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Wang Ping 《Cambridge Journal of Education》2017,47(1):85-102
This article starts with a review of definitions of bilingualism. It then discusses the definition of bilingual education with its focus on the analysis of bilingual competence. It is subsequently suggested that a theoretical hard nut to be cracked in today’s bilingual research is to establish the scope of discussion of bilingualism models meeting the specific needs in a specific context instead of simple acceptance of the current EFL teaching models learned from other countries or regions. 相似文献
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Kevin James Lewis 《Al-Masaq: Islam & the Medieval Mediterranean》2015,27(2):119-152
The widespread use of Arabic in the “crusader” county of Tripoli was an obstacle between the Latin Christian Franks and their indigenous subjects. The concept of diglossia – the co-existence of divergent high and low registers within a single language – is an important but under-appreciated consideration. Arabic's marked diglossia militates against simplistic generalisations that the Franks either did or did not learn Arabic. The Romance-speaking, Latin-writing conquerors of the county of Tripoli failed to learn formal written Arabic to any appreciable degree. They did, however, learn informal spoken Arabic with more success. The Franks recognised the importance and utility of Arabic, so felt obliged to employ intermediaries – usually local Christians – to speak and write on their behalf. Some Arabic vocabulary entered the Frankish lexicon, but the consciously Latinising style of clerical authors often obscured this. Most surviving written sources from the Latin East are misleading at best, and sometimes deliberately so. 相似文献
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Eva Hoffman's Lost in Translation: A life in a New Language occupies a unique place in American migrant literature in that it serves as an autobiographical account of the author's personal experiences of acquiring English as a otherness. In this light,by exploring the coveted relationship between foreign language learners' own cultural and language identity, the paper aims to investigate the probabilities of optimizing L2 learners culminate in both cultural and social domains of life. 相似文献
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Eva Hoffman’s Lost in Translation:A life in a New Language occupies a unique place in American migrant literature in that it serves as an autobiographical account of the author’s personal experiences o... 相似文献
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Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson, word, 14, 47–56, [1959]). In this context, children grow up speaking a Spoken Arabic Vernacular (SAV), which is an exclusively
spoken language, but later learn to read another linguistically related form, Modern Standard Arabic (MSA). Forty-two first-grade
Arabic native speaking children were given five measures of basic reading processes: two cognitive (rapid automatized naming
and short-term working memory), two phonological (phoneme discrimination and phoneme isolation), and one orthographic (letter
recoding speed). In addition, the study produced independent measures of phonological processing for MSA phonemes (phonemes
that are not within the spoken vernacular of children) and SAV phonemes (phonemes that are familiar to children from their
oral vernacular). The relevance of these skills to MSA pseudoword reading fluency (words correct per minute) in vowelized
Arabic was tested. The results showed that all predictor measures, except phoneme discrimination, correlated with pseudoword
reading fluency. Although phonological processing (phoneme isolation and discrimination) for MSA phonemes was more challenging
than that for SAV phonemes, phonological skills were not found to affect reading fluency directly. Stepwise regression analysis
showed that the strongest predictor of reading fluency in vowelized Arabic was letter recoding speed. Letter recoding speed
was predicted by memory, rapid naming, and phoneme isolation. The results are discussed in light of Arabic diglossia and the
shallow orthography of vowelized Arabic. 相似文献
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Reading difficulties in Arabic in elementary schoolare usually attributed to the diglossia of the Arabiclanguage, whereby the spoken language is totallydifferent from literary Arabic, the language of booksand school instruction. Educators, teachers, andparents still believe that exposure of young Arabicspeakers to literary Arabic in the preschool period isa burden for them, and is not useful. The presentpost hoc study examined the influence of exposure toliterary Arabic of preschool children on their readingcomprehension of literary Arabic stories in grades 1and 2. Participants in the study were 282children, 135 from grade 1 and 147 from grade 2. Ofthe participants, 144 constituted the experimentalgroup, and were exposed to literary Arabic throughouttheir preschool period. The 138 participants of thecontrol group were exposed not to literary but tospoken Arabic during that period. These children weretested for reading comprehension at the end of grade1 and grade 2 and compared with the control group. The results generally indicate better readingcomprehension results for the children who wereexposed to literary Arabic than for the children whowere exposed only to spoken Arabic. 相似文献
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