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"Because it's a little more my language": Metalinguistic cognition in young monolingual and bilingual children
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Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
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In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
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The influence of phonological awareness on EFL pronunciation acquisition ...
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The influence of phonological awareness on EFL pronunciation acquisition ...
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Children's acquisition of Mandarin tones in context
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Tang, Ping. - : Sydney, Australia : Macquarie University, 2018
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LINGÜÍSTICA DE CORPUS Y GRAMÁTICA INDUCTIVA: UNA APROXIMACIÓN
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In: Tonos Digital; NÚMERO 35 - JULIO 2018 (2018)
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Sentence comprehension in monolingual and bilingual aphasia: evidence from behavioral and eye-tracking methods
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SECOND LANGUAGE READING INTERVENTIONS AND SOCIO-ECONOMIC STATUS: A REVIEW OF THE LITERATURE
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"Kreyòl Pale, Kreyòl Konprann": Haitian Identity and Creole Mother Tongue Learning in Maténwa, Haiti
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Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay
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Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates
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Aspectos linguísticos emergentes em sessões de teletandem: uma análise a partir da conscientização da linguagem
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Levels of phonological awareness, working memory, and lexical knowledge in elementary school children
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La pertinença lingüística: el cas de les Illes Balears ; Linguistic belonging: the case of the Balearic Islands
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In: Treballs de Sociolingüística Catalana; Núm. 24 (2014): Les ideologies lingüístiques; 241-266 (2015)
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Abstract:
En aquest article s’exposa la complexa situació en què es troba el grau d’acceptació de la identitat, el nom i el model unitaris de la llengua catalana, a partir de les dades que ens n’han donat diverses fonts estadístiques durant els darrers trenta anys, la incidència que hi tenen les actuacions governamentals i les causes que expliquen que, després de més d’un segle de debat recurrent, les opinions, les posicions i els arguments siguin els mateixos que al principi. D’altra banda, també es compara el fenomen balear amb el d’altres indrets i les connexions entre aquestes opinions lingüístiques i la utilització partidista que se’n fa.Paraules clau: llengua catalana, Illes Balears, secessionisme, prejudici, dialecte, pertinença lingüística i cultural, consciència lingüística. ; This paper discusses the complexity marking the degree of acceptance of the identity, name and unitary model of the Catalan language as determined according to the data obtained from various statistical sources covering the last thirty years. It also deals with the influence of governmental actions on this complexity and the causes explaining why, after more than a century of recurrent debate, the opinions, stances and reasonings are the same as in the beginning. Lastly, a comparison is made between the situation in the Balearic Islands and that found in other places, with an analysis of the connections between the respective linguistic opinions and the partisan use to which they are put.Keywords: Catalan, Balearic Islands, linguistic secessionism, linguistic prejudice, dialect, linguistic and cultural belonging, language awareness.
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Keyword:
Balearic Islands; Catalan; consciència lingüística; dialect; dialecte; illes balears; language awareness; linguistic and cultural belonging; linguistic prejudice; linguistic secessionism; llengua catalana; pertinença lingüística i cultural; prejudici; secessionisme
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URL: http://revistes.iec.cat/index.php/TSC/article/view/67064
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Preschool predictors of early literacy acquisition in German-speaking children
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Instructor interview for Place-Based WAC/WID writing instruction in Hawaiian Studies, clip 9 of 11
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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