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Women and other 'undesirables' in the Oxford English Dictionary
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| 22 |
Symbols and Meanings of Kanji with Bushu Onnahen As Representation of Women
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In: Japanese Research on Linguistics, Literature, and Culture, Vol 4, Iss 1, Pp 47-56 (2021) (2021)
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Associations between language difficulties, peer victimization, and bully perpetration from 3 through 8 years of age : results From a population-based study
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Interface culture and gendered privacy risks in the context of Chinese locative social media use
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The social context of adolescent mental health and wellbeing : parents, friends and social media
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| 26 |
Translation Shift in The English-Indonesian Translation Sherif Hetata’s “Woman at Point Zero” Novel
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In: Metathesis: Journal of English Language, Literature, and Teaching; Vol 5, No 1 (2021): Metathesis: Journal of English Language, Literature, and Teaching; 40-49 ; 2580-2720 ; 2580-2712 ; 10.31002/metathesis.v5i1 (2021)
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The monster-woman in France in the seventeenth century (theater and iconography) ; La femme-monstre en France au XVIIe siècle (Théâtre et Iconographie)
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In: https://tel.archives-ouvertes.fr/tel-03267683 ; Linguistique. Université de Limoges, 2020. Français. ⟨NNT : 2020LIMO0004⟩ (2020)
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Imágenes femeninas en la obra pampina de Hernán Rivera Letelier: (re)visión histórica y literaria de la mujer chilena
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In: TDX (Tesis Doctorals en Xarxa) (2020)
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| 31 |
Germanistik in Wien: Das Seminar für Deutsche Philologie und seine Privatdozentinnen (1897-1933)
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In: 85 (319) ; Quellen und Forschungen zur Literatur- und Kulturgeschichte ; 280 (2020)
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| 32 |
"The books to the illiterate?" Romani publishing activities in the Soviet Union, 1927-1938
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In: Social Inclusion ; 8 ; 2 ; 346-357 ; Gypsy policy and Roma activism: from the interwar period to current policies and challenges (2020)
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| 33 |
Imágenes femeninas en la obra pampina de Hernán Rivera Letelier : (re)visión histórica y literaria de la mujer chilena
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Nurturing bilingual children: the voice of Spanish-speaking families in the West of Scotland
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Abstract:
Previous research in the Scottish context has focused on either the most prevalent or most vulnerable migrant communities, therefore, little is known about the Spanish-speaking community. This thesis gives voice to bilingual children and their parents who were linked to a community group for Spanish-speaking families in the West of Scotland and addresses this gap. A case study approach investigated the extent to which the 14 families of Latin American and Spanish heritage were able to nurture their linguistic and cultural identities, and crucially to understand why and how they did this. In-depth, family group interviews highlighted that family and community play a vital role in shaping children’s linguistic and cultural identities, and supporting their socio-emotional wellbeing, but this is difficult due to the small size of the Spanish-speaking community in the West of Scotland. Latin American families found it more difficult to nurture linguistic and cultural identities than their European counterparts due to geographical distance. Participants valued the support and sense of belonging that the community group offered in the absence of an organically occurring local community and extended family in Scotland; Latin American parents, in particular, highly valued the group. The findings revealed that amongst the numerous intrinsic and extrinsic benefits of bilingualism and biculturalism reported, families believed that intrinsic benefits, such as heightened empathy, confidence and open-mindedness were the most advantageous. However, findings also showed that there were many structural and attitudinal challenges to developing bilingual and bicultural identities, with promotion of English monolingualism being the biggest perceived barrier not only in schools but also in wider society. What also emerged is that there were discrepancies between educational policy aims and how participants reported these were being implemented through professional practice in schools. Families recounted experiences of subtractive bilingualism, illustrating the need for more Continuing Professional Development for educators in order to effectively nurture the development of children’s linguistic and cultural identities. The findings suggest that families used digital technology heavily to mitigate the lack of wider Spanish-speaking community and the absence of extended family and friends. Existing ecological systems models of child development were limited in their explanatory power as they did not fully account for the heightened, constructive role of digital technology. Therefore, an adapted model incorporating a new ‘digital trans-system’ dimension was created to explain how digital technology transcends systems, settings and structures to have a positive impact on the formation of bilingual children’s linguistic and cultural identities. The study sheds new light on the experiences of bilingual Spanish-speaking families in the context of the West of Scotland and also offers a wider theoretical contribution on ecological models of child development.
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Keyword:
H Social Sciences (General); HQ The family. Marriage. Woman; JV Colonies and colonization. Emigration and immigration. International migration; L Education (General); LB1501 Primary Education; PC Romance languages
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URL: http://theses.gla.ac.uk/81790/7/2020deBritosphd.pdf
http://theses.gla.ac.uk/81790/
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| 35 |
‘I can breathe, finally’: pasts, presents and (imagined) futures of working-class young women and girls engaged in beauty education
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Educating Mother: Examining the relationship between childrearing and childrearing pedagogy in 21 st Century Britain
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Soldiers and superheroes needed! Masculine archetypes and constrained bodily commodification in the sperm donation market
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| 38 |
Twitter reactions to the UN’s #HeForShe campaign for gender equality: A corpus-based discourse analysis
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| 39 |
ДОСЛІДЖЕННЯ УКРАЇНСЬКИХ НАРОДНИХ ПІСЕНЬ У КОНТЕКСТІ ГЕНДЕРОЛОГІЇ
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In: Збірник наукових праць Уманського державного педагогічного університету; № 2 (2016); 272-279 ; Collection of Scientific Papers of Uman State Pedagogical University; № 2 (2016); 272-279 ; 2307-4906 (2020)
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THE CONCEPT OF «WOMAN» IN RUSSIAN APHORISMS ; КОНЦЕПТ «ЖЕНЩИНА» В РУССКИХ АФОРИЗМАХ ; КОНЦЕПТ «ЖІНКА» В РОСІЙСЬКИХ АФОРИЗМАХ
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In: Мова; № 33 (2020); 76-79 ; 2414-9489 ; 2307-4558 (2020)
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