Silence, self-interruptions, or hesitations in spontaneous speech are often interpreted as markers of oral disfluency as they lead to difficulties in delivering a message and in processing it. The ...main purpose of this study is to examine how such markers of discourse structure factor into the overall oral fluency of 58 US Spanish heritage language learners enrolled in Spanish classes at the college level. Participants were grouped according to age of onset of bilingualism (i.e., sequential or simultaneous) and the order in which they acquired each language (i.e., English first or Spanish first). After completing a semi-controlled oral production task, in both Spanish and English, breakdown pauses and repair pauses were extracted and then analyzed in terms of quantity, quality, and mean duration. Our findings revealed (i) that all groups produced shorter pauses in English, their dominant language; and (ii) that all experimental groups behaved very similarly in Spanish despite having had different experiences with bilingualism growing up. Albeit tentatively, given the sample size and the nature of the present study, we take these findings to suggest that type of heritage bilingualism and the order in which each language was acquired does not seem to play a significant role in terms of production of breakdown and repair pauses.
Vocabulary access in L1 and L2 of French-Turkish bilingual children in France aged 6 to 10 years.
Many researches on bilingualism of children from immigrant families show low is their vocabulary in ...L1 and L2 compared to their monolingual peers (Zablit & Trudeau, 2008; Treffers-Daller
et al.
, 2007). This paper precisely focuses on vocabulary access in Turkish (L1) and French (L2) in oral production and comprehension of French-Turkish bilingual children at first, third and fifth grades at a primary school in France, in comparison with their monolingual French and Turkish peers. To do this, the German test
Wortschatz- und Wortfindungstest für 6- bis 10-Jährige
(Glück, 2011) was used. The results of bilinguals show a better level in L1 in the first grade and then a notable amelioration in L2 in the third grade and that the lexical gaps between the two languages is significantly reduced in the fifth grade. In the linguistic repertoire of bilinguals’, phenomena as interference, interlanguage as well as transformation of L1 with borrowings from L2 was observed. Although bilinguals’ total vocabulary is lower in the first grade, this delay is caught up in the third grade. According to the Pearson
et al
., (1993) correlation coefficient, there is a strong and positive correlation between two languages: the more we promote L1 development, the more we promote L2.
De nombreuses recherches sur le bilinguisme des enfants issus de familles immigrées mettent en avant un vocabulaire plus réduit en L1 et L2 en comparaison des enfants monolingues (Zablit & Trudeau, 2008; Treffers-Daller
et al.
, 2007). Cet article s’intéresse justement à l’accès au vocabulaire en turc (L1) et en français (L2) en production et en réception orales des enfants bilingues franco-turcs scolarisés en CP, CE2 et CM2 à l’école primaire en France, en comparaison avec leurs pairs monolingues français et turcs. Pour ce faire, le test allemand
Wortschatz- und Wortfindungstest für 6- bis 10-Jährige
(Glück, 2011) a été utilisé. Pour les bilingues, les résultats montrent un meilleur niveau en L1 en CP, ensuite une nette amélioration en L2 en CE2 et un écart plus rapproché entre les deux langues au CM2. Il a été également relevé dans leur répertoire linguistique des phénomènes d’interférence, d’interlangue ainsi que la transformation de la L1 avec des emprunts de la L2. Bien que le vocabulaire total des bilingues soit plus faible en CP, ce retard est rattrapé en CE2. De fortes et positives corrélations (Pearson
et al.
, 1993) ont été constatées entre les langues : plus la L1 est maîtrisée, plus la L2 l’est aussi.
The problem of specially trained bilingual teachers remains very relevant for the educational institutions of Crimea. On the one hand, the needs of society, parents, ready to train and educate ...children in preschool and primary educational institutions of Crimea are growing. On the other hand, there is a problem in the level of knowledge of the state, native Crimean Tatar language of preschool children, and from the third side - the preparation of qualified bilingual teachers. The researches of V.F. Gabdulkhakov, A.M. Gareeva, M.T. Gizzatullina, R.R. Devletov, L.L. Salekhova, F.F. Harisov, Ch.M. Harisova etc. are dedicated to the problems of the preparation of a bilingual teacher in the conditions of developing Russian-national bilingualism in Russia. Substantive studies on this problem were conducted abroad by R. Aliev, N. Kazhe, M. Siguan, U.F. Makki, E. Yu. Protasova, N.M. Rodina and others.
The article examines the specifics of the interaction between an English teacher and a speech therapist within the educational process; substantiated the specifics of constructing binary lessons; the ...peculiarity of the formation of knowledge assimilation by bilingual children in foreign language lessons is revealed.
The optimization of resources focuses on efficiency and effectiveness to achieve significant objectives, using the least amount of resources available. In the Intercultural and Bilingual Educational ...District 10D01 of Imbabura, Ibarra, the functions for the control of each administrative unit have not yet been designed. This limits structuring responsibilities and causes duplicity in the work and carelessness in the position performed by some employees, a situation that prevents achieving institutional success. This study presents partial results of the diagnosis of the level of knowledge about optimization of resources in this institution.
In Andean Aymara weaving, the taypi is the center which arranges the symmetries, asymmetries and rhythms of the textile practice. Silvia Rivera Cusicanqui takes up this concept to refer to a taypi ...chꞌixi as the space where the Indigenous and the Western interweave, and the vitality of the complex Latin American cultural fabric is evinced. This work seeks to study the conceptual depth and the applicability of notions such as chꞌixi and taypi to analyze self-translation in current bilingual poetry of Indigenous authorship as an in-between space of tension, a fabric weaved in the conflict and complementarity among languages, cultures and subjectivities. This discussion will be followed by the analysis of poems and metatexts by the Mapuche authors Leonel Lienlaf and Adriana Pinda, which deal particularly with the tension between orality and writing.
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