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How are visemes and graphemes integrated with speech sounds during spoken word recognition? ERP evidence for supra-additive responses during audiovisual compared to auditory speech processing
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In: ISSN: 0093-934X ; EISSN: 1090-2155 ; Brain and Language ; https://hal.archives-ouvertes.fr/hal-03472191 ; Brain and Language, Elsevier, 2022, 225, ⟨10.1016/j.bandl.2021.105058⟩ (2022)
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CLIL e recursos hipersensoriais personalizados: simbiose perfeita de ensino e aprendizagem de Inglês no 1.º Ciclo do Ensino Básico
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Linguagem Específica de Domínio para a Integração de Sistemas Ciber Físicos ; Domain Specific Languages for Cyber-Physical Systems Component Integration
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| 6 |
In a Bilingual Mood: Mood Affects Lexico-Semantic Processing Differently in Native and Non-Native Languages
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In: Brain Sciences; Volume 12; Issue 3; Pages: 316 (2022)
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Addressing Syntax-Based Semantic Complementation: Incorporating Entity and Soft Dependency Constraints into Metonymy Resolution
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In: Future Internet; Volume 14; Issue 3; Pages: 85 (2022)
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| 8 |
Effects of Artificial Extraoral Markers on Accuracy of Three-Dimensional Dentofacial Image Integration: Smartphone Face Scan versus Stereophotogrammetry
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In: Journal of Personalized Medicine; Volume 12; Issue 3; Pages: 490 (2022)
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| 9 |
Second Language Assessment Issues in Refugee and Migrant Children’s Integration and Education: Assessment Tools and Practices for Young Students with Refugee and Migrant Background in Greece
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In: Languages; Volume 7; Issue 2; Pages: 82 (2022)
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| 10 |
THE CORRELATION BETWEEN LANGUAGE AND CULTURE ... : ВЗАИМОСВЯЗЬ МЕЖДУ ЯЗЫКОМ И КУЛЬТУРОЙ ...
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| 11 |
Ethnic Content Integration and Local Curriculum in Myanmar
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 155-172 ; Multicultural Lingual and Multicultural Education (2022)
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| 12 |
Stakeholders' Insights Into Migrant Students’ Experiences in a Thai Public School: A Linguistic Ecological Perspective
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 243-266 ; Multicultural Lingual and Multicultural Education (2022)
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Abstract:
Migrant students have been increasing in Thai public schools due to their parents' labor mobility within the ASEAN community. There are, however, gaps concerning roles and responsibilities of educational stakeholders and migrant parents who are key to the migrant students' access and equity in schools. This case study aims to explore stakeholders' insights into learning experiences of migrant students from Lao PDR, Myanmar, and Cambodia in language classes at one Thai government primary school in Samut Sakhon province. Drawing upon a lens of linguistic ecology, the results reveal that these key stakeholders were interrelated and influential to the migrant students' learning experience in this linguistically and culturally diverse school. The school administrators and teachers were instrumental in promoting a positive language learning experience for migrant students, who contributed cultural and linguistic diversity to the school environment although they had poor academic performance due to their limited Thai proficiency. Communications between the school and migrant parents were not effective because of parents' language barriers. Professional learning communities (PLC) and school-family-community (SFC) partnerships should be established in order to provide better language teaching and learning experiences for the migrant students and create an inclusive and equitable education for all. These partnerships can be strengthened through the promotion of recognition and awareness raising of linguistic and cultural diversity. This study can potentially address the significant collaboration and engagement from relevant stakeholders, communities, and policymakers to promote harmony, inclusivity, and quality education for migrant students in public schools in Thailand.
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Keyword:
anthropology; Chancengleichheit; cultural diversity; equal opportunity; kulturelle Vielfalt; language acquisition; language instruction; Linguistic Ecology; Migrant Students; Migration; migration background; Migrationshintergrund; Professional Learning Community; pupil; School-Family-Community; Schüler; social integration; Social sciences; sociology; Sociology of Migration; Southeast Asia; soziale Integration; Sozialwissenschaften; Soziologie; Spracherwerb; Sprachunterricht; Südostasien; Thai Public School; Thailand
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URL: https://www.ssoar.info/ssoar/handle/document/76736
https://doi.org/10.14764/10.ASEAS-0057
https://aseas.univie.ac.at/index.php/aseas/article/view/6264/6606
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| 13 |
Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination
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In: Social Inclusion ; 9 ; 3 ; 81-93 ; Inclusive Universities in a Globalized World (2022)
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| 14 |
Migration from Post-Soviet countries to Poland and the Baltic States: trends and features
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In: Baltic Region ; 13 ; 4 ; 79-94 (2022)
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| 15 |
Multi-Lingual and Multicultural Education in Globalizing Southeast Asia
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 149-153 ; Multicultural Lingual and Multicultural Education (2022)
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| 16 |
Social Inclusion and Multilingualism: Linguistic Justice and Language Policy
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In: Social Inclusion ; 9 ; 1 ; 1-4 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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| 17 |
Two Linguas Francas? Social Inclusion through English and Esperanto
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In: Social Inclusion ; 9 ; 1 ; 75-84 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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| 18 |
Multilingualism and Social Inclusion in Scotland: Language Options and Ligatures of the "1+2 Language Approach"
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In: Social Inclusion ; 9 ; 1 ; 14-23 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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| 19 |
Postcolonial Bonds? Latin American Origins, Discrimination, and Sense of Belonging to Spain
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| 20 |
A “Capital” Journey? Improving the Interprovincial Transit User Experience in Ottawa-Gatineau
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