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Annotated Bibliography (Research)

Capucho, Maria Filomena. Cooperating and Innovating: Redinter, Working together for the
Implementation of Intercomprehension Methodologies. CECC Portugal. N.d. 1-6. PDF
This particular source played the role of support for the European Union and its smaller
organizations that are dedicated to encouraging the usage and incorporation of
Intercomprehension in basic language-learning. It included all of the achievements
Redinter has reached in trying to credit Intercomprehension as a possible language
theory. The sources acknowledges that the results are not to maximum satisfactory level,
but proceeds with hope that more experiments will be conducted to further investigate the
concept. I found this source to be helpful as support for my paragraph on modern uses of
Carvalho, Anna M, et al. Teaching Portuguese to Spanish Speakers: A Case for
Trilingualism. John Hopkins University Press. 93. 2010. 70-75. PDF File.
This source exemplifies my research, and therefore was a great help in supporting my
paper. It discusses the certain leverage that comes with acquiring Portuguese from
Spanish than acquiring it with English as the Native Tongue. Portuguese and Spanish
have many aspects of their languages in common including pronunciation, grammar,
semantics, etc. I used this source in order to support the relevancy and repetition parts of
my paper. I cited some of the examples provided in this file.
Collodi, Carlo. Le Avventure di Pinocchio. Milano: Rizzoli, 1949. Print.
This source was most helpful in that it gave me a firsthand experience of how
Intercomprehension works. It also provided support to the claims I made, which declare

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Intercomprehension to be a very helpful method of language acquisition. I mention this
book in my PowerPoint presentation, because it contributed reinforcement to my
research. I appreciate the source for the surprisingly natural acquisition it showed me and,
as a result, wanted to include it in my research.
Cook, Vivian. "Cognitive Processes in Second Language Learning." Cognitive Processes in
Second Language Learning. N.p., 2013. Web. 27 Oct. 2014.
I did not include this source in my paper, however, I used it as a basis of understanding
language itself. I found it to be helpful when researching linguistics, seeing as I often
came across certain jargon or theories that were hard for me to understand. This source
allowed me to read about the neurobiological factors that allow us to form semantics and
morphemes. I was also able to learn a bit more about psycholinguistics, which is one of
the things that inspired me to do this topic.
Donato, Clorinda. Teaching Romance Language through Intercomprehension. Berkeley
Language Center. 2014. 1-98. PDF file.
This source was very helpful, as it focused on romance languages, which conveniently
was the focus of my product and, for the most part, my research paper. The author herself
grew up learning Italian and later moved on to various languages included in the Italic
family, as well as its supposed Proto-language, Latin. She provides a first-hand
experience through this methodology. I used this source for both the primary source and
to include in my research paper. I also appreciated how she defined Intercomprehension
based on region, which differentiated between Europes and the United States.
Doye, Peter. Intercomprehension. Tenische Universitat Braunshweig. 2005. PDF file.

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I read this source in order to gain multiple perspectives on the uncertain concept of interlingual studies. This source mapped out possible routes Intercomprehension could take
and why or why not it took them. He also discusses the positives and negatives to the
concept and whether or not it is a viable option. I found it to be very helpful in my
abstract and research paper.
European Commission. Studies on Translation and Multilingualism: Intercomprehension.
Luxembourg: European Union. 2012. Print.
This source might have been one of the most, if not the most helpful in finding support
for the claims I made on the benefit of Intercomprehension. I found information on
current uses and several experiments that I later cited in my paper. I also found that the
European Union has invested many resources into this field with the hopes of a
multilingual society and future benefits/advances in the private sector. Moreover, I
learned that the concept of Intercomprehension is gaining a lot of momentum and
becoming a larger focus of study.
Gerhards, Sascha. Im Gesprch: An Interview with Claire Kramsch on the Multilingual
Subject.Online Library. American Association of Teachers of German, 2012. 20
November 2014.
I used the book itself to view language from a different perspective. This interview
allowed me to see why the author chose to view language acquisition as a subjective
experience. I was interested in understanding how she came to this conclusion and it what
ways it differed from the views of her colleagues. This source provided me with the
essential background information that was needed to fully comprehend the book. I
incorporated it so that the reader could envision the making of this fresh idea.

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Kramsch, Claire. Teaching Foreign Languages in an Era of Globalization. The Modern
Language Journal. 98.1. (2014). 296-311. Web. 20 November 2014.
I used this source to a limited extent due to the fact that it was mostly on Globalization.
However, this source helped me to realize the impact of globalization in Language
learning. In this modern world, people are able to use countless resources and materials to
aid them in language acquisition. The world is so connected that methods have become
improved and more refined it has grown over the years. The source not only describes
the advantages of the modern world, but the disadvantages as well. It questions whether
the information being processed online is really helpful in human interactions.
Kramsch, Claire. The Multilingual Subject. Oxford: The Oxford University Press, 2009. Print.
This book introduced a point of view that is quite different from that of common
language professors/instructors. It views language learning as a subjective experience in
which it is enjoyable to learn the language. Kramsch claims that this is the way language
should be taught. I wanted to include this source because I feel this is an extremely
important aspect of language acquisition. I supported my position on passion and culture
within learning, through the use of this book.
Kuhl, Patricia K. Brain Mechanisms in Early Language Acquisition. Neuron. 67 (2010):
713-727. U.S National Library of Medicine. Web. 20 November 2014.
I used this article as a sort of structure for my research paper. I did cite it, although it was
mostly there to create my argument rather than support it. I was curious to see how
infants were able to acquire language, and how this could possibly be applied to adults. I
was able to grasp several concepts that were the topic sentences of my paper. I found that

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the best ways to learn languages are through interaction, repetition, passion,
distinguishing, and immersion. This article helped me construct a base for my paper.
Levelt, Wilem. A History of Psyclolinguistics: The Pre-Chomskyan Era. Oxford: Oxford
University Press, 2012. Print.
This source was used to a very limited extent. I used it to gain a broader knowledge of
psycholinguistics and how it has changed over the years. I used this in my paper as a way
to explain how meaning is processed through the brain. The science behind the mental
facilities utilized in acquisition give the reader a better understanding towards the reason
to why we are able to acquire language and assimilate ourselves with new structures and
vocabulary. This was mainly to provide logos for the reader.
Menezes, Vera. Second Language Acquisition: Reconciling Theories. Open Journal of
Applied Sciences. (2013). 404-412. Web. 20 November 2014.
I used this source to give me examples of various methods that can be applied and used
towards language learning. Menezes analyzes each of the methods provided deeper
insight into the science of second language acquisition. She explained what the methods
were and listed advantages and disadvantages. I found this really helpful as a source that
gave me greater knowledge of applied linguistics and some of the brain terminology
behind it. I was also able to utilize this information to support my positions on repetition
and memorization.
Montanari, Simona What is Intercomprehension and how does it work? 2012. PDF File.
This source was most used in order to find examples of how Intercomprehension is being
incorporated into classroom type settings. It gave me the breakdown of the experiments,

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including the purpose and data retrieved. Overall, it helped to solidify my theory that
Inter-language studies is extremely beneficial and produces results at an accelerated pace.
Multilingualism and Literacy: attitudes and policies. Susana A. Eisenchlas , Andrea C. Schalley ,
Diana Guillemin. International Journal of Multilingualism. Vol. 12, Iss. 2, 2015
This source was very interesting in that it shined light on a different perspective and
effect of Multilingualism. It connected languages known to literacy levels, and how better
proficiency in one may affect the other. It also included peer-reviewed papers, which
explored impact levels. I incorporated this into my paper as a suggestion to uses and
experimentation of Intercomprehension.
Ortega, Lourdes. Second Language Acquisition. New York: Routledge. 2011. PDF file
This source was another base source, which I used for the purpose of gaining a better
understanding of SLA theories and how they came about. At the beginning of my
project, I had no idea how complex language really was and how much thought is put
into developing these theories that are essentially just small components of the overall
process. I learned that it is impossible to have the perfect method of language acquisition
because t is subjective to every person, as different methods work for different people. I
needed this source to give me this extra perspective and respect of linguistics.
Stevens, Paul B. Teaching French to Spanish Speakers: Some Typical Patterns of
Error. American University in Cairo. 2013. 29-38. PDF file.
This source was helpful, in that it provided several examples and instances in which a
Spanish speaker can error when attempting to speak French. This allowed me to see
potential problems in my research, thus preparing me for a possible solution that I must
make based off of this paper. It also showed me that Spanish speakers will make mistakes

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that are different from that of an English speaker trying to learn French. The visuals aided
in presentation and clarification of the information that was presented. I now realize just
how different these two seemingly similar languages actually are.
TedxTalks. Breaking the language barrier: Tim Doner at TEDxTeen 2014. Online video clip.
Youtube. Youtube, 9 Mar. 2014. Web. 20 November 2014
This video was very important to me, in that it actually inspired my research and topic. I
became very interested in the idea of polyglots and who they were. This video was on a
teenage polyglot who was explaining languages and what he does to help learn more. I
used this to support my positions on meaning and interactions. The most important thing
discussed in the video, however, was the necessity of making mistakes. It is crucial that
every beginner attempts to speak, no matter how many mistakes made because it is
memorized better this way.
Verne, Jules. Le Voyage au Centre de la Terre. Nantes: Pierre-Jules Hetzel, 1864. Print
This book was important in giving me a first person experience of what it means to truly
understand a language and use past knowledge of other languages in order to infer
possible meanings. Essentially, I was able to use a lot of my Spanish to get the general
gist of what I was reading. I also found similarities within not just vocabulary, but verb
structure and certain rules. This greatly supported my own research opinions. It also
supports the belief introduced in the Multilingual Subject, which believes language
acquisition should be a pleasurable encounter.