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Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom
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The perception and production of lexical stress among early Spanish-English bilingual children
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The development of gaze following in monolingual and bilingual infants : a multi-laboratory study
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Dynamic Assessment for Evaluating Bilingual Children's Potential for Language Development Over Time: a Pilot Study
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In: University Honors Theses (2020)
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Differences in word learning in children: bilingualism or linguistic experience?
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The influence of the environmental language (Lε) in Mandarin-English bilingual development : the case of transfer in wh- questions
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Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom
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Probability of heritage language use at a supportive early childhood setting in Australia
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Translanguaging through Story: Empowering Children to Use their Full Language Repertoire
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In: School of Social Work Faculty Publications and Presentations (2019)
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The speech of an older preschool bilingual sibling's influence and impact on the language development of a younger potential bilingual infant sibling
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Between pride and shame: linguistic intermarriage in Australia from the perspective of the English-dominant partner
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A case study on the acquisition of plurality in a bilingual Malay-English context-bound child
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Acceptance of lexical overlap by monolingual and bilingual toddlers
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The Impact of Parent-led Dialogic Reading on English and Spanish Vocabulary
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Perspectives on heritage language and the U.S. and student language choices
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Abstract:
1 online resource (iii, 81 pages) : illustrations. ; The purpose of this study was to examine what specific factors influence student linguistic choices and how those choices affect the rate of heritage/home language attrition and its subsequent maintenance. A qualitative research design consisting of interviews was used to examine how heritage language speaking college students felt about their heritage language proficiency, family connections and experiences in American public schools. The languages reflected in this research include Spanish, Haitian Creole, Romanian and Italian. The participants in this study are all students of a four-year comprehensive public university, but have grown up in areas all across New York state. The key objective for this research was to explore how the perceived attitudes of teachers, parents and members from the same minority language groups as the participants, affected the participants' own view of their home language and if the participants felt that maintaining their home languages was important. All of the participants noted that maintaining their heritage/ home language was an integral part in their success in social, economic and political contexts. This research concludes with recommendations on how school administrations and individual school teachers can come to better serve their heritage language speaking students, by checking their own assumptions about minority language communities. [from author's abstract]
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Keyword:
Bilingualism in children--Parent participation; Bilingualism in children--Social condition--Research--New York (State); College students--Decision making; Sociolinguistics
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URL: http://hdl.handle.net/1951/70454
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Training children to perceive non-native lexical tones : tone language background, bilingualism, and auditory-visual information
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Monolingual and bilingual infants' ability to use non-native tone for word learning deteriorates by the second year after birth
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Which button will I press? : preference for correctly ordered counting sequences in 18-month-olds
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Enhancing English Learning: Building on Linguistic and Cultural Repertoires in 3 School Settings: A Project Report for NSW Department of Education 2018
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