Orientador: Terezinha de Jesus Machado Maher / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-27T11:28:05Z (GMT). No. of bitstreams: 1 CoutinhoStorto_Andre_M.pdf: 708651 bytes, checksum: bbc0ec808345058c16221298f11fd748 (MD5) Previous issue date: 2015 / Resumo: Desde por volta do início do milênio tem ocorrido um boom no crescimento de escolas bilíngues no Brasil. Entretanto, este não é um fenômeno isolado e restrito ao território nacional. Ele se insere em um contexto histórico e social mais amplo e suas implicações extrapolam os limites da escola e do ensino de línguas: em um mundo onde cada vez mais as fronteiras (nacionais, culturais, sociais) se tornam indistintas em face ao surgimento de uma rede global de conexões e interdependências, questões relacionadas ao bilinguismo e à possibilidade de se desenvolver habilidades bilíngues por meio de programas educacionais específicos nunca foram tão urgentes. Tendo como ponto de partida os textos constantes dos web sites de trinta e uma escolas bilíngues particulares (Português/Inglês) localizadas na cidade de São Paulo, o presente trabalho analisa as representações feitas por essas escolas a respeito de seu papel como agentes de inserção dos alunos no "mundo globalizado" por meio do ensino da língua inglesa. Além disso, o texto discute a relação ambígua que se estabelece no discurso das escolas entre os conceitos de `bilinguismo¿ e `educação bilíngue¿, buscando evidenciar os possíveis problemas decorrentes deste fato. Finalmente, o trabalho avalia o posicionamento das escolas a respeito do trânsito entre línguas em contextos de bilinguismo. Como embasamento teórico, adotamos a linha teórica e de pesquisa em Linguística Aplicada seguida por autores como Pennycook, García e Canagarajah, a qual, em linhas gerais, questiona concepções monolíngues a respeito das línguas e seus usos, propondo um novo instrumental de análise mais apto a lidar com a complexa relação entre línguas e sociedade na modernidade tardia. Para a análise textual, valemo-nos dos preceitos estabelecidos pela Análise Crítica do Discurso. O principal intuito do presente trabalho é contribuir para o aprofundamento das discussões a respeito do ensino bilíngue (não só) em Inglês em nosso país / Abstract: Ever since the turn of the millennium there has been a boom in the number of bilingual schools in Brazil. However, this is not just a national phenomenon. It is inserted in a broader social and historical context and its implications go beyond the limits of the school and language teaching: in a world where the (national, cultural, social) borders tend to become increasingly indistinct due to a global network of connections and interdependences, issues related to bilingualism and the possibility of developing bilingual abilities through specific educational programs have never been so urgent. Having as a starting point the texts taken from thirty one websites of private bilingual schools (Portuguese/English) in the city of São Paulo, this study analyses the representations made by the schools as agents in the insertion of students in the `globalized world¿ through the teaching of the English language. Furthermore, it investigates the ambiguous relation established between the concepts of `bilingualism¿ and `bilingual education¿ in the discourse of the schools, discussing some problems resulting from this fact. Finally, the study evaluates the stance taken by the schools in relation to the transit between languages in contexts of bilingualism. We adopt the theoretical framework followed by applied linguists such as Pennycook, García and Canagarajah, which, in a few words, challenges monolingual conceptions of languages and their uses in an attempt to better understand the complex relation between languages and society in late modernity. As for the textual analysis, we make use of the precepts established by Critical Discourse Analysis. The main objective of this dissertation is to contribute to the discussions related to bilingual education (not only) in English in our country / Mestrado / Linguagem e Sociedade / Mestre em Linguística Aplicada

The primary purpose of this study was to investigate the attitudes towards English loanwords, "anglicisms", among Spanish-English bilinguals in the Metropolitan area of New York. According to the 2010 US Census, this area encompassed approximately 3.5 million people above the age of 5 speaking Spanish at home, excluding the quantity of people who have some knowledge of Spanish but who do not speak it at home.   The method used was a direct one, whereby we sent out a questionnaire, inquiring about the acceptability of 6 anglicisms deemed "necessary" and 6 anglicisms deemed "superfluous" as well as inquiring about the informants’ attitudes towards not only the users of anglicisms but also towards the broader use in society. Given that our goal was to not only have an equal amount of women and men, but also to have 3 clearly defined age groups, for whom Spanish is the maternal language, our end result of 12 participants fitting that description was somewhat underwhelming which led to problems drawing relevant conclusions.  Our main hypothesis was that we would find a higher generalized acceptance level towards anglicisms among our informants across all variables as compared to the wide disapproval found in the broader US bilingual population. In addition, we expected to see no major age-related differences in the attitudes and that men and women be equally accepting towards the necessary anglicisms but that women would show a lower level of approval towards the superfluous anglicisms.  Our hypotheses were mostly borne out by our data other than for the one assuming no agerelated differences in attitudes towards our two categories of anglicisms. The results indicated a markedly lower acceptance level in the oldest age-group than in the 2 younger age-groups, but only for the superfluous kind, while the necessary anglicisms saw similar approval levels across all age-groups.

<p>Predmet istraživanja ove disertacije je slovačkosrpska<br />dvojezičnost u Vojvodini. Dvojezičnost<br />je vrlo česta pojava u svetu te je i slovačkosrpska<br />dvojezičnost u savremenoj multijezičkoj<br />vojvođanskoj sredini sasvim prirodna. Postoji vi&scaron;e oblika dvojezičnosti, a prirodni dvojezični govornici su upravo pripadnici manjina (kao &scaron;to</p><p>je slučaj Slovaka u Vojvodini). Da li će<br />dvojezični Slovak iz Vojvodine upotrebiti jedan<br />(slovački) ili drugi (srpski) jezik zavisi od<br />komunikativne situacije kao i od sagovornika<br />(da li je i on dvojezičan ili jednojezičan).<br />Jezička kompetencija u oba jezika kod svih<br />slovačko-srpskih govornika nije uvek ista i u<br />njihovoj komunikaciji često dolazi do me&scaron;anja<br />kodova. Ovo istraživanje u najkraćem obuhvata<br />sledeća pitanja: 1) kakvi sve oblici slovačkosrpske<br />dvojezičnosti u Vojvodini postoje,<br />2) gde se sve paralelno koriste ova dva jezika,<br />3) na kom nivou je jezička kompetencija<br />slovačko-srpskih dvojezičnih govornika i<br />4) stav slovačko-srpskih dvojezičnih govornika<br />o svojoj jezičkoj kompetenciji na jednom ili<br />drugom jeziku. Op&scaron;ti cilj istraživanja bio je<br />detaljnije i sveobuhvatnije sagledavanje<br />slovačko-srpskog bilingvizma<br />u Vojvodini</p> / <p>The topic of the research in this PhD<br />thesis is Slovak-Serbian bilingualism in<br />Vojvodina. Bilingualism is a frequent<br />occurrence in the world so Slovak-Serbian<br />bilingualism in the contemporary multilingual<br />Vojvodinian setting is quite natural. There are<br />several forms of bilingualism, one of which<br />includes natural bilingual speakers who are members of ethnic minorities (as is the case of</p><p>Slovaks in Vojvodina). Whether a bilingual<br />Slovak from Vojvodina will use one language<br />(Slovak) or the other language (Serbian)<br />depends on the communicative situation and the<br />interlocutor (if he/she is bilingual or<br />monolingual). Linguistic competence in both<br />languages is not the same with all Slovak-<br />Serbian speakers and in their communication<br />there is a lot of code-switching.<br />This research in brief included the<br />following questions: 1) what forms of Slovak-<br />Serbian bilingualism in Vojvodina are there; 2)<br />where are these two languages uses in parallel;<br />3) at what level is the competence of Slovak-<br />Serbian bilingual speakers; 4) what are the<br />attitudes of Slovak-Serbian bilingual speakers<br />regarding their linguistic competence in one or<br />the other language. The general aim of the<br />research was to present a detailed and<br />comprehensive picture of Slovak-Serbian<br />bilingualism in Vojvodina.</p>

abstract: Mild TBI (mTBI) has been associated with subtle executive function (EF) and cognitive-communication deficits. In bilinguals, there are unique cognitive demands required to control and process two languages effectively. Surprisingly, little is known about the impact of mTBI on EF, communication, and language control in bilinguals. Therefore, the aim of this study was to examine the cognitive-communication abilities in bilinguals with a history of mTBI, identify any language control impairments, and explore the relationship between these language control impairments and domain-general cognitive control abilities. To this end, three-hundred and twenty-seven monolingual and bilingual college students with and without mTBI history participated in two experiments. In these experiments, EF, communication, and language control were examined using experimental and clinical tasks as well as self-rating scales. In Experiment 1, there was an interaction between mTBI history and language group (monolinguals vs. bilinguals) in how participants performed on a clinical measure of EF and a verbal fluency task. That is, only bilinguals with mTBI scored significantly lower on these tasks. In addition, there was a significant correlation between errors on a language switching task and performance on non-verbal EF tasks. In Experiment 2, a subgroup of bilinguals with persistent cognitive and behavioral symptoms reported greater everyday communication challenges in their first and second languages. Also, unbalanced bilinguals reported greater EF difficulties than monolinguals and balanced bilinguals regardless of mTBI history. In conclusion, bilinguals may face unique cognitive-communication challenges after mTBI. Factors related to the bilingual experience (e.g., language balance, daily language use) should be considered in clinical evaluation and future research. / Dissertation/Thesis / Doctoral Dissertation Speech and Hearing Science 2020

Diploma thesis "Language policies of Canada: An Evaluation of Trudeau's Policy of Official Bilingualism" deals with Canadian English-French language duality. The thesis describes evolution of Canadian language policies on federal as well as on provincial level. On federal level, long-time prime minister of Canada Pierre Elliott Trudeau has achieved a goal to create fully bilingual federal government; on provincial level, the thesis deals mainly with the province of Québec as it has the most far reaching language legislation in Canada. The thesis evaluates Trudeau's aim to deal with Québec separatism and nationalism by stressing out new pan-Canadian identity of bilingual state reaching "from coast to coast".

This study aims to examine if English as a L2 influences the construction of Swedes’ social identities but also whether any linguistic strategies are used to strengthen their identity. Furthermore, the study aims to study if there is a difference in bilingual Swedes' reflections on the topic compared to multilingual Swedes. With Giles and Johnson’s Ethnolinguistic Identity Theory and Gumperz’ Interactional Theory as theoretical backgrounds, data was gathered through both quantitative methods, such as an online questionnaire, and qualitative methods in the form of a focus group consisting of both bilingual and multilingual Swedes. The results vary as some of the participants see English as influential to their identity construction while others view it merely as a practical tool. Moreover, the data also shows that it is more common amongst multilingual Swedes to use linguistic strategies such as code-switching, to strengthen their in-group relationships whilst bilingual participants used linguistic strategies for a different purpose: to distance themselves from their in-group identity.

abstract: The experience of language can, as any other experience, change the way that the human brain is organized and connected. Fluency in more than one language should, in turn, change the brain in the same way. Recent research has focused on the differences in processing between bilinguals and monolinguals, and has even ventured into using different neuroimaging techniques to study why these differences exist. What previous research has failed to identify is the mechanism that is responsible for the difference in processing. In an attempt to gather information about these effects, this study explores the possibility that bilingual individuals utilize lower signal strength (and by comparison less biological energy) to complete the same tasks that monolingual individuals do. Using an electroencephalograph (EEG), signal strength is retrieved during two perceptual tasks, the Landolt C and the critical flicker fusion threshold, as well as one executive task (the Stroop task). Most likely due to small sample size, bilingual participants did not perform better than monolingual participants on any of the tasks they were given, but they did show a lower EEG signal strength during the Landolt C task than monolingual participants. Monolingual participants showed a lower EEG signal strength during the Stroop task, which stands to support the idea that a linguistic processing task adds complexity to the bilingual brain. Likewise, analysis revealed a significantly lower signal strength during the critical flicker fusion task for monolingual participants than for bilingual participants. Monolingual participants also had a significantly different variability during the critical flicker fusion threshold task, suggesting that becoming bilingual creates an entirely separate population of individuals. Future research should perform analysis with the addition of a prefrontal cortex electrode to determine if less collaboration during processing is present for bilinguals, and if signal complexity in the prefrontal cortex is lower than other electrodes. / Dissertation/Thesis / Masters Thesis Psychology 2019

In this study the linguistic situation of Gibraltar has been investigated, especially the phenomenon of the Llanito, that is, a linguistic variety that is the result of the intense contact between the English and Spanish languages in this bilingual territory. An attempt has been made to answer the following questions: When and why do Llanito speakers change languages? Is it about mixing or alternating code? Which of these two phenomena is the most frequent? How is the situation of Llanito today? In order to achieve the objectives of the study, an analysis of 10 interviews conducted within the oral history project Bordering on Britishness has been done using the qualitative method with some elements of the quantitative method. Based on the analysis, it can be seen that Llanito is in good condition in Gibraltar. The interviewees used Llanito in many different situations, among others, to talk about the circumstances of some events they were describing or to tell anecdotes. Regarding the code change, code mixing is more frequent than code alternation. The interviewees change the language very easily and naturally. One can see that the whole process is normal for them. Llanito remains the foundation of Gibraltarian identity and the differentiating element before the English and the Spanish.

The thesis deals with communication of bilingual Czech-German families in North Rhine- Westphalia. We focused mainly on the language of primary school children. The work contains two sections - a theoretical and a practical section. In the first, theoretical part of the work we tried to describe (on the based on literature) the issue of bilingualism, bilingual education and language acquisition. We also discussed the development, more specifically of primary-aged children. Attention in this section is also drawn to the region of North Rhine- Westphalia, where our research was realized. The practical part of the thesis focusses on the qualitative research of communication in multilingual families. We tried to create language biographies of individual families, based on interviews with Czech-speaking parents. Using a questionnaire, we investigated the attitudes of German-speaking parents to bilingual education. We also recorded the linguistic performances of children, which were then analyzed. Our goal was to create the most complete overview of the researched families. Key words language acquisition, bilingualism, younger school age, linguistic biography

The aim of this Master thesis is to present language situation in relation to mother tongue of students of Czech school without borders (abbreviated as CSBH Paris). The thesis is divides into two parts -theoretical and practical. In the first part, we define terms such as mother tongue, the first language and the second (foreign) language. This thesis deal with bilingualism and multilingualism, which are important for determination of the target group of pupils of the CSBH Paris. With use of questionnaires applied on students and parents we can determine specific czech-french bilingualism of students of CSBH Paris. In the second part we analyze educational materials - textbooks that are used by teachers at CSBH Paris, and at the end we get to the subject of your practical research, outline specific teaching methods and design teaching materials that can be used in Czech language classes with regard to linguistic reality of pupils in the second grade of the Czech School without borders Paris. Key words: mother tongue, bilingualism, curriculum, Czech school without borders, teaching materials, textbooks