the setting of Pontianak city, a multi-ethnic city located in West Kalimantan, Indonesia. It is written through descriptive method or library research to provide the readers, especially the parents and teachers with better insights into a basis for decision making about raising and educating children bilingually. The first part elaborates on four myths, namely the myth of the monolingual brain, the myth of time investment, the myth of bilingualism and language impairment; and the myth of minority language children. It is followed by the argumentative support by the experts in the fields based on the literature review. Next, discussions are presented as a whole, pointing out some of significant implications for parents and teachers. Finally, an overall conclusion of the paper coverage is provided.

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Guiberson, Mark. "Survey of Spanish Parents of Children Who Are Deaf or Hard of Hearing: Decision-Making Factors Associated With Communication Modality and Bilingualism". American Journal of Audiology 22, n.º 1 (junio de 2013): 105–19. http://dx.doi.org/10.1044/1059-0889(2012/12-0042).

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Purpose The purpose of the present study was (a) to describe factors and trends associated with Spanish parents' choice of communication modality and spoken-language bilingualism for children who are deaf or hard of hearing (DHH) and (b) to identify if bilingual variables predict children's bilingual status in a country where bilingualism is common. Method Seventy-one Spanish parents of children who are DHH completed an online survey that included questions about demographics, family and professional involvement and support, accessibility to information and services, and bilingual background and beliefs. Analyses were completed to describe groups and to examine how variables were associated with parents' decisions. Results Thirty-eight percent of parents chose to raise their children to be spoken-language bilingual. Most parents indicated that they believed being bilingual was beneficial for their children and that children who are DHH are capable of becoming bilingual in spoken languages. Parent's bilingual score, beliefs about raising children who are DHH bilingually, and encouragement to do so, were significantly associated with children's bilingual status. Conclusion In communities where bilingualism is common, bilingual parents will often choose to raise children who are DHH bilingual in spoken languages. Implications for practice and future studies in the United States are provided.

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Prévost, Philippe y Laurice Tuller. "Bilingual language development in autism". Epistemological issue 12, n.º 1 (13 de diciembre de 2021): 1–32. http://dx.doi.org/10.1075/lab.21018.pre.

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Abstract Bilingual language development in children with autism is a new field; the entire body of literature, which is so far sparse, has been published within the last ten years. The potential impact of this research is, however, very high, due to increasing numbers of children growing up bilingually in many countries crossed with the rising number of children being diagnosed with Autism Spectrum Disorder (ASD). Parents and practitioners need guidelines with solid empirical foundations which could provide the base for answering questions about language practices. Overall, no detrimental effects of bilingualism have so far been reported for either language development or characteristics related to autism. Based on a scoping review, this paper assesses these findings and addresses what current knowledge allows us to conclude about bilingual language development in autism. It is suggested that while recent studies are posing more sophisticated research questions and using more appropriate tools, remaining issues, notably related to how variables related to autism and to bilingualism are taken into account, render clarity on this research topic elusive at this point. It is argued that future studies should directly take up the challenge of addressing diversity in both ASD and in bilingualism, and their intersection.

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ARMON-LOTEM, SHARON. "Introduction: Bilingual children with SLI – the nature of the problem". Bilingualism: Language and Cognition 15, n.º 1 (2 de diciembre de 2011): 1–4. http://dx.doi.org/10.1017/s1366728911000599.

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The demographic changes in the Western world in the last two decades have led to rapid growth in the number of children being raised bilingually, and in many locations they represent a majority of the school population. With this increase in the number of bilingual children, researchers as well as educators and practitioners, face a diagnostic dilemma which arises from similarities in the linguistic manifestations of child second language (L2) acquisition and of Specific Language Impairment (SLI). This dilemma has motivated a new field of research, the study of bilingual children with Specific Language Impairment (BISLI), which aims at disentangling the effects of bilingualism from those of SLI, making use of both models of bilingualism and models of language impairment. The majority of the studies are currently focused on morphosyntax as a key direction of research. The present issue, which originated in papers presented at a scientific workshop funded by the Israel Science Foundation and The Hebrew University's Center for Advanced Study, held in February 2009, aims at broadening this area of research to other linguistic domains.

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Tsimpli, Ianthi Maria, Margreet Vogelzang, Anusha Balasubramanian, Theodoros Marinis, Suvarna Alladi, Abhigna Reddy y Minati Panda. "Linguistic Diversity, Multilingualism, and Cognitive Skills: A Study of Disadvantaged Children in India". Languages 5, n.º 1 (16 de marzo de 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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Dzhusupov, Mahanbet. "Speech Interference as the Result of a Two-Pronged Negative Influence". RUDN Journal of Language Studies, Semiotics and Semantics 12, n.º 1 (15 de diciembre de 2021): 23–40. http://dx.doi.org/10.22363/2313-2299-2021-12-1-23-40.

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The article considers the problem of the interaction of languages in the process of forming a bilingual personality and society. A comparative study of the material, the mother tongue and the studied language, reveals the causes of interference in bilingual speech in a foreign language. Traditionally, the causes of speech interference are determined by the characteristics of a native language, which are not found in the language studied, therefore they negatively affect the process of mastering the second language, which generates speech errors. This is a one-sided approach to understand interference in general and its origins (causes) in particular. The article considers the problem of a two-way approach to understanding the phenomenon of speech interference. Speech interference is a result of the negative influence of both the characteristics of the native language and the characteristics of the language being studied, i.e. it is a simultaneous two-way process in dual unity. Both processes of negative influence on an individuals mastery of a second language are defined as one action in bilinguality, giving the same result - interference in bilingual speech, which is expressed in phonetic-phonological, semantic and other types and types of speech errors. The simultaneous and inconsistent negative influence of the features of the native language and the non-native language considered on the material of consonant combinations in the initial words of the Russian and Kazakh languages, when the absence of combinations of consonants in this position of the Kazakh word and their presence in this position of the Russian word to the same extent and at the same time negatively influence on the correct - the literary pronunciation of Kazakh words and Russian words. Thus, in contrast to the traditional explanation of the phenomenon of speech interference as a result of a one-sided negative process, it is proposed and proved that this phenomenon is the result of (simultaneous) two-way influence of features, native and studied languages. Errors of an individual in speech in a foreign language are considered according to the provisions of the syntagmatic typology of interference (plus segmentation, or minus segmentation).

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Amalia, Ila. "Bilingualism". Loquen: English Studies Journal 10, n.º 2 (25 de abril de 2018): 31. http://dx.doi.org/10.32678/loquen.v10i2.689.

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In most common definition a bilingual is a person who is able to speak and understand two languages. Most of us consider bilingualism as something good, an advantage. For one thing, knowledge of another language enables people to communicate with members of other cultures in their own language. This, in turn, provides a means for furthering cooperation and understanding among nations and peoples. Then rise some questions considering bilingualism such as: Is it a good idea to become a bilingual? Just what is a bilingual? Should a young child learn a second language? When should that be? How might learning a second language be affected by the first? These are questions which people and scientists commonly raise. This literature-based article will attempt to provide answers that offer some insight into these questions and other issues related to bilingualism.

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Artículos de revistas sobre el tema "Bilinguality"

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