Search results for " bilingualism"
showing 10 items of 19 documents
Signs activate their written word translation in deaf adults: An ERP study on cross-modal co-activation in German Sign Language
2020
Since signs and words are perceived and produced in distinct sensory-motor systems, they do not share a phonological basis. Nevertheless, many deaf bilinguals master a spoken language with input merely based on visual cues like mouth representations of spoken words and orthographic representations of written words. Recent findings further suggest that processing of words involves cross-language cross-modal co-activation of signs in deaf and hearing bilinguals. Extending these findings in the present ERP-study, we recorded the electroencephalogram (EEG) of fifteen congenitally deaf bilinguals of German Sign Language (DGS) (native L1) and German (early L2) as they saw videos of semantically a…
Use of code-mixing by young hearing children of Deaf parents
2016
In this study we followed the characteristics and use of code-mixing by eight KODAs – hearing children of Deaf parents – from the age of 12 to 36 months. The children's interaction was video-recorded twice a year during three different play sessions: with their Deaf parent, with the Deaf parent and a hearing adult, and with the hearing adult alone. Additionally, data were collected on the children's overall language development in both sign language and spoken language. Our results showed that the children preferred to produce code-blends – simultaneous production of semantically congruent signs and words – in a way that was in accordance with the morphosyntactic structure of both languages…
Twenty-first-century preschool bilingual education: facing advantages and challenges in cross-cultural contexts
2016
Early childhood is a critical period in a child’s intensive social, emotional, linguistic and cognitive development, and preschool serves as the first transitional step from home to the wider socia...
Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices
2020
This book article was originally published as a special issue of International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2016.1184615 Bilingual preschool education is under researched compared with bilingual school education. There is also a lack of research on bilingual preschool teachers’ agency and how they negotiate between two languages in the classroom. We examined the language practices of five bilingual preschool teachers working within three different socio-linguistic settings, in Finland (Finnish-Swedish and Russian-Finnish contexts), and Israel (an Arabic-Hebrew context) and interviewed the teachers about their use of languages in the classroom. We fou…
Estudis i investigacions sobre la introducció del valencià a l'ensenyament
2008
L'article dóna a conéixer algunes de les principals conclusions a què arribaren els diferents treballs i que vénen a coincidir amb les idees de Cummins i d'altres autors pel que fa als avantatges dels Programes d'Educació Bilingüe. S'apunten línies a tindre en compte a l'hora d'investigar al voltant del disseny i duta a terme de Programes d'Educació Trilingüe per als centres d'Educació Primària i Secundària. Així mateix es presenta la revisió dels estudis i investigacions, sobre la introducció del valencià a l'ensenyament realitzats a la Comunitat Valenciana, des de la implantació de la Llei d'Ús i Ensenyament del Valencià, fi ns a l'any 2008. També es descriu quina és la situació del nivel…
L'assistente alla comunicazione nella scuola è solo un mediatore linguistico? Problemi, specificità, formazione di una nuova figura professionale.
2009
In seguito all’applicazione della L.104/92 sull’integrazione dei soggetti in situazione di handicap, sono presenti nelle scuole italiane gli “assistenti alla comunicazione” per gli alunni sordi: si tratta di una nuova figura professionale che, all’interno dei servizi educativi, si propone di far da ponte tra sordi e udenti, in quanto esperto delle principali problematiche degli alunni sordi ed esperto nella LIS (Lingua dei Segni Italiana). Ma di che tipo di mediazione si tratta? Quali problemi solleva e quali riflessioni dal punto di vista pedagogico, sociale, linguistico e antropologico? Questi i principali ambiti di riflessione trattati all’interno dell’articolo, in termini problematici e…
The Expansion of English-medium Instruction in the Nordic Countries.Can Top-Down University Language Polices Encourage Bottom-up Disciplinary Literac…
2015
Recently, in the wake of the Bologna Declaration and similar internationalinitiatives, there has been a rapid increase in the number of university courses and programmestaught through the medium of English. Surveys have consistently shown theNordic countries to be at the forefront of this trend towards English-medium instruction(EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark,Finland, Norway and Sweden). We present the educational setting and the EMIdebate in each of these countries and summarize relevant research findings. We then makesome tentative suggestions for the introduction of EMI in higher education in othercountries. In particular, we are…
A glimpse into the socialization of bilingual youngsters as interpreters: the case of Latino bilinguals brokering communication for their families an…
2010
Work on bilinguals who act as family interpreters, while not focused particularly on the development of translation and interpreting abilities, contributes to our understanding of life experiences of the individuals who begin to interpret early in their lives (Valdés and Angelelli 2003). With some exceptions (Harris 1977, 1978, 1980, 1992; Toury 1984, 1995) very little has been written about the lived experiences of young interpreters and/or about their socialization as family interpreters. Since most of the community interpreters of today were interpreters in their late childhood and adolescence, getting a glimpse into their lives and experiences may help researchers (and teachers of inter…
Lengua de señas argentina (LSA) y español en la alfabetización de alumnos sordos. Aportes para la práctica educativa
2015
En el desarrollo de un modelo educativo Intercultural y bi(pluri)lingüe (lengua de señas argentina 'LSA- y español como lengua segunda) y otras lenguas extranjeras, lenguas muy disímiles constituyen la realidad lingüística del escenario educativo. El objetivo de este artículo es plantear algunas reflexiones acerca de la relación entre ellas en el proceso de alfabetización de alumnos sordos. In the development of an intercultural and bilingual educational model (LSA-spanish as a second language) and other foreign languages, different languages constitute the linguistic reality of the educational context. The aim of this paper is to present some reflections about the relationship between them…
The Syntax–Pragmatics Interface in Heritage Languages: The Use of anche (“Also”) in German Heritage Speakers of Italian
2023
This paper deals with the use of anche (“also”) by German heritage speakers of Italian (“IHSs”). Previous research showed that anche and its German counterpart auch share many features but also display language-specific characteristics. According to previous research on bilingualism, heritage speakers show cross-linguistic influence (“CLI”) when a linguistic phenomenon is at the syntax–pragmatics interface and there is a partial overlap in the two languages at stake. Therefore, we expect the use of anche in IHSs to be influenced by CLI. By analysing data from a semi-spontaneous corpus, we investigate the production of anche in order to understand which factors shape the grammar of the IHSs.…