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Florida Atlantic University 2018 3MT® Three Minute Thesis Championship - David Giguere
Title
Florida Atlantic University 2018 3MT® Three Minute Thesis Championship - David Giguere.
Creator
Giguere, David, Florida Atlantic University
Abstract/Description
The 3MT® competition celebrates the exciting research conducted by graduate students. Developed by The University of Queensland (UQ), the exercise cultivates students’ academic, presentation, and research communication skills. The competition supports their capacity to effectively explain their research in three minutes, in language appropriate to a non-specialist audience. The first 3MT® competition was held at the University of Queensland in 2008 with 160 students competing. In 2009 and...
Show moreThe 3MT® competition celebrates the exciting research conducted by graduate students. Developed by The University of Queensland (UQ), the exercise cultivates students’ academic, presentation, and research communication skills. The competition supports their capacity to effectively explain their research in three minutes, in language appropriate to a non-specialist audience. The first 3MT® competition was held at the University of Queensland in 2008 with 160 students competing. In 2009 and 2010 the 3MT® competition was promoted to other Australian and New Zealand universities and enthusiasm for the concept grew. Since 2011, the popularity of the competition has increased and 3MT® competitions are now held in over 170 universities across more than 18 countries worldwide.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00007555
Subject Headings
College students --Research --United States.
Format
Video file
Dual Language Proficiencies of Second Generation Immigrants during Development and in Adulthood
Title
Dual Language Proficiencies of Second Generation Immigrants during Development and in Adulthood.
Creator
Giguere, David, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
The current studies tested the hypothesis, that early exposure is sufficient for nativelike proficiency. Study 1 compared the English skill of 116 5 year olds who had been exposed to English and Spanish from birth with English monolingual and found that the bilingual children had significantly lower levels of vocabulary skill. Study 2 assessed 65 adult bilinguals, comparing them to 25 English and 25 Spanish monolinguals on a battery of language measures. The bilinguals had lower scores in...
Show moreThe current studies tested the hypothesis, that early exposure is sufficient for nativelike proficiency. Study 1 compared the English skill of 116 5 year olds who had been exposed to English and Spanish from birth with English monolingual and found that the bilingual children had significantly lower levels of vocabulary skill. Study 2 assessed 65 adult bilinguals, comparing them to 25 English and 25 Spanish monolinguals on a battery of language measures. The bilinguals had lower scores in Spanish in 7 of the 8 domains of language skill measured. The bilinguals were not different from the English monolingual speakers in most, but not all, aspects of language proficiency. These findings provide evidence that the monolingual-bilingual gap observed in childhood is no longer evident among adult bilinguals, but that despite early exposure and continued use into adulthood, second generation immigrants are not native-like in their heritage language skills.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004981, http://purl.flvc.org/fau/fd/FA00004971
Subject Headings
Dissertations, Academic -- Florida Atlantic University, Immigrants Language., Bilingualism., Language attrition.
Format
Document (PDF)
WITHIN- AND ACROSS-LANGUAGE EFFECTS OF ORAL LANGUAGE SKILL AT SCHOOL ENTRY ON LATER ENGLISH AND SPANISH READING COMPREHENSION GROWTH AMONG EARLY BILINGUALS
Title
WITHIN- AND ACROSS-LANGUAGE EFFECTS OF ORAL LANGUAGE SKILL AT SCHOOL ENTRY ON LATER ENGLISH AND SPANISH READING COMPREHENSION GROWTH AMONG EARLY BILINGUALS.
Creator
Giguere, David, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Extensive evidence indicates that oral language skills at school entry predict later reading development among monolingual children. It is not clear if the effect is the same for bilingually developing children and whether their oral skills in one language can transfer to reading comprehension in the other. The current longitudinal study followed 72 Spanish-English bilingual children (42 girls, 30 boys) and examined the extent to which early oral language proficiency in English and in Spanish...
Show moreExtensive evidence indicates that oral language skills at school entry predict later reading development among monolingual children. It is not clear if the effect is the same for bilingually developing children and whether their oral skills in one language can transfer to reading comprehension in the other. The current longitudinal study followed 72 Spanish-English bilingual children (42 girls, 30 boys) and examined the extent to which early oral language proficiency in English and in Spanish were related to later reading comprehension development within- and across-languages. Multilevel models revealed significant within-language relations between oral language skills at 5 years and reading comprehension growth from 6 to 8 years in both English and Spanish. Additionally, English oral skill predicted Spanish reading comprehension, whereas Spanish oral skill was unrelated to English reading comprehension. Theoretical and practical implications of the findings are discussed.
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Date Issued
2019
PURL
http://purl.flvc.org/fau/fd/FA00013311
Subject Headings
Bilingualism--Research, Reading comprehension, Bilingualism in children
Format
Document (PDF)