Encyclopedia of Bilingualism and Bilingual EducationThis encyclopedia is divided into three sections: individual bilingualism; bilingualism in society and bilingual education. It includes many pictures, graphs, maps and diagrams. The book concludes with a comprehensive bibliography on bilingualism. |
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Encyclopedia of bilingualism and bilingual education
Avis d'utilisateur - Not Available - Book VerdictJust about anything anyone would want to know (and then some) about bilingualism around the world can be found in this 500,000-word encyclopedia. Noting that approximately two-thirds of the world's ... Consulter l'avis complet
Table des matières
LANGUAGES IN SOCIETY | 96 |
Diglossia 1 17 | 117 |
INDIVIDUAL BILINGUALISM Language Change | 127 |
Defining Bilingualism 2 3 Dialects and Language Boundaries | 135 |
The Advantages and Disadvantages of Bilingualism 6 4 Pidgins and Creoles | 142 |
Two Views of Bilinguals Two Halves or One Whole? 9 5 Language Shift Language Decline and Language | 150 |
Double Semilingualism 14 6 Language Borrowings | 164 |
Prestigious Bilingualism 15 7 Language Vitality | 170 |
Withdrawal Classes 346 | 470 |
469 | 473 |
Bilingual Nursery Education | 486 |
Immersion Bilingual Education | 489 |
Language Maintenance Bilingual Education | 508 |
Dual Language Schools | 518 |
Dual Majority Language Bilingual Education 6 European Schools 7 International Schools 486 496 508 518 | 525 |
Home and School Relationships | 537 |
Personality Social Development Identity | 181 |
Types of Bilingual Family 28 3 Two Cases of Language Revival Maori and Hebrew | 195 |
The Development of Bilingualism in Children 36 4 Language Planning | 203 |
Bilingualism and Marriage 44 5 Language Standardization | 210 |
Mother Tongue 47 6 Linguistic Purism | 217 |
Bilingualism and Sensitivity in Communication 54 1 Information Technology and Bilingualism | 228 |
Translation and Interpretation | 234 |
Religion and Bilingualism | 245 |
Bilingualism and Creative Thinking 66 6 Language Strategies for Business | 258 |
Bilingualism and the Mass Media | 269 |
Bilingualism and Metalinguistic Awareness 71 | 276 |
The Assimilation of Language Minorities | 287 |
Bilingualism and the Brain 83 3 Integration and Language Minorities | 296 |
Major World Languages | 302 |
Language Imperialism | 319 |
Colonialism and Languages | 324 |
Language and Nationalism | 327 |
Conflict and Equilibrium | 333 |
Language Activism | 336 |
The Question of Languages in the European Union | 339 |
LANGUAGES IN CONTACT IN THE WORLD | 341 |
Second Language Learning in Education APPENDICES | 344 |
Introduction | 346 |
Africa | 354 |
Asia | 370 |
Australia and New Zealand | 385 |
Caribbean | 387 |
Central America | 393 |
Europe | 398 |
Middle East | 426 |
North America | 431 |
Oceania | 448 |
South America | 449 |
BILINGUAL EDUCATION The Aims of Bilingual Education 1 The Nature and Aims of Bilingual Education | 464 |
Types of Bilingual Education 3 A Bilingual Education Model Weak Forms of Bilingual Education 1 Submersion Education | 466 |
Transitional Bilingual Education | 469 |
A Framework for Language Minority Student Empowerment | 540 |
A Brief History of Bilingual Education in the United States | 545 |
Research on the Effectiveness of Bilingual Education | 550 |
The Debate in the United States over Bilingual Education | 555 |
Deaf and Partially Hearing Bilingual People | 563 |
Deaf Students and Bilingual Education | 567 |
Explanations of UnderAchievement in Bilinguals | 570 |
Bilingualism and Learning Difficulties | 572 |
Assessment and Bilingual Children | 575 |
Bilingual Special Education | 580 |
Language and Speech Therapy in a Bilingual Context | 584 |
Language Allocation in Bilingual Methodology | 586 |
Bilingual Methodology in Welsh Classrooms | 592 |
Literacy among Bilingual Students | 596 |
The Development of Biliteracy | 607 |
Multicultural Education | 614 |
Visits and Exchanges to Other Countries and Cultures | 624 |
Language Awareness Knowledge About | 628 |
Language | 630 |
A Critical Awareness of Language | 633 |
An Introduction to Second Language Acquisition | 635 |
A Framework of Second Language Acquisition | 637 |
Theories of Second Language Acquisition and Learning | 642 |
Krashens Monitor Model | 649 |
Instrumental and Integrative Motivation and Language Acquisition | 651 |
Aptitude and Becoming Bilingual | 655 |
Age and Becoming Bilingual | 658 |
Second Language Retention 584 | 663 |
Ten Dimensions of Classroom Language Learning 665 Clossarv 698 | 667 |
The Communicative Approach 674 Photographic Credits 748 | 681 |
596 | 749 |
624 | 750 |
628 | 751 |
663 | 753 |
Expressions et termes fréquents
African Afrikaans American Arabic areas assimilation attitudes Basque bilin bilingual education British Catalan Census century chil child Chinese classroom Codeswitching cognitive competence countries Creole curriculum dialects different languages diglossia dominant dual language economic English language estimated ethnic groups European example France French German guage gual heritage language Hindi home language Immersion important in-migrants indigenous languages islands Japanese language and culture language community language e.g. language groups language planning language shift language speakers Languages spoken Latinos learning lingua franca linguistic Linguistic Purism literacy majority Maori mass media medium million minority groups minority lan minority language monolingual mother tongue Multilingual Multilingual Matters Ltd native language official language parents percent pidgin political population Portuguese prestige proficiency programs Quechua regional Republic Russian second language social Spanish speak standard status taught teachers teaching tend tion translation United variety Wales Welsh Welsh language words
Fréquemment cités
Page 129 - The Sanskrit language, whatever be its antiquity, is of a wonderful structure; more perfect than the Greek, more copious than the Latin, and more exquisitely refined than either, yet bearing to both of them a stronger affinity, both in the roots of verbs and in the forms of grammar, than could possibly have been produced by accident; so strong indeed, that no philologer could examine them all three, without believing them to have sprung from some common source, which, perhaps, no longer exists...
Page 281 - Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
Page 281 - The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own...
Page 279 - States should take appropriate measures so that, wherever possible, persons belonging to minorities may have adequate opportunities to learn their mother tongue or to have instruction in their mother tongue.
Page 115 - It is an indispensable part of American policy that the coming generation of American citizens in Puerto Rico grow up with complete facility in the English tongue. It is the language of our nation. Only through the acquisition of this language will Puerto Rican Americans secure a better understanding of American ideals and principles.
Page 279 - In those States in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with the other members of their group, to enjoy their own culture, to profess and practice their own religion, or to use their own language.
Page 279 - Programmes of cooperation and assistance among States should be planned and implemented with due regard for the legitimate interests of persons belonging to minorities.
Page 293 - American institutions ... any man who comes here ... must adopt the institutions of the United States, and therefore, he must adopt the language which is now the native tongue of our people, no matter what the several strains in our blood may be. It would not be merely a misfortune, but a crime to perpetuate differences of language in this country...
Page 246 - Jesus of Nazareth, the King of the Jews." Many of the Jews read this inscription, because the place where Jesus was crucified was near the city; and it was written in Hebrew, in Latin, and in Greek. Then the chief priests of the Jews said to Pilate, "Do not write, "The King of the Jews,' but, 'This man said, I am King of the Jews.

