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À la rencontre de l’autre francophone entre détresse et enchantement. L’exemple de l’Acadie
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In: Travaux de linguistique, n 78, 1, 2019-10-08, pp.71-92 (2019)
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Social engineers and myth-busters: A comparative research on Lithuanian, Norwegian and Serbian language experts
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In: Taikomoji kalbotyra, Iss 12 (2019) (2019)
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Language Ideologies And Identities Of Emergent Bilinguals In A Dual Language And A Transitional Bilingual Education Context: A Comparative Study
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In: Open Access Theses & Dissertations (2019)
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"Slang is for Thugs": Stereotypes of Francanglais among Cameroonian immigrants in Paris
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In: SOAS Working Papers in Linguistics ; https://hal.archives-ouvertes.fr/hal-02127664 ; SOAS Working Papers in Linguistics, 2018, 19, pp.119 - 131 (2018)
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Regimes of language, whiteness and social class: the negotiation of sociolinguistic privileges by British migrants in rural France
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In: ISSN: 0271-5309 ; Language and Communication ; https://hal.archives-ouvertes.fr/hal-01907513 ; Language and Communication, Elsevier, In press, ⟨10.1016/j.langcom.2018.10.007⟩ (2018)
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Visualizing language ideologies and verbalizing perceived linguistic boundaries: The case of Mandarin Chinese in contemporary Taiwan
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In: Global Chinese, vol 4, iss 1 (2018)
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On recognizing persistence in the Indigenous language ideologies of multilingualism in two Native American Communities
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Transformando la educación de bilingües emergentes en el estado de Nueva York ...
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"Crooked" Language: Moroccan Heritage Identity and Belonging on YouTube
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In: http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1527769853639994 (2018)
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Translingualism and Second Language Acquisition: Language Ideologies of Gaelic Medium Education Teachers in a Linguistically Liminal Setting
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Transformando la educación de bilingües emergentes en el estado de Nueva York
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Issues of ideology in English language education worldwide: An overview ...
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Issues of ideology in English language education worldwide: An overview ...
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Discursive (in)stability: Moral subjectivities and global hierarchies in transnational migrant women’s narratives
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Documenting Belizean Mopan: An Exploration on the Role of Language Documentation And Renewal from Language Ideological, Affective, Ethnographic, and Discourse Perspectives
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In: Dissertations (2018)
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The social life of ideophones : exploring linguistic landscaping in Basque publics
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Language Use by Spanish Heritage Speakers in the Classroom and the World and the Implications for Educators
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In: Honors Theses, University of Nebraska-Lincoln (2018)
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Language ideologies and identities in Kurdish heritage language classrooms in London
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Probing the Promise of Dual-Language Books
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In: Reading Horizons: A Journal of Literacy and Language Arts (2018)
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Abstract:
Because dual-language books (DLBs) are written entirely in two languages, they have the potential to help readers develop multilingual literacy skills while acting as cultural and/or linguistic windows and mirrors. However, the ways in which publishers choose words when translating, format languages, and represent cultures have implications for readers in terms of identity, readability, and language learning. This content analysis of 69 U.S. Spanish–English dual-language picturebooks published from 2013–2016 investigated trends in DLBs’ cultural, linguistic, formatting, and readability factors. It also determined these trends’ relationships with publisher types, original publication language, and author and character ethnicity. Findings include that publishers specializing in multilingual or Latinx literature tend to create more DLBs featuring Latinx characters and with more diverse portrayals than in the past. However, regardless of publisher type, original language, or author/character ethnicity, DLBs’ formatting generally privileges English. The implicit marginalization of Spanish and the need to seek out smaller, lesser-known publishers for diverse Latinx portrayals can have implications for readers’ identity and biliteracy development.
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Keyword:
and Multicultural Education; Bilingual; biliteracy; Children's and Young Adult Literature; children’s literature; dual-language/bilingual books; Language and Literacy Education; language ideologies; Multilingual; Spanish/English
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URL: https://scholarworks.wmich.edu/reading_horizons/vol57/iss3/3 https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3428&context=reading_horizons
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