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Hits 17.521 – 17.540 of 17.653

17521	The impact of the use of printed instructional materials with native language support on immigrant students’ performance in high school mathematics
	Ramm, Luba L.. - : Kansas State University, December
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17522	Is there a bilingual advantage: testing the role of language mode
	Knyshev, Elena A.. - December
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17523	¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study
	Mejía Vélez, María del Pilar. - : Kansas State University, December
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17524	Intermediate bilingual comprehension via target language priming with a short passage of discourse
	Piocuda, Jorge Emilio. - : Kansas State University, December
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17525	Exploring a secondary urban ESL program: addressing the social, affective, linguistic, and academic needs of English language learners (ELLs)
	Lundien, Katrina. - : Kansas State University, December
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17526	Ils ont trouvé une langue commune: L’identité communautaire par l’education bilingue
	Townsend, William Cameron. - : Summer Institute of Linguistics, n.d.
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17527	[Video of theater production pictures]
	Texas Association of Bilingual Education. - 200X
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17528	[John Tower Speech on Latino American Education, Health, and Employment given to LULAC Convention in Texas, 19uu]
	Tower, John G. (John Goodwin), 1925-1991. - 19uu
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17529	The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children.
	Tare, Medha P.
	Abstract: This dissertation examined pragmatic differentiation, bilingual speakers’ ability to use two languages appropriately with different speakers. Case studies of naturalistic interaction have shown that some sensitivity emerges in early childhood (by 2 years); however, the component skills of this pragmatic understanding and their relation to other developing metacognitive capacities have not been examined. In order to examine these issues, I compared the language use of 28 bilingual children (2;7 to 3;10 and 4;1 to 4;11) across three tasks, which varied in context and interlocutor. All children were bilingual in English and Marathi, an Indian language. I also included theory of mind measures to assess how developing cognitive capacities relate to pragmatic ability. In Study 1, each child participated in an Object Naming task, where he/she was asked to name familiar objects, and a Free Play task in which the child conversed with an adult. Both tasks were conducted twice, once with an English speaker and once with a Marathi speaker. In Study 2, the child and one of his/her bilingual parents discussed a picture book in three different sessions: one with the parent-child dyad alone, and one each where a third-person bystander was either an English speaker or a Marathi speaker. Children performed very well in the Free Play task, using more of the appropriate language with each speaker. Furthermore, children switched languages between the two consecutive sessions. However, children had more difficulty with Object Naming, and used predominantly English labels with both speakers. There were developmental effects; older children were more responsive to prompts to switch languages. This responsiveness was also highly related to children’s theory of mind scores, even when controlling for their age. Finally, as predicted for the Picture Book task, parents were sensitive to the experimenter’s presence and adjusted their language use accordingly; however, children did not follow their parents’ model and adjust their language use between sessions. These results demonstrate that pragmatic differentiation is not an all-or-none ability, but one which has component skills that develop over the preschool years. This protracted development is also related to metacognitive abilities which emerge during the preschool years. ; Ph.D. ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/61649/1/mtare_1.pdf
	Keyword: Bilingual Development; Language Development; Preschool; Psychology; Social Sciences; Theory of Mind
	URL: https://hdl.handle.net/2027.42/61649
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17530	Language of Administration as a Source of Measurement Error: Implications for Surveys of Immigrants and Cross-cultural Survey Research.
	Peytcheva, Emilia A.
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17531	Bilinguals in Style: Linguistic Practices and Ideologies of Cantonese-English Codemixers in Hong Kong.
	Chen, Hoi Ying
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17532	Sentence Processing in Chinese and Chinese-English Bilinguals: Syntax-Semantics Interaction During Syntactic Ambiguity Resolution.
	Hsieh, Yu-Fen
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17533	The effect of bilingualism upon cognition
	Moss, Marilyn. - : University of Alberta. Department of Educational Psychology.
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17534	Language of testing effects for academic achievement of French immersion students
	Samuel, Michele J.. - : University of Alberta. Department of Educational Psychology.
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17535	Les gens de l'air: French as the language of work, 1976
	Lamont, Catherine Lynne.. - : University of Alberta. Department of History.
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17536	Pre-school oral language and the first reader: implications for a language arts programme in St. Lucia
	Yorke, M. E. R. Ruby.. - : University of Alberta. Department of Elementary Education.
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17537	School climate in Ukrainian bilingual program schools
	Mucha, Terry.. - : University of Alberta. Department of Educational Administration.
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17538	Chéticamp: an Acadian community divided by a French language conflict
	Julien, Richard Alben.. - : University of Alberta. Department of Educational Foundations.
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17539	Normal and pathological language control in bilinguals
	Green, D
	In: In: (Proceedings) Workshop on bilingualism:neurolinguistic and psycholinguistic perspectives.
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17540	a bilingual cheirographon
	unknown
	In: This text contains the end of a private contract (cheirographon) which refers to a delivery to be made. This could be either a transportation or a sale, for which the price has been payed in advance. Of the agreement (omologia) only the final phrases remain, followed by the "validity clause" and the stipulatory clause in Greek (in plural), to which the Latin clause is joined, in the 3rd person sg. The absence of the signature is striking, and so is the absence of the date at the end of the document. The date, however, could have been placed at the beginning of the document in accordance with scribal practice.
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