Dynamics of linguistic diversity

Peukert, Hagen; Gogolin, Ingrid

doi:10.1075/hsld.6.01peu

Cited by 3 publications

(2 citation statements)

References 24 publications

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“…This may be due to the fact that bilingual children in the presence of reduced input and variability of acquisition path and timing show high diversity (cf. Peukert & Gogolin, 2017). These SRT results clearly differentiate performance in TD bilingual children by including various levels of complexity in the SRT.…”

Section: Discussionmentioning

confidence: 99%

Russian–German five-year-olds: What omissions in sentence repetition tell us about linguistic knowledge, memory skills and their interrelation

2021

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In error analyses using sentence repetition data, most authors focus on word types of omissions. The current study considers serial order in omission patterns independent of functional categories. Data was collected from Russian and German sentence repetition tasks performed by 53 five-year-old bilingual children. Number and positions of word omissions were analyzed. Serial order effects were found in both languages: medial errors made up the largest percentage of errors. Then, the position of omissions was compared to visuo-verbal n-back working memory and non-verbal visual forward short-term memory scores using stepwise hierarchical linear regression models, taking into account demographic variables and receptive language. The interaction differed between languages: there was a significant negative association between omissions in the medial position in German and the final position in Russian and the visuo-verbal n-back memory score. Our study contributes to the understanding of how working memory and language are intertwined in sentence repetition.

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Section: Discussionmentioning

confidence: 99%

Russian–German five-year-olds: What omissions in sentence repetition tell us about linguistic knowledge, memory skills and their interrelation

2021

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“…A diversidade linguística é uma realidade muito antiga que determinou e acompanhou a coexistência humana e a (inter)ação social de variadas formas (Peukert & Gogolin, 2017). Se pensarmos que há cerca de 7000 línguas e cerca de 200 países, compreendemos que o multilinguismo é uma realidade transversal.…”

Section: Introductionunclassified

Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues

Martins¹,

Sousa²,

Castro³

et al. 2019

Análise Psicológica

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A Europa é uma realidade linguística diversa e heterogénea que enfrenta o desafio de educar uma população cada vez mais multicultural e multilingue. Os professores de língua(s) são atores nesta realidade, promovendo o multilinguismo e integrando a diversidade. Portugal não foge ao paradigma do multilinguismo e as escolas e professores portugueses vão-se adaptando a uma realidade que, não sendo nova, tem novos contornos. Neste artigo, analisam-se as conceções de professores portugueses sobre multilinguismo e as práticas educativas desenvolvidas em salas de aula multilingues por eles referidas. Os participantes foram 505 professores de todos os ciclos de ensino a lecionar em salas de aula multilingues. O instrumento utilizado foi um questionário criado pelo Grupo Multilingue da Rede Europeia de Literacia traduzido e adaptado para Portugal que foi respondido online. Os resultados mostram uma baixa concentração de imigrantes por turma, o lugar de destaque do inglês como segunda língua, professores com uma atitude de abertura face à diversidade linguística, multilingues e esclarecidos acerca do multilinguismo, valorizando a língua e cultura dos estudantes. Acreditam que o conhecimento de línguas se constitui como uma mais-valia no desenvolvimento académico e cognitivo dos estudantes.

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Language in primary and secondary geography education: a systematic literature review of empirical geography education research

Heidari

Feser

Scholten

et al. 2022

International Research in Geographical and Environmental Educat

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Dynamics of linguistic diversity

Cited by 3 publications

References 24 publications

Russian–German five-year-olds: What omissions in sentence repetition tell us about linguistic knowledge, memory skills and their interrelation

Russian–German five-year-olds: What omissions in sentence repetition tell us about linguistic knowledge, memory skills and their interrelation

Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues

Language in primary and secondary geography education: a systematic literature review of empirical geography education research

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