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Tác giả CN
| Thomas, Bo Hi Mon. | |
Nhan đề
| Exploring bilinguals’ social use of language inside and out of the minority language classroom /Bo Hi Mon Thomas and Dylan Bryn Roberts | |
Thông tin xuất bản
| 2011 | |
Mô tả vật lý
| p. 89-108 | |
Tóm tắt
| This paper examines bilingual children’s use of language inside and out of the minority language classroom. A total of 145 children between 8 and 11 years of age, attending 16 bilingual Welsh-English primary schools in North Wales, responded to questionnaires (supplemented by classroom observations) requesting information about their language backgrounds, their use of language at school (inside and out of the classroom) and in the wider community, their self-ratings about their linguistic competence in Welsh and in English and their attitudes towards Welsh and English and towards bilingualism per se. Whilst the results, in general, demonstrated a positive attitude towards bilingualism, there was a clear trend towards favouring the use of English outside the classroom. This pattern was mediated by language experiences and perceived language abilities within the individual. The implications of the findings for language policy and planning in education and in minority situations are discussed | |
Đề mục chủ đề
| Ngôn ngữ--TVĐHHN. | |
Thuật ngữ không kiểm soát
| Minority language education. | |
Thuật ngữ không kiểm soát
| Welsh. | |
Thuật ngữ không kiểm soát
| Language use; language planning. | |
Thuật ngữ không kiểm soát
| Minority language. | |
Thuật ngữ không kiểm soát
| Bilingual education. | |
Tác giả(bs) CN
| Roberts, Dylan Bryn. | |
Nguồn trích
| Language and education- 2011, Vol25, N.2 |
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| 100 | 1|aThomas, Bo Hi Mon. |
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| 245 | 10|aExploring bilinguals’ social use of language inside and out of the minority language classroom /|cBo Hi Mon Thomas and Dylan Bryn Roberts |
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| 260 | |c2011 |
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| 300 | |ap. 89-108 |
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| 362 | 0|aVol. 25 (March 2011) |
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| 520 | |aThis paper examines bilingual children’s use of language inside and out of the minority language classroom. A total of 145 children between 8 and 11 years of age, attending 16 bilingual Welsh-English primary schools in North Wales, responded to questionnaires (supplemented by classroom observations) requesting information about their language backgrounds, their use of language at school (inside and out of the classroom) and in the wider community, their self-ratings about their linguistic competence in Welsh and in English and their attitudes towards Welsh and English and towards bilingualism per se. Whilst the results, in general, demonstrated a positive attitude towards bilingualism, there was a clear trend towards favouring the use of English outside the classroom. This pattern was mediated by language experiences and perceived language abilities within the individual. The implications of the findings for language policy and planning in education and in minority situations are discussed |
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| 650 | 17|aNgôn ngữ|2TVĐHHN. |
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| 653 | |aMinority language education. |
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| 653 | |aWelsh. |
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| 653 | |aLanguage use; language planning. |
|---|
| 653 | 0|aMinority language. |
|---|
| 653 | 0 |aBilingual education. |
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| 700 | 1|aRoberts, Dylan Bryn. |
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| 773 | 0|tLanguage and education|g2011, Vol25, N.2 |
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