| 21 |
I Know You Are Trying To Help Me, But …”: Complexity in Supporting Immigrant Youth and Communities Through Schooling
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In: Faculty Contributions to Books (2021)
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| 22 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 23 |
The Latina Graduate Experience at Hispanic Serving Institutions
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In: Dissertations (2021)
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| 24 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 25 |
Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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| 26 |
Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
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In: Australian Journal of Teacher Education (2021)
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| 27 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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| 28 |
Acquiring content questions in Japanese: The case of a sequential English-Japanese bilingual child
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In: Research outputs 2014 to 2021 (2021)
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Abstract:
This study examines the development of Japanese in a sequential English-Japanese bilingual child. We will focus on the acquisition of Japanese content interrogatives and compare emerging patterns with monolingual as well as simultaneous bilingual first language acquirers. Our informant was born to an English-speaking Australian family and spent his first two years of life in Japan. He acquired English as the home language from birth with some exposure to Japanese while in Japan. He then learned Japanese from age 6;3 (six years; three months) when he was enrolled in a Japanese primary school; hence, he learned Japanese in a naturalistic environment. Speech data was collected, using natural conversation and elicitation tasks, from age 7;0 to 8;9, spread over twenty-six sessions beginning nine months after enrollment. Out of 1015 interrogatives, the child produced 642 yes/no questions and 373 content questions. They were examined in terms of the Prominence Hypothesis within the Processability Theory. A range of question pronouns emerged, including nani/nan (what), doko (where), doshite/nande (why), doo-yatte (how), and dare (who). After the production of single-word questions, content interrogatives appeared with copula sentences. Questions with lexical verbs followed, most of which were formed with the question word in-situ. We argue that the child’s late acquisition of the wh-fronting structure was due to processing constraints as defined in the Processability Theory rather than the reflection of cross-linguistic influence. Further, the child’s acquisitional sequence was consistent with the Prominence Hypothesis.
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Keyword:
Acquisition of Content Interrogatives; and Cultures; and Multicultural Education; Arts and Humanities; Bilingual; Education; Multilingual; Other Languages; Processability Theory; Sequential Bilingual Child; Societies
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URL: https://doi.org/10.18848/2327-7939/CGP/v28i01/39-60
https://ro.ecu.edu.au/ecuworkspost2013/10080
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| 29 |
Digital representation for assessment of spoken EFL at university level: A case study in Vietnam
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Vu, Thi Bich Hiep. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 30 |
Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
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In: Networks: An Online Journal for Teacher Research (2021)
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| 31 |
When the Teacher is the Token: Moving from Antiblackness to Antiracism
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In: Northwest Journal of Teacher Education (2021)
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| 32 |
Punk pedagogy: Teaching to confront intersecting discourses of domination
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In: Master's Theses and Doctoral Dissertations (2021)
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| 33 |
Latino Family Engagement in a Network of Catholic Bilingual Schools
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In: Journal of Catholic Education (2021)
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| 34 |
Modern Languages, Modern Learning: Tandem Language Programs In K-12 Education
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In: Honors Projects (2021)
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| 35 |
Graphic Novels for Multimodal Learning: Equity for English Learners
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In: Language Arts Journal of Michigan (2021)
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| 36 |
Changing Worlds, Changing Classrooms: Satellite Children and their Teachers in the Transnational Era
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In: Journal of Multilingual Education Research (2021)
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| 37 |
Visual Learning: A New path for JMER
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In: Journal of Multilingual Education Research (2021)
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| 38 |
"We, As Parents, Do Have a Voice": Learning From Community-Based Programs Effectively Engaging Parents in Urban Communities
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In: GSE Faculty Publications (2021)
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| 39 |
Using a smart phone to learn Spanish: Does it work and will students use it?
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In: The Coastal Review: An Online Peer-reviewed Journal (2021)
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| 40 |
The World of Oneness
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In: National Youth-At-Risk Conference (2021)
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