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Through the Lens of Teachers in Two Bilingual Programmes: A Look at Early Bilingual Education
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Schwartz, Mila; Wee Koh, Poh; Xi Chen, Becky; Sinke, Mark; Geva, Esther – Language, Culture and Curriculum, 2016
Educators and researchers increasingly recognise the impact of language policies on bilingual education. The present study examined the similarities and differences in how the teachers and principals in two different contexts, a Mandarin-English bilingual programme in a Canadian kindergarten and elementary school and a Russian-Hebrew bilingual…
Descriptors: Bilingual Education, Teacher Attitudes, Mandarin Chinese, Semitic Languages
From Grammatical Number to Exact Numbers: Early Meanings of "One", "Two", and "Three" in English, Russian, and Japanese
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Sarnecka, Barbara W.; Kamenskaya, Valentina G.; Yamana, Yuko; Ogura, Tamiko; Yudovina, Yulia B. – Cognitive Psychology, 2007
This study examined whether singular/plural marking in a language helps children learn the meanings of the words "one," "two," and "three." First, CHILDES data in English, Russian (which marks singular/plural), and Japanese (which does not) were compared for frequency, variability, and contexts of number-word use.…
Descriptors: Number Concepts, Foreign Countries, Morphology (Languages), Cues