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Articles 1 - 7 of 7
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
The Impact Of Ancestral Language Maintenance On Cultural Identity Among White Immigrant Descendants: A Phenomenological Qualitative Study, Micaella Elizabeth Colla
There is insufficient research on the cultural identity formation of White immigrant descendants who have experienced ancestral language loss. This phenomenological qualitative study conducted in San Francisco, California explored the experiences and perceptions of seven White immigrant descendants in response to these questions: (1) What is the role of L1 (mother tongue) maintenance on identity maintenance among White immigrant descendants? (2) How do immigrant descendants view their cultural identities in the absence of their ancestral languages? And (3) How might educators encourage second language and culture acquisition, while protecting students’ first languages and cultures? Research data included narratives from in-depth ...
Verbal -S Productions In The Structured Writing Samples Of Variable Aae-Speaking Fourth-Grade Students With And Without Language Impairment, Jacklyn High Felton
Researchers in speech-language pathology and ethnolinguistics have worked to gain knowledge about typical and atypical language patterns of African American children who are identified as African American English (AAE) dialect speakers. Much progress had been made, but limitations in this field of knowledge have persisted, especially for AA children who demonstrate variable use of AAE, presumably through the process of assimilation in the school setting. Therefore, more information is needed to provide diagnostic markers for deviations in typical language development for variable AAE-MAE speakers. Prior empirical research has found that third- and fourth-grade AAE-speaking children with typical language development overtly ...
Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara
Translanguaging is a view around languages that normalizes diglossia without separation: the linguistic resources of the bilinguals are considered one integrated system. Translanguaging is also a language practice of bilinguals, who select features from their entire linguistic repertoire to make sense of the world around them. Translanguaging is widely used by students and teachers in the bilingual classroom, as it allows students to build upon their entire set of resources, enhance learning outcomes, perform identities, and develop their languages even further. However, translanguaging is rarely used in assessments of bilinguals. Assessments of bilinguals, especially large-scale tests, are typically monolingual in ...
Understanding Translanguaging And Identity Among Korean Bilingual Adults, Nancy Ryoo
This qualitative study, conducted at a Northern California university, explored how six Korean bilingual adults expressed their unique identities while utilizing both Korean and English in their daily and academic lives. The six study participants shared their journeys as bilingual adults who migrated to the United States from South Korea to attend graduate school. Several will return to South Korea at the conclusion of their graduate studies. Research data included narratives from in-depth personal interviews as well as focus group discussions.
This qualitative study postulated that translanguaging is commonly observed within bilingual/multilingual populations and can be utilized as a ...
Building Communicative Competence: An Evaluation Of The Effectiveness Of An Intensive Japanese-Language Program, Yukiko Konishi
Even though language-program evaluations provide educators with various types of information on teaching practices and the programs in which they work, insufficient literature discusses issues related to language-program evaluation. This mixed-methods study examined the effectiveness of a Japanese-language program offered at a government-sponsored Institute located in northern California on language-program evaluation and developing communicative competence at postsecondary schools.
Data comprised two sets of surveys, six individual interviews, and one group interview. Survey respondents were 35 former students of the institute and 12 Japanese instructors who are currently teaching Japanese or have taught Japanese at the Institute. Of the 35 students ...
Interpreting, Stephanie Jo Kent
Interpreting, Stephanie Jo Kent
What do community interpreting for the Deaf in western societies, conference interpreting for the European Parliament, and language brokering in international management have in common? Academic research and professional training have historically emphasized the linguistic and cognitive challenges of interpreting, neglecting or ignoring the social aspects that structure communication. All forms of interpreting are inherently social; they involve relationships among at least three people and two languages. The contexts explored here, American Sign Language/English interpreting and spoken language interpreting within the European Parliament, show that simultaneous interpreting involves attitudes, norms and values about intercultural communication that overemphasize information and ...
The Effect Of Sequent Input On Speech Accuracy And Fluency In Adults At The Intermediate Level, Salah Farah
To help students achieve their potential, input/feedback must be sequenced by the level of complexity that immediately follows the student's actual developmental level. I assert that effective input/feedback has to follow a set of suggested but not directly expressed rules that represent basic criteria for the development of communicative competence. This study made these criteria explicit, and converted them into ready-for-use input/feedback specifications. Such specifications allow instructors to provide effective remedies to treat particular interlanguage errors. Thus, it is important that instructors understand how to sequence input/feedback to target students differentially in response to their ...