subject:(Bilingualism)

University of Edinburgh

1. Raymond, Laurie. Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults.

Degree: 2013, University of Edinburgh

URL: http://hdl.handle.net/1842/8599

► Cognitive benefits of bilingualism have been much replicated in previous research, particularly in elements of executive control (Bialystok et al., 2009). The current study aimed… (more)

▼ Cognitive benefits of bilingualism have been much replicated in previous research, particularly in elements of executive control (Bialystok et al., 2009). The current study aimed to investigate these apparent advantages in a young adult sample. While research on this age group in the past has produced inconsistent results, the test battery used here (Tests of Everyday Attention, Robertson et al., 1994) has previously shown positive outcomes (e.g. Bak et al., 2008). The current study differentiated from prior research, by extending its focus to also consider two associated areas of bilingualism: multilingualism, and the Year Abroad. Monolingual and bilingual subjects were compared with particular focus being attended to executive control functions. These participants were all students who had been on a Year Abroad programme at University. This not only enabled a high level of control, but it also led to a further cognitive comparison being possible between monolingual students who had and had not been on a Year Abroad, with the addition of a second monolingual group. Many of the bilingual students used also had fluency in more than 2 languages, and so finally, those with two, three and four languages were compared on cognitive function. While no bilingual advantage was elicited in this study, multilingual results demonstrated a possible cognitive peak in attentional switching for those who spoke three languages, and a decline in performance in those who spoke four. Furthermore, differences in creativity/ concept formation ability were suggested between Monolinguals who went on a year abroad and those who did not. Future work must continue to address these associated areas of bilingualism, as possible implications are of great importance. Not only are multilingualism and migration important areas to consider as control factors in bilingual research, but if positive results were replicated in future, it could suggest that there are ways of enhancing cognition in young adults. Educationally, it would support the encouragement of bilingualism and multilingualism at all ages. Advisors/Committee Members: Bak, Thomas.

Subjects/Keywords: Bilingualism

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APA (6^th Edition):

Raymond, L. (2013). Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8599

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Raymond, Laurie. “Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults.” 2013. Thesis, University of Edinburgh. Accessed March 04, 2021. http://hdl.handle.net/1842/8599.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Raymond, Laurie. “Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults.” 2013. Web. 04 Mar 2021.

Vancouver:

Raymond L. Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1842/8599.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Raymond L. Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8599

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

2. Stanciu, Oana. Between language agreement in complex noun phrases.

Degree: 2012, University of Edinburgh

URL: http://hdl.handle.net/1842/7699

► Bilinguals are particularly adept at code-switching that is at conveying a message through the joint use of two languages. Recent experiments using elicited code-switching (Hatzidaki,… (more)

Subjects/Keywords: bilingualism; agreement

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APA (6^th Edition):

Stanciu, O. (2012). Between language agreement in complex noun phrases. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/7699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stanciu, Oana. “Between language agreement in complex noun phrases.” 2012. Thesis, University of Edinburgh. Accessed March 04, 2021. http://hdl.handle.net/1842/7699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stanciu, Oana. “Between language agreement in complex noun phrases.” 2012. Web. 04 Mar 2021.

Vancouver:

Stanciu O. Between language agreement in complex noun phrases. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1842/7699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stanciu O. Between language agreement in complex noun phrases. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/7699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

3. Clarkson, Harriet. A Bilingual Advantage in Young Adults: Unfounded or Undetectable.

Degree: 2013, University of Edinburgh

URL: http://hdl.handle.net/1842/8581

► Research has shown that a bilingual cognitive advantage in young adults manifests inconsistently. The objective of the present study was to investigate the existence of… (more)

Subjects/Keywords: Bilingualism; Exchange

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APA (6^th Edition):

Clarkson, H. (2013). A Bilingual Advantage in Young Adults: Unfounded or Undetectable. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8581

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Clarkson, Harriet. “A Bilingual Advantage in Young Adults: Unfounded or Undetectable.” 2013. Thesis, University of Edinburgh. Accessed March 04, 2021. http://hdl.handle.net/1842/8581.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Clarkson, Harriet. “A Bilingual Advantage in Young Adults: Unfounded or Undetectable.” 2013. Web. 04 Mar 2021.

Vancouver:

Clarkson H. A Bilingual Advantage in Young Adults: Unfounded or Undetectable. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1842/8581.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clarkson H. A Bilingual Advantage in Young Adults: Unfounded or Undetectable. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8581

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Leiden University

4. Huijsman, Michele. Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers.

Degree: 2019, Leiden University

URL: http://hdl.handle.net/1887/77146

► This thesis will test the hypothesis that Turkish- Dutch teenagers and Dutch English as a second learner teenagers, code-switch back to their first language, Turkish… (more)

▼ This thesis will test the hypothesis that Turkish- Dutch teenagers and Dutch English as a second learner teenagers, code-switch back to their first language, Turkish or Dutch when they are expressing the emotions ‘anger’ and ‘happiness’ in Dutch (second language for the Turkish-Dutch teenagers) or English (second language for the Turkish- Dutch teenagers, but third language for the Turkish- Dutch teenagers). According to scholars like Dewaele and Pavlenko among others, the first language is more encoded in the bilingual’s memory and that the first language feels more vivid and natural to the bilingual participant or the second language learner, therefore they codeswitch back to their first language when they are expressing strong emotions such as ‘anger’(Dewaele 119). However, there are also participants from Pavlenko’s study who claim to express their emotions in their second language, because it is the language of self-control. In order to test the hypothesis, 16 Turkish- Dutch participants and 16 Dutch participants, who varied between the ages twelve till twenty-one, had to fill in a survey, which contains questions about language exposure and language use. The survey also contains indirect questions about social- economic status. After the survey the participants were asked to do a role-play in either Dutch or English. They were randomly given a cartoon, which contains animals who were either best friends or complete strangers to each other, the cartoon had either a good end or unhappy end. The participants were audio-recorded and these audio recordings were transcribed word for word. Later on, they received a qualitrics link to fill in a final survey for a follow up study. The results of the survey, transcribed conversations and the follow up study were analysed on the base of sex, age, and ethnicity. Due to the experimental setting, the hypothesis could not be confirmed. Advisors/Committee Members: Grijzenhout, Janet (advisor).

Subjects/Keywords: emotions; bilingualism

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APA (6^th Edition):

Huijsman, M. (2019). Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/77146

Chicago Manual of Style (16^th Edition):

Huijsman, Michele. “Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers.” 2019. Masters Thesis, Leiden University. Accessed March 04, 2021. http://hdl.handle.net/1887/77146.

MLA Handbook (7^th Edition):

Huijsman, Michele. “Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers.” 2019. Web. 04 Mar 2021.

Vancouver:

Huijsman M. Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers. [Internet] [Masters thesis]. Leiden University; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1887/77146.

Council of Science Editors:

Huijsman M. Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers. [Masters Thesis]. Leiden University; 2019. Available from: http://hdl.handle.net/1887/77146

Universidade Nova

5. Grigor, Iuliia. The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study.

Degree: 2012, Universidade Nova

URL: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/12077

►

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtençao do grau de Mestre em Didáctica do Inglês,

In the modern scientific world, linguists… (more)

Subjects/Keywords: Bilingualism; Bilinguals

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APA (6^th Edition):

Grigor, I. (2012). The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study. (Thesis). Universidade Nova. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/12077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Grigor, Iuliia. “The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study.” 2012. Thesis, Universidade Nova. Accessed March 04, 2021. http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/12077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Grigor, Iuliia. “The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study.” 2012. Web. 04 Mar 2021.

Vancouver:

Grigor I. The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study. [Internet] [Thesis]. Universidade Nova; 2012. [cited 2021 Mar 04]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/12077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grigor I. The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study. [Thesis]. Universidade Nova; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/12077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

6. Gyurkó, Zsófia. Language Use of Some Bilingual Children in Hungary .

Degree: DE – Bölcsészettudományi Kar, 2014, University of Debrecen

URL: http://hdl.handle.net/2437/192217

A brief summary about bilingualism and the examination of several bilingual children living in Hungary. Advisors/Committee Members: Rákosi, György (advisor).

Subjects/Keywords: linguistics; bilingualism

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APA (6^th Edition):

Gyurkó, Z. (2014). Language Use of Some Bilingual Children in Hungary . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/192217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gyurkó, Zsófia. “Language Use of Some Bilingual Children in Hungary .” 2014. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/192217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gyurkó, Zsófia. “Language Use of Some Bilingual Children in Hungary .” 2014. Web. 04 Mar 2021.

Vancouver:

Gyurkó Z. Language Use of Some Bilingual Children in Hungary . [Internet] [Thesis]. University of Debrecen; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/192217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gyurkó Z. Language Use of Some Bilingual Children in Hungary . [Thesis]. University of Debrecen; 2014. Available from: http://hdl.handle.net/2437/192217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

7. Pere, Brigitta. The Benefits of Bilingualism Over Monolingualism in Intellectual Growth .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/156257

► The thesis attempts to highlight the intellectual difference between bilingual and monolingual individuals. It consists of two main parts: (1) a literature review defining bilingualism,… (more)

Subjects/Keywords: bilingualism; monolingualism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pere, B. (2013). The Benefits of Bilingualism Over Monolingualism in Intellectual Growth . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/156257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pere, Brigitta. “The Benefits of Bilingualism Over Monolingualism in Intellectual Growth .” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/156257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pere, Brigitta. “The Benefits of Bilingualism Over Monolingualism in Intellectual Growth .” 2013. Web. 04 Mar 2021.

Vancouver:

Pere B. The Benefits of Bilingualism Over Monolingualism in Intellectual Growth . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/156257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pere B. The Benefits of Bilingualism Over Monolingualism in Intellectual Growth . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/156257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

8. Hoffmann, Judit. The English Face of Québec Through Language .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/171477

► The unique situation of Québec is the main focus of my thesis with its most important laws, languages, ideologies and needs. Ramsay Cook uses the… (more)

Subjects/Keywords: multiculturalism; bilingualism

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APA (6^th Edition):

Hoffmann, J. (2013). The English Face of Québec Through Language . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171477

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hoffmann, Judit. “The English Face of Québec Through Language .” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/171477.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hoffmann, Judit. “The English Face of Québec Through Language .” 2013. Web. 04 Mar 2021.

Vancouver:

Hoffmann J. The English Face of Québec Through Language . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/171477.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hoffmann J. The English Face of Québec Through Language . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171477

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Liang, Pearl Ho Cheng. The effect of pre-kindergarten experience on the language of bilingual Chinese-American children.

Degree: 1970, Texas Woman's University

URL: http://hdl.handle.net/11274/8872

Subjects/Keywords: Bilingualism

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APA (6^th Edition):

Liang, P. H. C. (1970). The effect of pre-kindergarten experience on the language of bilingual Chinese-American children. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/8872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Liang, Pearl Ho Cheng. “The effect of pre-kindergarten experience on the language of bilingual Chinese-American children.” 1970. Thesis, Texas Woman's University. Accessed March 04, 2021. http://hdl.handle.net/11274/8872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Liang, Pearl Ho Cheng. “The effect of pre-kindergarten experience on the language of bilingual Chinese-American children.” 1970. Web. 04 Mar 2021.

Vancouver:

Liang PHC. The effect of pre-kindergarten experience on the language of bilingual Chinese-American children. [Internet] [Thesis]. Texas Woman's University; 1970. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11274/8872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Liang PHC. The effect of pre-kindergarten experience on the language of bilingual Chinese-American children. [Thesis]. Texas Woman's University; 1970. Available from: http://hdl.handle.net/11274/8872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Hong Kong

10. Hunter, Duncan Burns. Bilingualism: problems of description and measurement.

Degree: 1975, University of Hong Kong

URL: http://hdl.handle.net/10722/39325

Subjects/Keywords: Bilingualism.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hunter, D. B. (1975). Bilingualism: problems of description and measurement. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/39325

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hunter, Duncan Burns. “Bilingualism: problems of description and measurement.” 1975. Thesis, University of Hong Kong. Accessed March 04, 2021. http://hdl.handle.net/10722/39325.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hunter, Duncan Burns. “Bilingualism: problems of description and measurement.” 1975. Web. 04 Mar 2021.

Vancouver:

Hunter DB. Bilingualism: problems of description and measurement. [Internet] [Thesis]. University of Hong Kong; 1975. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10722/39325.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hunter DB. Bilingualism: problems of description and measurement. [Thesis]. University of Hong Kong; 1975. Available from: http://hdl.handle.net/10722/39325

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Binks, Hanna. Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers.

Degree: PhD, 2017, Bangor University

URL: https://research.bangor.ac.uk/portal/en/theses/investigating-the-bilingual-catchup-in-welshenglish-bilingual-teenagers(daa5f7f6-4dcb-49dc-bc7c-181e7baba78d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760188

► Previous research has identified linguistic differences within Welsh-English bilingual children from predominantly English homes and homes where both Welsh and English were spoken are found… (more)

Subjects/Keywords: 370; Bilingualism

10 more images…

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APA (6^th Edition):

Binks, H. (2017). Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers. (Doctoral Dissertation). Bangor University. Retrieved from https://research.bangor.ac.uk/portal/en/theses/investigating-the-bilingual-catchup-in-welshenglish-bilingual-teenagers(daa5f7f6-4dcb-49dc-bc7c-181e7baba78d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760188

Chicago Manual of Style (16^th Edition):

Binks, Hanna. “Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers.” 2017. Doctoral Dissertation, Bangor University. Accessed March 04, 2021. https://research.bangor.ac.uk/portal/en/theses/investigating-the-bilingual-catchup-in-welshenglish-bilingual-teenagers(daa5f7f6-4dcb-49dc-bc7c-181e7baba78d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760188.

MLA Handbook (7^th Edition):

Binks, Hanna. “Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers.” 2017. Web. 04 Mar 2021.

Vancouver:

Binks H. Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers. [Internet] [Doctoral dissertation]. Bangor University; 2017. [cited 2021 Mar 04]. Available from: https://research.bangor.ac.uk/portal/en/theses/investigating-the-bilingual-catchup-in-welshenglish-bilingual-teenagers(daa5f7f6-4dcb-49dc-bc7c-181e7baba78d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760188.

Council of Science Editors:

Binks H. Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers. [Doctoral Dissertation]. Bangor University; 2017. Available from: https://research.bangor.ac.uk/portal/en/theses/investigating-the-bilingual-catchup-in-welshenglish-bilingual-teenagers(daa5f7f6-4dcb-49dc-bc7c-181e7baba78d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760188

McGill University

12. Valji, Ayasha. Language Preference in Monolingual and Bilingual Infants.

Degree: MS, School of Communication Sciences and Disorders, 2004, McGill University

URL: https://escholarship.mcgill.ca/downloads/r494vn22s.pdf ; https://escholarship.mcgill.ca/concern/theses/2514nn831

►

Monolingual infants have been shown to discriminate rhythmically different languages and to prefer their native language over an unfamiliar language. Such research with bilingual infants… (more)

▼

Monolingual infants have been shown to discriminate rhythmically different languages and to prefer their native language over an unfamiliar language. Such research with bilingual infants is extremely limited, but is necessary to determine if the pattern and rate of bilingual language acquisition parallels that of monolingual babies. The present study addressed this issue by comparing language preference in monolingual English, monolingual French, and bilingual English/French infants at 6- and 9-months of age.Infants listened to passages produced by several female talkers in three rhythmically different languages (English, French, Japanese). Listening preference was measured using a sequential preferential looking procedure. Unexpectedly, monolingual infants did not demonstrate a native language preference; however, the bilingual 9-month-olds preferred their native languages over a non-native language. This finding indicates that bilingual infants attend to language variation differently from monolinguals. This selective attention may serve to facilitate the simultaneous acquisition of two languages. […]

Il a été démontré que les poupons monolingues font une discrimination rythmique de différentes langues et qu'ils préfèrent leur langue maternelle a une langue qui ne leur est pas familière. De telles recherches auprès d'enfants bilingues sont extrêmement limitées, mais il est nécessaire de déterminer si le mode et la fréquence d'acquisition simultanée de deux langues permettent de faire une parallèle avec la perception des enfants monolingues. La présente étude désire aborder cette problématique en comparant la préférence de langage chez les bébés monolingues anglophones, les bébés monolingues francophones, et les bébés bilingues (anglais/français) âges de 6 mois et 9 mois. On présente aux poupons des extraits de discours émis par trois voix féminines dans trios langues aux rythmiques différentes (anglais, français, japonais). La préférence d’écoute fut mesurée par un procède séquentiel d'attention préférentielle. Contrairement ace qu'on pourrait s'attendre, les poupons monolingues ne démontrent pas une préférence pour leur langue maternelle; toutefois, les enfants bilingues âges de 9 mois ont préfère leurs langues maternelles à la langue non familière. Ces résultats indiquent que les enfants bilingues perçoivent différemment les variations de langage. Cette attention sélective pourrait servir à faciliter l’acquisition simultané de deux langues.

Advisors/Committee Members: Polka, Linda (Supervisor).

Subjects/Keywords: Bilingualism

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APA (6^th Edition):

Valji, A. (2004). Language Preference in Monolingual and Bilingual Infants. (Masters Thesis). McGill University. Retrieved from https://escholarship.mcgill.ca/downloads/r494vn22s.pdf ; https://escholarship.mcgill.ca/concern/theses/2514nn831

Chicago Manual of Style (16^th Edition):

Valji, Ayasha. “Language Preference in Monolingual and Bilingual Infants.” 2004. Masters Thesis, McGill University. Accessed March 04, 2021. https://escholarship.mcgill.ca/downloads/r494vn22s.pdf ; https://escholarship.mcgill.ca/concern/theses/2514nn831.

MLA Handbook (7^th Edition):

Valji, Ayasha. “Language Preference in Monolingual and Bilingual Infants.” 2004. Web. 04 Mar 2021.

Vancouver:

Valji A. Language Preference in Monolingual and Bilingual Infants. [Internet] [Masters thesis]. McGill University; 2004. [cited 2021 Mar 04]. Available from: https://escholarship.mcgill.ca/downloads/r494vn22s.pdf ; https://escholarship.mcgill.ca/concern/theses/2514nn831.

Council of Science Editors:

Valji A. Language Preference in Monolingual and Bilingual Infants. [Masters Thesis]. McGill University; 2004. Available from: https://escholarship.mcgill.ca/downloads/r494vn22s.pdf ; https://escholarship.mcgill.ca/concern/theses/2514nn831

Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

13. Andreou, Maria. The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child.

Degree: 2015, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

URL: http://hdl.handle.net/10442/hedi/36739

► The topic of the present dissertation is to investigate how bilingualism affects language, cognitive and narrative abilities in bilingual children. 209 Greek-English, Greek-German and Greek-Albanian… (more)

▼ The topic of the present dissertation is to investigate how bilingualism affects language, cognitive and narrative abilities in bilingual children. 209 Greek-English, Greek-German and Greek-Albanian bilingual children aged from 8 to 12 years old divided into two age groups (8-10 and 10-12 years old) took part in the study along with 100 monolingual Greek children. The children completed baseline and experimental tasks measuring their vocabulary, grammar, cognitive skills and narrative production abilities. Their ability to produce narrations while writing and speaking was measured using off-line methodology. A wealth of studies has investigated how the experience of being bilingual shapes our language and cognitive abilities and the way we produce narratives. In terms of their language abilities, bilingual children seem to have smaller vocabularies compared to their monolingual peers. However, the results of our research indicate that vocabulary acquisition by bilinguals in some groups is comparable to that of their monolingual peers, with the amount of input being the determining factor of vocabulary size. The grammatical abilities of bilingual children may differ from those of monolinguals depending on the grammatical structure tested (Marinis and Chondrogianni 2010), but the present research indicates that some groups of bilinguals are comparable to their monolingual peer, with Age of Onset of exposure to Greek and the level of their Greek vocabulary playing an important role. In terms of their cognitive abilities, there is conflicting evidence about whether or not bilingualism leads to advantages in Executive Functions, i.e. the cognitive processes responsible for goal-oriented behaviour, the capacity to think ahead, suppress impulses, and temporarily hold information. Many studies have shown that the systematic use of two languages leads to a bilingual advantage in cognitive control (Adesope, Lavin,Thompson and Ungerleider 2010), but not all studies have found this bilingual advantage (see, for instance, Namazi and Thordardottir 2010). Our research adds a new variable in this domain, since we provide evidence that better performance in cognitive skills is connected to the educational context which the bilingual child attends. Specifically, balanced exposure to the two languages within the framework of bilingual education and bi-literacy ensures better performance. In terms of the quality of bilingual children’s narrative production, a growing body of research has shown that narrative development is a lengthy process which continues well into school years and is closely related to discourse pragmatic development (Berman 2004). Narrative assessment is a highly contextualized task that can predict children’s literacy development (Bishop and Edmundson 1987). Within narrative abilities, a distinction is made between skills at the level of macrostructure, on the one hand, and microstructure on the other. Macrostructure refers to the global coherence of a story (e.g. Story Grammar and character reference), while…

Subjects/Keywords: Διγλωσσία; Bilingualism

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APA (6^th Edition):

Andreou, M. (2015). The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/36739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Andreou, Maria. “The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child.” 2015. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed March 04, 2021. http://hdl.handle.net/10442/hedi/36739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Andreou, Maria. “The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child.” 2015. Web. 04 Mar 2021.

Vancouver:

Andreou M. The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10442/hedi/36739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Andreou M. The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. Available from: http://hdl.handle.net/10442/hedi/36739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

San Jose State University

14. Luo, Tianyu. Mental Arithmetic across Three Language Groups.

Degree: MA, Psychology, 2012, San Jose State University

URL: https://doi.org/10.31979/etd.8zww-yde3 ; https://scholarworks.sjsu.edu/etd_theses/4200

► Mental arithmetic performance was investigated among three language groups (English monolinguals, Chinese-English bilinguals, and Spanish-English bilinguals). Participants solved both small and large numerosity arithmetic… (more)

Subjects/Keywords: bilingualism; mental arithmetic

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APA (6^th Edition):

Luo, T. (2012). Mental Arithmetic across Three Language Groups. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.8zww-yde3 ; https://scholarworks.sjsu.edu/etd_theses/4200

Chicago Manual of Style (16^th Edition):

Luo, Tianyu. “Mental Arithmetic across Three Language Groups.” 2012. Masters Thesis, San Jose State University. Accessed March 04, 2021. https://doi.org/10.31979/etd.8zww-yde3 ; https://scholarworks.sjsu.edu/etd_theses/4200.

MLA Handbook (7^th Edition):

Luo, Tianyu. “Mental Arithmetic across Three Language Groups.” 2012. Web. 04 Mar 2021.

Vancouver:

Luo T. Mental Arithmetic across Three Language Groups. [Internet] [Masters thesis]. San Jose State University; 2012. [cited 2021 Mar 04]. Available from: https://doi.org/10.31979/etd.8zww-yde3 ; https://scholarworks.sjsu.edu/etd_theses/4200.

Council of Science Editors:

Luo T. Mental Arithmetic across Three Language Groups. [Masters Thesis]. San Jose State University; 2012. Available from: https://doi.org/10.31979/etd.8zww-yde3 ; https://scholarworks.sjsu.edu/etd_theses/4200

Texas A&M University

15. Yulia, Astri. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.

Degree: PhD, Curriculum and Instruction, 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/149440

► The purpose of this study is to examine the links between family background and home language factors on English reading achievement among bi/multilingual students. To… (more)

▼ The purpose of this study is to examine the links between family background and home language factors on English reading achievement among bi/multilingual students. To explore the potential predictors of English reading achievement among bi/multilinguals, the study included literacy related resource, family socio-economic status (SES), and immigration status as constructs for family background; while for home language factors, the study looked at the orthography of home language, language preference, and multilingualism. Additionally, the study assessed the roles of school level factors (i.e., low SES students and English language learners in school) on school reading performance. The International Association for Evaluation of Educational Achievement’s Progress in International Reading Literacy Study (IEA – PIRLS, 2006) data of Singaporean fourth grade students were used. The data were potentially nested, therefore, the models formulated in this study had multilevel structures, student- and school-levels. The results indicated that number of children’s books at home was the strongest predictor among other family background variables including parental education. However, having children’s books in English had a very small influence on English reading scores of the bi/multilingual students. More interestingly, the study found that parental immigration status did not influence students’ English reading scores. Looking at home language factors, the study found that the orthography of home language linked to English reading. Importantly, the study found that Malay language, which shares the same orthography with English (i.e., alphabetic), showed the strongest link to the students’ English reading achievement. Other variables of home language did not significantly predict English reading after controlling for parental education. Advisors/Committee Members: Joshi, R M (advisor), Thompson, Bruce (committee member), Smith, Dennie (committee member), McTigue, Erin (committee member).

Subjects/Keywords: Bilingualism; Reading Achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yulia, A. (2013). Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149440

Chicago Manual of Style (16^th Edition):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Doctoral Dissertation, Texas A&M University. Accessed March 04, 2021. http://hdl.handle.net/1969.1/149440.

MLA Handbook (7^th Edition):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Web. 04 Mar 2021.

Vancouver:

Yulia A. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1969.1/149440.

Council of Science Editors:

Yulia A. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149440

University of Waikato

16. Puniani, Talaifina Monalisa. The language environment of primary school aged children in Tonga: A case study of 4 children .

Degree: 2017, University of Waikato

URL: http://hdl.handle.net/10289/11362

► The Ministry of Education and Training in Tonga’s direction for its language policy has recently changed and at present, all the local schools are expected… (more)

▼ The Ministry of Education and Training in Tonga’s direction for its language policy has recently changed and at present, all the local schools are expected to implement effectively the new language policy that was in place in the early 2000’s. Under the UNESCO and the World Bank’s influence, the new language policy articulates the teaching of children from an early age in their local vernacular to establish literacy in the first language before the introduction of English at Class 3 of the primary school level. This study was conducted in light of this new policy, to explore from a primary school in Tonga the language environments that children experience to identify whether or not the language input they receive is sufficient for balanced bilingualism to be supported. The study also was a way to explore children’s understanding of their language environment and choices. It was a way to help out parents and teachers understand the kind of language environment that fosters balanced bilinguals. The scope of this study, being a Master’s thesis, allowed me to use a case study for this research. Four participants from a primary school in Tonga was used for collection of the data. The research took on a qualitative approach with data being generated using two main methods: field observations (both in the classroom and at home) and a focus group interview. The data generated from these methods captured what was observed in the participant’s natural environment setting (i.e. the classroom and at home) which included what language is used, who said it and to whom, the activities that were done during the use of language (i.e. what the participants did). The data also provided the childrens’ own views of their language choices without the influence of adults to think for them. It was apparent from the research that although the language policy in place was affirmative of students being bilinguals, there was a huge gap that student participants were experiencing with their language input especially with the use of English and with being given the opportunities to use language to ensure that they have learnt and mastered the input they have received. Both the observations and the focus group identified the dominance of the teacher in the classroom and the very few chances of input for students especially on their L2 and especially the opportunity to practice and use both the Tongan and the English language. The research therefore has indicated the fact that while teachers are indeed following part of the prescription of the language policy in Tonga in terms of exposing and establishing a firm foundation on the children at an early age to Tongan, they are not following it with respect to providing English input. The research hence suggests some implications not just for teachers but for the education system to address because there is a crucial need for all parties involved (administration, teachers, parents and students) to work collaboratively to identify and to address and improve the quantity and the quality of language… Advisors/Committee Members: Franken, Margaret (advisor).

Subjects/Keywords: language input; bilingualism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Puniani, T. M. (2017). The language environment of primary school aged children in Tonga: A case study of 4 children . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/11362

Chicago Manual of Style (16^th Edition):

Puniani, Talaifina Monalisa. “The language environment of primary school aged children in Tonga: A case study of 4 children .” 2017. Masters Thesis, University of Waikato. Accessed March 04, 2021. http://hdl.handle.net/10289/11362.

MLA Handbook (7^th Edition):

Puniani, Talaifina Monalisa. “The language environment of primary school aged children in Tonga: A case study of 4 children .” 2017. Web. 04 Mar 2021.

Vancouver:

Puniani TM. The language environment of primary school aged children in Tonga: A case study of 4 children . [Internet] [Masters thesis]. University of Waikato; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10289/11362.

Council of Science Editors:

Puniani TM. The language environment of primary school aged children in Tonga: A case study of 4 children . [Masters Thesis]. University of Waikato; 2017. Available from: http://hdl.handle.net/10289/11362

University of Houston

17. -2116-1765. Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences.

Degree: MA, Communication Disorders, 2019, University of Houston

URL: http://hdl.handle.net/10657/4644

► Spanish-English bilingual parents are faced with the decision to select home and school language for their children. Parents often turn to clinicians and professionals for… (more)

Subjects/Keywords: Bilingualism; Language impairment

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APA (6^th Edition):

-2116-1765. (2019). Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/4644

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-2116-1765. “Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences.” 2019. Masters Thesis, University of Houston. Accessed March 04, 2021. http://hdl.handle.net/10657/4644.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-2116-1765. “Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences.” 2019. Web. 04 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2116-1765. Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences. [Internet] [Masters thesis]. University of Houston; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10657/4644.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2116-1765. Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences. [Masters Thesis]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4644

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Houston

18. Rincon, Cristina. A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation.

Degree: MA, Communication Sciences and Disorders, 2017, University of Houston

URL: http://hdl.handle.net/10657/1881

► Bilingual Spanish-English (SE) children who do not stutter (CWNS) are known to exceed the diagnostic criteria for developmental stuttering based on monolingual English speakers. Therefore,… (more)

Subjects/Keywords: Fluency; Stuttering; Bilingualism

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APA (6^th Edition):

Rincon, C. (2017). A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1881

Chicago Manual of Style (16^th Edition):

Rincon, Cristina. “A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation.” 2017. Masters Thesis, University of Houston. Accessed March 04, 2021. http://hdl.handle.net/10657/1881.

MLA Handbook (7^th Edition):

Rincon, Cristina. “A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation.” 2017. Web. 04 Mar 2021.

Vancouver:

Rincon C. A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation. [Internet] [Masters thesis]. University of Houston; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10657/1881.

Council of Science Editors:

Rincon C. A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation. [Masters Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1881

University of Debrecen

19. Kissné Szigetvári, Barbara. The Effectiveness of Early Bilingual Education in a Foreign Language Environment .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/159239

► The aim of my dissertation is to emphasise the significance of early second language learning in Hungary. I would like to demonstrate that bilingual education… (more)

Subjects/Keywords: bilingualism; immersion programme

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APA (6^th Edition):

Kissné Szigetvári, B. (2013). The Effectiveness of Early Bilingual Education in a Foreign Language Environment . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/159239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kissné Szigetvári, Barbara. “The Effectiveness of Early Bilingual Education in a Foreign Language Environment .” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/159239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kissné Szigetvári, Barbara. “The Effectiveness of Early Bilingual Education in a Foreign Language Environment .” 2013. Web. 04 Mar 2021.

Vancouver:

Kissné Szigetvári B. The Effectiveness of Early Bilingual Education in a Foreign Language Environment . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/159239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kissné Szigetvári B. The Effectiveness of Early Bilingual Education in a Foreign Language Environment . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/159239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

20. Haase, Zsófia. Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/171497

► Bearing the up-to-dateness of the topic in mind, the present study deals with the topic of bilingual language acquisition in Hungarian-English families in a Hungarian… (more)

Subjects/Keywords: bilingualism; language acquisition

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APA (6^th Edition):

Haase, Z. (2013). Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171497

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Haase, Zsófia. “Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment .” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/171497.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Haase, Zsófia. “Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment .” 2013. Web. 04 Mar 2021.

Vancouver:

Haase Z. Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/171497.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Haase Z. Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171497

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

21. Bell, Elise Adrienne. Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals .

Degree: 2018, University of Arizona

URL: http://hdl.handle.net/10150/630174

► This dissertation investigates the production and perception of Welsh vowels by a population of Welsh-Spanish bilinguals in Argentina. As one of only two Welsh speaking… (more)

▼ This dissertation investigates the production and perception of Welsh vowels by a population of Welsh-Spanish bilinguals in Argentina. As one of only two Welsh speaking communities in the world, the Argentinean Welsh community provides an unique opportunity to compare the extent and nature of cross-linguistic interference from two different majority languages (Spanish and English) on a single minority language: Welsh. Welsh is spoken in Argentina primarily by descendants of 19th century Welsh colonists who settled in southern Argentina, all of whom are bilingual with Spanish, just as all adult Welsh speakers in Wales are bilingual with English. The three articles comprising the dissertation build on each other to describe the current state of cross-linguistic interference in Welsh today, focusing particularly on the variety spoken in Argentina. The first article compares the vocalic systems of two major dialects of Welsh (one spoken in Wales and one in Argentina) and seeks to determine how much of the difference between the two dialects is attributable to cross-linguistic interference from Spanish (on the dialect spoken in Argentina), as opposed to English (on the dialect spoken in Wales). The second article assesses the relationship between vowel perception and vowel production by Welsh-Spanish bilinguals, focusing on the hypothesis that cross-linguistic interference from Spanish affects which Welsh vowel contrasts are most challenging for Welsh-Spanish bilinguals to produce and perceive. The third article continues the discussion of Welsh vowel perception, determining that the acoustic cues used in Welsh vowel identification by Welsh-Spanish bilinguals are affected by relative experience with Welsh and Spanish. Together, the three articles document the vocalic system of Argentinean Welsh and demonstrate that differences between this dialect and others spoken by Welsh-English bilinguals can be attributed to differences in the extent and nature of cross-linguistic interference from Spanish on the vocalic system of Welsh. Advisors/Committee Members: Hammond, Michael (advisor), Warner, Natasha (committeemember), Simonet, Miquel (committeemember).

Subjects/Keywords: bilingualism; phonetics; Welsh

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APA (6^th Edition):

Bell, E. A. (2018). Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/630174

Chicago Manual of Style (16^th Edition):

Bell, Elise Adrienne. “Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals .” 2018. Doctoral Dissertation, University of Arizona. Accessed March 04, 2021. http://hdl.handle.net/10150/630174.

MLA Handbook (7^th Edition):

Bell, Elise Adrienne. “Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals .” 2018. Web. 04 Mar 2021.

Vancouver:

Bell EA. Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10150/630174.

Council of Science Editors:

Bell EA. Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/630174

University of Arizona

22. Zavaleta, Kaitlyn Leigh. The Role of Executive Control in Language Learning .

Degree: 2014, University of Arizona

URL: http://hdl.handle.net/10150/332902

► This dissertation examines whether enhanced executive function plays a role in successful second language acquisition (SLA). Specifically, I examine learners’ performance in language learning tasks… (more)

▼ This dissertation examines whether enhanced executive function plays a role in successful second language acquisition (SLA). Specifically, I examine learners’ performance in language learning tasks and in three tasks argued to reflect components of Miyake et al.’s (2000) model of executive control. Many studies in the past decade have claimed to find superior performance in executive control tasks by lifelong bilinguals (e.g., Bialystok, 2011). There is also research that supports a relationship between bilingualism and success in third language acquisition (TLA) (e.g., Kaushanskaya & Marian, 2009). The purpose of the present research is to explore whether an advantage in learning an additional language might be due to enhanced executive function. If enhanced executive function aids language learning, then I expect to find a significant correlation between performance on a language learning task and performance on executive function tasks, even for learners without a history of bilingualism. In this dissertation, I first describe the literature that examines the variables that support SLA, as well as research showing a bilingual advantage in executive function. Next I present empirical studies I conducted in which monolinguals, language learners, and bilinguals were taught novel words in an unfamiliar language (Turkish) and completed a series of language learning and executive function tasks, as well as another study in which language learners and bilinguals currently enrolled in a second language course were tested in the same tasks. Results show some group effects for executive function and language learning tasks, but the results are not consistent with previous research. Furthermore, the relationship between executive function skills and language learning success is complex and inconsistent, suggesting that further research is needed. Advisors/Committee Members: Nicol, Janet L (advisor), Nicol, Janet L. (committeemember), Forster, Kenneth I. (committeemember), Allen, John (committeemember), Ecke, Peter (committeemember), DeDe, Gayle (committeemember).

Subjects/Keywords: SLA; Psychology; Bilingualism

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APA (6^th Edition):

Zavaleta, K. L. (2014). The Role of Executive Control in Language Learning . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/332902

Chicago Manual of Style (16^th Edition):

Zavaleta, Kaitlyn Leigh. “The Role of Executive Control in Language Learning .” 2014. Doctoral Dissertation, University of Arizona. Accessed March 04, 2021. http://hdl.handle.net/10150/332902.

MLA Handbook (7^th Edition):

Zavaleta, Kaitlyn Leigh. “The Role of Executive Control in Language Learning .” 2014. Web. 04 Mar 2021.

Vancouver:

Zavaleta KL. The Role of Executive Control in Language Learning . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10150/332902.

Council of Science Editors:

Zavaleta KL. The Role of Executive Control in Language Learning . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/332902

Rutgers University

23. Lingwall Odio, Anne, 1986-. Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar.

Degree: PhD, Spanish, 2018, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/57650/

►

This dissertation investigates patterns of grammatical acceptability of copular verbs in obligatory contexts among Spanish monolingual and Spanish-English bilingual children. In Spanish, ser must be… (more)

▼

This dissertation investigates patterns of grammatical acceptability of copular verbs in obligatory contexts among Spanish monolingual and Spanish-English bilingual children. In Spanish, ser must be paired with a DP complement and estar with an adjectival passive. I question whether the two populations of speakers will demonstrate similar patterns of acceptability with the copulas, and whether or not each group’s pattern changes as the children age. I also investigate the potential effect of initial age of onset to English as a contributing factor in the bilingual speakers’ patterns of acceptability. Two experimental measures were created to empirically test these questions, a forced-choice, grammaticality judgment task (Unsworth, 2014) and a ternary-Likert acceptability judgment task (Katsos and Bishop, 2011). There were 91 participants in this dissertation study (57 Spanish monolingual speakers (4;6-10;9, M = 7;6) and 34 Spanish-English bilingual speakers (4;6-12;2, M = 8;5) with 13 adult, Spanish-dominant controls. Results from the two experimental tasks show that monolingual and bilingual children differ in their patterns of acceptability of ser and estar with obligatory predicates. From the earliest age of testing, monolingual children are shown to accept ser with DPs and estar with adjectival passives but older participants continue to demonstrate variability in their acceptability of estar + adjectival passives. Bilingual children also show high levels of acceptability of grammatical ser and estar with their complements from the earliest age of testing, with increased acceptability of ser + DP with age. Both younger and older bilingual children show similar variability with estar + adjectival passives, demonstrating a preference for overgeneralization of ser in these cases. The present research did not reveal robust findings due to the initial age of onset among the bilingual speakers. The results from the two tasks provide a baseline of data highlighting the differences in acceptability between two populations of child Spanish speakers, as well as a locus for overgeneralization of the copulas, based on their underlying linguistic structure.

Advisors/Committee Members: Sanchez, Liliana (chair), Austin, Jennifer (co-chair), Camacho, Jose (internal member), Syrett, Kristen (outside member), School of Graduate Studies.

Subjects/Keywords: Bilingualism in children

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APA (6^th Edition):

Lingwall Odio, Anne, 1. (2018). Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/57650/

Chicago Manual of Style (16^th Edition):

Lingwall Odio, Anne, 1986-. “Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar.” 2018. Doctoral Dissertation, Rutgers University. Accessed March 04, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/57650/.

MLA Handbook (7^th Edition):

Lingwall Odio, Anne, 1986-. “Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar.” 2018. Web. 04 Mar 2021.

Vancouver:

Lingwall Odio, Anne 1. Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2021 Mar 04]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57650/.

Council of Science Editors:

Lingwall Odio, Anne 1. Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57650/

Macquarie University

24. Nair, Vishnu Kaleeckal Krishnankutty. Effects of bilingualism on cognitive-linguistic abilities.

Degree: 2015, Macquarie University

URL: http://hdl.handle.net/1959.14/1075031

►

Theoretical thesis.

Chapter 1. Introduction – Chapter 2. Effect of socio-economic status on cognitive control in non-literate bilingual speakers – Chapter 3. Recognition of sentences… (more)

▼

Theoretical thesis.

Chapter 1. Introduction – Chapter 2. Effect of socio-economic status on cognitive control in non-literate bilingual speakers – Chapter 3. Recognition of sentences in noise : is there a bilingual disadvantage? – Chapter 4. Consequences of late-bilingualism for novel word learning : evidence from Tamil-English bilingual speakers – Chapter 5. Understanding bingual word learning : the role of phonotactic probability and neighbourhood density – Chapter 6. Summary and conclusions.

This thesis examines the effects of bilingalism on three key areas of cognition and language - cognitive control, sentence recognition and word learning. The first study investigated the effect of socio-economic status on bilingual cognitive control. Previous studies have suggested that the advantages shown by bilinguals on some cognitive tasks may be associated with higher socio-economic status. We therefore explored this issue in bilingual and monolingual illterates of lower socio-economic status. We administered two cognitive control tasks: the Simon task and the Attentional Network task. The results showed that bilinguals were faster overall than monolinguals for both tasks : a global bilingual advantage. The finding of a bilingual advantage even for individuals of comparable lower socio-economic status confirms that these advantages are not due to a confound with higher socio-economic status.

In the second study, we examined the effect of bilingualism in linguistic domain. More specifically, we explored whether bilingualism is associated with a sentence recognition cost in even the native language. We tested sentence recognition abilities in bilinguals and monolinguals in the presence of a non-linguistic distractor (background noise). Our results indicated similar sentence recognition accuracy for bilinguals and monolinguals when the sentences were presented in quiet conditions and even when presented in noise.

The final two studies in the thesis examined whether the positive effects of bilingualism extend to benefit language learning. We investigated language learning using a novel word learning task. In the third study, novel word learning abilities in late bilinguals were compared with early bilinguals and monolinguals to see if a delayed onset age of second language acquisition also results in a bilingual advantage. Although we found an overall advantage for early bilinguals, critically, we also found a learning advantage for late bilinguals compared to monolinguals. This suggests that although age of acquisition of a second langauge has an impact on word learning abilities, second language acquisition also seems to modulate the late bilinguals' ability for word learning.

In the final study, we examined the specific mechanisms that drive the advantages of bilingual speakers for novel word learning. We specifically manipulated the phonotactic probability and phonological neighbourhood density of the novel words to see if bilingual advantages are influenced by these properties. We found a…

Advisors/Committee Members: Macquarie University. Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders.

Subjects/Keywords: Bilingualism – Psychological aspects; Bilingualism – Ability testing; bilingualism; word learning; cognitive control

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nair, V. K. K. (2015). Effects of bilingualism on cognitive-linguistic abilities. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1075031

Chicago Manual of Style (16^th Edition):

Nair, Vishnu Kaleeckal Krishnankutty. “Effects of bilingualism on cognitive-linguistic abilities.” 2015. Doctoral Dissertation, Macquarie University. Accessed March 04, 2021. http://hdl.handle.net/1959.14/1075031.

MLA Handbook (7^th Edition):

Nair, Vishnu Kaleeckal Krishnankutty. “Effects of bilingualism on cognitive-linguistic abilities.” 2015. Web. 04 Mar 2021.

Vancouver:

Nair VKK. Effects of bilingualism on cognitive-linguistic abilities. [Internet] [Doctoral dissertation]. Macquarie University; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1959.14/1075031.

Council of Science Editors:

Nair VKK. Effects of bilingualism on cognitive-linguistic abilities. [Doctoral Dissertation]. Macquarie University; 2015. Available from: http://hdl.handle.net/1959.14/1075031

University of Ottawa

25. Sosso, Dorine. Equality Beyond Translation: Societal Bilingualism in Cameroon .

Degree: 2020, University of Ottawa

URL: http://hdl.handle.net/10393/40402

► Researchers are increasingly drawn to the study of societal bilingualism (or multilingualism), which is the study of the specific nature of bilingualism practiced by a… (more)

▼ Researchers are increasingly drawn to the study of societal bilingualism (or multilingualism), which is the study of the specific nature of bilingualism practiced by a nation, state, province or territory. Such studies seek to identify the institutions and legal frameworks put in place to regulate and reproduce bilingualism, as well as to understand groups which practice bilingualism. Drawing on a descriptive approach that flows from a sociological model of critical theory and conflict theory, this study is based on societal bilingualism in Cameroon, the only other country in the world, apart from Canada, that has both English and French as its only official languages. Cameroon is also one of the few African countries that do not have a local language as an official language. Acknowledging the central role of texts and their analysis in understanding social practices, this case study is carried out using critical document analysis to examine previous research, mass media products, government reports, historical data and information, laws, orders, press releases and speeches to uncover the precise nature of official language bilingualism in Cameroon. The study offers insights into the relevant historical and language background against which a critical discussion on official language bilingualism and an analysis of the legal frameworks and institutions set up to regulate and reproduce this bilingualism can be carried out. Attention is given to translation policies and to the most recent measures taken to foster State bilingualism in Cameroon. Indeed, official language bilingualism has been heavily predicated on translation, its institutions and legal framework. This timely case study traces the nation’s failure, as witnessed by the current situation of unrest, to successfully implement, mainly through translation, an official language bilingualism policy that grants equal status to English and French across the national territory. This research concludes that an alternative solution would be to introduce bilingual education as well, particularly from the nursery and elementary school levels, given that, for a long time now, Cameroon has had early simultaneous bilinguals who speak both English and French before they attain school age. A brief comparison between the context of official language bilingualism within the educational system in Cameroon and in Canada highlights the fact that Cameroon has the potential to establish one of the strongest forms of bilingual education in the world.

Subjects/Keywords: Translation policy; Bilingualism; Cameroon; Societal bilingualism; Translation; Official language bilingualism in Cameroon

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sosso, D. (2020). Equality Beyond Translation: Societal Bilingualism in Cameroon . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/40402

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sosso, Dorine. “Equality Beyond Translation: Societal Bilingualism in Cameroon .” 2020. Thesis, University of Ottawa. Accessed March 04, 2021. http://hdl.handle.net/10393/40402.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sosso, Dorine. “Equality Beyond Translation: Societal Bilingualism in Cameroon .” 2020. Web. 04 Mar 2021.

Vancouver:

Sosso D. Equality Beyond Translation: Societal Bilingualism in Cameroon . [Internet] [Thesis]. University of Ottawa; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10393/40402.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sosso D. Equality Beyond Translation: Societal Bilingualism in Cameroon . [Thesis]. University of Ottawa; 2020. Available from: http://hdl.handle.net/10393/40402

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Thobo-Carlsen, Greta Daniela Moreno. Malta: A Functional Bilingual Society. An analysis of societal and individual bilingualism.

Degree: Faculty of Culture and Society (KS), 2019, Malmö University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21664

► With the rich history of territorial conquest on the island of Malta, each regime has left its mark on the small archipelago, especially with… (more)

Subjects/Keywords: Malta; bilingualism; societal bilingualism; individual bilingualism; bilingual status.; Humanities and the Arts; Humaniora och konst

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APA (6^th Edition):

Thobo-Carlsen, G. D. M. (2019). Malta: A Functional Bilingual Society. An analysis of societal and individual bilingualism. (Thesis). Malmö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thobo-Carlsen, Greta Daniela Moreno. “Malta: A Functional Bilingual Society. An analysis of societal and individual bilingualism.” 2019. Thesis, Malmö University. Accessed March 04, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thobo-Carlsen, Greta Daniela Moreno. “Malta: A Functional Bilingual Society. An analysis of societal and individual bilingualism.” 2019. Web. 04 Mar 2021.

Vancouver:

Thobo-Carlsen GDM. Malta: A Functional Bilingual Society. An analysis of societal and individual bilingualism. [Internet] [Thesis]. Malmö University; 2019. [cited 2021 Mar 04]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thobo-Carlsen GDM. Malta: A Functional Bilingual Society. An analysis of societal and individual bilingualism. [Thesis]. Malmö University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Namibia

27. Anderson, Jacolynn. The impact of language of instructuion and gender on the acquisition of English as a second language .

Degree: 2011, University of Namibia

URL: http://hdl.handle.net/11070/527

► Abstract provided by author; The language policy of schools in Namibia states that learners should receive instruction in their mother tongue during the first three… (more)

▼ Abstract provided by author; The language policy of schools in Namibia states that learners should receive instruction in their mother tongue during the first three years of their primary school education (Ministry of Education and Culture, 1993).The multilingual nature of Namibia results in the notion of mother tongue medium of instruction not to be implemented effectively. Therefore some schools have English as medium of instruction from grade one (Wolfaardt, 2004) and this could result in the neglect of the mother tongue; It is important to investigate the influence that the neglect of mother tongue medium of instruction will have on the learners' proficiency in the second language. This study was conducted to find out if there is a difference in English Second Language performance in grade five of those Afrikaans speaking learners who received mother tongue instruction during the first three years of formal education as opposed to those that received instruction through English. The areas in which there are differences in the two groups' performance were also investigated. The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) report (2004)suggested that the ability of grade six learners to read is very low in Namibia and these results are a reason for concern. The assumption might be that the neglect of mother tongue instruction can partly be the reason for these poor grade six results. Currently, there is a decline in the performance of English as a Second Language results in grade twelve (Ministry of Basic Education Sport and Culture, 2008) and this might partly be as a result of a language deficiency that has occurred in the primary school. Therefore recommendations need to be made and implemented that are research based for the rectification of this problem; Furthermore, there are various biological and social factors that constitute for differences in performance between males and females. These differences can also influence the academic performance of learners, especially their rate of academic success. According to Swann (1992), girls tend to have a greater verbal ability than boys. This verbal ability includes word fluency, grammar, spelling, vocabulary and reading. The researcher also investigated the difference in language performance for boys and girls; In this study a Quantitative approach was employed. The research is based on a Causal-Comparative design. The researcher tested proficiency through a number of tests: a vocabulary test, a syntax test and an oral communication test that was an interview with each participant. The sample included two schools: in Windhoek that offered a two language curriculum. A total of 70 learners were part of the study of which 35 learners were taken from each school. The learners at each school were further divided into, learners that had Afrikaans as a medium of instruction from grade one to three and learners that started with English as medium of instruction from grade one. The schools were selected through purposive sampling. A… Advisors/Committee Members: (advisor), (advisor).

Subjects/Keywords: Bilingualism in children ; Education bilingual

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Anderson, J. (2011). The impact of language of instructuion and gender on the acquisition of English as a second language . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/527

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Anderson, Jacolynn. “The impact of language of instructuion and gender on the acquisition of English as a second language .” 2011. Thesis, University of Namibia. Accessed March 04, 2021. http://hdl.handle.net/11070/527.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Anderson, Jacolynn. “The impact of language of instructuion and gender on the acquisition of English as a second language .” 2011. Web. 04 Mar 2021.

Vancouver:

Anderson J. The impact of language of instructuion and gender on the acquisition of English as a second language . [Internet] [Thesis]. University of Namibia; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11070/527.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anderson J. The impact of language of instructuion and gender on the acquisition of English as a second language . [Thesis]. University of Namibia; 2011. Available from: http://hdl.handle.net/11070/527

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

28. Thompson, Pamela. Inhibitory control in young adults: more languages equals more skilled?.

Degree: 2009, University of Edinburgh

URL: http://hdl.handle.net/1842/3590

► There is evidence that bilingualism improves inhibition and attention skills in children and older adults. However, investigations involving young adults have been less clear. Despite… (more)

Subjects/Keywords: inhibition; bilingualism; multilingualism; executive control

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APA (6^th Edition):

Thompson, P. (2009). Inhibitory control in young adults: more languages equals more skilled?. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3590

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thompson, Pamela. “Inhibitory control in young adults: more languages equals more skilled?.” 2009. Thesis, University of Edinburgh. Accessed March 04, 2021. http://hdl.handle.net/1842/3590.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thompson, Pamela. “Inhibitory control in young adults: more languages equals more skilled?.” 2009. Web. 04 Mar 2021.

Vancouver:

Thompson P. Inhibitory control in young adults: more languages equals more skilled?. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1842/3590.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson P. Inhibitory control in young adults: more languages equals more skilled?. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3590

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

29. Panagiotatou, Zoi Eleni. Crosslinguistic influence on the syntax/pragmatics interface: testing the intuitions of older Greek-German bilingual children.

Degree: 2009, University of Edinburgh

URL: http://hdl.handle.net/1842/3629

► The aim of the present study is to test whether structures belonging to the syntax-pragmatics interface, which have been found to cause difficulties to younger… (more)

Subjects/Keywords: bilingualism; crosslinguistic influence; interfaces

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APA (6^th Edition):

Panagiotatou, Z. E. (2009). Crosslinguistic influence on the syntax/pragmatics interface: testing the intuitions of older Greek-German bilingual children. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3629

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Panagiotatou, Zoi Eleni. “Crosslinguistic influence on the syntax/pragmatics interface: testing the intuitions of older Greek-German bilingual children.” 2009. Thesis, University of Edinburgh. Accessed March 04, 2021. http://hdl.handle.net/1842/3629.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Panagiotatou, Zoi Eleni. “Crosslinguistic influence on the syntax/pragmatics interface: testing the intuitions of older Greek-German bilingual children.” 2009. Web. 04 Mar 2021.

Vancouver:

Panagiotatou ZE. Crosslinguistic influence on the syntax/pragmatics interface: testing the intuitions of older Greek-German bilingual children. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1842/3629.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Panagiotatou ZE. Crosslinguistic influence on the syntax/pragmatics interface: testing the intuitions of older Greek-German bilingual children. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3629

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Ikar, Abdirahman. Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children.

Degree: MA, English, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/137

► The American Midwest is home to a large number of refugees from Somalia. Numerous studies have explored immigrant communities’ beliefs and strategies for bilingual… (more)

Subjects/Keywords: Bilingualism; Somali; Parents; Beliefs; Strategies

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APA (6^th Edition):

Ikar, A. (2018). Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/137

Chicago Manual of Style (16^th Edition):

Ikar, Abdirahman. “Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children.” 2018. Masters Thesis, St. Cloud State University. Accessed March 04, 2021. https://repository.stcloudstate.edu/engl_etds/137.

MLA Handbook (7^th Edition):

Ikar, Abdirahman. “Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children.” 2018. Web. 04 Mar 2021.

Vancouver:

Ikar A. Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Mar 04]. Available from: https://repository.stcloudstate.edu/engl_etds/137.

Council of Science Editors:

Ikar A. Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/137

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