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1860799932371304448
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INTELEK Repository
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| collection |
Online Access
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| collectionurl |
https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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| date |
2013-05-01 09:31:25
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| format |
Restricted Document
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| id |
7971
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| institution |
UniSZA
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| internalnotes |
Bennett, C.I. (1999). Comprehensive multicultural education: Theory and practice (4th Ed.). Boston: Allyn and Bacon. Bialystock, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York, Cambridge University Press. Carrol, W, David (2007). Psychology of language. Fifth edition. International Student edition. Thompson Wadsworth. Carver, C. S. & Scheier, M. F. (2004). Perspectives on Personality. (pp. 156-160). Crawford, J. (1999). Bilingual education: History, politics, theory, and practice. Los Angeles: Bilingual Educational Services. Cummins, J. (2001a). Instructional conditions for trilingual development. International Journal of Bilingual Education and Bilingualism, 4 (1), 61-75. Cummins, J. (2001b). Language, power, and pedagogy: Bilingual children in the crossfire. Philadelphia: Multilingual Press. Curtain, Helena & Carol Ann Dahlberg (2004). Languages and Children: Making the Match: New Languages for Young Learners, Grades K-8 [3rd Ed.] New York: Longman. Dumas, Lynne S. (1999). Learning a second language: Exposing your child to a new world of words boosts her brainpower, vocabulary and self-esteem. Child: 72, 74, 76-7. Eysenck, H. J. (1967). The Biological Basis of Personality. Springfield: Thomas. Eysenck, S. B. G., Eysenck, H. J., & Barrett, P. (1985). A revised version of the psychoticism scale, Personality and Individual Differences, 6, 21-29. Hopkins, N. (2001). National identity: Pride and prejudice? British Journal of Social Psychology, 40, 185-186. Hong, Kyungsim & Alexandra G. Leavell (2006). Strategic reading awareness of bilingual EFL readers. Paper delivered at the 40. Annual TESOL Convention, Tampa, FL. Marchman, V.A., Martinez-Sussman, C., & Dale, P.S. (2004). The language-specific nature of grammatical development: Evidence from bilingual language learners. Developmental Science, 7-(2): 212. Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman. Pinker, Steven (2000). The Language Instinct. How the mind creates language. New York: HarperCollins. Root, M. P. P. (2003). Five mixed-race identities: From relic to revolution. In, L. I. Winters, & H. L. DeBose (Ed.), New faces in a changing America. Multiracial identity in the 21st century, (3-21). Thousand Oaks, CA: Sage. Wolff, Dieter (2006). Bilingualism and foreign language learning: Some reflections on a neglected topic. Paper delivered at the XVIIIth International Conference on Foreign/Second Language Acquisition, Szczyrk.
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3784-01-FH02-FBK-14-00473.pdf
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TIM.DEKAN 1
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oai_dc
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https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7971
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7971 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7971 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 8 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in TIM.DEKAN 1 2013-05-01 09:31:25 3784-01-FH02-FBK-14-00473.pdf UniSZA Private Access Does Multilingualism Contribute Positive Effects to Student's Self Identity? Canadian Journal on Computing in Mathematics, Natural Sciences, Engineering and Medicine This case study of a qualitative research deals with a group of Malay primary school students who go schooling at vernacular (Chinese) schools in a state of Malaysia. The importance of multilingualism and multicultural aspects is the main focus of the research which aims to investigate on how the students maintain their Malay self-identity. The study also seeks to find the contributing factors of maintaining or losing the self-identity due to the different racial environment. In order to accomplish this sociolinguistic research, fifty eight Malay primary school students were involved in eight Focus Group Discussions, at the same time; twenty four language teachers were involved in in-depth�interviews. In and outside class observations were also used to help the researcher understand the challenges faced by the students and their academic performances were also scrutinized in order to investigate the relevancy of the variables. The study reveals some findings which closely related to sociolinguistic aspects which show that the students have to sacrifice their first language in order to master the targeted language i.e. Mandarin. They have a strong belief that although they have sacrificed a lot of time and effort in mastering the target language, they try their best to improve and uphold their Malay self-identity. 4 2 184-191 Bennett, C.I. (1999). Comprehensive multicultural education: Theory and practice (4th Ed.). Boston: Allyn and Bacon. Bialystock, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York, Cambridge University Press. Carrol, W, David (2007). Psychology of language. Fifth edition. International Student edition. Thompson Wadsworth. Carver, C. S. & Scheier, M. F. (2004). Perspectives on Personality. (pp. 156-160). Crawford, J. (1999). Bilingual education: History, politics, theory, and practice. Los Angeles: Bilingual Educational Services. Cummins, J. (2001a). Instructional conditions for trilingual development. International Journal of Bilingual Education and Bilingualism, 4 (1), 61-75. Cummins, J. (2001b). Language, power, and pedagogy: Bilingual children in the crossfire. Philadelphia: Multilingual Press. Curtain, Helena & Carol Ann Dahlberg (2004). Languages and Children: Making the Match: New Languages for Young Learners, Grades K-8 [3rd Ed.] New York: Longman. Dumas, Lynne S. (1999). Learning a second language: Exposing your child to a new world of words boosts her brainpower, vocabulary and self-esteem. Child: 72, 74, 76-7. Eysenck, H. J. (1967). The Biological Basis of Personality. Springfield: Thomas. Eysenck, S. B. G., Eysenck, H. J., & Barrett, P. (1985). A revised version of the psychoticism scale, Personality and Individual Differences, 6, 21-29. Hopkins, N. (2001). National identity: Pride and prejudice? British Journal of Social Psychology, 40, 185-186. Hong, Kyungsim & Alexandra G. Leavell (2006). Strategic reading awareness of bilingual EFL readers. Paper delivered at the 40. Annual TESOL Convention, Tampa, FL. Marchman, V.A., Martinez-Sussman, C., & Dale, P.S. (2004). The language-specific nature of grammatical development: Evidence from bilingual language learners. Developmental Science, 7-(2): 212. Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman. Pinker, Steven (2000). The Language Instinct. How the mind creates language. New York: HarperCollins. Root, M. P. P. (2003). Five mixed-race identities: From relic to revolution. In, L. I. Winters, & H. L. DeBose (Ed.), New faces in a changing America. Multiracial identity in the 21st century, (3-21). Thousand Oaks, CA: Sage. Wolff, Dieter (2006). Bilingualism and foreign language learning: Some reflections on a neglected topic. Paper delivered at the XVIIIth International Conference on Foreign/Second Language Acquisition, Szczyrk.
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| spellingShingle |
Does Multilingualism Contribute Positive Effects to Student's Self Identity?
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| summary |
This case study of a qualitative research deals with a group of Malay primary school students who go schooling at vernacular (Chinese) schools in a state of Malaysia. The importance of multilingualism and multicultural aspects is the main focus of the research which aims to investigate on how the students maintain their Malay self-identity. The study also seeks to find the contributing factors of maintaining or losing the self-identity due to the different racial environment. In order to accomplish this sociolinguistic research, fifty eight Malay primary school students were involved in eight Focus Group Discussions, at the same time; twenty four language teachers were involved in in-depth�interviews. In and outside class observations were also used to help the researcher understand the challenges faced by the students and their academic performances were also scrutinized in order to investigate the relevancy of the variables. The study reveals some findings which closely related to sociolinguistic aspects which show that the students have to sacrifice their first language in order to master the targeted language i.e. Mandarin. They have a strong belief that although they have sacrificed a lot of time and effort in mastering the target language, they try their best to improve and uphold their Malay self-identity.
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| title |
Does Multilingualism Contribute Positive Effects to Student's Self Identity?
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| title_full |
Does Multilingualism Contribute Positive Effects to Student's Self Identity?
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| title_fullStr |
Does Multilingualism Contribute Positive Effects to Student's Self Identity?
|
| title_full_unstemmed |
Does Multilingualism Contribute Positive Effects to Student's Self Identity?
|
| title_short |
Does Multilingualism Contribute Positive Effects to Student's Self Identity?
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| title_sort |
does multilingualism contribute positive effects to student's self identity?
|