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da Costa Cabral, Ildegrada – Language Policy, 2021
This article makes the case for conducting ethnographic research of a multi-scalar nature that links language policy processes and ideologies of language with everyday practices, on the ground, in local schools and classrooms. As with other researchers engaged in the ethnography of language policy (e.g. McCarty, 2011; Johnson, 2013), my concern is…
Descriptors: Ethnography, Educational Policy, Language Planning, Foreign Countries
Danjo, Chisato – International Journal of Bilingual Education and Bilingualism, 2021
Recent developments in multilingualism research urge us to move beyond seeing bilingualism as 'double monolingualism' and towards "translanguaging," which conceptualises language as a bundle of socially constructed linguistic resources that individuals can deploy to make sense of their multilingual world. Despite this theoretical…
Descriptors: Japanese, English (Second Language), Second Language Learning, Bilingualism
Melo-Pfeifer, Sílvia – International Journal of Multilingualism, 2021
This article takes the plurilingual repertoires of foreign language teachers -- and thus the teachers' linguistic diversity -- as a starting point for exploratory research into the potential of visual methods in teacher education for changing mind-sets. Describing and reflecting on the ubiquitous manifestation of a monolingual habitus in foreign…
Descriptors: Second Language Learning, Second Language Instruction, Language Teachers, Student Teachers
Bonifacci, Paola; Barbieri, Margherita; Tomassini, Marta; Roch, Maja – Journal of Child Language, 2018
The aim of this study was to compare linguistic and narrative skills of monolingual and bilingual preschoolers and to estimate linguistic predictors of the macro-structural level of narratives. A battery of linguistic measures in Italian was administered to sixty-four Monolinguals and sixty-four Early Bilinguals; it included Vocabulary,…
Descriptors: Comparative Analysis, Language Skills, Monolingualism, Bilingualism
Fabiano-Smith, Leah; Hoffman, Katherine – Language, Speech, and Hearing Services in Schools, 2018
Purpose: Bilingual children whose phonological skills are evaluated using measures designed for monolingual English speakers are at risk for misdiagnosis of speech sound disorders (De Lamo White & Jin, 2011). Method: Forty-four children participated in this study: 15 typically developing monolingual English speakers, 7 monolingual English…
Descriptors: Diagnostic Tests, Accuracy, Phonology, Phonological Awareness
Yang, Jing – Journal of Child Language, 2018
This study investigated the durational features of English word-initial /s/+stop clusters produced by bilingual Mandarin (L1)-English (L2) children and monolingual English children and adults. The participants included two groups of five- to six-year-old bilingual children: low proficiency in the L2 (Bi-low) and high proficiency in the L2…
Descriptors: Bilingualism, Mandarin Chinese, English (Second Language), Second Language Learning
Welie, Camille; Schoonen, Rob; Kuiken, Folkert – Reading and Writing: An Interdisciplinary Journal, 2018
The present study investigated whether text structure inference skill (i.e., the ability to infer overall text structure) has unique predictive value for expository text comprehension on top of the variance accounted for by sentence reading fluency, linguistic knowledge and metacognitive knowledge. Furthermore, it was examined whether the unique…
Descriptors: Text Structure, Inferences, Reading Comprehension, Sentences
Kaushanskaya, Margarita – International Journal of Bilingual Education and Bilingualism, 2018
Error patterns in vocabulary learning data were used as a window into the mechanisms that underlie vocabulary learning performance in bilinguals vs. monolinguals. English--Spanish bilinguals (n = 18) and English-speaking monolinguals (n = 18) were taught novel vocabulary items in association with English translations. At testing, participants…
Descriptors: Vocabulary Development, Monolingualism, Bilingualism, Error Patterns
Karaman, Ferhat; Hay, Jessica F. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Research over the past 2 decades has demonstrated that infants are equipped with remarkable computational abilities that allow them to find words in continuous speech. Infants can encode information about the transitional probability (TP) between syllables to segment words from artificial and natural languages. As previous research has tested…
Descriptors: Infants, Retention (Psychology), Word Recognition, Familiarity
Kim, Chae-Eun; O'Grady, William – Journal of Child Language, 2016
We report here on a series of elicited production experiments that investigate the production of indirect object and oblique relative clauses by monolingual child learners of English and Korean. Taken together, the results from the two languages point toward a pair of robust asymmetries: children manifest a preference for subject relative clauses…
Descriptors: Language Acquisition, Phrase Structure, Child Language, Form Classes (Languages)
Mason, Shannon; Matas, Cristina Poyatos – Issues in Educational Research, 2016
In the monolingual English-speaking world referred to as the "Anglobubble," governments are finally recognising the advantages of a citizenry able to engage in and between multiple languages and cultures. As a result, increased efforts are being made to introduce and expand educational programs to teach languages. Thus, now more than…
Descriptors: Language Teachers, Content Analysis, Foreign Countries, News Reporting
Heineke, Amy J. – Multilingual Matters, 2016
As the most restrictive language policy context in the United States, Arizona's monolingual and prescriptive approach to teaching English learners continues to capture international attention. More than five school years after initial implementation, this study uses qualitative data from the individuals doing the policy work to provide a holistic…
Descriptors: English Language Learners, Educational Policy, Language Planning, State Policy
Ng, Elaine – Australian Journal of Applied Linguistics, 2020
By looking beyond their written products into what they do as they write, this mixed methods study offers insights into the writing process of writers who have mastered one language and those who have mastered two. It investigates the cognitive effects of bilingualism and biliteracy on the writing processes of years ten and eleven Sydney high…
Descriptors: Literacy, Monolingualism, Bilingualism, High School Students
Ünsal, Zeynep; Jakobson, Britt; Wickman, Per-Olof; Molander, Bengt-Olov – International Journal of Science Education, 2020
This article concerns how teachers can use physical artefacts as mediating means to support emergent bilingual students' learning in science class. The data consist of non-participant observations in a Swedish 3rd grade (9-10 years old) class working with electricity. All students were bilingual, but in different minority languages and the teacher…
Descriptors: Multilingualism, Grade 3, Elementary School Students, Language Proficiency
Soto-Corominas, Adriana; Paradis, Johanne; Rusk, Brian V.; Marinova-Todd, Stefka; Zhang, Xuan – Studies in Second Language Acquisition, 2020
It is often claimed that child English L2 learners take up to seven years to attain English skills commensurate with those of monolingual peers; however, existing research is insufficient to know if this claim is valid for oral language abilities in particular. This study examined the lexical and morphological abilities of English L2 learners and…
Descriptors: English (Second Language), English Language Learners, Middle School Students, Monolingualism