- Hiratsuka, T. (2014). A study into how high school students learn using narrative frames. ELT Journal, 68(2), 169-178.
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摘要:In order to explore student learning experiences in English language classes, this study employed a qualitative data collection method known as narrative frames, which uses prompts to stimulate written expression of ideas. Data were collected through narrative frames on three different occasions from 36 second-year high school students in a team-taught EFL classroom in Japan, in both English and Japanese. After collecting the frames, individual interviews were conducted with two students from the class and their team teachers to further enquire about their experience, particularly with regard to the use of narrative frames. Findings suggest that the narrative frame technique proved to be a beneficial tool for improving learner autonomy. It facilitated the students becoming responsible for their learning in general, and encouraged them to become more serious about their learning of the English language. Methodological implications for the future use of narrative frames are provided. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, Educational Activities, English as a Second Language Learning, High School Students, Japanese, Secondary Education, Learning Processes, English as a Second Language Instruction, Bilingual Education
- Murata, K. (2014). English as a lingua franca in the international university: The politics of academic English language policy. ELT Journal, 68(2), 205-207.
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关键词:applied linguistics, bilingualism, multilingualism, bilingual education
- Bialystok, E., Peets, K. F. & Moreno, S. (2014). Producing bilinguals through immersion education: Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177-191.
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摘要:This study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124 children in second and fifth grades who were enrolled in either a French immersion or a regular English program. All children were from monolingual English-speaking homes and attended local public schools in middle socioeconomic neighborhoods. Measures included morphological awareness, syntactic awareness, and verbal fluency, with all testing in English. These tasks differed in their need for executive control, a cognitive ability that is enhanced in bilingual children. Overall, the metalinguistic advantages reported in earlier research emerged gradually, with advantages for tasks requiring more executive control (grammaticality judgment) appearing later and some tasks improving but not exceeding performance of monolinguals (verbal fluency) even by fifth grade. These findings demonstrate the gradual emergence of changes in metalinguistic concepts associated with bilingualism over a period of about 5 years. Performance on English-language proficiency tasks was maintained by French immersion children throughout in spite of schooling being conducted in French. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, English, Children, Bilingualism, French, Metalinguistic Awareness, Bilingual Education, Immersion Programs, Fluency
- Pang, J. & Chen, F. (Review of: Doiz, A., Lasagabaster, D. & Sierra, J. M.). (2014). English-medium instruction at universities. Applied Linguistics, 35, 227-230.
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关键词:applied linguistics, bilingualism, multilingualism, bilingual education
- Rothman, J. & Treffers-Daller, J. (2014). A prolegomenon to the construct of the native speaker: Heritage speaker bilinguals are natives too!. Applied Linguistics, 35, 93-98.
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摘要:This Forum challenges the generally accepted position in the linguistic sciences -- conscious or not -- that monolingualism and nativeness are essentially synonymous in an exclusive way. We discuss two consequences of our position that naturalistic bilinguals and multilinguals exposed to a language in early childhood are also native speakers: (i) that bi-/multilinguals have multiple native languages; and (ii) nativeness can be applicable to a state of linguistic knowledge that is characterized by significant differences to the monolingual baseline. Adapted from the source document
关键词:psycholinguistics, bilingual language processing, Bilingualism, Native Speakers, Monolingualism, Nonnative Speakers, Heritage Language, Multilingualism
- Sandhu, P. (2014). The interactional and narrative construction of normative and resistant discourses about Hindi and English. Applied Linguistics, 35, 29-47.
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摘要:This article is part of a study that examined the narratives of 19 Indian women about the impact of Hindi or English medium education on their lives. In the current article, an interview segment containing a hypothetical narrative recounted by one of these participants, Aditi, is analysed. The analysis uses conversation analysis (CA) tools to reveal the presence of conflicting Discourses regarding the value attached to English speakers by the two interactants. One of these leads to significant trouble in the talk that is attended to by Aditi through recounting a hypothetical narrative to justify her perspective. The study shows how the two planes of the narrative-the narrated world and the interactional narrating plane-are used by Aditi to critique hegemonic Discourses about English speakers. A CA-based sequential analysis reveals the embedding of the narrative in its local interactional setting while also displaying that the act of narration can be a site for the enactment of resistance to societal Discourses. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, Narratives, English, Hindi, Conversation Analysis, Interviews, Females, Language of Instruction, Language Use
- Ortega, L. (2013). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning, 63(Suppl. 1), 1-24.
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摘要:The goals of this article are to appraise second language acquisition's (SLA) disciplinary progress over the last 15 years and to reflect on transdisciplinary relevance as the field has completed 40 years of existence and moves forward into the 21st century. I first identify four trends that demonstrate vibrant disciplinary progress in SLA. I then turn to the notion of transdisciplinarity, or the proclivity to pursue and generate SLA knowledge that can be of use outside the confines of the field and contribute to overall knowledge about the human capacity for language. I propose an understanding of transdisciplinary relevance for SLA that results from the ability: (a) to place one's field in a wider landscape of disciplines that share an overarching common goal and (b) to develop critical awareness of one's disciplinary framings of object of inquiry and goals and others' likely reception of them. Finally, I argue that it is by reframing SLA as the study of late bi/multilingualism that the remarkable progress witnessed in the last 15 years will help the field reach new levels of transdisciplinary relevance as a contributor to the study of the ontogeny of human language and a source of knowledge in support of language education in the 21st century.
关键词:SLA, bilingualism, multilingualism, monolingual bias, transdisciplinarity, framings, language ontogeny
- Kirkpatrick, A. (2011). Research into language education at The Research Centre for Language Education and Acquisition in Multilingual Societies (RCLEAMS) at the Hong Kong Institute of Education, China. Language Teaching, 44(3), 394-398.
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摘要:Several projects that are in progress at the Research Centre for Language Education and Acquisition in Multilingual Societies (RCLEAMS), one of four Institute-level Research Centres at the Hong Kong Institute of Education, are highlighted. These include projects in the following fields: (1) the Asian Corpus of English (ACE);(2) trilingualism and trilingual education in minority regions of China; (3) linguistic and cultural ecology; (4) using the local/regional language as the language of internationalization (Cantonese and Putonghua in Hong Kong); (5) perceptions of English language suitability and processes of language assessment recruitment in Filipino call centres; (6) effects of language aptitude and personality on linguistic performance in English as a second language in two Chinese populations; (7) boundary-crossing teacher trainees; (8) vocabulary development among learners of English in a Hong Kong primary school; and (8) the Multilingual project: policy and implementation. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, English as a Second Language, Multilingualism, Bilingual Education, Trilingual Education, Second Language Instruction, Hong Kong, English as an International Language, Corpus Linguistics, International Languages
- Barac, R., & Bialystok, E. (2011). Cognitive development of bilingual children. Language Teaching, 44(1), 36-54.
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摘要:There has always been a common-sense view that the number of languages that children learn, whether through natural exposure or educational intervention, has consequences for their development. The assumption was that these consequences were potentially damaging. Even now, after approximately 50 years of research on the topic, parents remain concerned about their children's development when it includes a bilingual experience. It is now clear that although parents were correct that speaking more than one language has consequences, the assumption about the nature of these consequences is not: the outcome of the experience is in fact the opposite of what many early researchers claimed and what many contemporary parents intuitively believe. In contrast to early warnings about negative consequences, bilingualism turns out to be an experience that benefits many aspects of children's development. Although there are documented delays in acquiring some formal aspects of each language, such as vocabulary (Bialystok 2010), bilingualism has either no effect (intelligence) or positive effects (metalinguistic awareness, cognitive development) on development. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, Bilingualism, Cognitive Processes, Children, Language Acquisition, Neurolinguistics, Metalinguistic Awareness, Cognitive Development
- Mori, Y., & Mori, J. (2011). Review of recent research (2000-2010) on learning and instruction with specific reference to L2 Japanese. Language Teaching, 44(4), 447-484.
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摘要:This review aims to identify major issues in and the direction of recent L2 Japanese research by reviewing over 200 empirical studies published in English or Japanese between 2000 and 2010. The first part of this article examines topics in second language acquisition (SLA) research with regard to L2 Japanese, including vocabulary and kanji (Chinese characters transferred into Japanese) learning, syntactic development, reading and writing in L2 Japanese, interlanguage pragmatics and language socialization, affective factors, and multilingualism and the acquisition of Japanese as a heritage language. The second part offers an overview of issues and problems in pedagogical practices, including curriculum design, culture in language education, classroom discourse, and study abroad. The review of these themes illustrates a broad picture of current research in L2 Japanese learning and instruction inspired by general trends in SLA and applied linguistics research, as well as unique features of Japanese language and social contexts. Adapted from the source document
关键词:applied linguistics, non-native language instruction languages other than English, applied linguistics, non-native language learning languages other than English, Japanese, Second Language Learning, Second Language Instruction, Multilingualism, Language Teaching Methods, Social Factors
- Hirata-Edds, T. (2011). Influence of second language cherokee immersion on children's development of past tense in their first language, English. Language Learning, 61, 700-733.
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摘要:Metalinguistic skills may develop differently in multilingual and monolingual children. This study investigated effects of immersion in Cherokee as a second language on young children's (4;5-6;1) skills of noticing morphological forms/patterns in English, their first language, by comparing English past tense skills on two nonword and two real-word tasks between a Cherokee immersion group (N= 10) and an English-medium comparison group (N= 13). Only past finiteness (irregular forms plus overregularizations) on a real-word sentence imitation task was significantly different, with the Cherokee group performing better. The children learning Cherokee as a second language were progressing as well as their monolingual peers on English past tense marking and in one area had developed increased attention to productive morphological patterns.
关键词:applied linguistics, non-native language learning languages other than English, psycholinguistics, morphological processing, Keresiouan Languages, English, Children, Tense, Multilingualism, Morphological Processing
- Yigitoglu, N. (2011). Building genre knowledge. English for Specific Purposes, 30, 73-75.
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摘要:无可用选项。
关键词:discourse analysis/text linguistics, text linguistics, applied linguistics, bilingualism, multilingualism, bilingual education
- Marshall, S., & Laghzaoui, G. (2012). Languages, identities and Francophonie among university students in French immersion in Vancouver, Canada. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(2), 216-233.
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摘要:Canada's federal policy of multiculturalism within a bilingual framework (1971) means that in British Columbia French remains a modern language with a certain degree of privilege. While in BC only 1.3% of the population describe their first language as French (Statistics Canada, 2006), French immersion education is growing, with 7.6% of children studying in French immersion schools between kindergarten and grade 12 (BC Ministry of Education, 2010). Many studies have analyzed the learning of French in Canadian French immersion schools (Cummins, 1983; Dagenais & Day, 1999; Dagenais & Moore, 2008; Heller, 2001, 2006; Swain, 1974, 2000). However, there has been a lack of research into the language and literacy practices of French immersion graduates enrolled in anglophone universities. We address this issue by presenting data from an ongoing three-year longitudinal study, funded by the Social Sciences and Humanities Research Council of Canada, into the language and literacy practices of French immersion graduates studying at an English-medium university in Vancouver, Canada. In this context, the study focuses on the complex interaction between language practices, processes of identity construction, and discourses around the French language which the participants in the study encounter in their social and educational spaces. Adapted from the source document
关键词:sociolinguistics, sociolinguistics, applied linguistics, bilingualism, multilingualism, bilingual education, French, Linguistic Identity, English, British Columbia, Social Factors, Higher Education, Immersion Programs, College Students, Bilingualism
- Marshall, S., Hayashi, H., & Yeung, P. (2012). Negotiating the multi in multilingualism and multiliteracies: Undergraduate students in vancouver, Canada. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(1), 28-53.
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摘要:This article poses the following research question: How do multilingual students in higher education negotiate the multi in their multilingualism and multiliteracies? The article presents data from a qualitative study conducted with eight multilingual undergraduate university students in which the participants describe their complex multilingualism and literacy practices in interviews and provide samples of their formal and less formal literacies for analysis. Findings show that participants creatively use their multilingual and multiliterate competencies in safe informal contexts, but in high-stakes academic contexts they relegate these competencies to conform to institutional expectations of standard academic writing in English. Analysis involves an interweaving of several theoretical perspectives: multilingualism as something combined and hybrid rather than discrete languages, multiliteracies, academic literacies, and identity formation as performed and negotiated in relation to powerful social and institutional discourses. The authors find the participants of the present study to be highly reflexive, knowledgeable, and skilled transnational learners, a finding that challenges pervasive discourses around multilingual learners that focus on deficit and remediation. Adapted from the source document
关键词:applied linguistics, writing instruction, acquisition, processes, and testing, Multilingualism, College Students, Higher Education, Academic Writing
- Noyau, C. (2011). The curriculum differences-evaluation certification in bilingual primary schools in southern countries: Consequences in terms of the acquisition of bilingualism. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(3), 301-322.
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摘要:This paper presents a critical study of summative assessment at the primary school level in three countries of southern Francophonie -- namely Mali, Mauritania, Seychelles -- that operate with bilingual curricula. It provides an analysis of the links and divergences between curricula and assessment, notably the assessment modes fit to a competence-based approach (CBA), the implementation of qualification procedures (conception, application, marking) and their affordances and limits from the point of a curriculum designed to provide bilingual education. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, French, Elementary Education, Seychelles, Mali Country, Language Acquisition, Bilingual Education, Mauritania
- Roy, S., & Galiev, A. (2011). Discourses on bilingualism in Canadian French immersion programs. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(3), 351-376.
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摘要:The present article examines discourses on bilingualism in French immersion schools and connects local ideologies of bilingualism to a more global view of what it means to be bilingual in Canada. Bilingualism is usually regarded as two isolated monolingualisms (or monolingual systems) in which there is no place for code-switching, uneven language proficiencies, or certain varieties of French. Although French immersion students choose French because it is one of the official languages and it is valuable to speak additional languages, they face the challenge of not speaking like native speakers of French. The present article presents ethnographic and sociolinguistic research, conducted in two junior high schools in Alberta, which indicates that although French immersion offers cognitive and social benefits to students, their challenge is to be recognized as bilinguals. Looking at discourses on bilingualism is important for enabling every student learning French in Canada to have a 'voice'. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, Quebec French, Bilingualism, Bilingual Education, Junior High School Students, Code Switching, Canada, Sociolinguistics
- Tirvassen, R. (2011). Curriculum and language needs in the area of multilingual education. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(3), 287-300.
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摘要:There is general agreement that research informs the design of curriculum. In multilingual contexts, the theoretical assumptions which underpin empirical investigations and the quality of knowledge provided to the community of practice is a determining element in the way curriculum is both conceived and produced. This paper re-examines research undertaken on language issues in Mauritius and in some other islands of the Indian Ocean. It aims to show how observations previously put forward and based on the hypothesis that language operate within fixed boundaries and in a compartmentalised manner are erroneous. In fact, the paper argues that so long as research is not ready to validate actual language usage, the curriculum will not respond to the actual needs of both teachers and learners. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, Curriculum Planning, Research Design, Educational Policy, Mauritius, Bilingual Education
- Ballinger, S., & Lyster, R. (2011). Student and teacher oral language use in a two-way Spanish/English immersion school. Language Teaching Research, 15(3), 289-306.
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摘要:This study examines the Spanish use of students and teachers at a US two-way immersion school. Students and teachers from Grades 1, 3, and 8 (5-6-year-olds, 7-8-years-olds, and 12-13-year-olds, respectively) were observed and interviewed, and students completed questionnaires to determine what factors influenced their language of choice and their divergence from Spanish when it was the language of instruction. Although students showed an overall preference for English, particularly in interactions with peers, findings indicate that students' language background, culturally relevant teaching activities, teacher language use, and students' sensitivity to others' need for language accommodation influenced their use of Spanish with peers. [Reprinted by permission of Sage Publications Ltd., copyright holder.]
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, Bilingual Education, English, Spanish, United States of America, Language of Instruction, Classroom Communication, Linguistic Accommodation, Elementary School Students, Learning Environment
- Dixon, L. Q. (2011). The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore. Applied Psycholinguistics, 32(1), 141-168.
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摘要:Research in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51 Indian) in the multilingual context of Singapore. The Peabody Picture Vocabulary Test-Third Edition was administered in English and in translations into Mandarin, Malay, and Tamil. Home factors including caretaker language, television language, and mother tongue vocabulary were found to be significant predictors of English vocabulary, controlling for mother's years of education and family income. The curriculum emphasis of the kindergarten center was also found to be a significant predictor of English vocabulary. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, Bilingualism, Vocabulary Learning, Kindergarten, English, Learning Environment, Word and Picture Matching, Socioeconomic Status, Families, Singapore, Chinese, Malay, Tamil
- Foote, R. (2011). Integrated knowledge of agreement in early and late English-Spanish bilinguals. Applied Psycholinguistics, 32(1), 187-220.
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摘要:Research suggests that late bilinguals may have persistent difficulties with the automatic access and use of some second language structures because of a lack of underlying integrated knowledge of those structures. In contrast, early bilinguals show advantages in aspects of language use that require this type of automatic knowledge. This study investigated whether early and late English-Spanish bilinguals evidence integrated knowledge of agreement in Spanish by examining their sensitivity to agreement errors while reading for comprehension. The results of a pilot and two experiments indicate that both early and late bilinguals do possess integrated knowledge of subject-verb number agreement and noun-adjective gender agreement in Spanish, although sensitivity to agreement errors interacts with properties of the experimental stimuli. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, Bilingualism, English, Spanish, Age of Acquisition, Agreement Grammatical, Linguistic Interference, Error Analysis Language, Reading Comprehension