Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students

2015 ◽  
Author(s):  
Tik-sze, Carrey Siu
Keyword(s):  
Reading Acquisition ◽  
Bilingual Students ◽  
Syntactic Skills ◽  
English Bilingual

Phantasmagoria of the global learner: unlikely global learners and the hierarchy of learning

2017 ◽  
Vol 10 (2) ◽  
pp. 58-82 ◽  
Author(s):  
Neriko Musha Doerr
Keyword(s):  
New Zealand ◽  
Walter Benjamin ◽  
Bilingual Students ◽  
American Student ◽  
Current Definition ◽  
Aotearoa New Zealand ◽  
English Bilingual ◽  
A Current ◽  
The U.S ◽  
Global Learners

Though the concept ‘global learner’ has become a buzzword in education, few have critically analysed it. This article examines three types of ‘unlikely global learners’ who are not usually considered global learners even though they could be, according to a current definition: Ma¯ori–English bilingual students in Aotearoa/New Zealand; an American student who studied abroad in the U.K. in ways not valued in the dominant study-abroad discourse of immersion; and immigrant English-as-a-Second-Language students in the U.S. I analyse what their erasure as global learners tells us, arguing that the notion of global learner acts as what Walter Benjamin calls a phantasmagoria that masks the power relations involved. Though critical of ‘global learners’ as a globalist concept, I call for expanding the notion in order to engage with current transformations in education.

scholarly journals GRAMMATICAL ERROR OF SPEECH BY STUDENTS IN BILINGUAL PROGRAM OF MA’HAD AL JAMI’AH UIN NORTH SUMATRA

2021 ◽  
Vol 17 (3) ◽  
pp. 273
Author(s):  
Riyah Sibha Nasution ◽  
Rahmad . Husein ◽  
Anni Holila Pulungan
Keyword(s):  
Qualitative Research ◽  
Arabic Language ◽  
Bilingual Students ◽  
Bilingual Program ◽  
English Bilingual ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
North Sumatra ◽  
Descriptive Qualitative

This study investigates the types of grammatical errors produced by Arabic learners in English. Bilingual program is a condition that the students speak both English and Arabic languages in their daily communication. The researcher used descriptive qualitative research in conducting this study. The data are bilingual students’ utterances consisting of grammatical errors in daily communication. The utterances consisted of words, phrases, clauses and sentences. The prior aim in this research is to describe the types of grammatical errors since there are two kinds of grammatical errors namely morphological errors and syntactical errors.Keywords: Grammatical Error, Bilingualism, English, Arabic language, Speech

Lexical transfer and second language morphological development

1994 ◽  
Vol 15 (3) ◽  
pp. 289-310 ◽  
Author(s):  
Barbara Hancin-Bhatt ◽  
William Nagy
Keyword(s):  
English Word ◽  
Vocabulary Knowledge ◽  
Morphological Development ◽  
Bilingual Students ◽  
Morphological Knowledge ◽  
English Bilingual ◽  
8Th Grade ◽  
Systematic Relationships ◽  
Cross Language ◽  
Lexical Transfer

AbstractThis study investigates the development of two levels of morphological knowledge that contribute to Spanish-English bilingual students’ ability to recognize cognates: the ability to recognize a cognate stem within a suffixed English word, and knowledge of systematic relationships between Spanish and English suffixes (e.g., the fact that words ending in -ty in English often have a Spanish cognate ending in -dad). A total of 196 Latino bilingual students in 4th, 6th, and 8th grade were asked to give the Spanish equivalent for English words, some of which had derivational and inflectional suffixes. The results indicated that the students’ ability to translate cognates increased with age above and beyond any increase in their vocabulary knowledge in Spanish and English. There was also marked growth in the students’ knowledge of systematic relationships between Spanish and English suffixes. Students recognized cognate stems of suffixed words more easily than noncognate stems, suggesting that, in closely related languages such as Spanish and English, cross-language transfer may play a role, not just in recognizing individual words, but also in the learning of derivational morphology.

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