Archivos por Etiqueta: Bilingüísmo

Interacción bilingüe en el aprendizaje entre iguales en la escuela primaria: un estudio de métodos mixtos con alumnos bilingües de habla turca y alemana

Schastak, Martin. Bilinguale Interaktion beim Peer-Learning in der Grundschule: Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen. Verlag Barbara Budrich, 2020.

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Die vorliegende Studie versucht einen Beitrag zur Erforschung von Implementationsmöglichkeiten des bilingualen Sprachvermögens von Schüler*innen mit Migrationshintergrund für den Regelschulkontext zu leisten, indem ein bilinguales Interaktionsangebot beim Peer-Learning für türkisch-deutschsprachig aufwachsende Schüler*innen der dritten und vierten Klasse in einem quasi-experimentellen Setting unter Verwendung von Mixed Methods untersucht wird.

Bilingüismo y sordera. Sobre el contacto lingüístico en la adquisición bilingüe de la lengua de signos y de la lengua escrita

Plaza-Pust, C. (2016). Bilingualism and Deafness. On Language Contact in the Bilingual Acquisition of Sign Language and Written Languagenull. De Gruyter. https://doi.org/10.1515/9781501504990

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This book examines sociolinguistic, educational and psycholinguistic factors that shape the path to sign bilingualism in deaf individuals and contributes to a better understanding of the specific characteristics of a type of bilingualism that is neither territorial nor commonly the result of parent-to-child transmission. The evolution of sign bilingualism at the individual level is discussed from a developmental linguistics perspective on the basis of a longitudinal investigation of deaf learners’ bilingual acquisition of German sign language (DGS) and German.&#12288 The case studies included in this volume offer unique insights into bilingual deaf learners` sign language and written language productions, and the sophisticated nature of the bilingual competence they attain. Commonalities and differences between sign bilingual language development in deaf learners and language development in other language acquisition scenarios are identified on the basis of a dynamic model of change in the evolution of (learner) language, with a focus on the role of language contact in the organisation of multilingual knowledge and the scope of inter- and intra-individual variation in learner grammars. In many respects, as becomes apparent throughout the chapters of this work, sign bilingualism represents not only a challenge but also a resource. Given this cross-disciplinary perspective, the insights on bilingualism and deafness in this volume will be of interest to a wide range of researchers and professionals.

Variación individual y la ventaja del bilingüismo – Factores que modulan el efecto del bilingüismo en el control y la reserva cognitiva

Individual Variation and the Bilingual Advantage - Factors that Modulate  the Effect of Bilingualism on Cognitive Control and Cognitive Reserve by  Maurits van den Noort

Van den Noort, M., P. M. P. C. Bosch, et al. (2020). [e-Book] Individual Variation and the Bilingual Advantage – Factors that Modulate the Effect of Bilingualism on Cognitive Control and Cognitive Reserve, MDPI – Multidisciplinary Digital Publishing Institute.

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The number of bilingual and multilingual speakers around the world is steadily growing, leading to the questions: How do bilinguals manage two or more language systems in their daily interactions, and how does being bilingual/multilingual affect brain functioning and vice versa? Previous research has shown that cognitive control plays a key role in bilingual language management. This hypothesis is further supported by the fact that foreign languages have been found to affect not only the expected linguistic domains, but surprisingly, other non-linguistic domains such as cognitive control, attention, inhibition, and working memory. Somehow, learning languages seems to affect executive/brain functioning. In the literature, this is referred to as the bilingual advantage, meaning that people who learn two or more languages seem to outperform monolinguals in executive functioning skills. In this Special Issue, we first present studies that investigate the bilingual advantage. We also go one step further, by focusing on factors that modulate the effect of bilingualism on cognitive control. In the second, smaller part of our Special Issue, we focus on the cognitive reserve hypothesis with the aim of addressing the following questions: Does the daily use of two or more languages protect the aging individual against cognitive decline? Does lifelong bilingualism protect against brain diseases, such as dementia, later in life?

Europa bilingüe. Culturas latinas y vernáculas – Ejemplos de bilingüismo y multilingüismo c. 1300-1800

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Bloemendal, J. [e-Book] Bilingual Europe. Latin and Vernacular Cultures – Examples of Bilingualism and Multilingualism c. 1300-1800. London, Brill, 2015.

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Bilingual Europe presents to the reader a Europe that for a long time was ‘multilingual’: besides the vernacular languages Latin played an important role. Even ‘nationalistic’ treatises could be written in Latin. Until deep into the 18th century scientific works were written in it. It is still an official language of the Roman Catholic Church. But why did authors choose for Latin or for their native tongue? In the case of bilingual authors, what made them choose either language, and what implications did that have? What interactions existed between the two? Contributors include Jan Bloemendal, Wiep van Bunge, H. Floris Cohen, Arjan C. van Dixhoorn, Guillaume van Gemert, Joep T. Leerssen, Ingrid Rowland, Arie Schippers, Eva Del Soldato, Demmy Verbeke, Françoise Waquet, and Ari H. Wesseling.

Comunicación intertextual intercultural bilingüe. Reflexiones desde y para la práctica de la interculturalización del área de Comunicación en la Educación Primaria

 

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Quintasi Quillas ;  José Washington ; Cáceres Taype, Érica. «Comunicación intertextual intercultural bilingüe. Reflexiones desde y para la práctica de la interculturalización del área de Comunicación en la Educación Primaria» Tarea, Asociación de Publicaciones Educativas, 2017

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Expone la experiencia de un grupo de maestros de escuelas rurales que forman el colectivo de maestros EIB denominado Chiqaq Ñan que busca visibilizar una forma innovadora de concretizar la interculturalidad en el área de comunicación desde una perspectiva intertextual. El documento se organiza en tres partes. La primera de ellas se refiere a las características del entorno de la experiencia. La segunda aborda el análisis del área de Comunicación desde la propuesta oficial estatal. La tercera parte presenta la propuesta comunicativa intercultural, en ella se hace referencia a las reflexiones del equipo de docentes, las condiciones para una comunicación intertextual, los aprendizajes esperados y los propósitos de una comunicación intertextual y finalmente se plantea algunas sugerencias para el desarrollo de este tipo de comunicación.

Me Encanta Comer Frutas y Verduras – I Love to Eat Fruits and Vegetables (Spanish English Bilingual Collection) 

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Admont, Shelley (Autor),‎ Me Encanta Comer Frutas y Verduras – I Love to Eat Fruits and Vegetables (Spanish English Bilingual Collection) S.A. Publishing

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A Jimmy, el pequeño conejito, le gusta comer caramelos. Por eso, se cuela en la cocina para buscar una bolsa de caramelos que está escondida dentro del armario. ¿Qué ocurre justo después de que Jimmy escale el armario para coger la bolsa de caramelos? Lo descubrirás cuando leas este libro para niños ilustrado. Desde ese día, Jimmy empezó a desarrollar hábitos de comida saludables e incluso, ahora, le gusta comer frutas y verduras.

Jimmy likes to eat candy. He sneaks into the kitchen to try to find a bag with candies that was hidden inside the cupboard. What happens right after Jimmy climbs up to reach the bag of candy? You will find out when you read this illustrated children’s book. Since that day, he starts to develop healthy eating habits and even likes to eat his fruits and vegetables.

Guiding Principles for Dual Language Education

Howard, E. R., J. Sugarman, et al.. [e-Book] Guiding Principles for Dual Language Education, Center for Applied Linguistics, 2007.

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The following document is designed to be used by dual language programs as a tool for planning, self-reflection, and growth. The guiding principles described here are based in large part on the Dual Language Program Standards developed by Dual Language Education of New Mexico (www.dlenm.org). In this document, the term dual language refers to any program that provides literacy and content instruction to all students through two languages and that promotes bilingualism and biliteracy, grade-level academic achievement, and multicultural competence for all students. The student population in such a program can vary, resulting in models such as these: Developmental bilingual programs, where all students are native speakers of the partner language, such as Spanish Two-way immersion programs, where approximately half of the students are native speakers of the partner language and approximately half of the students are native speakers of English Foreign language immersion programs, where all of the students are native speakers of English, though some may be heritage language learners However, it is important to note that foreign language immersion educators and researchers were not involved in the development of the principles. Thus, while the principles are likely to apply in general to all three program types, the applicability to foreign language immersion programs has not yet been fully explored.

Principios para una educación lingüística dual

Howard, E. R., J. Sugarman, et al. [e-Book] Guiding Principles for Dual Language Education, Center for Applied Linguistics, 2007.

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The following document is designed to be used by dual language programs as a tool for planning, self-reflection, and growth. The guiding principles described here are based in large part on the Dual Language Program Standards developed by Dual Language Education of New Mexico (www.dlenm.org).

In this document, the term dual language refers to any program that provides literacy and content instruction to all students through two languages and that promotes bilingualism and biliteracy, grade-level academic achievement, and multicultural competence for all students.

The student population in such a program can vary, resulting in models such as these:

– Developmental bilingual programs, where all students are native speakers of the partner language, such as Spanish

– Two-way immersion programs, where approximately half of the students are native speakers of the partner language and approximately half of the students are native speakers of English

– Foreign language immersion programs, where all of the students are native speakers of English, though some may be heritage language learners

Aprendiendo de las Experiencias de Traducción e Interpretación de los Niños Bilingües

Learning from Bilingual Kids’ Translating and

Interpreting Experiences

Aprendiendo de las Experiencias de Traducción

e Interpretación de los Niños Bilingües

Marjorie Faulstich Orellana

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En el libro se utiliza el érmino  “traducir” e “interpretar” para referirse a las muchas maneras en las cuales los niños bilingües emplean su conocimiento de dos idiomas para leer, escribir, escuchar y hablar para otra gente. Algunos investigadores se refieren a esto como “mediadores del lenguaje” o “traducción natural.” También se usa el término “para-frases” porque se quiere mostrar cómo se pueden cultivar las habilidades que emplean los niños para moverse entre dos idiomas diferentes para apoyar sus actividades de aprendizaje en la escuela (por ejemplo, cuando los maestros les piden a los estudiantes que tomen algo que ellos hayan leído que lo resuman o que “lo expresen en sus propias palabras”).