/LING
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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) bilingual (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: bilingual
Is in goldstandard
1
paper corpusSignosTxtLongLines523 - : “Who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (^[40]Valdés, 2000: 1 ).
2
paper corpusSignosTxtLongLines524 - : “who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (^[29]Valdés, 2000: 1 ).
3
paper corpusSignosTxtLongLines524 - : More recently, heritage learners of all languages have been defined as “heritage speakers are bilingual native speakers of their heritage language, except that the degree of ultimate attainment in the heritage language is variable” (^[30]Montrul, 2016: 249 ). Montrul, like Valdés, focuses on the language abilities of the students as a principal component of the definition. However, ^[31]Fishman (2001) expands this definition beyond the scope of linguistic proficiency to include passive language skills as well as personal and familial connections to the culture. For Fishman, heritage languages present two main characteristics in the United States context: (1) they are those other than English, and (2) they are languages that “have a particular family relevance to the learners” (^[32]Fishman, 2001: 81). Given the increasing numbers of SHLs in the university setting, research has been forthcoming regarding how to best help these learners improve their language skills as well as how to better
4
paper corpusSignosTxtLongLines528 - : Valdés, G. (1991). Pedagogical implications of teaching Spanish to the Spanish-speaking in the United States. In G. Valdés, A. Lozano & R. García-Moya (Eds.), Teaching Spanish to the Hispanic Bilingual: Issues, Aims, and Methods (pp . 3-20). New York, NY: Teachers College Press. [ [191]Links ]
5
paper corpusSignosTxtLongLines530 - : A third factor that defined the professional goals of the participant was his awareness of his own multiculturalism. That is, the HLL appreciated the cultural knowledge that, in his eyes, he was able to develop by being a member of the Hispanic community. A specific example that the participant referred to, was his acknowledgement of some homemade remedies (i.e., remedios caseros) for some culturally-influenced health issues, such as el mal de ojo (i.e., a sort of spell), that are popular among some members of the Hispanic culture. The participant’s experiences while serving as an intern at a local medical clinic made him realize that physicians often overlooked these types of concerns from their patients, thus failing to create a comfortable environment for the patients to express themselves. Therefore, the participant firmly believes that being not only a bilingual doctor, but a multicultural professional, will allow him to: better connect with his patients ; avoid alienating them; and
6
paper corpusSignosTxtLongLines600 - : [2]vol.54 número106 [3]A cross-disciplinary study of verb boosters in research articles from Engineering, Medicine and Linguistics: Frequency and co-text variations [4]English L2 connectives in academic bilingual discourse: A longitudinal computerised analysis of a learner corpus [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas
7
paper corpusSignosTxtLongLines601 - : English L2 connectives in academic bilingual discourse: A longitudinal computerised analysis of a learner corpus
8
paper corpusSignosTxtLongLines601 - : In the domain of Corpus Linguistics, recent empirical research using bilingual corpus produced in formal learning environments is mostly cross-sectional and decontextualised: the students’ linguistic competence is only defined as it is at a given time and the language production under examination is not content-bound . However, content plays such an important role in language development that Cummins’ distinction between ‘basic interpersonal communicative skills’ (BICS) and ‘cognitive academic language proficiency’ (CALP) (^[85]Cummins, 2008) is claimed not to be fully comprehensive (^[86]Harwood & Hadley, 2004; ^[87]Dressen-Hammouda, 2008; ^[88]Heine, 2014). For these authors, a third dimension should be added to the dichotomy: specialised academic register specific for each subject.
9
paper corpusSignosTxtLongLines602 - : [2]vol.54 número106 [3]English L2 connectives in academic bilingual discourse: A longitudinal computerised analysis of a learner corpus [next0 .gif] [4] índice de autores [5]índice de materia [6]búsqueda de artículos [7]Home Page [8]lista alfabética de revistas
Evaluando al candidato bilingual:
2) heritage: 9 (*)
4) academic: 5
5) valdés: 5
6) corpus: 4 (*)
7) participant: 4
9) índice: 4
11) skills: 3
12) longitudinal: 3
13) discourse: 3 (*)
14) learners: 3 (*)
15) connectives: 3 (*)
16) fishman: 3
18) learner: 3 (*)
bilingual
Lengua: eng
Frec: 118
Docs: 41
Nombre propio: 1 / 118 = 0%
Coocurrencias con glosario: 6
Puntaje: 6.852 = (6 + (1+5.7279204545632) / (1+6.89481776330794)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| bilingual |
: Allwright, R. (1975). Problems in the study of the language teachers treatment of learner error. En M. Burt & H. Dulay (Eds.), TESOL75 New Directions in Second Language Learning, Teaching and Bilingual Education (pp. 96-109). Washington, DC.: TESOL. : Angelelli, C. (2011). Expanding the abilities of bilingual youngsters: Can translation and interpreting help? In M. J. Blasco Mayor & M. A. Jiménez Ivars (Eds.), Interpreting Naturally: A Tribute to Brian Harris (pp. 103-120). Frankfurt, Germany: Peter Lang. : Athanasopoulos, P., Damjanovic, L., Krajciova, A. & Sasaki, M. (2011). Representation of colour concepts in bilingual cognition: The case of Japanese blues. Bilingualism: Language and Cognition, 14, 9-17. : Branum-Martin, L., Tao, S. & Garnaat, S. (2015). Bilingual phonological awareness: Reexamining the evidence for relations within and across languages. Journal of Educational Psychology, 107(1), 111-125. : Cohen, A. (1975). A sociolinguistic approach to bilingual education. Mass: Newbory House. : Cummins, J. (1991). Interdependence of first-second-language proficiency in bilingual children. En E. Bialystok (Ed.), Language processing in bilingual children (pp. 70-89). Cambridge: Cambridge University Press. : Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. Los Ángeles: California Association for Bilingual Education. : Dijkstra, T. & van Heuven, W. (1998). The BIA model and bilingual word recognition. En J. Grainger & A. Jacobs (Eds.), Localist conectionist approches to human cognition (pp. 189-225). Mahwah, N.J.: Erlbaum. : Dijkstra, T. & van Heuven, W. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5, 175-197. : Fairclough, M. & Belpoliti, F. (2016). Emerging literacy in Spanish among Hispanic heritage language university students in the USA: A pilot study. International Journal of Bilingual Education and Bilingualism, 19(2), 185-201. : Filipović, L. (2011). Speaking and remembering in one or two languages: Bilingual vs. monolingual lexicalization and memory for motion events. International Journal of Bilingualism, 15(4), 466-485. : Grosjean, F. (1997). The bilingual individual. Interpreting, 2(1), 163-187. : Heine, L. (2014). Models of the bilingual lexicon and their theoretical implications for CLIL. The Language Learning Journal, 42(2), 225-237. : Heinz, B. (2003). Backchannel responses as strategic responses in bilingual speakers’ conversations. Journal of Pragmatics, 35(7), 1113-1142. : Hornberger, N. (2004). The Continua of biliteracy and the bilingual educator: Educational linguistics in practice. International Journal of Bilingual Education and Bilingualism, 7(2), 155-171. : Housen, A. (2002). Processes and outcomes in the European schools model of multilingual education. Bilingual Research Journal, 26(1), 45-64. : Jasińska, K. & Laura-Ann, P. (2017). Age of bilingual exposure is related to the contribution of phonological and semantic knowledge to successful reading development. Child Development, 89(1), 310-331. : Kircher, K., Smith, M. C., Lockhart, R. S., King, M. L. & Jain, M. (2010). The bilingual lexicon: Language-specific units in an integrated network. Journal of Verbal Learning and Verbal Behavior, 23(4), 519-539. : Kolic-Vehovec, S. & Bajsanski, I. (2007). Comprehension monitoring and reading comprehension in bilingual students. Journal of Research in Reading, 30(2), 198-211. : Lorenzo, F. (2008). Instructional discourse in bilingual settings. An empirical study of linguistic adjustments in content and language integrated learning. Language Learning Journal, 36, 21-33. : Lorenzo, F. (2013). Genre-based curricula: Multilingual academic literacy in content and language integrated learning. International Journal of Bilingual Education and Bilingualism, 16(3), 375-388. : Lorenzo, F. (2017). Historical Literacy in bilingual settings: Cognitive academic language in L2 History Narratives. Linguistics and Education, 37, 32-41. : Lorenzo, F., Casal, S. & Moore, P. (2010). The effects of content and language integrated learning in European education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31(3), 418-442. : Lorenzo, F., Granados, A. & Rico, N. (2020). Equity in bilingual education: Socioeconomic status and content and language integrated learning in monolingual Southern Europe. Applied Linguistics, amaa037. : Montrul, S. & Foote, R. (2014). Age of acquisition interactions in bilingual lexical access: A study of the weaker language of L2 learners and heritage speakers. International Journal of Bilingualism, 18(3), 274-303. : Morgan, G., Restrepo, A. & Auza, A. (2013). Comparison of Spanish morphology in monolingual and Spanish-English bilingual children with and without language impairment. Bilingualism: Language and Cognition, 16(3), 578-596. : Nystron, N. (1983). Teacherstudent interaction in bilingual classrooms: Four aproaches to error feedback. En H. Seliger & M. Long (Eds.), Classroom-oriented research in second language acquisition (pp. 169-189). Rowley, MA: Newbury House. : Park, H. I. & Ziegler, N. (2014). Cognitive shift in the bilingual mind: Spatial concepts in Korean–English bilinguals. Bilingualism: Language and Cognition, 17(02), 410-430. Doi: doi:10.1017/S1366728913000400 : Pérez, A., Lorenzo, F. & Pavón, V. (2016). European bilingual models beyond linguafranca: Key findings from CLIL French programs. Language Policy, 15(4), 485-504. : Salaburu, P. & Alberdi, X. (Eds.) (2012). The Challenge of a Bilingual Society in the Basque Country. Reno (Nevada): Center for Basque Studies, University of Nevada (Reno); Universidad del País Vasco/Euskal Herriko Unibertsitatea. : Silva-Corvalán, C. & Montanari, S. (2008). The acquisition of ser, estar (and be) by a Spanish- English bilingual child: The early stages. Bilingualism: Language and Cognition, 11(3), 341-360. : Smead, R. (2000). On the assignment of gender to Chicano anglicisms: Processes and results. Bilingual Review, 25(3), 277-297. : Snell-Hornby, M. (1987). Towards a learner’s bilingual dictionary. En A. P. Cowie, (Ed.), The Dictionary and the Language Learner. Papers from the Euralex Seminar at the University of Leeds (pp. 159-170). Tübingen: Niemeyer. : The statistical module of Atenea relies on the BiLingual Evaluation Understudy (BLEU) algorithm (Papineni, Roukos, Ward & Zhu, 2001). Basically, it looks for n-gram coincidences between the student's answer and the references. Its pseudocode is as follows: : Valdés, G. & Geoffrion-Vinci, M. (1998). Chicano Spanish: The problem of the “underdeveloped” code in bilingual repertoires. The Modern Language Journal, 82(4), 473-501. : Valdés, G. (1997). The teaching of Spanish to bilingual Spanish-speaking students: Outstanding issues and unanswered questions. In M. C. Colombi & F. X. Alarcón (Eds.), La Enseñanza del Español a Hispanohablantes: Praxis y Teoría (pp. 8-44). Boston, MA: Houghton Mifflin. : Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-243 [en línea]. Disponible en: [387]http://dx.doi.org/10.1111/0023-8333.00117 |