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education</title> <meta name="description" content="Search results for: bilingual education"> <meta name="keywords" content="bilingual education"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="bilingual education"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7389</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: bilingual education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7389</span> Implementation Principles and Strategies of Bilingual Teaching in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinfen%20Chen">Chinfen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to focus on the challenges and doubts encountered in the implementation of ‘bilingual teaching in some fields of courses’, and propose implementation principles and strategies from the four areas of curriculum design, teaching strategies, teaching language application, and bilingual teaching implementation and operation, as a school The administrative team considers when planning bilingual teaching and also clarifies teachers' doubts about the implementation of bilingual teaching to enhance their willingness and confidence to participate in bilingual teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education%20policy" title="bilingual education policy">bilingual education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20immersion" title=" language immersion"> language immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20bilingual%20education" title=" partial bilingual education"> partial bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20knowledge%20and%20target%20language%20acquisition" title=" content knowledge and target language acquisition"> content knowledge and target language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20teaching." title=" inquiry-based teaching."> inquiry-based teaching.</a> </p> <a href="https://publications.waset.org/abstracts/186675/implementation-principles-and-strategies-of-bilingual-teaching-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7388</span> Teacher Education in a Bilingual Perspective: Brazilian Sign Language and Portuguese</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neuma%20Chaveiro">Neuma Chaveiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliana%20Guimar%C3%A3es%20Faria"> Juliana Guimarães Faria</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The thematic that guides this study is teacher training for the teaching of sign language in a perspective of bilingual education – specifically aimed at Brazilian public schools that offer inclusive education, and that have, among its students, deaf children who use Brazilian Sign Language as a means of communication and expression. In the Teacher Training Course for Letters/Libras at the Universidade Federal de Goiás/UFG, we developed a bilingual education project for the deaf, linked to PIBID (Institutional Scholarship for Teaching Initiation Program), funded by the Brazilian Federal Government through CAPES (Coordination for the Improvement of Higher Education Personnel). Goals: to provide the education of higher education teachers to work in public schools in basic education and to insert students from the UFG’s Letters/Libras course in the school’s daily life, giving them the opportunity for the creation and participation in methodological experiences and of teaching practices in order to overcome the problems identified in the teaching-learning process of deaf students, in a bilingual perspective, associating Libras (Brazilian Sign Language) and Portuguese. Methodology: qualitative approach and research-action, prioritizing action – reflection – action of the people involved. The Letters-Libras PIBID of the College of Letters/UFG, in this qualitative context, is guided by the assumptions of investigation-action to contribute to the education of the Libras teacher. Results: production of studies and researches in the area of education, professionalization and teaching practice for the degree holder in Letters: Libras; b) studies, research and training in bilingual education; c) clarification and discussion of the myths that permeate the reality of users of sign languages; d) involving students in the development of didactic materials for bilingual education. Conclusion: the PIBID Project Letters/Libras allows, both to the basic education school and to the teachers in training for the teaching of Libras, an integrated and collective work partnership, with discussions and changes in relation to bilingual education for the deaf and the teaching of Libras. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf" title="deaf">deaf</a>, <a href="https://publications.waset.org/abstracts/search?q=sign%20language" title=" sign language"> sign language</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=educacion" title=" educacion"> educacion</a> </p> <a href="https://publications.waset.org/abstracts/69721/teacher-education-in-a-bilingual-perspective-brazilian-sign-language-and-portuguese" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">296</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7387</span> Reflections on the Role of Cultural Identity in a Bilingual Education Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lina%20Tenjo">Lina Tenjo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilba%20Rodr%C3%ADguez"> Ilba Rodríguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of cultural identity in bilingual programs has been barely discussed in regards to SLA. This research focuses on providing relevant information that helps in having more knowledge about the experiences that an elementary student has during the second language learning process in a bilingual program within a multicultural context. This study explores the experience of 18 students in a dual language program, in a public elementary school in Northern Virginia, USA. It examines their dual language experience and the different ways this experience contributes to the formation of their cultural identity. The findings were studied with the purpose of determining the relationship between participants and certain aspects of cultural identity in a multicultural context. The reflections that originate from the voices of children are the key source that helps us to better understand the particular needs that young learners have during their participation in a DLP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acculturation" title="acculturation">acculturation</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20program" title=" dual language program"> dual language program</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/59189/reflections-on-the-role-of-cultural-identity-in-a-bilingual-education-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">339</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7386</span> Effects of Bilingual Education in the Teaching and Learning Practices in the Continuous Improvement and Development of k12 Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Sebastian">Miriam Sebastian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focused on the effects of bilingual education as medium of instruction to the academic performance of selected intermediate students of Miriam’s Academy of Valenzuela Inc. . An experimental design was used, with language of instruction as the independent variable and the different literacy skills as dependent variables. The sample consisted of experimental students comprises of 30 students were exposed to bilingual education (Filipino and English) . They were given pretests and were divided into three groups: Monolingual Filipino, Monolingual English, and Bilingual. They were taught different literacy skills for eight weeks and were then administered the posttests. Data was analyzed and evaluated in the light of the central processing and script-dependent hypotheses. Based on the data, it can be inferred that monolingual instruction in either Filipino or English had a stronger effect on the students’ literacy skills compared to bilingual instruction. Moreover, mother tongue-based instruction, as compared to second-language instruction, had stronger effect on the preschoolers’ literacy skills. Such results have implications not only for mother tongue-based (MTB) but also for English as a second language (ESL) instruction in the country <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=effects" title="effects">effects</a>, <a href="https://publications.waset.org/abstracts/search?q=monolingual" title=" monolingual"> monolingual</a>, <a href="https://publications.waset.org/abstracts/search?q=function" title="function">function</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a> </p> <a href="https://publications.waset.org/abstracts/120430/effects-of-bilingual-education-in-the-teaching-and-learning-practices-in-the-continuous-improvement-and-development-of-k12-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7385</span> Accomplishing Mathematical Tasks in Bilingual Primary Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriela%20Steffen">Gabriela Steffen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning in a bilingual classroom not only implies learning in two languages or in an L2, it also means learning content subjects through the means of bilingual or plurilingual resources, which is of a qualitatively different nature than ‘monolingual’ learning. These resources form elements of a didactics of plurilingualism, aiming not only at the development of a plurilingual competence, but also at drawing on plurilingual resources for nonlinguistic subject learning. Applying a didactics of plurilingualism allows for taking account of the specificities of bilingual content subject learning in bilingual education classrooms. Bilingual education is used here as an umbrella term for different programs, such as bilingual education, immersion, CLIL, bilingual modules in which one or several non-linguistic subjects are taught partly or completely in an L2. This paper aims at discussing first results of a study on pupil group work in bilingual classrooms in several Swiss primary schools. For instance, it analyses two bilingual classes in two primary schools in a French-speaking region of Switzerland that follows a part of their school program through German in addition to French, the language of instruction in this region. More precisely, it analyses videotaped classroom interaction and in situ classroom practices of pupil group work in a mathematics lessons. The ethnographic observation of pupils’ group work and the analysis of their interaction (analytical tools of conversational analysis, discourse analysis and plurilingual interaction) enhance the description of whole-class interaction done in the same (and several other) classes. While the latter are teacher-student interactions, the former are student-student interactions giving more space to and insight into pupils’ talk. This study aims at the description of the linguistic and multimodal resources (in German L2 and/or French L1) pupils mobilize while carrying out a mathematical task. The analysis shows that the accomplishment of the mathematical task takes place in a bilingual mode, whether the whole-class interactions are conducted rather in a bilingual (German L2-French L1) or a monolingual mode in L2 (German). The pupils make plenty of use of German L2 in a setting that lends itself to use French L1 (peer groups with French as a dominant language, in absence of the teacher and a task with a mathematical aim). They switch from French to German and back ‘naturally’, which is regular for bilingual speakers. Their linguistic resources in German L2 are not sufficient to allow them to (inter-)act well enough to accomplish the task entirely in German L2, despite their efforts to do so. However, this does not stop them from carrying out the task in mathematics adequately, which is the main objective, by drawing on the bilingual resources at hand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20content%20subject%20learning" title="bilingual content subject learning">bilingual content subject learning</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20primary%20education" title=" bilingual primary education"> bilingual primary education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20pupil%20group%20work" title=" bilingual pupil group work"> bilingual pupil group work</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20teaching%2Flearning%20resources" title=" bilingual teaching/learning resources"> bilingual teaching/learning resources</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics%20of%20plurilingualism" title=" didactics of plurilingualism"> didactics of plurilingualism</a> </p> <a href="https://publications.waset.org/abstracts/92314/accomplishing-mathematical-tasks-in-bilingual-primary-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7384</span> Translanguaging In Preschools: New Evidence from Polish-English Bilingual Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Judyta%20Pawliszko">Judyta Pawliszko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study draws on the theoretical framework of translanguaging. It investigates translanguaging patterns and how meaning-making processes among bilingual children in preschool are affected by using two different languages, 8 months of observation and 200 hours of vocal recordings of children (3-6 years old) provide data on bilingual children’s linguistic repertoire why children translanguage, and how they achieve understanding with the strategic use of the two languages. The data gathered point to translanguaging as a practice that maximizes meaning-making processes among preschool bilingual children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translanguaging" title="translanguaging">translanguaging</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title=" bilingualism"> bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=polish-english%20bilingual%20children" title=" polish-english bilingual children"> polish-english bilingual children</a> </p> <a href="https://publications.waset.org/abstracts/159703/translanguaging-in-preschools-new-evidence-from-polish-english-bilingual-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159703.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7383</span> Models of Bilingual Education in Majority Language Contexts: An Exploratory Study of Bilingual Programmes in Qatari Primary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Al-Maadheed">Fatma Al-Maadheed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Following an ethnographic approach this study explored bilingual programmes offered by two types of primary schools in Qatar: international and Independent schools. Qatar with its unique linguistic and socio-economic situation launched a new initiative for educatiobnal development in 2001 but with hardly any research linked to theses changes. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. The two schools adopted different models of bilingualism. The international school adopted a strict separation policy between the two languages following a monoglossic belief. The independent school was found to apply a flexible language policy. The study also highlighted the daily challnges produced from the diglossia situation in Qatar, the difference between students and teacher dialect as well as acquiring literacy in the formal language. In addition to an abscence of a clear language policy in Schools, the study brought attention to the instructional methods utilised in language teaching which are mostly associated with successful bilingual education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diglossia" title="diglossia">diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20methods" title=" instructional methods"> instructional methods</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=qatari%20primary%20schools" title=" qatari primary schools"> qatari primary schools</a> </p> <a href="https://publications.waset.org/abstracts/30944/models-of-bilingual-education-in-majority-language-contexts-an-exploratory-study-of-bilingual-programmes-in-qatari-primary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30944.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">473</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7382</span> A Multiple Case Study of How Bilingual-Bicultural Teachers' Language Shame and Loss Affects Teaching English Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Winstead">Lisa Winstead</a>, <a href="https://publications.waset.org/abstracts/search?q=Penny%20Congcong%20Wang"> Penny Congcong Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This two-year multiple case study of eight Spanish-English speaking teachers explores bilingual-bicultural Latino teachers’ lived experiences as English Language Learners and, more recently, as adult teachers who work with English Language Learners in mainstream schools. Research questions explored include: How do bilingual-bicultural teachers perceive their native language use and sense of self within society from childhood to adulthood? Correspondingly, what are bilingual teachers’ perceptions of how their own language learning experience might affect teaching students of similar linguistic and cultural backgrounds? This study took place in an urban area in the Pacific Southwest of the United States. Participants were K-8 teachers and enrolled in a Spanish-English bilingual authorization program. Data were collected from journals, focus group interviews, field notes, and class artifacts. Within case and cross-case analysis revealed that the participants were shamed about their language use as children which contributed to their primary language loss. They similarly reported how experiences of mainstream educator and administrator language shaming invalidated their ability to provide support for Latino heritage ELLs, despite their bilingual-bicultural expertise. However, participants reported that counter-narratives from the bilingual authorization program, parents, community and church organizations, and cultural responsive teachers were effective in promoting their language retention, pride, and feelings of well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title="teacher education">teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=emergent%20bilinguals" title=" emergent bilinguals"> emergent bilinguals</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title=" social justice"> social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20shame" title=" language shame"> language shame</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20loss" title=" language loss"> language loss</a>, <a href="https://publications.waset.org/abstracts/search?q=translanguaging" title=" translanguaging"> translanguaging</a> </p> <a href="https://publications.waset.org/abstracts/89760/a-multiple-case-study-of-how-bilingual-bicultural-teachers-language-shame-and-loss-affects-teaching-english-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89760.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7381</span> The Efficiency of the Use of Medical Bilingual Dictionary in English Language Teaching in Vocational College</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zorana%20Jurinjak">Zorana Jurinjak</a>, <a href="https://publications.waset.org/abstracts/search?q=Christos%20Alexopoulos"> Christos Alexopoulos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to examine the effectiveness of using a medical bilingual dictionary in teaching English in a vocational college. More precisely, to what extent the use of bilingual medical dictionary in relation to the use of Standard English bilingual dictionaries influences the results on tests, and thus the acquisition of better competence of students mastering the subject terminology. Secondary interest in this paper would be to raise awareness among students and teachers about the advantages of dictionary use. The experiment was conducted at College of Applied Health Sciences in Ćuprija on a sample of 90 students. The respondents translated three medical texts with 42 target terms. Statistical analyses of the data obtained show that the differences in average time and correct answers favor the students who used medical dictionary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20medical%20dictionary" title="bilingual medical dictionary">bilingual medical dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20english%20bilingual%20dictionary" title=" standard english bilingual dictionary"> standard english bilingual dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20terminology" title=" medical terminology"> medical terminology</a>, <a href="https://publications.waset.org/abstracts/search?q=EOS" title=" EOS"> EOS</a>, <a href="https://publications.waset.org/abstracts/search?q=ESP" title=" ESP"> ESP</a> </p> <a href="https://publications.waset.org/abstracts/148251/the-efficiency-of-the-use-of-medical-bilingual-dictionary-in-english-language-teaching-in-vocational-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148251.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7380</span> Creativity in the Use of Sinhala and English in Advertisements in Sri Lanka: A Morphological Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chamindi%20Dilkushi%20Senaratne">Chamindi Dilkushi Senaratne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sri Lanka has lived with the English language for more than 200 years. Although officially considered a link language, the phenomenal usage of English by the Sinhala-English bilingual has given rise to a mixed code with identifiable structural characteristics. The extensive use of the mixed language by the average Sri Lankan bilingual has resulted in it being used as a medium of communication by creative writers of bilingual advertisements in Sri Lanka. This study analyses the way in which English is used in bilingual advertisements in both print and electronic media in Sri Lanka. The theoretical framework for the study is based on Kachru’s analysis of the use of English by the bilingual, Muysken’s typology on code mixing theories in colonial settings and Myers-Scotton’s theory on the Matrix Language Framework Model. The study will look at a selection of Sinhala-English advertisements published in newspapers from 2015 to 2016. Only advertisements using both Sinhala and English are used for the analysis. To substantiate data collected from the newspapers, the study will select bilingual advertisements from television advertisements. The objective of the study is to analyze the mixed patterns used for creative purposes by advertisers. The results of the study will reveal the creativity used by the Sinhala –English bilingual and the morphological processes used by the creators of Sinhala-English bilingual advertisements to attract the masses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual" title="bilingual">bilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=code%20mixing" title=" code mixing"> code mixing</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20processes" title=" morphological processes"> morphological processes</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20code" title=" mixed code"> mixed code</a> </p> <a href="https://publications.waset.org/abstracts/53727/creativity-in-the-use-of-sinhala-and-english-in-advertisements-in-sri-lanka-a-morphological-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53727.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">285</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7379</span> Integration of Immigrant Students into Local Education System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suheyla%20Demi%CC%87rkol%20Orak">Suheyla Demi̇rkol Orak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The requirement of inclusive education is one of the utmost important results of both regular and irregular immigration. The matter in the case of Syrian immigrants is even worse than the other immigrants cases in world history since a massive immigration wave has affected all world countries' socio-economic profiles. When Syrians immigrated from Syria all over the world, they aimed to survive and left behind the war, but surviving is not optional occasion without handling language-related problems. Humans exist and preserve their existence with their language. That is a matter of concern for the integration of Syrians into the hosting countries. Many countries are proceeding with various programs to integrate Syrians into the majority groups by either assimilation or adaptation policies. Turkey has got the lion's share of the Syrian immigration apple, and in the same vein with this situation, its language education system should be analyzed severely in order to come up with a perfect match program for the integration of Syrians. It aimed to generate an inclusive education model for catalyzing the integration process of immigrant Syrian students into the majority socio-economic group via overcoming the language barrier. The identity of the immigrants is prioritized. The study follows a narrative literature review, which aims to review and critique relevant literature and offers a new conceptualization derived from the previous literature. The study derives a critical localized bilingual education model. As the outcome of the narrative literature review, a bilingual education model which prioritized the identity of the target community was designed. In the present study, main bilingual education programs and most of the countries' bilingual education policies were reviewed critically and suggestions were listed for the Syrian immigrants dominantly in Turkey and suggested to be benefitted by the other countries through localizing the practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bi%2Fmultilingual%20education" title="bi/multilingual education">bi/multilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=sheltered%20education" title=" sheltered education"> sheltered education</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrants" title=" immigrants"> immigrants</a>, <a href="https://publications.waset.org/abstracts/search?q=glocalization" title=" glocalization"> glocalization</a>, <a href="https://publications.waset.org/abstracts/search?q=submersion%20program" title=" submersion program"> submersion program</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20program" title=" immersion program"> immersion program</a> </p> <a href="https://publications.waset.org/abstracts/169729/integration-of-immigrant-students-into-local-education-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169729.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7378</span> Teacher Training for Bilingual Education of Deaf Students in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mara%20Aparecida%20De%20Castilho%20Lopes.%20Maria%20Eliza%20Mattosinho%20Bernardes">Mara Aparecida De Castilho Lopes. Maria Eliza Mattosinho Bernardes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The education of deaf individuals in Brazil is grounded in the bilingual approach, which presupposes Brazilian Sign Language (Libras) as the first language for these students. In this perspective, Portuguese should be taught as a second language in its written form, ensuring that deaf students also have access to various academic subjects in sign language. Brazilian legislation (Federal Decree No. 5626 of 2005) mandates the teaching of Brazilian Sign Language in university teacher training programs, but there is no pre-established minimum workload. As a result, there is a significant disparity in the teaching and quality of teacher education across the Brazilian territory. Added to this fact is the general lack of awareness within society regarding the linguistic status of Libras, leading to a shortage of competent teachers for its use and instruction, particularly in higher education. Recently, Federal Law No. 14191 of 2021 established bilingual education for the deaf as a mode of instruction, indicating the need for adjustments in teacher training within higher education teacher preparation programs. Given this context, the objective of the present study was to analyze the teaching proposals for Brazilian Sign Language for students in teacher training programs at public universities in Brazil, presenting alternatives to overcome the current models and academic pathways of teaching and learning. In addition to analyzing Brazilian teaching models, an analysis of a continuing education model for teachers in a French institution was also conducted - considering the historical Franco-Brazilian path of deaf education in Brazil. The analysis of the current teacher training model for deaf education in Brazil revealed that initial exposure to sign language and its linguistic structure is not sufficient to provide future teachers with opportunities to reflect on bilingual teaching methods and practices, as seen in other definitions of bilingualism - bilingual education for proficient listeners in two oral languages. As a result, a training proposal was developed for an experimental interdisciplinary course, integrating the curriculum of an initial and continuing teacher training program alongside the Alfredo Bossi Chair at the University of São Paulo. This proposal is structured into three disciplines, which constitute consecutive moments in teacher education: Fundamental Aspects of Brazilian Sign Language, Bilingual Teaching Methodology, and Teaching Investigation Project - interdisciplinary engagement in the field of deafness. The last offered discipline represents an interdisciplinary supervised internship proposal, considering the multi-professional context that constitutes deaf education within a bilingual approach. In interdisciplinary work within the field of deafness, dialogue between teachers and other professionals who work with deaf students from different perspectives - teachers, speech therapists, and sign language interpreters - is frequently necessary. Through alternative avenues, these actions aim to direct the linguistic development of deaf students within their learning processes. Based on the innovative curriculum proposal described here, the intention is to contribute to the enhancement of teacher education in Brazil, with the goal of ensuring bilingual education for deaf students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title="bilingual education">bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=historical-cultural%20approach" title=" historical-cultural approach"> historical-cultural approach</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20education" title=" interdisciplinary education"> interdisciplinary education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a> </p> <a href="https://publications.waset.org/abstracts/171535/teacher-training-for-bilingual-education-of-deaf-students-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171535.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7377</span> Early Childhood Education for Bilingual Children: A Cross-Cultural Examination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20C.%20Castro">Dina C. Castro</a>, <a href="https://publications.waset.org/abstracts/search?q=Rossana%20Boyd"> Rossana Boyd</a>, <a href="https://publications.waset.org/abstracts/search?q=Eugenia%20Papadaki"> Eugenia Papadaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Immigration within and across continents is currently a global reality. The number of people leaving their communities in search for a better life for them and their families has increased dramatically during the last twenty years. Therefore, young children of the 21st century around the World are growing up in diverse communities, exposed to many languages and cultures. One consequence of these migration movements is the increased linguistic diversity in school settings. Depending on the linguistic history and the status of languages in the communities (i.e., minority-majority; majority-majority) the instructional approaches will differ. This session will discuss how bilingualism is addressed in early education programs in both minority-majority and majority-majority language communities, analyzing experiences in three countries with very distinct societal and demographic characteristics: Peru (South America), the United States (North America), and Italy (European Union). The ultimate goal is to identify commonalities and differences across the three experiences that could lead to a discussion of bilingualism in early education from a global perspective. From Peru, we will discuss current national language and educational policies that have lead to the design and implementation of bilingual and intercultural education for children in indigenous communities. We will also discuss how those practices are being implemented in preschool programs, the progress made and challenges encountered. From the United States, we will discuss the early education of Spanish-English bilingual preschoolers, including the national policy environment, as well as variations in language of instruction approaches currently being used with these children. From Italy, we will describe early education practices in the Bilingual School of Monza, in northern Italy, a school that has 20 years promoting bilingualism and multilingualism in education. While the presentations from Peru and the United States will discuss bilingualism in a majority-minority language environment, this presentation will lead to a discussion on the opportunities and challenges of promoting bilingualism in a majority-majority language environment. It is evident that innovative models and policies are necessary to prevent inequality of opportunities for bilingual children beginning in their earliest years. The cross-cultural examination of bilingual education experiences for young children in three part of the World will allow us to learn from our success and challenges. The session will end with a discussion of the following question: To what extent are early care and education programs being effective in promoting positive development and learning among all children, including those from diverse language, ethnic and cultural backgrounds? We expect to identify, with participants to our session, a set of recommendations for policy and program development that could ensure access to high quality early education for all bilingual children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20education%20for%20bilingual%20children" title="early education for bilingual children">early education for bilingual children</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20perspectives%20in%20early%20education" title=" global perspectives in early education"> global perspectives in early education</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural" title=" cross-cultural"> cross-cultural</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policies" title=" language policies"> language policies</a> </p> <a href="https://publications.waset.org/abstracts/48169/early-childhood-education-for-bilingual-children-a-cross-cultural-examination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7376</span> Bilingualism Contributes to Cognitive Reserve in Parkinson's Disease</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arrate%20Barrenechea%20Garro">Arrate Barrenechea Garro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Bilingualism has been shown to enhance cognitive reserve and potentially delay the onset of dementia symptoms. This study investigates the impact of bilingualism on cognitive reserve and the age of diagnosis in Parkinson's Disease (PD). Methodology: The study involves 16 non-demented monolingual PD patients and 12 non-demented bilingual PD patients, matched for age, sex, and years of education. All participants are native Spanish speakers, with Spanish as their first language (L1). Cognitive performance is assessed through a neuropsychological examination covering all cognitive domains. Cognitive reserve is measured using the Cognitive Reserve Index Questionnaire (CRIq), while language proficiency is evaluated using the Bilingual Language Profile (BLP). The age at diagnosis is recorded for both monolingual and bilingual patients. Results: Bilingual PD patients demonstrate higher scores on the CRIq compared to monolingual PD patients, with significant differences between the groups. Furthermore, there is a positive correlation between cognitive reserve (CRIq) and the utilization of the second language (L2) as indicated by the BLP. Bilingual PD patients are diagnosed, on average, three years later than monolingual PD patients. Conclusion: Bilingual PD patients exhibit higher levels of cognitive reserve compared to monolingual PD patients, as indicated by the CRIq scores. The utilization of the second language (L2) is positively correlated with cognitive reserve. Bilingual PD patients are diagnosed with PD, on average, three years later than monolingual PD patients. These findings suggest that bilingualism may contribute to cognitive reserve and potentially delay the onset of clinical symptoms associated with PD. This study adds to the existing literature supporting the relationship between bilingualism and cognitive reserve. Further research in this area could provide valuable insights into the potential protective effects of bilingualism in neurodegenerative disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualis" title="bilingualis">bilingualis</a>, <a href="https://publications.waset.org/abstracts/search?q=cogntiive%20reserve" title=" cogntiive reserve"> cogntiive reserve</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnosis" title=" diagnosis"> diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=parkinson%27s%20disease" title=" parkinson's disease"> parkinson's disease</a> </p> <a href="https://publications.waset.org/abstracts/172508/bilingualism-contributes-to-cognitive-reserve-in-parkinsons-disease" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172508.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7375</span> Teaching in One’s Second Language in a Bilingual University: Comparing the Perceptions of Francophone and Anglophone Instructors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H%C3%A9l%C3%A8ne%20Knoerr">Hélène Knoerr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the impact of teaching in one’s second language on a faculty's sense of self-efficacy. With the increasing internationalization of universities, teaching in a foreign language, mainly in English, has been extensively studied. However, only a few studies have focused on teaching in one’s second language. In Canada, international faculty members have reported adverse effects on their academic careers due to unrealistic linguistic expectations. The aim of our study was to investigate the perceived impacts of teaching in one’s second language on professors in a bilingual university in Canada. It seeks to explore how faculty perceive their ability to teach effectively in their L2 and what personal and professional impacts they feel as a result of teaching in their second language. The study found that teaching in one's second language has a significant impact on faculty's sense of self-efficacy, including anxiety, frustration, and a sense of inadequacy. However, it was also noted that some instructors felt that teaching in their second language had a positive impact on their teaching practices and personal growth. This study highlights the importance of understanding the impact of teaching in one's second language on faculty's sense of self-efficacy in a bilingual university context. It also indicates the need to provide support programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20sense%20of%20efficacy" title="teacher sense of efficacy">teacher sense of efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20in%20one%E2%80%99s%20L2" title=" teaching in one’s L2"> teaching in one’s L2</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20inquiry" title=" narrative inquiry"> narrative inquiry</a> </p> <a href="https://publications.waset.org/abstracts/167923/teaching-in-ones-second-language-in-a-bilingual-university-comparing-the-perceptions-of-francophone-and-anglophone-instructors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7374</span> A Corpus-Based Analysis on Code-Mixing Features in Mandarin-English Bilingual Children in Singapore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xunan%20Huang">Xunan Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Caicai%20Zhang"> Caicai Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated the code-mixing features in Mandarin-English bilingual children in Singapore. First, it examined whether the code-mixing rate was different in Mandarin Chinese and English contexts. Second, it explored the syntactic categories of code-mixing in Singapore bilingual children. Moreover, this study investigated whether morphological information was preserved when inserting syntactic components into the matrix language. Data are derived from the Singapore Bilingual Corpus, in which the recordings and transcriptions of sixty English-Mandarin 5-to-6-year-old children were preserved for analysis. Results indicated that the rate of code-mixing was asymmetrical in the two language contexts, with the rate being significantly higher in the Mandarin context than that in the English context. The asymmetry is related to language dominance in that children are more likely to code-mix when using their nondominant language. Concerning the syntactic categories of code-mixing words in the Singaporean bilingual children, we found that noun-mixing, verb-mixing, and adjective-mixing are the three most frequently used categories in code-mixing in the Mandarin context. This pattern mirrors the syntactic categories of code-mixing in the Cantonese context in Cantonese-English bilingual children, and the general trend observed in lexical borrowing. Third, our results also indicated that English vocabularies that carry morphological information are embedded in bare forms in the Mandarin context. These findings shed light upon how bilingual children take advantage of the two languages in mixed utterances in a bilingual environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20children" title="bilingual children">bilingual children</a>, <a href="https://publications.waset.org/abstracts/search?q=code-mixing" title=" code-mixing"> code-mixing</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=Mandarin%20Chinese" title=" Mandarin Chinese"> Mandarin Chinese</a> </p> <a href="https://publications.waset.org/abstracts/89366/a-corpus-based-analysis-on-code-mixing-features-in-mandarin-english-bilingual-children-in-singapore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89366.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7373</span> BiLex-Kids: A Bilingual Word Database for Children 5-13 Years Old</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aris%20R.%20Terzopoulos">Aris R. Terzopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgia%20Z.%20Niolaki"> Georgia Z. Niolaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Lynne%20G.%20Duncan"> Lynne G. Duncan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20A.%20J.%20Wilson"> Mark A. J. Wilson</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonios%20Kyparissiadis"> Antonios Kyparissiadis</a>, <a href="https://publications.waset.org/abstracts/search?q=Jackie%20Masterson"> Jackie Masterson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As word databases for bilingual children are not available, researchers, educators and textbook writers must rely on monolingual databases. The aim of this study is thus to develop a bilingual word database, BiLex-kids, an online open access developmental word database for 5-13 year old bilingual children who learn Greek as a second language and have English as their dominant one. BiLex-kids is compiled from 120 Greek textbooks used in Greek-English bilingual education in the UK, USA and Australia, and provides word translations in the two languages, pronunciations in Greek, and psycholinguistic variables (e.g. Zipf, Frequency per million, Dispersion, Contextual Diversity, Neighbourhood size). After clearing the textbooks of non-relevant items (e.g. punctuation), algorithms were applied to extract the psycholinguistic indices for all words. As well as one total lexicon, the database produces values for all ages (one lexicon for each age) and for three age bands (one lexicon per age band: 5-8, 9-11, 12-13 years). BiLex-kids provides researchers with accurate figures for a wide range of psycholinguistic variables, making it a useful and reliable research tool for selecting stimuli to examine lexical processing among bilingual children. In addition, it offers children the opportunity to study word spelling, learn translations and listen to pronunciations in their second language. It further benefits educators in selecting age-appropriate words for teaching reading and spelling, while special educational needs teachers will have a resource to control the content of word lists when designing interventions for bilinguals with literacy difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20children" title="bilingual children">bilingual children</a>, <a href="https://publications.waset.org/abstracts/search?q=psycholinguistics" title=" psycholinguistics"> psycholinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20development" title=" vocabulary development"> vocabulary development</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20databases" title=" word databases"> word databases</a> </p> <a href="https://publications.waset.org/abstracts/70529/bilex-kids-a-bilingual-word-database-for-children-5-13-years-old" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70529.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7372</span> The Influence of Language and Background Culture on Speakers from the Viewpoint of Gender and Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuko%20Tomoto">Yuko Tomoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to examine the assumption that female bilingual speakers more often change the way they talk or think depending on the language they use compared with male bilingual speakers. The author collected data through questionnaires on 241 bilingual speakers. Also, in-depth interview surveys were conducted with 13 Japanese/English bilingual speakers whose native language is Japanese and 16 English/Japanese bilingual speakers whose native language is English. The results indicate that both male and female bilingual speakers are more or less influenced consciously and unconsciously by the language they use, as well as by the background cultural values of each language. At the same time, it was found that female speakers are much more highly affected by the language they use, its background culture and also by the interlocutors they were talking to. This was probably due to the larger cultural expectations on women. Through conversations, speakers are not only conveying a message but also attempting to express who they are, and what they want to be like. In other words, they are constantly building up and updating their own identities by choosing the most appropriate language and descriptions to express themselves in the dialogues. It has been claimed that the images of ideal L2 self could strongly motivate learners. The author hopes to make the best use of the fact that bilingual speakers change their presence depending on the language they use, in order to motivate Japanese learners of English, especially female learners from the viewpoint of finding their new selves in English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20influence" title="cultural influence">cultural influence</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20expectation" title=" gender expectation"> gender expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20self" title=" L2 self"> L2 self</a> </p> <a href="https://publications.waset.org/abstracts/58716/the-influence-of-language-and-background-culture-on-speakers-from-the-viewpoint-of-gender-and-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58716.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7371</span> A Comparative Study of Language Learning Strategy Use of Iranian Kurdish Bilingual and Persian Monolingual in EFL Context </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Khani">Reza Khani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziba%20Hosseini"> Ziba Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was an attempt to investigate the difference between learners of Iranian Kurdish–Persian bilingual language and Persian monolinguals, regarding language strategy use (LLS). The participants of the study were 120 monolingual Persian and 120 bilingual Kurdish studying English as a foreign language (EFL). Data were collected using strategy inventory for language learning SILL. The results show bilingual reported higher use of language learning strategies in all categories of SILL except memory strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title="language learning">language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a>, <a href="https://publications.waset.org/abstracts/search?q=monolingual" title=" monolingual"> monolingual</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20study" title=" comparative study"> comparative study</a> </p> <a href="https://publications.waset.org/abstracts/23847/a-comparative-study-of-language-learning-strategy-use-of-iranian-kurdish-bilingual-and-persian-monolingual-in-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23847.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7370</span> Translanguaging and Cross-languages Analyses in Writing and Oral Production with Multilinguals: a Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryvone%20Cunha%20de%20Morais">Maryvone Cunha de Morais</a>, <a href="https://publications.waset.org/abstracts/search?q=Lilian%20Cristine%20H%C3%BCbner"> Lilian Cristine Hübner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on a translanguaging theoretical approach, which considers language not as separate entities but as an entire repertoire available to bilingual individuals, this systematic review aimed at analyzing the methods (aims, samples investigated, type of stimuli, and analyses) adopted by studies on translanguaging practices associated with written and oral tasks (separately or integrated) in bilingual education. The PRISMA criteria for systematic reviews were adopted, with the descriptors "translanguaging", "bilingual education" and/or “written and oral tasks" to search in Pubmed/Medline, Lilacs, Eric, Scopus, PsycINFO, and Web of Science databases for articles published between 2017 and 2021. 280 registers were found, and after following the inclusion/exclusion criteria, 24 articles were considered for this analysis. The results showed that translanguaging practices were investigated on four studies focused on written production analyses, ten focused on oral production analysis, whereas ten studies focused on both written and oral production analyses. The majority of the studies followed a qualitative approach, while five studies have attempted to study translanguaging with quantitative statistical measures. Several types of methods were used to investigate translanguaging practices in written and oral production, with different approaches and tools indicating that the methods are still in development. Moreover, the findings showed that students’ interactions have received significant attention, and studies have been developed not just in language classes in bilingual education, but also including diverse educational and theoretical contexts such as Content and Language Integrated Learning, task repetition, Science classes, collaborative writing, storytelling, peer feedback, Speech Act theory and collective thinking, language ideologies, conversational analysis, and discourse analyses. The studies, whether focused either on writing or oral tasks or in both, have portrayed significant research and pedagogical implications, grounded on the view of integrated languages in bi-and multilinguals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title="bilingual education">bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20production" title=" oral production"> oral production</a>, <a href="https://publications.waset.org/abstracts/search?q=translanguaging" title=" translanguaging"> translanguaging</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20production" title=" written production"> written production</a> </p> <a href="https://publications.waset.org/abstracts/147476/translanguaging-and-cross-languages-analyses-in-writing-and-oral-production-with-multilinguals-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7369</span> The Assessment of Bilingual Students: How Bilingual Can It Really Be?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Serge%20Lacroix">Serge Lacroix</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The proposed study looks at the psychoeducational assessment of bilingual students, in English and French in this case. It will be the opportunity to look at language of assessment and specifically how certain tests can be administered in one language and others in another language. It is also a look into the questioning of the validity of the test scores that are obtained as well as the quality and generalizability of the conclusions that can be drawn. Bilingualism and multiculturalism, although in constant expansion, is not considered in norms development and remains a poorly understood factor when it is at play in the context of a psychoeducational assessment. Student placement, diagnoses, accurate measures of intelligence and achievement are all impacted by the quality of the assessment procedure. The same is true for questionnaires administered to parents and self-reports completed by bilingual students who, more often than not, are assessed in a language that is not their primary one or are compared to monolinguals not dealing with the same challenges or the same skills. Results show that students, when offered to work in a bilingual fashion, chooses to do so in a significant proportion. Recommendations will be offered to support educators aiming at expanding their skills when confronted with multilingual students in an assessment context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychoeducational%20assessment" title="psychoeducational assessment">psychoeducational assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title=" bilingualism"> bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a> </p> <a href="https://publications.waset.org/abstracts/23566/the-assessment-of-bilingual-students-how-bilingual-can-it-really-be" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23566.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">454</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7368</span> A Bilingual Didactic Sequence about Biological Control to Develop the Scientific Literacy on High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andr%C3%A9%20Melo%20Franco%20Lorena%20De%20Barros">André Melo Franco Lorena De Barros</a>, <a href="https://publications.waset.org/abstracts/search?q=Elida%20Geralda%20Campos"> Elida Geralda Campos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The bilingual education has just started in Brazils public schools. This paper is a didactic sequence of biology bilingual lessons about biologic control in the Brazilian Savana. This sequence has been applied in the first year of a bilingual education program in the only public English and Portuguese bilingual high school in Brazil. The aim of this work is to develop and apply a didactic sequence capable of developing the scientific literacy through the bilingual education associated with Problem Based Learning. This didactic sequence was applied in a class of 30 students. It was divided in three lessons. In the first lesson the students were divided in groups and received a fiction Letter from a mayor explaining the problem and asking students for help. The organic soy plantation of the mayor’s is been attacked by caterpillars. The students read the text then raised hypothesis of how they could solve the problem. In the second lesson the students searched online to verify if theirs hypothesis were correct and to find answers for the question proposed. In the third lesson the groups got together and discussed about their results and wrote a final essay with the answers for the problem proposed. The tools used to acquire information about the didactic sequence were: researcher’s diary, survey, interview and essay developed by the students. Most of the initial hypothesis couldn’t answer the problem properly. By the second lesson most of the students could answer properly. During the third lesson all the groups figured out suitable answers. The forms of biological control, birds habits and transgenic were deeply studied by the students. This methodology was successful for developing the scientific literacy with most of the students and also concluded that the quality of learning is directly associated with the effort of each student during the process. [ARAÚJO, Denise Lino de. O que é (e como se faz) sequência didática. Entrepalavras, Fortaleza, v. 3, n. 3, p.322-334, jul. 2013.] [FRANCO, Aline Aparecida et al. Preferência alimentar de Anticarsia gemmatalis Hübner (Lepidoptera: Noctuidae) por cultivares de soja. Científica: Revista de Ciências Agrárias, Jaboticabal, v. 1, n. 42, p.32-38, 29 jan. 2014.] [RIBEIRO, Luis Roberto de Camargo. Aprendizagem baseada em problemas (PBL): Uma experiência no ensino superior. São Carlos: Editora da Universidade Federal de São Carlos Ribeiro, 2008. 151 p.] [TRIVELATO, Sílvia L. Frateschi; TONIDANDEL, Sandra M. Rudella. Ensino Por Investigação: Eixos Organizadores Para Sequências De Ensino De Biologia. Ensaio Pesquisa em Educação em Ciências, Belo Horizonte, v. 17, n. especial, p.97-114, nov. 2015.]. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bilingual%20Education" title="Bilingual Education">Bilingual Education</a>, <a href="https://publications.waset.org/abstracts/search?q=Environmental%20Education" title=" Environmental Education"> Environmental Education</a>, <a href="https://publications.waset.org/abstracts/search?q=Problem%20Based%20Learning" title=" Problem Based Learning"> Problem Based Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Science%20education" title=" Science education"> Science education</a> </p> <a href="https://publications.waset.org/abstracts/124418/a-bilingual-didactic-sequence-about-biological-control-to-develop-the-scientific-literacy-on-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124418.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7367</span> Didacticization of Code Switching as a Tool for Bilingual Education in Mali</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kadidiatou%20Toure">Kadidiatou Toure</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mali has started experimentation of teaching the national languages at school through the convergent pedagogy in 1987. Then, it is in 1994 that it will become widespread with eleven of the thirteen former national languages used at primary school. The aim was to improve the Malian educational system because the use of French as the only medium of instruction was considered a contributing factor to the significant number of student dropouts and the high rate of repetition. The Convergent pedagogy highlights the knowledge acquired by children at home, their vision of the world and especially the knowledge they have of their mother tongue. That pedagogy requires the use of a specific medium only during classroom practices and teachers have been trained in this sense. The specific medium depends on the learning content, which sometimes is French, other times, it is the national language. Research has shown that bilingual learners do not only use the required medium in their learning activities, but they code switch. It is part of their learning processes. Currently, many scholars agree on the importance of CS in bilingual classes, and teachers have been told about the necessity of integrating it into their classroom practices. One of the challenges of the Malian bilingual education curriculum is the question of ‘effective languages management’. Theoretically, depending on the classrooms, an average have been established for each of the involved language. Following that, teachers make use of CS differently, sometimes, it favors the learners, other times, it contributes to the development of some linguistic weaknesses. The present research tries to fill that gap through a tentative model of didactization of CS, which simply means the practical management of the languages involved in the bilingual classrooms. It is to know how to use CS for effective learning. Moreover, the didactization of CS tends to sensitize the teachers about the functional role of CS so that they may overcome their own weaknesses. The overall goal of this research is to make code switching a real tool for bilingual education. The specific objectives are: to identify the types of CS used during classroom activities to present the functional role of CS for the teachers as well as the pupils. to develop a tentative model of code-switching, which will help the teachers in transitional classes of bilingual schools to recognize the appropriate moment for making use of code switching in their classrooms. The methodology adopted is a qualitative one. The study is based on recorded videos of teachers of 3rd year of primary school during their classroom activities and interviews with the teachers in order to confirm the functional role of CS in bilingual classes. The theoretical framework adopted is the typology of CS proposed by Poplack (1980) to identify the types of CS used. The study reveals that teachers need to be trained on the types of CS and the different functions they assume and on the consequences of inappropriate use of language alternation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20curriculum" title="bilingual curriculum">bilingual curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=code%20switching" title=" code switching"> code switching</a>, <a href="https://publications.waset.org/abstracts/search?q=didactization" title=" didactization"> didactization</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20languages" title=" national languages"> national languages</a> </p> <a href="https://publications.waset.org/abstracts/173790/didacticization-of-code-switching-as-a-tool-for-bilingual-education-in-mali" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173790.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7366</span> Comparing Phonological Processes in Persian-Arabic Bilingual Children and Monolingual Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vafa%20Delphi">Vafa Delphi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Delphi"> Maryam Delphi</a>, <a href="https://publications.waset.org/abstracts/search?q=Talieh%20Zarifian"> Talieh Zarifian</a>, <a href="https://publications.waset.org/abstracts/search?q=Enayatolah%20Bakhshi"> Enayatolah Bakhshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Aim: Bilingualism is a common phenomenon in many countries of the world and May be consistent consonant errors in the speech of bilingual children. The aim of this study was to evaluate Phonological skills include occurrence proportion, frequency and type of phonological processes in Persian-Arabic speaking children in Ahvaz city, the center of Khuzestan. Method: This study is descriptive-analytical and cross-sectional. Twenty-eight children aged 36-48 months were divided into two groups Persian monolingual and Persian-Arabic bilingual: (14 participants in each group). Sampling was recruited randomly based on inclusion criteria from kindergartens of the Ahvaz city in Iran. The tool of this study was the Persian Phonological Test (PPT), a subtest of Persian Diagnostic Evaluation Articulation and Phonological test. In this test, Phonological processes were investigated in two groups: structure and substitution processes. Data was investigated using SPSS software and the U Mann-Whitney test. Results: The results showed that the proportion occurrence of substitution process was significantly different between two groups of monolingual and bilingual (P=0/001), But the type of phonological processes didn’t show a significant difference in both monolingual and bilingual children of the Persian-Arabic.The frequency of phonological processes is greater in bilingual children than monolingual children. Conclusion: The study showed that bilingualism has no effect on type of phonological processes, but this can be effective on the frequency of processes. Since the type of phonological processes in bilingual children is similar to monolingual children So we can conclude the Persian_arabic bilingual children's phonological system is similar to monolingual children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Persian-Arabic%20bilingual%20child" title="Persian-Arabic bilingual child">Persian-Arabic bilingual child</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20processes" title=" phonological processes"> phonological processes</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20proportion%20occurrence%20of%20syllable%20structure" title=" the proportion occurrence of syllable structure"> the proportion occurrence of syllable structure</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20proportion%20occurrence%20of%20substitution" title=" the proportion occurrence of substitution"> the proportion occurrence of substitution</a> </p> <a href="https://publications.waset.org/abstracts/141276/comparing-phonological-processes-in-persian-arabic-bilingual-children-and-monolingual-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141276.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7365</span> Interactive Teaching and Learning Resources for Bilingual Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarolta%20Lip%C3%B3czi">Sarolta Lipóczi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ildik%C3%B3%20Szab%C3%B3"> Ildikó Szabó</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of ICT in European Schools has increased over the last decade but there is still room for improvement. Also interactive technology is often used below its technical and pedagogical potentials. The pedagogical potential of interactive technology in classrooms has not yet reached classrooms in different countries and in a substantial way. To develop these materials cooperation between educational researchers and teachers from different backgrounds is necessary. INTACT project brings together experts from science education, mathematics education, social science education and foreign language education – with a focus on bilingual education – and teachers in secondary and primary schools to develop a variety of pedagogically qualitative interactive teaching and learning resources. Because of the backgrounds of the consortium members INTACT project focuses on the areas of science, mathematics and social sciences. To combine these two features (science/math and foreign language) the project focuses on bilingual education. A big issue supported by ‘interactiveness’ is social and collaborative learning. The easy way to communicate and collaborate offered by web 2.0 tools, mobile devices connected to the learning material allows students to work and learn together. There will be a wide range of possibilities for school co-operations at regional, national and also international level that allows students to communicate and cooperate with other students beyond the classroom boarders while using these interactive teaching materials. Opening up the learning scenario enhance the social, civic and cultural competences of the students by advocating their social skills and improving their cultural appreciation for other nations in Europe. To enable teachers to use the materials in indented ways descriptions of successful learning scenarios (i.e. using design patterns) will be provided as well. These materials and description will be made available to teachers by teacher trainings, teacher journals, booklets and online materials. The resources can also be used in different settings including the use of a projector and a touchpad or other technical interactive devices for the input i.e. mobile phones. Kecskemét College as a partner of INTACT project has developed two teaching and learning resources in the area of foreign language teaching. This article introduces these resources as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20educational%20settings" title="bilingual educational settings">bilingual educational settings</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20cooperation" title=" international cooperation"> international cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20teaching%20and%20learning%20resources" title=" interactive teaching and learning resources"> interactive teaching and learning resources</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20across%20culture" title=" work across culture"> work across culture</a> </p> <a href="https://publications.waset.org/abstracts/31041/interactive-teaching-and-learning-resources-for-bilingual-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31041.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7364</span> Assessing Language Dominance in Mexican Deaf Signers with the Bilingual Language Profile (BLP)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Mendoza">E. Mendoza</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Jackson-Maldonado"> D. Jackson-Maldonado</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Avecilla-Ram%C3%ADrez"> G. Avecilla-Ramírez</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Mondaca"> A. Mondaca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessing language proficiency is a major issue in psycholinguistic research. There are multiple tools that measure language dominance and language proficiency in hearing bilinguals, however, this is not the case for Deaf bilinguals. Specifically, there are few, if not none, assessment tools useful in the description of the multilingual abilities of Mexican Deaf signers. Because of this, the linguistic characteristics of Mexican Deaf population have been poorly described. This paper attempts to explain the necessary changes done in order to adapt the Bilingual Language Profile (BLP) to Mexican Sign Language (LSM) and written/oral Spanish. BLP is a Self-Evaluation tool that has been adapted and translated to several oral languages, but not to sign languages. Lexical, syntactic, cultural, and structural changes were applied to the BLP. 35 Mexican Deaf signers participated in a pilot study. All of them were enrolled in Higher Education programs. BLP was presented online in written Spanish via Google Forms. No additional information in LSM was provided. Results show great heterogeneity as it is expected of Deaf populations and BLP seems to be a useful tool to create a bilingual profile of the Mexican Deaf population. This is a first attempt to adapt a widely tested tool in bilingualism research to sign language. Further modifications need to be done. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20bilinguals" title="deaf bilinguals">deaf bilinguals</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20tools" title=" assessment tools"> assessment tools</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20language%20profile" title=" bilingual language profile"> bilingual language profile</a>, <a href="https://publications.waset.org/abstracts/search?q=mexican%20sign%20language" title=" mexican sign language"> mexican sign language</a> </p> <a href="https://publications.waset.org/abstracts/147694/assessing-language-dominance-in-mexican-deaf-signers-with-the-bilingual-language-profile-blp" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7363</span> Bilingual Creative Education: Empirical Findings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anatoliy%20Kharkhurin">Anatoliy Kharkhurin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation picks up on a widely discussed topic in both multilingualism and creativity research that comes from pedagogical considerations. The research conducted by the author over last 10 years has delivered a solid argument that speaking more than one language facilitates an individual’s creative capacities. The author has expanded the scope of his research and implemented these findings in education. After reviewing the empirical evidence concerning a relationship between multilingual practice and creative behavior, he proposes a new program that includes teaching strategies from both fields, a unified Bilingual Creative Education program. The program is grounded in several conceptual premises. Specifically, it aims at facilitation of the overall linguistic, intellectual and creative competences of young children regardless of their intellectual and creative predispositions thereby meeting the recommendations of a number of governmental policies. It is designed for both migrants who speak their native language and attempt to acquire the language of the migration country and autochthones who want to acquire a foreign language simultaneously with their mother tongue. The purpose of the program is to introduce students to a school curriculum in two languages and to foster four defining aspects of creativity, novelty, utility, aesthetics and authenticity. To accomplish this goal, the program utilizes the holistic approach which combines cognitive, personal and environmental factors in education. The presentation discusses the empirical findings for the implementation of the program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=autochthones" title=" autochthones"> autochthones</a> </p> <a href="https://publications.waset.org/abstracts/24605/bilingual-creative-education-empirical-findings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">408</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7362</span> Cognitive Benefits of Being Bilingual: The Effect of Language Learning on the Working Memory in Emerging Miao-Mandarin Juveniles in Rural Regions of China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peien%20Ma">Peien Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bilingual effect/advantage theorized the positive effect of being bilingual on general cognitive abilities, but it was unknown which factors tend to modulate these bilingualism effects on working memory capacity. This study imposed empirical field research on a group of low-SES emerging bilinguals, Miao people, in the hill tribes of rural China to investigate whether bilingualism affected their verbal working memory performance. 20 Miao-Chinese bilinguals (13 girls and 7 boys with a mean age of 11.45, SD=1.67) and 20 Chinese monolingual peers (13 girls and 7 boys with a mean age of 11.6, SD=0.68) were recruited. These bilingual and monolingual juveniles, matched on age, sex, socioeconomic status, and educational status, completed a language background questionnaire and a standard forward and backward digit span test adapted from Wechsler Adult Intelligence Scale-Revised (WAIS-R). The results showed that bilinguals earned a significantly higher overall mean score of the task, suggesting the superiority of working memory ability over the monolinguals. And bilingual cognitive benefits were independent of proficiency levels in learners’ two languages. The results suggested that bilingualism enhances working memory in sequential bilinguals from low SES backgrounds and shed light on our understanding of the bilingual advantage from a psychological and social perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20effects" title="bilingual effects">bilingual effects</a>, <a href="https://publications.waset.org/abstracts/search?q=heritage%20language" title=" heritage language"> heritage language</a>, <a href="https://publications.waset.org/abstracts/search?q=Miao%2FHmong%20language%20Mandarin" title=" Miao/Hmong language Mandarin"> Miao/Hmong language Mandarin</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/130579/cognitive-benefits-of-being-bilingual-the-effect-of-language-learning-on-the-working-memory-in-emerging-miao-mandarin-juveniles-in-rural-regions-of-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130579.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7361</span> Translanguaging as a Decolonial Move in South African Bilingual Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malephole%20Philomena%20Sefotho">Malephole Philomena Sefotho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, it is a fact that the majority of people, worldwide, are bilingual rather than monolingual due to the surge of globalisation and mobility. Consequently, bilingual education is a topical issue of discussion among researchers. Several studies that have focussed on it have highlighted the importance and need for incorporating learners’ linguistic repertoires in multilingual classrooms and move away from the colonial approach which is a monolingual bias – one language at a time. Researchers pointed out that a systematic approach that involves the concurrent use of languages and not a separation of languages must be implemented in bilingual classroom settings. Translanguaging emerged as a systematic approach that assists learners to make meaning of their world and it involves allowing learners to utilize all their linguistic resources in their classrooms. The South African language policy also room for diverse languages use in bi/multilingual classrooms. This study, therefore, sought to explore how teachers apply translanguaging in bilingual classrooms in incorporating learners’ linguistic repertoires. It further establishes teachers’ perspectives in the use of more than one language in teaching and learning. The participants for this study were language teachers who teach at bilingual primary schools in Johannesburg in South Africa. Semi-structured interviews were conducted to establish their perceptions on the concurrent use of languages. Qualitative research design was followed in analysing data. The findings showed that teachers were reluctant to allow translanguaging to take place in their classrooms even though they realise the importance thereof. Not allowing bilingual learners to use their linguistic repertoires has resulted in learners’ negative attitude towards their languages and contributed in learners’ loss of their identity. This article, thus recommends a drastic change to decolonised approaches in teaching and learning in multilingual settings and translanguaging as a decolonial move where learners are allowed to translanguage freely in their classroom settings for better comprehension and making meaning of concepts and/or related ideas. It further proposes continuous conversations be encouraged to bring eminent cultural and linguistic genocide to a halt. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonisation" title=" decolonisation"> decolonisation</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20repertoires" title=" linguistic repertoires"> linguistic repertoires</a>, <a href="https://publications.waset.org/abstracts/search?q=translanguaging" title=" translanguaging"> translanguaging</a> </p> <a href="https://publications.waset.org/abstracts/122925/translanguaging-as-a-decolonial-move-in-south-african-bilingual-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122925.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7360</span> A Culturally Responsive Based Framework for French Immersion Public Schools in Ontario</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kimberly%20Auger">Kimberly Auger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper offers a rudimentary vision of a French Immersion Framework based on inclusion and equity in an Ontario school system. It examines the role that culture plays in responsive and equitable French Immersion education firstly by contextualizing French Immersion Education and Equity and Inclusive Education in the historical and political situation of Ontario, Canada. By laying a foundational understanding of the role culture plays in education, it then argues the importance of acknowledging and including teacher culture, student culture, and school culture into a French Immersion Framework to create a space that is more equitable, inclusive, and responsive to all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20immersion%20education" title="French immersion education">French immersion education</a>, <a href="https://publications.waset.org/abstracts/search?q=Ontario%20education" title=" Ontario education"> Ontario education</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20and%20inclusive%20education" title=" equity and inclusive education"> equity and inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a> </p> <a href="https://publications.waset.org/abstracts/192092/a-culturally-responsive-based-framework-for-french-immersion-public-schools-in-ontario" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">17</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=bilingual%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=bilingual%20education&page=3">3</a></li> <li class="page-item"><a class="page-link" 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