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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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Abstract:
The current study examines how monolingual children and bilingual children with languages that are orthotactically similar and dissimilar learn novel words depending on their characteristics. We contrasted word learning for words that violate or respect the orthotactic legality of bilinguals' languages investigating the impact of the similarity between those two languages. In Experiment 1, three groups of children around the age of 12 were tested: monolinguals, Spanish-Basque bilinguals (orthotactically dissimilar languages), and Spanish-Catalan bilinguals (orthotactically similar languages). After an initial word-learning phase, they were tested in a recognition task. While Spanish monolinguals and Spanish-Catalan bilingual children recognized illegal words worse than legal words, Spanish-Basque bilingual children showed equal performance in learning illegal and legal patterns. In Experiment 2, a replication study was conducted with two new groups of Spanish-Basque children (one group with high Basque proficiency and one group with a lower proficiency) and results indicated that the effects were not driven by the proficiency in the second language, as a similar performance on legal and illegal patterns was observed in both groups. These findings suggest that word learning is not affected by bilingualism as such, but rather depends on the specific language combinations spoken by the bilinguals.
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Keyword:
Adquisició del llenguatge; Aptitud per a l'aprenentatge; Bilingualism in children; Bilingüisme en els infants; Language acquisition; Learning ability
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URL: http://hdl.handle.net/2445/181043
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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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11 |
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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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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