Search

Your search keyword '"Fantini, Alvino E."' showing total 11 results
Start Over Author "Fantini, Alvino E." Publication Type Reports
11 results on '"Fantini, Alvino E."'

1. The Development of Bilingual Behavior: Language Choice and Social Context.

Author

Fantini, Alvino E.

Abstract

All speakers alter language stylistically in response to particular social circumstances at the moment of speech. Additionally, bilingual speakers switch codes. In fact, language differentiation and code switching are fundamental to behaving bilingually. This article examines how language differentiation and code switching developed in a young child exposed to two languages. It is concluded that linguistic separation is triggered by various factors in the social environment that cue the speaker. In the young child, awareness of the factors that call for one language or another develops gradually over time as the child's social world expands. Moreover, these factors emerge in order of significance as perceived by the child. The development of bilingual behavior is clearly a sociolinguistic phenomenon in which the child learns not only two linguistic systems but also the circumstances in which to use each. A 10-item bibliography is included. (Author/MSE)

Published
1987

2. Bilingual Behavior and Social Cues: Case Studies of Two Bilingual Children.

Author

Fantini, Alvino E.

Abstract

This study examines one aspect of sociolinguistics: social cues affecting the choice of language in the speech of children bilingual in Spanish and English. The study is based on data collected from the speech of two children, from birth to age nine in the first case and from birth to five in the second. Analysis focussed on the identification of those social factors which the children considered in selecting the appropriate code to use in each instance. Even though their less dominant language (English) was slightly delayed in onset, appropriate code selection was clearly manifest toward the end of the second year in both cases. The factors which appeared to influence choice were, first of all, the interlocutors, secondly the setting, and next the function and form of the speech act. Each of these areas was tempered by additional considerations as time went on. Surprisingly, however, the topic of conversation was not a factor causing either child to favor one or the other of their available codes. Through analysis of the data, it is possible to identify not only the temporal order in which each social factor became of importance, but also to specify a hierarchical order of importance of these factors. (Author/AM)

Published
1977

3. Beyond the Language Classroom. A Guide for Language Teachers. Identifying and Using Language-Culture Resources for Developing Communicative Competence. International Exchange Series. Pre-Publication Edition.

Author

Experiment in International Living, Brattleboro, VT. and Fantini, Alvino E.

Abstract

This guide explores three ways for teachers to increase speech and culture samples in the foreign language classroom: using foreign exchange students, using U.S. students returning from overseas experience, and identifying and using community resources. The guide includes six chapters, which cover the following topics: the value of bringing in foreign students, problems connected with this practice, and preparing for the visit; general and specific suggestions for classroom activities (both short-term activities and complete units of study); activities involving the entire school, including gaining support, informing the public, using the student as a resource in non-language classes, introducing the student to the faculty, and helping the student pursue personal goals; identifying and using a wide variety of individual, organizational, and other community resources, both in school and within the communuity; and community exploration projects that look at an entire segment of the community, such as an ethnic neighborhood, as a cultural resource. Appended materials include a brochure produced for exchange students, a list of organizations concerned with international exchange programs and language study, and a list of useful books. (MSE)

Published
1984

4. Getting the Whole Picture. A Student's Field Guide to Language Acquisition and Culture Exploration. International Exchange Series. Pre-Publication Edition.

Author

Experiment in International Living, Brattleboro, VT. and Fantini, Alvino E.

Abstract

A set of cultural awareness exercises is presented for students participating in an international exchange program. The guide includes four sections: pre-departure preparation, group orientation materials, an in-country guide to cultural observation, and a re-entry guide. The first section includes discussion of expectations, cultural values, taking information about one's own family, learning about the target country and language, and the role of skills and attitudes in the exchange process. The second section on group orientation covers awareness of one's own and the target culture, helpful skills, and adaptation to a new culture. The third section, intended for use on the trip abroad, suggests activities on cultural observation, living with a host family, exploring the community, and cultural adaptation and self-awareness. The fourth section, a re-entry guide, contains exercises for evaluating change in oneself, re-adjusting to the home culture, and taking an international perspective on the experience abroad. Appended materials include a field guide to language and cultural awareness and a field guide concerning social and political processes of the United States. (MSE)

Published
1984

5. Developing Bilingual Behavior: Language Choice and Social Context.

Author

Fantini, Alvino E.

Abstract

Three aspects of bilingual code-switching are examined: (1) code-switching as an integral part of bilingual behavior, especially in early stages of language acquisition; (2) social factors influencing the child's ability to differentiate languages and make an appropriate language choice; and (3) hierarchical organization of these social factors, based on their order of emergence and relative significance in affecting language choice. Data were obtained from ten-year longitudinal studies of two children raised bilingually in Spanish and English. The findings suggest that while the social factors in each case vary greatly, children learn early to discern the factors that are significant for their own context and guide the choice of language. Although bilinguals alternate and even mix codes, they also know in which instances to make separate linguistic choices regardless of their proficiency in the second language. Families are found to play a critical role in developing the patterns for early bilingual behavior and insuring its continuance while the mainstream language becomes more dominant in the child's life. Separate language use appears to aid language differentiation and bilingual development, while continuous language mixing may encourage passive bilingualism and lagging development in one or both languages. The evidence is found to favor maintaining language distinctiveness. (MSE)

Published
1987

6. E.I.L. Latin American Spanish: An Audio Lingual Course. Volume I.

Author

Experiment in International Living, Putney, VT., Cespedes de Fantini, Beatriz, and Fantini, Alvino E.

Abstract

This basic textbook for Latin American Spanish contains 10 units. The text is adaptable for use in an academic institution (Completion time is expected to be one year.), in an intensive program (Completion time is about 90-120 hours.), or in independent study. The vocabulary is limited and only basic, essential, grammatical structures are included. Although audiolingual skills are stressed, reading and writing skills may be taught at the discretion of the teacher. Each unit contains a conversation, oral drill materials on the conversation and new vocabulary, pronunciation drills, extensive pattern practices on structural items, conversational drills, translation exercises, narratives for reading practice, a grammatical synopsis, a lexical summary, and supplementary materials for teaching Latin American culture. Correlated, taped materials are intended to be used with the text. (WB)

Published
1967

7. E.I.L. Italian: An Audio-Lingual Course. Volume I.

Author

Experiment in International Living, Putney, VT. and Fantini, Alvino E.

Abstract

This basic textbook for Italian contains 10 units. The text is adaptable for use in an academic institution (Completion time is expected to be one year.), in an intensive program (completion time is about 90-120 hours.), or in independent study. The vocabulary is limited and only basic, essential, grammatical structures are included. Although audiolingual skills are stressed, reading and writing skills may be taught at the discretion of the teacher. Each unit contains a conversation, oral drill materials on the conversation and new vocabulary, pronunciation drills, extensive pattern practices on structural items, conversational drills, translation exercises, narratives for reading practice, a grammatical synopsis, a lexical summary, and supplementary materials for teaching Italian culture. Correlated, taped materials are intended to be used with the text. (WB)

Published
1969

8. New Ways in Teaching Culture. New Ways in TESOL Series II. Innovative Classroom Techniques.

Author

Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA., Fantini, Alvino E., Fantini, Alvino E., and Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA.

Abstract

The collection of essays and ideas for exploring culture in the English-as-a-second-language (ESL) classroom presents contributions by teachers around the world. An introductory section contains five articles that offer a theoretical and conceptual framework for including culture and intercultural dimensions in ESL instruction. The subsequent four sections contain 50 classroom activities grouped in four areas: activities to explore the nexus of language and culture; activities for sociolinguistic exploration; activities for culture exploration; and activities for intercultural exploration. Each includes information about appropriate instructional level, instructional aims, and needed class time, preparation time, and resources as well as specific procedures. Some include handouts and worksheets. Most also include one or more references for further reading. (MSE)

Published
1997

9. Living in Mexico: How To Feel at Home, Make Friends and Enjoy Everyday Life.

Author

Experiment in International Living, Brattleboro, VT., Fantini, Alvino E., and Fantini, Beatriz Cespedes de

Abstract

The guide provides a brief introduction to the culture and language of Mexico, and is designed for visitors, students, and business travelers. It offers practical information on various aspects of daily living, including: money; food; restaurants; drinks and drinking; hotels; tipping; postal and telecommunications services; transportation; shopping; health and medical care; electricity; measurement and clothing size conversions; greetings and leave-takings; titles and forms of address; conversation topics; friendship; invitations; personal space and privacy; time; silence and noise; equality; belonging to a group; eating customs and meals; family life; leisure activities; and festivals and celebrations. Suggestions for appropriate behavior and expectations are offered. It also includes basic information about Mexico: a historical sketch; a map; people; land and climate; government; economy; education; religion; and arts. A final chapter addresses use of the Spanish language, and includes a pronunciation guide, basic grammar facts, some useful expressions, and some typically Mexican expressions. A brief bibliography lists additional books about Mexico. (MSE)

Published
1994

10. Living in Spain. A Brief Introduction or Review of the Culture and Language of Spain for Visitors, Students, and Business Travelers. First Edition.

Author

Experiment in International Living, Brattleboro, VT., Fantini, Alvino E., and Enriquez A., Cristina

Abstract

The guide offers practical information on various aspects of daily living, including: money; banks; food; restaurants; hotels; tipping; postal and telecommunications services; transportation; shopping; health and medical care; safety and security; electricity; measurement and clothing size conversions; greetings and leave-takings; titles and forms of address; conversational topics; friendship; invitations; personal space and privacy; time; silence and noise; family life; eating customs and meals; manners and dress; leisure and sports; and festivals and celebrations. Suggestions for appropriate behavior and expectations are offered. It also includes basic information about Spain: a historical sketch; a map; facts about major cities; geography; government; economy; education; religion; and arts and crafts. A final chapter addresses use of the Spanish language, and includes a pronunciation guide, basic grammar facts, some useful expressions, and some typically Spanish expressions. A brief bibliography lists additional books about Spain. (MSE)

Published
1993

11. Language Acquisition of a Bilingual Child: A Sociolinguistic Perspective (To Age Ten). Multilingual Matters 17.

Author

Fantini, Alvino E.

Abstract

An ongoing longitudinal study, 15 years old at the time of publication, is reported. It is a sociolinguistic, developmental study of the acquisition of two languages, Spanish and English, by a boy from birth, with data drawn from direct observation and occasional tape recordings of speech. An introductory chapter outlines the objectives and method of the study. The second chapter reviews relevant literature on simultaneous dual language acquisition, the nature of bilingualism, and language within a social context. Chapter 3 describes the subject and his environment, parents and other caregivers, and language contact and exposure patterns. In the fourth chapter, sociolinguistic aspects of language acquisition are examined, including language differentiation and bilingual behavior, social variables in language choice, the relationship of language and socialization, and language usage and styles. A linguistic profile of the child follows, with both general comments and more detailed notes on patterns of phonological development and mixing, lexical development and borrowing, emerging grammar and syntactic borrowing, and measures of proficiency used. The final chapter offers a summary and conclusions. Appended materials include notes of phonetic transcription and excerpts from the diary of the child's speech kept by the researcher. Contains over 100 references. (MSE)

Published
1985

Catalog

Books, media, physical & digital resources
See catalog results