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Bilingual, Multilingual, and Multicultural Education Commons™
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- Ideal L2 self (3)
- Activity theory (2)
- Code-switching (2)
- Gender (2)
- Generative Linguistics (2)
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- L2 Learning Motivation (2)
- L2 learning motivation (2)
- Ought-to L2 self (2)
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- L2 motivational self-system (1)
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Articles 1 - 7 of 7
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
What Code-Mixed Dps Can Tell Us About Gender, Elena Valenzuela, Joyce Bruhn De Garavito, Ewelina Barski, Maria De Luna Villalón, Ana Faure, Yolanda Pangtay, Alma Ramírez Trujillo, Sonia Reis
What Code-Mixed Dps Can Tell Us About Gender, Elena Valenzuela, Joyce Bruhn De Garavito, Ewelina Barski, Maria De Luna Villalón, Ana Faure, Yolanda Pangtay, Alma Ramírez Trujillo, Sonia Reis
Ewelina Barski, PhD
There has been a growing interest in the examination of the steady state of simultaneous bilinguals. An understanding of what leads to the possible weaknesses in the grammar of early bilinguals can contribute to our understanding of the possible causes of the apparent characteristic ‘failures’ in second language acquisition (Montrul 2008). Spanish has a gender feature for nouns (Carroll 1989) and gender agreement for determiners and adjectives. Problems with the acquisition of gender marking on the noun and/or with gender agreement are well-known in the L2 literature (Hawkins 1998; Fernández–Garcia 1999; Franceschina 2001; Bruhn de Garavito and White 2002; White …
What Code-Mixed Dps Can Tell Us About Gender, Elena Valenzuela, Joyce Bruhn De Garavito, Ewelina Barski, Maria De Luna Villalón, Ana Faure, Yolanda Pangtay, Alma Ramírez Trujillo, Sonia Reis
What Code-Mixed Dps Can Tell Us About Gender, Elena Valenzuela, Joyce Bruhn De Garavito, Ewelina Barski, Maria De Luna Villalón, Ana Faure, Yolanda Pangtay, Alma Ramírez Trujillo, Sonia Reis
Joyce Bruhn de Garavito
There has been a growing interest in the examination of the steady state of simultaneous bilinguals. An understanding of what leads to the possible weaknesses in the grammar of early bilinguals can contribute to our understanding of the possible causes of the apparent characteristic ‘failures’ in second language acquisition (Montrul 2008). Spanish has a gender feature for nouns (Carroll 1989) and gender agreement for determiners and adjectives. Problems with the acquisition of gender marking on the noun and/or with gender agreement are well-known in the L2 literature (Hawkins 1998; Fernández–Garcia 1999; Franceschina 2001; Bruhn de Garavito and White 2002; White …
Persistence In Japanese Language Study And Learners’ Cultural/Linguistics Backgrounds, Masanori Matsumoto
Persistence In Japanese Language Study And Learners’ Cultural/Linguistics Backgrounds, Masanori Matsumoto
Masanori Matsumoto
Motivational characteristics of students learning Japanese as a foreign language at universities in Australia were investigated to find out what affecting factors are closely related to their intentions for continuing/discontinuing their study. The results showed that students’ cultural/linguistic backgrounds have a significant impact on their performance in learning the language, and sustaining motivation, which is closely related to their interest in aspects of Japanese culture, is an important determinant for persistence in their study. Developing intrinsic cultural interest is an important factor for sustaining motivation, which is more likely to occur when learners have distant cultural/linguistic backgrounds from Japanese. Closer …
Phonological Milestones For African American English-Speaking Children Learning Mainstream American English As A Second Dialect, Barbara Zurer Pearson, Shelley Velleman, Tiffany Charko, Timothy J. Bryant
Phonological Milestones For African American English-Speaking Children Learning Mainstream American English As A Second Dialect, Barbara Zurer Pearson, Shelley Velleman, Tiffany Charko, Timothy J. Bryant
Barbara Zurer Pearson
Purpose: This study provides milestones for phonological development in African American English (AAE) speakers learning Mainstream American English (MAE) as a second dialect for use by practicing speech-language pathologists. Method: The Dialect Sensitive Language Test (DSLT, Seymour et al., 2000) was administered to a nationwide sample of typically-developing children ages 4-12: 537 speakers of AAE as a first dialect and 317 speakers of MAE as a first dialect. DSLT items tested all consonant segments and many clusters of MAE in initial and final position. The age at which each dialect group reached 90% criterion for each segment in each position …
The Dynamics Of L2 Self And L2 Learning Motivation: A Qualitative Case Study Of Korean Esl Students, Tae-Young Kim Dr.
The Dynamics Of L2 Self And L2 Learning Motivation: A Qualitative Case Study Of Korean Esl Students, Tae-Young Kim Dr.
Dr. Tae-Young Kim (김태영, 金兌英)
No abstract provided.
Korean Elementary School Students' Perceptual Learning Style, Ideal L2 Self, And Motivated Behavior, Tae-Young Kim Dr.
Korean Elementary School Students' Perceptual Learning Style, Ideal L2 Self, And Motivated Behavior, Tae-Young Kim Dr.
Dr. Tae-Young Kim (김태영, 金兌英)
No abstract provided.
The Sociocultural Interface Between Ideal Self And Ought-To Self: A Case Study Of Two Korean Students' Esl Motivation, Tae-Young Kim Dr.
The Sociocultural Interface Between Ideal Self And Ought-To Self: A Case Study Of Two Korean Students' Esl Motivation, Tae-Young Kim Dr.
Dr. Tae-Young Kim (김태영, 金兌英)
No abstract provided.