Tonal Patterns of Tri-Syllabic Words in the Production of Standard Chinese of Bilingual Teachers

2021 ◽  
Author(s):  
Yuan Jia ◽  
Bin Li
Keyword(s):  
Bilingual Teachers ◽  
Tonal Patterns ◽  
Standard Chinese

An Eye-Tracking Study on Audiovisual Speech Perception Strategies Adopted by Normal-Hearing and Deaf Adults Under Different Language Familiarities

2020 ◽  
Vol 63 (7) ◽  
pp. 2245-2254 ◽  
Author(s):  
Jianrong Wang ◽  
Yumeng Zhu ◽  
Yu Chen ◽  
Abdilbar Mamat ◽  
Mei Yu ◽  
...  
Keyword(s):  
Speech Perception ◽  
Eye Tracking ◽  
Normal Hearing ◽  
Audiovisual Speech ◽  
Audiovisual Speech Perception ◽  
Allocation Pattern ◽  
Deaf Adults ◽  
Bilingual Speaker ◽  
Primary Hypothesis ◽  
Standard Chinese

Purpose The primary purpose of this study was to explore the audiovisual speech perception strategies.80.23.47 adopted by normal-hearing and deaf people in processing familiar and unfamiliar languages. Our primary hypothesis was that they would adopt different perception strategies due to different sensory experiences at an early age, limitations of the physical device, and the developmental gap of language, and others. Method Thirty normal-hearing adults and 33 prelingually deaf adults participated in the study. They were asked to perform judgment and listening tasks while watching videos of a Uygur–Mandarin bilingual speaker in a familiar language (Standard Chinese) or an unfamiliar language (Modern Uygur) while their eye movements were recorded by eye-tracking technology. Results Task had a slight influence on the distribution of selective attention, whereas subject and language had significant influences. To be specific, the normal-hearing and the d10eaf participants mainly gazed at the speaker's eyes and mouth, respectively, in the experiment; moreover, while the normal-hearing participants had to stare longer at the speaker's mouth when they confronted with the unfamiliar language Modern Uygur, the deaf participant did not change their attention allocation pattern when perceiving the two languages. Conclusions Normal-hearing and deaf adults adopt different audiovisual speech perception strategies: Normal-hearing adults mainly look at the eyes, and deaf adults mainly look at the mouth. Additionally, language and task can also modulate the speech perception strategy.

The Frequency Range of “The Ling Six Sounds” in Standard Chinese

2017 ◽  
Author(s):  
Aijun Li ◽  
Hua Zhang ◽  
Wen Sun
Keyword(s):  
Frequency Range ◽  
Standard Chinese

The prosodic marking of rhetorical questions in Standard Chinese

2020 ◽  
Author(s):  
Katharina Zahner ◽  
Manluolan Xu ◽  
Yiya Chen ◽  
Nicole Dehé ◽  
Bettina Braun
Keyword(s):  
Standard Chinese ◽  
Rhetorical Questions

The transfer of European intercultural discourse towards Latin American educational actors: a Mexican case study

2011 ◽  
Vol 13 (1) ◽  
Author(s):  
Laura Mateos
Keyword(s):  
Latin American ◽  
Indigenous Education ◽  
The State ◽  
Intercultural Education ◽  
Bilingual Teachers ◽  
Ethnographic Data ◽  
Intellectual Networks ◽  
State Educational ◽  
Intercultural Discourse

This paper analyses the ways transfer of the discourse on interculturality and intercultural education, as it has been coined and shaped by European anthropologists and pedagogues, towards educational actors and institutions in Latin America. My ethnographic data illustrate how this intercultural discourse is currently transferred through intellectual networks to different kinds of Mexican actors who are actively “translating” this discourse into the post-indigenismo situation of “indigenous education” and ethnic claims making in Mexico. On the basis of fieldwork conducted in two different institutions in the state of Veracruz, the appropriation and re-interpretation of, as well as the resistance against, the European discourse of interculturality are studied by comparing the training of “intercultural and bilingual” teachers through the state educational authorities and the notion of intercultural education, as applied within the so-called “Intercultural University of Veracruz”.

Assistant Teachers, Workplace Satisfaction, and the Creation of a Culturally Competent Workforce Pipeline in Head Start

2021 ◽  
pp. 089484532199323
Author(s):  
Jennifer Wallace Jacoby ◽  
Allegra Corwin-Renner
Keyword(s):  
Head Start ◽  
Professional Education ◽  
Teaching Staff ◽  
Bilingual Teachers ◽  
Culturally Competent ◽  
Early Care ◽  
Workplace Satisfaction ◽  
Vulnerable Communities ◽  
Symbolic Value ◽  
Assistant Teachers

Early care and education programs like Head Start provide a critical foundation for later achievement for children from vulnerable communities. Notably, recruiting and retaining bilingual teachers is an ongoing struggle for many Head Start agencies. Assistant teachers are more likely to be bilingual than their lead teacher counterparts ( Jacoby, in press ) and are important contributors to a workforce pipeline that diversifies staff. We conducted this qualitative study with 35 assistant teachers to understand how workplace attributes influence satisfaction and job retention in Head Start. Workplace attributes such as wages and support for professional education and those with symbolic value, such as the robustness of the program, both played an important role. We also found that the instrumental-symbolic framework demonstrated utility for understanding how workplace attributes might be leveraged to recruit and retain linguistically and culturally competent teaching staff.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

Standard-Chinese Lexical Neighborhood Test in normal-hearing young children

2011 ◽  
Vol 75 (6) ◽  
pp. 774-781 ◽  
Author(s):  
Chang Liu ◽  
Sha Liu ◽  
Ning Zhang ◽  
Yilin Yang ◽  
Ying Kong ◽  
...  
Keyword(s):  
Young Children ◽  
Normal Hearing ◽  
Standard Chinese
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