Telling Stories in Two Languages

From a discourse perspective, I examine whether, as children grow, their stories in both languages increasingly resemble the adult genre in their elements and construction—especially, in their development of the context of the story, ...

Author: Masahiko Minami

Publisher: IAP

ISBN: 9781617353567

Category: Language Arts & Disciplines

Page: 251

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The topic of bilingualism has aroused considerable interest in research on language acquisition in recent decades. Researchers in various fields, such as developmental psychology and psycholinguistics, have investigated bilingual populations from different perspectives in order to understand better how bilingualism affects cognitive abilities like memory, perception, and metalinguistic awareness. Telling Stories in Two Languages contributes to the general upsurge in linguistically related studies of bilingual children. The book’s particular and unique focus is narrative development in a bilingual and multicultural context. The book is particularly important in an increasingly pluralistic and multicultural United States, where there are large numbers of children from increasingly diverse cultural and linguistic backgrounds. Telling stories is important in the context of language and communication development because it is often by means of this activity that children develop the skill of presenting a series of events both in speech and writing. However, varying concepts of literacy exist in different societies, and literacy has different social and personal implications in different social and cultural contexts. In our schools, teachers are expected to teach what is relevant for students in the dominant cultural framework, but it would benefit those teachers greatly to have an understanding of important differences in, for example, narrative styles of different cultures. Bilingualism or even multilingualism is all around us. Even in the United States, where a single language is clearly predominant, there are hundreds of languages spoken. Speaking more than one language may not be typical, but is so common in modern times that it would be senseless to ignore its many implications. The study of narratives told by children in both English and Japanese that are presented in this book will provide an important point of reference for research aimed at teasing apart the relative contributions of linguistic abilities and cultural conceptions to bilingual children’s narrative development.

Selves in Two Languages

Data Analysis In what follows, I present and analyze an example of a story that Teresa told once in each language, comparing discourse patterns both qualitatively and quantitatively. As described above, this is the first of three ...

Author: Michèle Koven

Publisher: John Benjamins Publishing

ISBN: 9789027291899

Category: Language Arts & Disciplines

Page: 327

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Bilinguals often report that they feel like a different person in their two languages. In the words of one bilingual in Koven’s book, “When I speak Portuguese, automatically, I'm in a different world...it's a different color.” Although testimonials like this abound in everyday conversation among bilinguals, there has been scant systematic investigation of this intriguing phenomenon. Focusing on French-Portuguese bilinguals, the adult children of Portuguese migrants in France, this book provides an empirically grounded, theoretical account of how the same speakers enact, experience, and are perceived by others to have different identities in their two languages. This book explores bilinguals’ experiences and expressions of identity in multicultural, multilingual contexts. It is distinctive in its integration of multiple levels of analysis to address the relationships between language and identity. Koven links detailed attention to discourse form, to participants’ multiple interpretations how such forms become signs of identity, and to the broader macrosociolinguistic contexts that structure participants’ access to those signs. The study of how bilinguals perform and experience different identities in their two languages sheds light on the more general role of linguistic and cultural forms in local experiences and expressions of identity.

Telling and Re telling Stories

... are different codes (perceptive, referential, symbolic), which may be studied in parallel.26 Additionally, the two languages are united in that they can both create narrative texts. Precisely because they can both tell stories, ...

Author: Paula Baldwin Lind

Publisher: Cambridge Scholars Publishing

ISBN: 9781443892872

Category:

Page: 295

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What is the relationship between literature and film? What is meant when speaking about “adapting” a literary work to the screen? Is it possible to adapt? And if so, how? Are there films that have “improved” their literary sources? Is adaptation a “translation” or, rather, a “re-interpretation”? What is the impact of adapting literary classics to a modern context? This collection of articles offers a comprehensive and authoritative study of literary adaptation to film which addresses these and other unresolved questions in the field of Literary Adaptation Studies. Within five different sections, the volume’s international team of contributors offers valuable study cases, suggesting both the continuity and variety of adaptation theories. The first section traces recurring theoretical issues regarding the problems and challenges related to the adaptation of literary works to the particular nature and dynamics of cinema. The second and third parts focus on the specific problems and technical challenges of adapting theatre and narrative works to film and TV series respectively. The fourth section includes the study of Latin American authors whose works have been adapted to the screen. The fifth and final part of the book deals with the structures and devices that film directors use in order to tell stories. The art of telling and re-telling stories, which originated in ancient times, is present throughout this publication, giving shape to the discussion. Adaptations of stories are present everywhere in today’s world, and their development is well told and re-told in this volume, which will definitely interest academics and researchers working in literature and film comparative studies, novelists, screenwriters, film makers, dramatists, theatre directors, postgraduate students, and those researching on topics related to the philosophy of art and aesthetics.

Bilingual First Language Acquisition

BFLA children, then, must learn how to tell stories in ways that are sufficiently different in their two languages. They must learn the storytelling styles that are specific to their two languages. Telling a story is not restricted to ...

Author: Dr. Annick De Houwer

Publisher: Multilingual Matters

ISBN: 9781847696281

Category: Language Arts & Disciplines

Page: 312

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Increasingly, children grow up hearing two languages from birth. This comprehensive textbook explains how children learn to understand and speak those languages. It brings together both established knowledge and the latest findings about different areas of bilingual language development. It also includes new analyses of previously published materials. The book describes how bilingually raised children learn to understand and use sounds, words and sentences in two languages. A recurrent theme is the large degree of variation between bilingual children. This variation in how children develop bilingually reflects the variation in their language learning environments. Positive attitudes from the people in bilingual children's language learning environments and their recognition that child bilingualism is not monolingualism-times-two are the main ingredients ensuring that children grow up to be happy and expert speakers of two languages.

Becoming Bilingual in School and Home in Tibetan Areas of China Stories of Struggle

I also focus on the “told story”, the form of the story, the way participants presented the story. Wengraf (2001) indicates that ... In my research my participants told me fascinating stories of developing bilingualism in two languages.

Author: YiXi LaMuCuo

Publisher: Springer

ISBN: 9783030146689

Category: Education

Page: 183

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This book contributes significantly to our understanding of bilingualism and bilingual education as a sociocultural and political process by offering analyses of the stories of five Tibetan individual journeys of becoming bilingual in the Tibetan areas of China at four different points in time from 1950 to the present. The data presented comprises the narrative of their bilingual encounters, including their experiences of using language in their families, in village, and in school. Opportunities to develop bilingualism were intimately linked with historical and political events in the wider layers of experiences, which reveal the complexity of bilingualism. Moreover, their experiences of developing bilingualism are the stories of struggle to become bilingual. They struggle because they want to keep two languages in their lives. It illustrates their relationship with society. They are Tibetans. L1 is not the official language of their country, but it is the tie with their ethnicity. It addresses bilingualism linked with the formation of identity. The unique feature of this book is that it offers a deep understanding of bilingualism and bilingual education by examining the stories of five individuals’ learning experiences over a period of almost 60 years.

Handbook of Educational Theories

Telling Stories in Two Languages contributes to the general upsurge in linguistically related studies of bilingual children. The book's particular and unique focus is narrative development in a bilingual and multicultural context.

Author: Beverly Irby

Publisher: IAP

ISBN: 9781617358678

Category: Education

Page: 1165

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Although educational theories are presented in a variety of textbooks and in some discipline specific handbooks and encyclopedias, no publication exists which serves as a comprehensive, consolidated collection of the most influential and most frequently quoted and consulted theories. There is a need to put such theories into a single, easily accessible volume. A unique feature of the Handbook is the way in which it conveys the theories. The organization of the chapters within each section makes the volume an easy·to-use and tu1derstandable reference tool as researchers and practitioners seek theories to guide their research and practice and as they develop theoretical frameworks. In addition to the traditional theories presented, the Handbook includes emerging theories for the 21st Century as well as presenting practical examples of the use of these theories in research from dissertations and published articles. An appendix which indicates which theories have instruments associated with them and where those instruments can be found is also included. The Handbook consists of 12 sections. Section I provides the jntroduction with a focus on what constitutes good theory as well as how theory guides research and practice. The remaining sections address Philosophical Educational Constructs, Leaming Theory, Instructional Theory, Curriculum theory, Literacy and Language Acquisition Theory, Counseling Theory, Moral Development Theory, Classroom Management Theory, Assessment Theory, Organizational Theory, and Leadership/Management Theory. Each section consists of an overview written by the section editor of the general theoretical concepts to be addressed by the chapter authors. Each chapter within the section will include (a) a description of the theory with goals, assumptions, and aspects particular to the theory, (b) the original development of and interactions of the theory, (c) validation of the theory, (d) generalizability of the theory across cultures, ethnicities, and genders, (e) the use and application of the theory, (f) critiques of the theory, (g) any instruments associated with the theory, and (h) two to five particular studies exemplifying particular theories as individuals have used them in theoretical framework of dissertations or published articles and be written by the original theorist or prominent contributors to the theory. The Handbook is intended for graduate students enrolled in research courses or completing theses and dissertations. Additionally, professors of all educational disciplines in the social scierices would be an interested audience. There is also potential use of the text as administrators, counselors, and teachers in schools use theory to guide practice. As more inquiry is being promoted among school leaders, this book has more meaning for practitioners.

Measured Language

In Social Interaction, Social Context, and Language: Essays in Honor ofSusan Ervin-Tripp, 309–28, edited by Dan Issac Sloban, Julie Gerhardt, Amy Kyratzis, ... Telling Stories in Two Languages: Multiple Approaches to Understanding ...

Author: Jeffrey Connor-Linton

Publisher: Georgetown University Press

ISBN: 9781626160378

Category: Language Arts & Disciplines

Page: 256

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Measured Language presents studies using forms of measurement and quantitative analysis current in diverse areas of linguistic research from language assessment to language change, from generative linguistics to experimental psycholinguistics, and from longitudinal studies to classroom research. Contributors share the relevance of their perspectives and findings from seemingly disparate theoretical and methodological perspectives to other areas of linguistic inquiry. The range and clarity of the research collected here ensures that even linguists who would not traditionally use quantitative methods will find this volume useful.

Readings for Reflective Teaching in Schools

What about you two — do you prefer to tell stories in English or Mirpuri? I think English, because I can explain them ... The story you told today, where did you first hear it, and in which language? My grandma told it to me in Mirpuri.

Author: Andrew Pollard

Publisher: A&C Black

ISBN: 9781472512529

Category: Education

Page: 504

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Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, the book concisely introduces both classic and contemporary research and understanding on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education as well as a wide range of school?university partnership arrangements. Uniquely, two types of reading are provided: - summaries enabling easy access to evidence on key classroom issues ? including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; - analyses of deeper forms of understanding about teaching and learning processes, to support the development of expertise throughout a teaching career. This collection of readings is edited by Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge. Readings for Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Reflective Teaching in Schools focuses on how to achieve high-quality teaching and learning. By design, it offers both practical support for effective practice and routes towards deeper expertise. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series ? inspiring education through innovation in early years, schools, further, higher and adult education.

Assessing Multilingual Children

Iluz-Cohen, P. and Walters, J. (2012) Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language. Bilingualism: Language and Cognition 15 (1), 58–74. Kaderavek, J.N. and Sulzby, ...

Author: Sharon Armon-Lotem

Publisher: Multilingual Matters

ISBN: 9781783093144

Category: Language Arts & Disciplines

Page: 344

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Second language learners often produce language forms resembling those of children with Specific Language Impairment (SLI). At present, professionals working in language assessment and education have only limited diagnostic instruments to distinguish language impaired migrant children from those who will eventually catch up with their monolingual peers. This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of SLI, making use of both models of bilingualism and models of language impairment. The book’s methods-oriented focus will make it an essential handbook for practitioners who look for measures which could be adapted to a variety of languages in diverse communities, as well as academic researchers.

Teaching Children English as an Additional Language

The learner may have: s Written in roman letters before but in a very different or illegible style s Never learnt ... consider telling stories in two languages. s Involve the children in routine tasks in order to give them a sense of ...

Author: Caroline Scott

Publisher: Routledge

ISBN: 9781134055487

Category: Education

Page: 208

View: 464

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Here is a typical classroom scenario: out of the thirty children, two-thirds speak a different language at home and only speak English at school. Even though many pupils’ English skills are almost non-existent, teachers are expected to provide the national curriculum for every child in the class. Teaching Children English as an Additional Language solves this problem with a ten-week teaching programme of units and lesson activities for children aged seven–eleven (Key Stage 2) new to English. It will help these children learn some very basic English sentences, questions and vocabulary, to get them through regular day-to-day routines more easily. By offering a flexible step by step approach this book helps EAL teachers to: identify learners’ individual needs teach grammar and vocabulary support teaching through speaking and listening assess pupils to inform future planning The programme also contains emergency lessons to support learners in the first three days, cross curricular links, ways of using a home-school learning book and an opportunity for the child to make a booklet about themselves. It fosters the child’s home language, incorporates different learning styles as well as including a wealth of carefully tailored, themed resources. The programme is complete with activities, resources and assessment materials and helpful tips on how to develop a successful EAL department.

Tell the World

I would like to share with you my technique for telling stories bilingually and my reasons for doing it that way. While I tell in Spanish and English and will refer to these two languages throughout the article, these same principles ...

Author: Margaret Read MacDonald

Publisher: Greenwood Publishing Group

ISBN: 9780313096280

Category: Language Arts & Disciplines

Page: 180

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Understanding Language and Literacy Development

Early vocabulary growth: relations to language input and gender. Developmental Psychology, 27: 236–248. Iluz-Cohen, P. and Walters, J. (2012). Telling stories in two languages: narratives of bilingual preschool children with typical ad ...

Author: Xiao-lei Wang

Publisher: John Wiley & Sons

ISBN: 9780470674291

Category: Education

Page: 455

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"Connects language and literacy development to identity and motivation to contextualize learning styles for pre-service teachers"--

A Portrait of the Young in the New Multilingual Spain

References A ́lvarez, E. (2003a) Character introduction in two languages: Its development in the stories of a Spanish-English ... Telling stories in two languages: The development of reference to space between the ages of 7 and 11.

Author: Carmen Pérez Vidal

Publisher: Multilingual Matters

ISBN: 9781847690227

Category: Language Arts & Disciplines

Page: 289

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This book examines the main issues in bilingual and multilingual language acquisition through children and youngsters growing up in todays multicultural Spain, where four official languages and other new languages are used. The studies cover phonetics, g

New Horizons in Language Learning and Teaching

Character introduction in two languages: its development in the stories of a Spanish-English bilingual child age. Language and Cognition 6 (11). (pp227-241). Alvarez, E. (2003b). Telling stories in two languages: The development of ...

Author: Gabriela Trejo

Publisher: Cambridge Scholars Publishing

ISBN: 9781527564220

Category: Language Arts & Disciplines

Page: 164

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The papers gathered together in this volume deal with research on language acquisition, language learning and teaching, evaluation, learning experiences in international contexts, and particular challenges of the teaching of languages. The contributions included here constitute an inspiring sample of the work done either by Latin American scholars or in the Latin American context of language learning that will also be relevant to other settings and contexts. As such, the book will appeal to all those involved in the process of teaching and learning of languages.

The Handbook of Narrative Analysis

His recent works include Telling Stories in Two Languages: Multiple Approaches to Understanding English‐Japanese Bilingual Children's Narratives (2011). Ruth Page is a Reader at the University of Leicester, UK.

Author: Anna De Fina

Publisher: John Wiley & Sons

ISBN: 9781119052142

Category: Language Arts & Disciplines

Page: 472

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Featuring contributions from leading scholars in the field, The Handbook of Narrative Analysis is the first comprehensive collection of sociolinguistic scholarship on narrative analysis to be published. Organized thematically to provide an accessible guide for how to engage with narrative without prescribing a rigid analytic framework Represents established modes of narrative analysis juxtaposed with innovative new methods for conducting narrative research Includes coverage of the latest advances in narrative analysis, from work on social media to small stories research Introduces and exemplifies a practice-based approach to narrative analysis that separates narrative from text so as to broaden the field beyond the printed page

Handbook of Japanese Applied Linguistics

Studies in Language Sciences (5), 191–206. Tokyo: Kurosio Publishers. Minami, Masahiko. 2008. Telling good stories in different languages: Bilingual children's styles of story construction and their linguistic and educational ...

Author: Masahiko Minami

Publisher: Walter de Gruyter GmbH & Co KG

ISBN: 9781614511830

Category: Language Arts & Disciplines

Page: 578

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Applied linguistics is the best single label to represent a wide range of contemporary research at the intersection of linguistics, anthropology, psychology, and sociology, to name a few. The Handbook of Japanese Applied Linguistics reflects crosscurrents in applied linguistics, an ever-developing branch/discipline of linguistics. The book is divided into seven sections, where each chapter discusses in depth the importance of particular topics, presenting not only new findings in Japanese, but also practical implications for other languages. Section 1 examines first language acquisition/development, whereas Section 2 covers issues related to second language acquisition/development and bilingualism/multilingualism. Section 3 presents problems associated with the teaching and learning of foreign languages. Section 4 undertakes questions in corpus/computational linguistics. Section 5 deals with clinical linguistics, and Section 6 takes up concerns in the area of translation/interpretation. Finally, Section 7 discusses Japanese sign language. Covering a wide range of current issues in an in an in-depth, comprehensive manner, the book will be useful for researchers as well as graduate students who are interested in Japanese linguistics in general, and applied linguistics in particular. Chapter titles Chapter 1. Cognitive Bases and Caregivers' Speech in Early Language Development (Tamiko Ogura, Tezukayama University) Chapter 2. Literacy Acquisition in Japanese Children (Etsuko Haryu, University of Tokyo) Chapter 3. Age Factors in Language Acquisition (Yuko Goto Butler, University of Pennsylvania) Chapter 4. Cross-lingual Transfer from L1 to L2 Among School-age Children (Kazuko Nakajima, University of Toronto) Chapter 5. Errors and Learning Strategies by Learners of Japanese as an L2 (Kumiko Sakoda, Hiroshima University/NINJAL) Chapter 6. Adult JFL Learners' Acquisition of Speech Style Shift (Haruko Minegishi Cook, University of Hawai'i at Manoa) Chapter 7. Japanese Language Proficiency Assessment (Noriko Kobayashi, Tsukuba University) Chapter 8. The Role of Instruction in Acquiring Japanese as a Second Language (Kaoru Koyanagi, Sophia University) Chapter 9. The Influence of Topic Choice on Narrative Proficiency by Learners of Japanese as a Foreign Language (Masahiko Minami, San Francisco State University) Chapter 10. CHILDES for Japanese: Corpora, Programs, and Perspectives (Susanne Miyata, Aichi Shukutoku University) Chapter 11. KY Corpus (Jae-Ho Lee, Tsukuba University) Chapter 12. Corpus-based Second Language Acquisition Research (Hiromi Ozeki, Reitaku University) Chapter 13. Assessment of Language Development in Children with Hearing Impairment and Language Disorders (Kiyoshi Otomo, Tokyo Gakugei University) Chapter 14. Speech and Language Acquisition in Japanese Children with Down Syndrome (Toru Watamaki, Nagasaki University) Chapter 15. Revisiting Autistic Language: Is "literalness" a Truth or Myth? Manabu Oi (Osaka University/Kanazawa University) Chapter 16. Towards a Robust, Genre-based Translation Model and its Application (Judy Noguchi, Mukogawa Women's University; Atsuko Misaki, Kwansei Gakuin University; Shoji Miyanaga, Ritsumeikan University; Masako Terui, Kinki University) Chapter 17. Japanese Sign Language: An Introduction (Daisuke Hara, Toyota Technological Institute) Chapter 18. Japanese Sign Language Phonology and Morphology (Daisuke Hara, Toyota Technological Institute) Chapter 19. Japanese Sign Language Syntax (Noriko Imazato, Kobe City College of Technology) Chapter 20. Sign Language Development and Language Input (Takashi Torigoe, Hyogo University of Teacher Education)

Bilingual Cognition and Language

Oral and written story composition skills of children with language impairment. ... P., & Walters, J., 2012, Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language.

Author: David Miller

Publisher: John Benjamins Publishing Company

ISBN: 9789027264541

Category: Language Arts & Disciplines

Page: 403

View: 978

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This collection brings together leading names in the field of bilingualism research to celebrate the 25th anniversary of the Studies in Bilingualism series. Over the last 25 years the study of bilingualism has received a tremendous amount of attention from linguists, psychologists, cognitive scientists, and neuroscientists. The breadth of coverage in this volume is a testament to the many different aspects of bilingualism that continue to generate phenomenal interest in the scholarly community. The bilingual experience is captured through a multifaceted prism that includes aspects of language and literacy development in child bilinguals with and without developmental language disorders, language processing and mental representations in adult bilinguals across the lifespan, and the cognitive and neurological basis of bilingualism. Different theoretical approaches – from generative UG-based models to constructivist usage-based models – are brought to bear on the nature of bilingual linguistic knowledge. The end result is a compendium of the state-of-the-art of a field that is in constant evolution and that is on an upward trajectory of discovery.

Referential and Relational Discourse Coherence in Adults and Children

Sprachstandstest Russisch für mehrsprachige Kinder/ Russian language proficiency test for multilingual children. ... Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language.

Author: Natalia Gagarina

Publisher: Walter de Gruyter GmbH & Co KG

ISBN: 9781501510151

Category: Language Arts & Disciplines

Page: 214

View: 277

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This book combines studies on referential as well as relational coherence and includes approaches to written and to spoken language, to production and to comprehension, to language specific and to cross-linguistic issues, to monolingual, bilingual and L2-acquisition. The theoretical issues and empirical findings discussed are of importance not only for theoretical linguistics, but also have a broad potential of practical implication.

Developing Narrative Comprehension

Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language. Bilingualism: Language and Cognition, 15(1), 58–74. https://doi.org/10.1017/S1366728911000538 Kapalková, S., Polišenská, ...

Author: Ute Bohnacker

Publisher: John Benjamins Publishing Company

ISBN: 9789027260345

Category: Language Arts & Disciplines

Page: 341

View: 538

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Comprehension of texts and understanding of questions is a cornerstone of successful human communication. Whilst reading comprehension has been thoroughly investigated in the last decade, there is surprisingly little research on children’s comprehension of picture stories, particularly for bilinguals. This can be partially explained by the lack of cross-culturally robust, cross-linguistic instruments targeting early narration. This book presents an inference-based model of narrative comprehension and a tool that grew out of a large-scale European project on multilingualism. Covering a range of language settings, the book uses the Multilingual Assessment Instrument for Narratives to answer the question which narrative comprehension skills (bilingual) children can be expected to master at a certain age, and explores how such comprehension is affected (or not affected) by linguistic and extra-linguistic factors. Linking theory to method, the book will appeal to researchers in linguistics and psychology and graduate students interested in narrative, multilingualism, and language acquisition.