WorldWideScience

Sample records for understanding language development

  1. Measuring and Comparing Academic Language Development and Conceptual Understanding via Science Notebooks

    Science.gov (United States)

    Huerta, Margarita; Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael

    2016-01-01

    The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors…

  2. Experience-Dependent Brain Development as a Key to Understanding the Language System.

    Science.gov (United States)

    Westermann, Gert

    2016-04-01

    An influential view of the nature of the language system is that of an evolved biological system in which a set of rules is combined with a lexicon that contains the words of the language together with a representation of their context. Alternative views, usually based on connectionist modeling, attempt to explain the structure of language on the basis of complex associative processes. Here, I put forward a third view that stresses experience-dependent structural development of the brain circuits supporting language as a core principle of the organization of the language system. In this view, embodied in a recent neuroconstructivist neural network of past tense development and processing, initial domain-general predispositions enable the development of functionally specialized brain structures through interactions between experience-dependent brain development and statistical learning in a structured environment. Together, these processes shape a biological adult language system that appears to separate into distinct mechanism for processing rules and exceptions, whereas in reality those subsystems co-develop and interact closely. This view puts experience-dependent brain development in response to a specific language environment at the heart of understanding not only language development but adult language processing as well. Copyright © 2016 Cognitive Science Society, Inc.

  3. Language, Discourse and Teaching the Language Arts: The Development of Imaginative Self-Understanding

    Science.gov (United States)

    Madoc-Jones, Geoff

    2005-01-01

    Paul Ricoeur asks that we conceive of the imagination less in terms of visual images than in terms of language. He develops this idea as part of the hermeneutic work of interpreting literary texts and posits that the world disclosed by the literary work provides a space for the imaginative consideration of new possibilities for the self. I…

  4. It's Rather like Learning a Language: Development of talk and conceptual understanding in mechanics lessons

    Science.gov (United States)

    Rincke, Karsten

    2011-01-01

    Although a broad literature exists concerning the development of conceptual understanding of force and other topics within mechanics, little is known about the role and development of students' talk about the subject. The paper presents an in-depth investigation of students' talk whilst being introduced to the concept of force. The main research goal was to investigate and understand how students develop an understanding of the concept of force and how they use and understand the term 'force'. Therefore, we make relation to the research field of students' preconceptions and the field of second language learning. Two classes of students (N = 47) were videotaped during a time period of nine lessons, each transcribed and analysed using a category system. Additional data were obtained via written tasks, logs kept by the students, and tests. The detailed analysis of the talk and the results of the tests indicate that students face difficulties in using the term 'force' scientifically similar to those in a foreign language instruction. Vygotsky already recognised a relationship between learning in science and learning a language. In this paper, important aspects of this relationship are discussed based upon empirical data. We conclude that in some respects it might be useful to make reference to the research related to language learning when thinking about improving science education. In particular, according to Selinker's concept of interlanguage describing language-learning processes within language instruction, the language used by the students during physics lessons can be viewed as a 'scientific interlanguage'.

  5. Exemplary, New Teachers' Perspectives on Teaching Second-Language Learners and Developing Academic Language: An Embodied Understanding of Practice Framework

    Science.gov (United States)

    Gomez, Maria-Cecilia

    2013-01-01

    This qualitative, longitudinal study examines the perspectives on professional development of a group of exemplary, new secondary teachers of English Language Arts and Spanish (n = 4). This study explores the teachers' development through the lens of the "embodied understanding of practice" (EUP), a novel theoretical framework of…

  6. Spoken Language Understanding Software for Language Learning

    Directory of Open Access Journals (Sweden)

    Hassan Alam

    2008-04-01

    Full Text Available In this paper we describe a preliminary, work-in-progress Spoken Language Understanding Software (SLUS with tailored feedback options, which uses interactive spoken language interface to teach Iraqi Arabic and culture to second language learners. The SLUS analyzes input speech by the second language learner and grades for correct pronunciation in terms of supra-segmental and rudimentary segmental errors such as missing consonants. We evaluated this software on training data with the help of two native speakers, and found that the software recorded an accuracy of around 70% in law and order domain. For future work, we plan to develop similar systems for multiple languages.

  7. Rhetorical meta-language to promote the development of students' writing skills and subject matter understanding

    Science.gov (United States)

    Pelger, Susanne; Sigrell, Anders

    2016-01-01

    Background: Feedback is one of the most significant factors for students' development of writing skills. For feedback to be successful, however, students and teachers need a common language - a meta-language - for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and feedback-giving. Purpose: The aim of this study was to explore students' perception of teachers' feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient. Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university. Design and methods: The study concerned students' writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students' popular science texts. It also included students' and teachers' answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers' feedback, actual and recalled - by students and teachers, respectively - was analysed and compared using the so-called Canons of rhetoric. Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content. Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to

  8. Instructional games: Scientific language use, concept understanding, and attitudinal development of middle school learners

    Science.gov (United States)

    Mongillo, Geraldine

    The purpose of this qualitative study was to discover the influence of instructional games on middle school learners' use of scientific language, concept understanding, and attitude toward learning science. The rationale for this study stemmed from the lack of research concerning the value of play as an instructional strategy for older learners. Specifically, the study focused on the ways in which 6 average ability 7th grade students demonstrated scientific language and concept use during gameplay. The data were collected for this 6-week study in a southern New Jersey suburban middle school and included audio recordings of the 5 games observed in class, written documents (e.g., student created game questions, self-evaluation forms, pre- and post-assessments, and the final quiz) interviews, and researcher field notes. Data were coded and interpreted borrowing from the framework for scientific literacy developed by Bybee (1997). Based on the findings, the framework was modified to reflect the level of scientific understanding demonstrated by the participants and categorized as: Unacquainted, Nominal, Functional, and Conceptual. Major findings suggested that the participants predominantly achieved the Functional level of scientific literacy (i.e., the ability to adequately and appropriately use scientific language in both written and oral discourse) during games. Further, it was discovered that the participants achieved the Conceptual level of scientific literacy during gameplay. Through games participants were afforded the opportunity to use common, everyday language to explore concepts, promoted through peer collaboration. In games the participants used common language to build understandings that exceeded Nominal or token use of the technical vocabulary and concepts. Additionally, the participants reported through interviews and self-evaluation forms that their attitude (patterns included: Motivation, Interest, Fun, Relief from Boredom, and an Alternate Learning

  9. Language Games and Musical Understanding

    Directory of Open Access Journals (Sweden)

    Alessandro Arbo

    2013-05-01

    Full Text Available Wittgenstein has often explored language games that have to do with musical objects of different sizes (phrases, themes, formal sections or entire works. These games can refer to a technical language or to common parlance and correspond to different targets. One of these coincides with the intention to suggest a way of conceiving musical understanding. His model takes the form of the invitation to "hear (something as (something": typically, to hear a musical passage as an introduction or as a conclusion or in a certain tonality. However one may ask to what extent or in what terms (literal or metaphorical these procedures, and usually the intervention of language games, is requested by our common ways of understanding music. This article shows through the use of some examples that aspectual perception inherent to musical understanding does not require language games as a necessary condition (although in many cases the link between them seems very strong, in contradiction with the thesis of an essential linguistic character of music. At a basic level, it seems more appropriate to insist on the notion of a game: to understand music means to enter into the orbit of "music games" which show an autonomous functioning. Language games have, however, an important function when we develop this comprehension in the light of the criteria of judgment that substantiate the manner in which music is incorporated in and operates within specific forms of life.

  10. Flexibility in embodied language understanding

    Directory of Open Access Journals (Sweden)

    Roel M Willems

    2011-06-01

    Full Text Available Do people use sensori-motor cortices to understand language? Here we review neurocognitive studies of language comprehension in healthy adults and evaluate their possible contributions to theories of language in the brain. We start by sketching the minimal predictions that an embodied theory of language understanding makes for empirical research, and then survey studies that have been offered as evidence for embodied semantic representations. We explore four debated issues: first, does activation of sensori-motor cortices during action language understanding imply that action semantics relies on mirror neurons? Second, what is the evidence that activity in sensori-motor cortices plays a functional role in understanding language? Third, to what extent do responses in perceptual and motor areas depend on the linguistic and extra-linguistic context? And finally, can embodied theories accommodate language about abstract concepts? Based on the available evidence, we conclude that sensori-motor cortices are activated during a variety of language comprehension tasks, for both concrete and abstract language. Yet, this activity depends on the context in which perception and action words are encountered. Although modality-specific cortical activity is not a sine qua non of language processing even for language about perception and action, sensori-motor regions of the brain appear to make functional contributions to the construction of meaning, and should therefore be incorporated into models of the neurocognitive architecture of language.

  11. Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

    Science.gov (United States)

    Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

    2016-04-01

    This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

  12. Understanding Students with Immigration Backgrounds: A German Case of Students' Language and Identity in Development

    Science.gov (United States)

    Bouchereau Bauer, Eurydice; Guerrero, Beatriz; Hornberg, Sabine; Bos, Wilfried

    2015-01-01

    In this article we propose that teaching/learning is a process that involves world knowledge, identity, and future construction of oneself. The goal of this qualitative research paper is to document the experiences of 2 fourth-grade students with immigration backgrounds in Germany. Using a poststructuralist approach to language and identity, we…

  13. Research and Development in Natural Language Understanding as Part of the Strategic Computing Program.

    Science.gov (United States)

    1987-04-01

    The First Conference on Artificial Intelligence Applications , pages 13-18. IEEE Computer Society, December, 1984. S"[121 Sager, N. The String Parser...Language Access. In The First Conference on Artificial Intelligence Applications , pages 19-24. IEEE Computer Society, December, 1984. [18] Stallard...of The First Conference on Artificial Intelligence Applications . IEEE Computer Society, Denver, Colorado, December, 1984. [71 Scha. R.J.H. English

  14. Socialization, Language, and Scenic Understanding

    DEFF Research Database (Denmark)

    Olesen, Henning Salling; Weber, Kirsten

    2013-01-01

    is based on a transformation of the "scenic understanding" from a clinical to a text interpretation, which seeks to understand collective unconscious meaning in text, and is presented with an illustration of the interpretation procedure from social research. Then follows a brief systematic account of key......»Sozialisation, Sprache und szenisches Verstehen. Alfred Lorenzers Beitrag zu einer psychosozialen Methodologie«. The article is a guided tour to Alfred Lorenzer's proposal for an "in-depth hermeneutic" cultural analysis methodology which was launched in an environment with an almost complete split...... between social sciences and psychology/psychoanalysis. It presents the background in his materialist socialization theory, which combines a social reinterpretation of the core insights in classical psychoanalysis – the unconscious, the drives – with a theory of language acquisition. His methodology...

  15. Association of D16S515 microsatellite with specific language impairment on Robinson Crusoe Island, an isolated Chilean population: a possible key to understanding language development.

    Science.gov (United States)

    Villanueva, Pia; Jara, Lilian; Palomino, Hernan

    2010-08-01

    Specific language impairment (SLI) is a developmental language disorder that occurs for no known reason. The disorder affects 2-8% of children. Some scientific evidence suggests that genetic factors are implicated in the etiology of SLI. The disorder is genetically complex. Two novel loci, SLI1 on chromosome 16q24 (MIM 606711) and SLI2 on chromosome 19q13 (MIM 606712), have been found to be highly correlated with SLI. Four genes have been identified as susceptibility genes. SLI occurs at an unusually elevated incidence (35%) among the population of Robinson Crusoe Island (Chile), which also has a high consanguinity rate. This finding supports the influence of genetic mechanisms in the transmission of SLI based on a founder effect. To investigate further the genetic involvement in this population, we collected blood samples from 115 islanders from 13 families with a language-impaired proband and from 18 families with a normal-language proband. The analysis of micro satellite marker D16S515, located in locus SLI1, demonstrated that the 230-bp allele was correlated with SLI and that the 232-bp allele was correlated with normal language development. The domain containing the D16S515 marker, therefore, may play a role in language development.

  16. The development of second-order social cognition and its relation with complex language understanding and working memory

    NARCIS (Netherlands)

    Arslan, Burcu; Hohenberger, Annette; Verbrugge, Rineke

    2012-01-01

    In this study, the development of second-order social cognition and its possible relationship with language and memory were investigated. For this reason two second-order false belief tasks (FBT_2), a short term memory task (WST), a complex working memory task (LST), a linguistic perspective-taking

  17. Exploring educators' understanding of developing learners' reading ...

    African Journals Online (AJOL)

    Exploring educators' understanding of developing learners' reading skills and their readiness to implement CAPS. ... Journal for Language Teaching ... Phase English First Additional Language teachers understood about reading and teaching reading, and the strategies they used to develop learners' reading skills.

  18. Thinking or feeling? An exploratory study of maternal scaffolding, child mental state talk, and emotion understanding in language-impaired and typically developing school-aged children.

    Science.gov (United States)

    Yuill, Nicola; Little, Sarah

    2017-10-06

    Mother-child mental state talk (MST) supports children's developing social-emotional understanding. In typically developing (TD) children, family conversations about emotion, cognition, and causes have been linked to children's emotion understanding. Specific language impairment (SLI) may compromise developing emotion understanding and adjustment. We investigated emotion understanding in children with SLI and TD, in relation to mother-child conversation. Specifically, is cognitive, emotion, or causal MST more important for child emotion understanding and how might maternal scaffolding support this? Nine 5- to 9-year-old children with SLI and nine age-matched typically developing (TD) children, and their mothers. We assessed children's language, emotion understanding and reported behavioural adjustment. Mother-child conversations were coded for MST, including emotion, cognition, and causal talk, and for scaffolding of causal talk. Children with SLI scored lower than TD children on emotion understanding and adjustment. Mothers in each group provided similar amounts of cognitive, emotion, and causal talk, but SLI children used proportionally less cognitive and causal talk than TD children did, and more such child talk predicted better child emotion understanding. Child emotion talk did not differ between groups and did not predict emotion understanding. Both groups participated in maternal-scaffolded causal talk, but causal talk about emotion was more frequent in TD children, and such talk predicted higher emotion understanding. Cognitive and causal language scaffolded by mothers provides tools for articulating increasingly complex ideas about emotion, predicting children's emotion understanding. Our study provides a robust method for studying scaffolding processes for understanding causes of emotion. © 2017 The British Psychological Society.

  19. Culture Understanding in Foreign Language Teaching

    Science.gov (United States)

    Qu, Yi

    2010-01-01

    In the course of foreign language teaching, the priority should always be given to increase international understanding by enabling the students to enter into the life, thought, and literature of people who speak another language. The objective may vary from one period to another, but it should long be present in the thinking of our minds. The…

  20. Understanding Foreign Language Learning Strategies: A Validation Study

    Science.gov (United States)

    Tragant, Elsa; Thompson, Marilyn S.; Victori, Mia

    2013-01-01

    The present work aims to contribute to our understanding of the underlying dimensions of language learning strategies in foreign language contexts. The study analyzes alternative factor structures underlying a recently developed instrument (Tragant and Victori, 2012) and it includes the age factor in the examination of its construct validity. The…

  1. Television and Language Development.

    Science.gov (United States)

    Fisher, Eunice

    1984-01-01

    Considers characteristics of educational television that militate against effective language learning and argues that further research is needed to ascertain whether language development is promoted by educational television and which programs and formats are best. Research in the United States and suggestions for future research are discussed.…

  2. Theoretical approaches to natural language understanding

    Energy Technology Data Exchange (ETDEWEB)

    1985-01-01

    This book discusses the following: Computational Linguistics, Artificial Intelligence, Linguistics, Philosophy, and Cognitive Science and the current state of natural language understanding. Three topics form the focus for discussion; these topics include aspects of grammars, aspects of semantics/pragmatics, and knowledge representation.

  3. Language and Development.

    Science.gov (United States)

    Crooks, Tony, Ed.; Crewes, Geoffrey, Ed.

    A selection of papers presented at an international conference on the role of language in economic and social development includes: "Changing Paradigms: The Project Approach" (John McGovern); "Team Development of ELT Projects: A Case Study" (William M. Martin, Lynn P. Balabanis); "The Roles of Insiders and Outsiders in…

  4. SUBTLE: Situation Understanding Bot through Language and Environment

    Science.gov (United States)

    2016-01-06

    2009) use a combinatorial categorial grammar (CCG) parser with a pre-specified map - ping between words or phrases and the matching branch- ing...agents communicating via rich language remain an open challenge. Toward this end, the central goal of the SUBTLE MURI project was to develop an...3451 Walnut Street , Suite P-221 Philadelphia, PA 19104 -6205 31-Aug-2014 ABSTRACT Final Report: SUBTLE: Situation Understanding Bot through Language

  5. Multi-language Development Enviroments

    DEFF Research Database (Denmark)

    Pfeiffer, Rolf-Helge

    development artifacts are ubiquitous and troublesome in multi-language software systems; they pose a real problem to development and evolution of multi-language software systems, (c) users highly appreciated cross-language support mechanisms of multi-language development environments, (d) generic MLDEs......, and considering typical properties of heterogeneous development artifact relations....

  6. Understanding beyond language: perceiving meaning in reality

    Directory of Open Access Journals (Sweden)

    C.D. Scott

    2011-09-01

    Full Text Available This article is an attempt to develop a counter-argument to the contention that meaning is bound by language. Locating itself within the realist ontology of language developed by Saint Anselm of Canterbury, it will be argued that language comprises representations of entities perceived both extra to the perceiver and through introspection. Thus, a language game cannot be a closed system in the sense that by its very existence representations of extralinguistic being are contained therein. If truth is defined as that which is the case, the task of the perceiver becomes apprehension of being beheld without the cloud imposed by symbols: representations are not what they represent, instead they serve as windows onto a view of what is. Following exploration of psychological studies on contemplation, it is argued that it is in desymbolised moments of attentive awareness of being that meaning, unfiltered by the representativeness of language (and indeed, other symbolic systems, can arise. It will be proposed that in contemplative traditions, being is not reduced in perception, and the moment of meaning comes to the fore in the engagement and encounter with being.

  7. Intercomprehension - When Everyone Speaks Their Own Language and Understands Others

    Directory of Open Access Journals (Sweden)

    Nataša Pirih Svetina

    2016-12-01

    Full Text Available Intercomprehension is a communication practice where two persons speak their mother tongue and are able to understand each other without being taught the language of their adressee. It is a usual practice between languages that belong to the same linguistic family, for example Slavic, Romance or Germanic languages. In the article, the authors present the notion of intercomprehension as an alternative to communication in English as a lingua franca. That kind of communication was known among Scandinavians, whereas the first teaching method was developped for Romance languages (EuRomCom at the beginning of the 21st century. Today, more methods exist including German and Slavic languages. In the article, the authors are enumerating some of them and also give a short outline of existing practices.

  8. Medical problem and document model for natural language understanding.

    Science.gov (United States)

    Meystre, Stephanie; Haug, Peter J

    2003-01-01

    We are developing tools to help maintain a complete, accurate and timely problem list within a general purpose Electronic Medical Record system. As a part of this project, we have designed a system to automatically retrieve medical problems from free-text documents. Here we describe an information model based on XML (eXtensible Markup Language) and compliant with the CDA (Clinical Document Architecture). This model is used to ease the exchange of clinical data between the Natural Language Understanding application that retrieves potential problems from narrative document, and the problem list management application.

  9. Understanding Language Change: Phonetics, Phonology and Child Language Acquisition

    National Research Council Canada - National Science Library

    Volk, Kevin

    1999-01-01

    Language change is a phenomenon that has fascinated scholars for centuries. As a science, linguistic theory has evolved considerably during the 20th century, but the overall puzzle of language change still remains unsolved...

  10. Nursery Rhymes and Language Development

    Science.gov (United States)

    Bohn, Ingeborg

    1972-01-01

    Practical applications for both normal and handicapped children are given to support the thesis that exposure to high sound content" language like nursery rhymes is a motivating factor in language development. (Author/MB)

  11. Language Development: 2 Year Olds

    Science.gov (United States)

    ... Stages Listen Español Text Size Email Print Share Language Development: 2 Year Olds Page Content Article Body ... Pay attention to how he also is using language to describe ideas and information and to express ...

  12. Delayed Speech or Language Development

    Science.gov (United States)

    ... Safe Videos for Educators Search English Español Delayed Speech or Language Development KidsHealth / For Parents / Delayed Speech ... their child is right on schedule. How Are Speech and Language Different? Speech is the verbal expression ...

  13. Dual language exposure and early bilingual development*

    Science.gov (United States)

    HOFF, ERIKA; CORE, CYNTHIA; PLACE, SILVIA; RUMICHE, ROSARIO; SEÑOR, MELISSA; PARRA, MARISOL

    2015-01-01

    The extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1;10 to 2;6. The monolingually developing children were significantly more advanced than the bilingually developing children on measures of both vocabulary and grammar in single language comparisons, but they were comparable on a measure of total vocabulary. Within the bilingually developing sample, all measures of vocabulary and grammar were related to the relative amount of input in that language. Implications for theories of language acquisition and for understanding bilingual development are discussed. PMID:21418730

  14. Language understanding and vocabulary of early cochlear implanted children

    DEFF Research Database (Denmark)

    Percy-Smith, L; Busch, GW; Sandahl, M

    2013-01-01

    The aim of the study was to identify factors associated with the level of language understanding, the level of receptive and active vocabulary, and to estimate effect-related odds ratios for cochlear implanted children's language level.......The aim of the study was to identify factors associated with the level of language understanding, the level of receptive and active vocabulary, and to estimate effect-related odds ratios for cochlear implanted children's language level....

  15. Developing Bigraphical Languages

    DEFF Research Database (Denmark)

    Damgaard, Troels Christoffer

    to include application of structural congruence. We isolate a class of normal inferences, and prove that normal inferences are sufficient for inferring all matches. The matching algorithm relies on building normal inferences mechanically. An implementation of the algorithm is at the core of the BPL Tool...... side-conditions. As an example, we show that the nondeterministic -calculus (due to Danos and Laneve) can be modelled. Finally, we build on our study above and develop a formal language, the C-calculus, for modelling low-level interaction inside and among cells. At the core of the calculus lies a model...... of formal proteins and membranes. In addition, formal channels between compartments allow us to model an intermediate state in cell fusion or division, regulated by diffusion. A user models in the C-calculus by refining a set of core rules, each of which encapsulates a core biological reaction. We...

  16. Progress in Understanding Adolescent Language Disorders

    Science.gov (United States)

    Joffe, Victoria L.; Nippold, Marilyn A.

    2012-01-01

    Purpose: This prologue introduces a clinical forum on adolescent language disorders, a topic that has long been of interest to school-based speech-language pathologists/therapists. Method: A rationale for the clinical forum is provided, and the content is contrasted with a previous forum on the same topic that was published nearly 20 years ago.…

  17. Indian Language Document Analysis and Understanding

    Indian Academy of Sciences (India)

    character recognition in different Indian languages, pre- and post-processing techniques tai- lored for Indian languages and user-friendly interfaces for better utilisation of the output of document analysis systems, all need attention from Indian scientists working in Image Pro- cessing and Pattern Recognition. It is with this ...

  18. What's So Hard about Understanding Language?

    Science.gov (United States)

    Read, Walter; And Others

    A discussion of the application of artificial intelligence to natural language processing looks at several problems in language comprehension, involving semantic ambiguity, anaphoric reference, and metonymy. Examples of these problems are cited, and the importance of the computational approach in analyzing them is explained. The approach applies…

  19. Communicative Language Teaching (CLT): Practical Understandings.

    Science.gov (United States)

    Sato, Kazuyoshi; Kleinsasser, Robert C.

    1999-01-01

    Reports on a study that documented the views and practices of communicative language teaching (CLT) by Japanese second language inservice teachers. Uses multiple data sources including interviews, observations, and surveys to report on how teachers define CLT and implement it in their classrooms. (Author/VWL)

  20. Researching language teaching: Understanding practice through ...

    African Journals Online (AJOL)

    However, to engage critically with practice, SLA research must be situated in its institutional, social and cultural settings. We argue that situated research into classroom interaction provides second language teachers with opportunities to theorize and improve practice. (S/ern Af Linguistics & Applied Language Stud: 2001 ...

  1. Understanding the Nature of Learners' Out-of-Class Language Learning Experience with Technology

    Science.gov (United States)

    Lai, Chun; Hu, Xiao; Lyu, Boning

    2018-01-01

    Out-of-class learning with technology comprises an essential context of second language development. Understanding the nature of out-of-class language learning with technology is the initial step towards safeguarding its quality. This study examined the types of learning experiences that language learners engaged in outside the classroom and the…

  2. Imitation, sign language skill and the Developmental Ease of Language Understanding (D-ELU model

    Directory of Open Access Journals (Sweden)

    Emil eHolmer

    2016-02-01

    Full Text Available Imitation and language processing are closely connected. According to the Ease of Language Understanding (ELU model (Rönnberg et al., 2013 pre-existing mental representation of lexical items facilitates language understanding. Thus, imitation of manual gestures is likely to be enhanced by experience of sign language. We tested this by eliciting imitation of manual gestures from deaf and hard-of-hearing (DHH signing and hearing non-signing children at a similar level of language and cognitive development. We predicted that the DHH signing children would be better at imitating gestures lexicalized in their own sign language (Swedish Sign Language, SSL than unfamiliar British Sign Language (BSL signs, and that both groups would be better at imitating lexical signs (SSL and BSL than non-signs. We also predicted that the hearing non-signing children would perform worse than DHH signing children with all types of gestures the first time (T1 we elicited imitation, but that the performance gap between groups would be reduced when imitation was elicited a second time (T2. Finally, we predicted that imitation performance on both occasions would be associated with linguistic skills, especially in the manual modality. A split-plot repeated measures ANOVA demonstrated that DHH signers imitated manual gestures with greater precision than non-signing children when imitation was elicited the second but not the first time. Manual gestures were easier to imitate for both groups when they were lexicalized than when they were not; but there was no difference in performance between familiar and unfamiliar gestures. For both groups, language skills at the T1 predicted imitation at T2. Specifically, for DHH children, word reading skills, comprehension and phonological awareness of sign language predicted imitation at T2. For the hearing participants, language comprehension predicted imitation at T2, even after the effects of working memory capacity and motor skills

  3. Imitation, Sign Language Skill and the Developmental Ease of Language Understanding (D-ELU) Model.

    Science.gov (United States)

    Holmer, Emil; Heimann, Mikael; Rudner, Mary

    2016-01-01

    Imitation and language processing are closely connected. According to the Ease of Language Understanding (ELU) model (Rönnberg et al., 2013) pre-existing mental representation of lexical items facilitates language understanding. Thus, imitation of manual gestures is likely to be enhanced by experience of sign language. We tested this by eliciting imitation of manual gestures from deaf and hard-of-hearing (DHH) signing and hearing non-signing children at a similar level of language and cognitive development. We predicted that the DHH signing children would be better at imitating gestures lexicalized in their own sign language (Swedish Sign Language, SSL) than unfamiliar British Sign Language (BSL) signs, and that both groups would be better at imitating lexical signs (SSL and BSL) than non-signs. We also predicted that the hearing non-signing children would perform worse than DHH signing children with all types of gestures the first time (T1) we elicited imitation, but that the performance gap between groups would be reduced when imitation was elicited a second time (T2). Finally, we predicted that imitation performance on both occasions would be associated with linguistic skills, especially in the manual modality. A split-plot repeated measures ANOVA demonstrated that DHH signers imitated manual gestures with greater precision than non-signing children when imitation was elicited the second but not the first time. Manual gestures were easier to imitate for both groups when they were lexicalized than when they were not; but there was no difference in performance between familiar and unfamiliar gestures. For both groups, language skills at T1 predicted imitation at T2. Specifically, for DHH children, word reading skills, comprehension and phonological awareness of sign language predicted imitation at T2. For the hearing participants, language comprehension predicted imitation at T2, even after the effects of working memory capacity and motor skills were taken into

  4. The Value of Bilingualism in Pupils' Understanding of Scientific Language.

    Science.gov (United States)

    Kearsey, John; Turner, Sheila

    1999-01-01

    Argues that, although some bilingual pupils may be at a disadvantage in understanding scientific language, there may be some circumstances where being bilingual is an advantage in understanding scientific language. Presents evidence of circumstances where being bilingual was an advantage and circumstances where it was a disadvantage in…

  5. Understanding of Foreign Language Learning of Generation Y

    Science.gov (United States)

    Bozavli, Ebubekir

    2016-01-01

    Different generations are constituted depending on social changes and they are designed sociologically as traditional, baby boomer, X, Y and Z. Many studies have been reported on understanding of foreign language learning generation Y. This study aims to realise the gap in and contribute to the research on language learning understanding of…

  6. Using Movies in Language Classrooms as Means of Understanding Cultural Diversity

    Directory of Open Access Journals (Sweden)

    Nafi Yalcin

    2013-03-01

    Full Text Available In a globalised world with different languages and cultures, learning foreign languages is a necessity for ensuring international communication and understanding. Considering the fact that language and culture are inseparable, learning a language also involves learning the associated culture. The close interdependency between culture and language can be used to contribute to social cohesion and stability, in areas where cultural bias, political and religious hostility is prevalent. Therefore, language teaching practices can be used to eradicate stereotypes and to promote intercultural understanding, universally shared values, which will serve to the peaceful coexistence of different people in the world. Movies chosen appropriately for this purpose, with a rich source of cultural events and varying patterns of human behaviors, seem to be an appropriate tool to enhance the understanding of cultural diversity. This study describes the rationale, ways and activities of using movies in language classrooms as a means of developing the understanding for cultural diversity.

  7. Language Development: 1 Year Olds

    Science.gov (United States)

    ... Stages Listen Español Text Size Email Print Share Language Development: 1 Year Olds Page Content Article Body ... assured, it’s not your imagination. He’s developing his language and comprehension skills right on schedule. This giant ...

  8. High School Teacher Perspectives and Practices: Second Language Writing and Language Development

    Science.gov (United States)

    Gilliland, Betsy

    2015-01-01

    Teachers' understandings of second language learning influence their practices in the classroom. This paper analyzes interview and classroom data collected during a year-long ethnographic study of two high school English language development classes to identify (1) what the teachers understood about second language (L2) development and L2 academic…

  9. Understanding and Representing Natural Language Meaning.

    Science.gov (United States)

    1982-12-01

    Pragmatics , in press. Collins, A. and M. R. Quillian, "Experiments on Semantic Memory and Language Comprehension," in L. W. Gregg (Ed.), Cognition in Learning...ed Anaphora in Basque," ProceedingA of the 8th Anniil -cet in of the Berjkeley Ljnuisti,._; $ocietZ, Berkeley, CA, 1982. (2) Azkarate, M., D. Far

  10. Indian Language Document Analysis and Understanding

    Indian Academy of Sciences (India)

    authoritative manner outlining all the issues involved. The next two papers deal with com- plete systems designed for processing printed text documents in a single language. The paper by Chaudhuri, Pal and Mitra, which is also an invited contribution, describes a system for recognition of printed Oriya script. The paper by ...

  11. Teachers' understanding of the communicative language teaching ...

    African Journals Online (AJOL)

    The Department of Basic Education insists that English as a First additional Language be taught using the Communicative Approach. The use of the approach has been spelt out in the national curriculum statement. However, the Communicative Approach takes many different forms as dictated by the competences being ...

  12. Researching language teaching: Understanding practice through ...

    African Journals Online (AJOL)

    In this article we argue that second language acquisition (SLA) research and theory have a significant role to play in teacher education, especially at the masters level. The danger of overly practical approaches is that they cannot challenge current practice in ways that are both critical and rigorous. However, to engage ...

  13. Understanding language awareness in the first language teaching in Slovenia as a “traditional monocultural“ society

    Directory of Open Access Journals (Sweden)

    Vogel Jerca

    2015-05-01

    Full Text Available In the didactics of the Slovenian language as the first language the term language awareness is related primarily to the identity function of standard language as the most important element of the national and cultural awareness, while the conception of language awareness, based on the functional linguistics, has been put forward only in the last decade. Therefore, the main issue is how to understand language and linguistic cultural awareness in a society which is traditionally considered “culturally monolithic”, and how they should be dealt with in the first language teaching. In attempt to find the answer, first main features of both the language and linguistic cultural awareness are presented: their levels, components and emphasized language functions. It is evident that a person’s linguistic activity and his/her linguistic identification are inseparable. Because of this, the development of language and cultural awareness in the context of two models of first language teaching is discussed later on. In the model aimed at the development of functional communicative competence they are developed optionally and unrelated to each other. Only the model which aims at critical communicative competence allows developing them closely related to each other and to critical thinking.

  14. Figurative Idiomatic Language: Strategies and Difficulties of Understanding English Idioms

    OpenAIRE

    Nisreen Al-Khawaldeh; Abdullah Jaradat; Husam Al-momani; Baker Bani-Khair

    2016-01-01

    Learning idioms which is considered a very essential part of learning and using language (Sridhar and Karunakaran, 2013) has recently attracted a great attention of English learning researchers particularly the assessment of how well Asian language learners acquire and use idioms in communication (Tran, 2013). Understanding and using them fluently could be viewed as a sign towards language proficiency as they could be an effective way to give students better conditions to enhance their commun...

  15. Individual differences in children's emotion understanding: Effects of age and language

    DEFF Research Database (Denmark)

    Pons, Francisco; Lawson, J.: Harris, P.; Rosnay, M. de

    2003-01-01

    Over the last two decades, it has been established that children's emotion understanding changes as they develop. Recent studies have also begun to address individual differences in children's emotion understanding. The first goal of this study was to examine the development of these individual...... differences across a wide age range with a test assessing nine different components of emotion understanding. The second goal was to examine the relation between language ability and individual differences in emotion understanding. Eighty children ranging in age from 4 to 11 years were tested. Children...... displayed a clear improvement with age in both their emotion understanding and language ability. In each age group, there were clear individual differences in emotion understanding and language ability. Age and language ability together explained 72% of emotion understanding variance; 20% of this variance...

  16. The Art of Observation: Understanding Pattern Languages

    Directory of Open Access Journals (Sweden)

    Werner Ulrich

    2006-01-01

    Full Text Available [First paragraph] Christopher Alexander's book, The Timeless Way of Building, is probably the most beautiful book on the notion of quality in observation and design that I have been reading since Robert Pirsig's (1974 Zen and the Art of Motorcycle Maintenance. It was published in 1979, when Alexander was a professor of architecture at the University of California, Berkeley, where I was at that time studying. Although I was aware of some of Alexander's famous articles such as "A city is not a tree" (Alexander, 1965, the book (Alexander, 1979 never quite made it to the top of my reading list. This remained so until recently, when I met a software developer who enthusiastically talked to me on a book he was currently reading, about the importance of understanding design patterns. He was talking about the very book I had failed to read during my Berkeley years and which, as I now discovered, has since become a cult book among computer programmers and information scientists, as well as in other fields of research. I decided it was time to read the book.

  17. Figurative Idiomatic Language: Strategies and Difficulties of Understanding English Idioms

    Directory of Open Access Journals (Sweden)

    Nisreen Al-Khawaldeh

    2016-11-01

    Full Text Available Learning idioms which is considered a very essential part of learning and using language (Sridhar and Karunakaran, 2013 has recently attracted a great attention of English learning researchers particularly the assessment of how well Asian language learners acquire and use idioms in communication (Tran, 2013. Understanding and using them fluently could be viewed as a sign towards language proficiency as they could be an effective way to give students better conditions to enhance their communication skills in the daily context (Beloussova, 2015. Investigating how idiomatic expressions are dealt with and processed in a second language or foreign language is an issue worth examining further since it may give language teachers a better idea of some of the strategies language learners use in order to interpret figurative language. Despite their importance, learning and using English idioms by Arab EFL learners have not been investigated extensively, and no research has been conducted on Jordanian students’ idiomatic competency. Thus, the researcher decided to work on these un-tackled issues in the Jordanian context. Most idioms-based investigations are the difficulties Jordanians learners of English face when translating them into Arabic (Hussein, Khanji, and Makhzoumi, 2000; Bataineh and Bataineh, 2002; Alrishan and Smadi, 2015. The analysis of the test showed students’ very poor idiomatic competence; particularly a very limited awareness of the most frequently used idioms despite their overwhelming desire to learn them. Data analysis of the questionnaire revealed the strategies students use and the problems they face in understanding and learning idioms.

  18. Sign language: its history and contribution to the understanding of the biological nature of language.

    Science.gov (United States)

    Ruben, Robert J

    2005-05-01

    The development of conceptualization of a biological basis of language during the 20th century has come about, in part, through the appreciation of the central nervous system's ability to utilize varied sensory inputs, and particularly vision, to develop language. Sign language has been a part of the linguistic experience from prehistory to the present day. Data suggest that human language may have originated as a visual language and became primarily auditory with the later development of our voice/speech tract. Sign language may be categorized into two types. The first is used by individuals who have auditory/oral language and the signs are used for special situations, such as communication in a monastery in which there is a vow of silence. The second is used by those who do not have access to auditory/oral language, namely the deaf. The history of the two forms of sign language and the development of the concept of the biological basis of language are reviewed from the fourth century BC to the present day. Sign languages of the deaf have been recognized since at least the fourth century BC. The codification of a monastic sign language occurred in the seventh to eighth centuries AD. Probable synergy between the two forms of sign language occurred in the 16th century. Among other developments, the Abbey de L'Epée introduced, in the 18th century, an oral syntax, French, into a sign language based upon indigenous signs of the deaf and newly created signs. During the 19th century, the concept of a "critical" period for the acquisition of language developed; this was an important stimulus for the exploration of the biological basis of language. The introduction of techniques, e.g. evoked potentials and functional MRI, during the 20th century allowed study of the brain functions associated with language.

  19. Language development and assessment in the preschool period.

    Science.gov (United States)

    Conti-Ramsden, Gina; Durkin, Kevin

    2012-12-01

    Most young children make significant progress in learning language during the first 4 years of life. Delays or differences in patterns of language acquisition are sensitive indicators of developmental problems. The dynamic, complex nature of language and the variability in the timing of its acquisition poses a number of challenges for the assessment of young children. This paper summarises the key developmental milestones of language development in the preschool years, providing a backdrop for understanding difficulties with language learning. Children with specific language impairment (SLI) are characterised illustrating the types of language difficulties they exhibit. Genetic evidence for language impairment suggests complex interactions among multiple genes of small effect. There are few consistent neurobiological abnormalities and currently there is no identified neurobiological signature for language difficulties. The assessment of young children's language skills thus focuses on the evaluation of their performances in comparison to typically developing peers. Assessment of language abilities in preschool children should involve an evaluation of both expressive and receptive skills and should include an evaluation of more than one dimension of language. The use of a single measure of a language component, such as vocabulary, is considered inadequate for determining whether preschool children have typical language or language impairment. Available evidence supports the inclusion of measures of phonological short-term memory in the assessment of the language abilities of preschool children. Further study of genetic, neurobiological and early behavioural correlates of language impairments in preschool children is needed.

  20. The Language of Information Literacy: Do Students Understand?

    Science.gov (United States)

    Schaub, Gayle; Cadena, Cara; Bravender, Patricia; Kierkus, Christopher

    2017-01-01

    To effectively access and use the resources of the academic library and to become information-literate, students must understand the language of information literacy. This study analyzes undergraduate students' understanding of fourteen commonly used information-literacy terms. It was found that some of the terms least understood by students are…

  1. Directly Comparing Computer and Human Performance in Language Understanding and Visual Reasoning.

    Science.gov (United States)

    Baker, Eva L.; And Others

    Evaluation models are being developed for assessing artificial intelligence (AI) systems in terms of similar performance by groups of people. Natural language understanding and vision systems are the areas of concentration. In simplest terms, the goal is to norm a given natural language system's performance on a sample of people. The specific…

  2. A Report on Language Materials Development for Seven Philippine Languages.

    Science.gov (United States)

    McKaughan, Howard; Mirikitani, Leatrice

    This report, a follow up to H. McKaughan's article "Language Materials Development" (Philippine Journal for Language Teaching; v2 n1-2 1969), reports on a project at the Pacific and Asian Linguistic Institute (PALI) of the University of Hawaii to develop a set of materials for seven Philippine languages: Bikol, Cebuano, Hiligaynon,…

  3. Assessment of English language learners: using parent report on first language development.

    Science.gov (United States)

    Paradis, Johanne; Emmerzael, Kristyn; Duncan, Tamara Sorenson

    2010-01-01

    Obtaining information on both languages of English language learners for assessment can be a challenge in a multilingual context. It is often difficult or impossible to observe a child's first language directly due to the absence of resources available in every language spoken. The objectives of this study were (1) to develop a parent questionnaire on the first language development of English language learners that is not specific to a particular language/cultural group: the Alberta Language and Development Questionnaire (ALDeQ), and (2) to test how well scores on the ALDeQ differentiated between English language learners with typical development and those with language impairment. Participants were 139 typically developing children and 29 children with language impairment, aged 69 months with 18 months of exposure to English through preschool or school, on average. The ALDeQ consists of four sections: early milestones, current first language abilities, behaviour patterns and activity preferences, and family history. ALDeQ total scores are proportions calculated across all sections. t-test analyses revealed robust between-group differences for ALDeQ total scores, and for each section score, with medium to very large effect sizes. Linear discriminant function analysis showed the ALDeQ total scores to be a significant and moderate discriminator between the typically developing and language impaired group, but with better specificity than sensitivity. The early milestones section scores emerged as the strongest discriminator among the four section scores. Parent responses showed that both the typically developing and language-impaired groups included children experiencing first language loss, but nevertheless, the current first language abilities section was the second strongest between-group discriminator. The ALDeQ would be useful to speech-language pathologists for obtaining information on English language learners' first language development, in particular where

  4. Radioactivity made understandable. A common language presentation

    International Nuclear Information System (INIS)

    Traebert, E.

    2007-01-01

    The word ''radioactivity'' has something scary about it; it makes us think of something intangable, creeping dangers, the mysterious ticking of Geiger counters, reactor disasters, dirty bombs, nuclear contamination and destruction. True: Whole landscapes were made uninhabitable by accidents involving radioactive material such as Windscale, Sellafield and Chernobyl and others that were kept largely secret from the public. While to some they brought premature death, for the great majority of the world population their effects have so far been insignificant. By contrast, how little known is the fact that natural radioactivity has been around since human beginnings and that the cells of the human body have always been equipped to repair damage from radioactive radiation or other causes provided such damage does not occur too frequently. Elmar Traebert presents the physics underlying radioactivity without resorting to formulas and explains in an easily understandable manner the different types of radiation, their measurement and sources (in medicine, power plants, and weapons technology) and how they should be handled. He describes nuclear power plants and the safety problems they involve, sunburn, radiation therapy, uranium ammunition and uranium mining. Whoever knows about these things can more early cope with his own fears and maybe allay some of them. He can also see through statements made by different interest groups with regard to radioactive material and duly form his own opinion

  5. Early human communication helps in understanding language evolution.

    Science.gov (United States)

    Lenti Boero, Daniela

    2014-12-01

    Building a theory on extant species, as Ackermann et al. do, is a useful contribution to the field of language evolution. Here, I add another living model that might be of interest: human language ontogeny in the first year of life. A better knowledge of this phase might help in understanding two more topics among the "several building blocks of a comprehensive theory of the evolution of spoken language" indicated in their conclusion by Ackermann et al., that is, the foundation of the co-evolution of linguistic motor skills with the auditory skills underlying speech perception, and the possible phylogenetic interactions of protospeech production with referential capabilities.

  6. Beliefs about language development: construct validity evidence.

    Science.gov (United States)

    Donahue, Mavis L; Fu, Qiong; Smith, Everett V

    2012-01-01

    Understanding language development is incomplete without recognizing children's sociocultural environments, including adult beliefs about language development. Yet there is a need for data supporting valid inferences to assess these beliefs. The current study investigated the psychometric properties of data from a survey (MODeL) designed to explore beliefs in the popular culture, and their alignment with more formal theories. Support for the content, substantive, structural, generalizability, and external aspects of construct validity of the data were investigated. Subscales representing Behaviorist, Cognitive, Nativist, and Sociolinguistic models were identified as dimensions of beliefs. More than half of the items showed a high degree of consensus, suggesting culturally-transmitted beliefs. Behaviorist ideas were most popular. Bilingualism and ethnicity were related to Cognitive and Sociolinguistic beliefs. Identifying these beliefs may clarify the nature of child-directed speech, and enable the design of language intervention programs that are congruent with family and cultural expectations.

  7. Language Planning, English Language Education and Development Aid in Bangladesh

    Science.gov (United States)

    Erling, Elizabeth J.

    2017-01-01

    The increased status of English as the language of international communication and business has meant that development aid has increasingly been used to finance language planning initiatives aimed at improving and/or expanding English language education. The intended outcome of this aid is often to provide expanded economic returns and…

  8. Patient involvement and language barriers: Problems of agreement or understanding?

    Science.gov (United States)

    Landmark, Anne Marie Dalby; Svennevig, Jan; Gerwing, Jennifer; Gulbrandsen, Pål

    2017-06-01

    This study aims to explicate efforts for realizing patient-centeredness (PCC) and involvement (SDM) in a difficult decision-making situation. It investigates what communicative strategies a physician used and the immediate, observable consequences for patient participation. From a corpus of videotaped hospital encounters, one case in which the physician and patient used Norwegian as lingua franca was selected for analysis using conversation analysis (CA). Secondary data were measures of PCC and SDM. Though the physician did extensive interactional work to secure the patient's understanding and acceptance of a treatment recommendation, his persistent attempts did not succeed in generating the patient's participation. In ratings of PCC and SDM, this case scored well above average. Despite the fact that this encounter displays some of the 'best actual practice' of PCC and SDM within the corpus, our analysis of the interaction shows why the strategies were insufficient in the context of a language barrier and possible disagreement. When facing problems of understanding, agreement and participation in treatment decision-making, relatively good patient centered skills may not suffice. Knowledge about the interactional realization of key activities is needed for developing training targeted at overcoming such challenges. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  9. Seeking Synthesis: The Integrative Problem in Understanding Language and Its Evolution.

    Science.gov (United States)

    Dale, Rick; Kello, Christopher T; Schoenemann, P Thomas

    2016-04-01

    We discuss two problems for a general scientific understanding of language, sequences and synergies: how language is an intricately sequenced behavior and how language is manifested as a multidimensionally structured behavior. Though both are central in our understanding, we observe that the former tends to be studied more than the latter. We consider very general conditions that hold in human brain evolution and its computational implications, and identify multimodal and multiscale organization as two key characteristics of emerging cognitive function in our species. This suggests that human brains, and cognitive function specifically, became more adept at integrating diverse information sources and operating at multiple levels for linguistic performance. We argue that framing language evolution, learning, and use in terms of synergies suggests new research questions, and it may be a fruitful direction for new developments in theory and modeling of language as an integrated system. Copyright © 2016 Cognitive Science Society, Inc.

  10. Language development in rural and urban Russian-speaking children with and without developmental language disorder.

    Science.gov (United States)

    Kornilov, Sergey A; Lebedeva, Tatiana V; Zhukova, Marina A; Prikhoda, Natalia A; Korotaeva, Irina V; Koposov, Roman A; Hart, Lesley; Reich, Jodi; Grigorenko, Elena L

    2016-02-01

    Using a newly developed Assessment of the Development of Russian Language (ORRIA), we investigated differences in language development between rural vs. urban Russian-speaking children (n = 100 with a mean age of 6.75) subdivided into groups with and without developmental language disorders. Using classical test theory and item response theory approaches, we found that while ORRIA displayed overall satisfactory psychometric properties, several of its items showed differential item functioning favoring rural children, and several others favoring urban children. After the removal of these items, rural children significantly underperformed on ORRIA compared to urban children. The urbanization factor did not significantly interact with language group. We discuss the latter finding in the context of the multiple additive risk factors for language development and emphasize the need for future studies of the mechanisms that underlie these influences and the implications of these findings for our understanding of the etiological architecture of children's language development.

  11. Spoken Language Understanding Systems for Extracting Semantic Information from Speech

    CERN Document Server

    Tur, Gokhan

    2011-01-01

    Spoken language understanding (SLU) is an emerging field in between speech and language processing, investigating human/ machine and human/ human communication by leveraging technologies from signal processing, pattern recognition, machine learning and artificial intelligence. SLU systems are designed to extract the meaning from speech utterances and its applications are vast, from voice search in mobile devices to meeting summarization, attracting interest from both commercial and academic sectors. Both human/machine and human/human communications can benefit from the application of SLU, usin

  12. On Monolingual Dictionaries and Child Language Development ...

    African Journals Online (AJOL)

    He advocates for the development of monolingual dictionaries to stem "… the chaotic nature of language acquisition by the modern African child." In this paper we set out to discuss a few of Amfani's exciting claims about the lexicon, the dictionary, second language acquisition, child language acquisition and child language ...

  13. Languages of Grief: a model for understanding the expressions of the bereaved

    Science.gov (United States)

    Corless, Inge B.; Limbo, Rana; Bousso, Regina Szylit; Wrenn, Robert L.; Head, David; Lickiss, Norelle; Wass, Hannelore

    2014-01-01

    The aim of this work is to provide an overview of the key features of the expressions of grief. Grief is a response to loss or anticipated loss. Although universal, its oral and nonverbal expression varies across cultures and individuals. Loss is produced by an event perceived to be negative to varying degrees by the individuals involved and has the potential to trigger long-term changes in a person's cognitions and relationships. The languages used by the bereaved to express grief differ from the language used by professionals, creating dissonance between the two. Data were obtained from English language Medline and CINAHL databases, from professional and personal experiences, interviews with experts, and exploration of cemetery memorials. Blog websites and social networks provided additional materials for further refinement of the model. Content analysis of the materials and agreement by the authors as to the themes resulted in the development of the model. To bridge the gap between professional language and that used by the bereaved, a Languages of Grief model was developed consisting of four Modes of Expression, four Types of Language, plus three Contingent Factors. The Languages of Grief provides a framework for comprehending the grief of the individual, contributing to clinical understanding, and fruitful exploration by professionals in better understanding the use of languages by the bereaved. Attention to the Modes of Expression, Types of Language, and Contingent Factors provides the professional with a richer understanding of the grieving individual, a step in providing appropriate support to the bereaved. The Languages of Grief provides a framework for application to discrete occurrences with the goal of understanding grief from the perspective of the bereaved. PMID:25750773

  14. Metaphoric competence in cognitive and language development.

    Science.gov (United States)

    Marschark, M; Nall, L

    1985-01-01

    Consideration of the age-related changes in children's language and cognitive development suggests qualitative changes in their creative language use. Many, if not most, researchers in the area have argued that some metaphoric competence emerges far earlier than would be expected on the basis of explanation or interpretation tasks alone. These same researchers, however, appear largely to have neglected consideration of the cognitive prerequisites for such abilities and differences between what is nonliteral for the adult and nonliteral for the child. If figurative language is defined as involving intentional violation of conceptual boundaries in order to highlight some correspondence, one must be sure that children credited with that competence have (1) the metacognitive and metalinguistic abilities to understand at least some of the implications of such language (Lakoff & Johnson, 1980; Nelson, 1974; Nelson & Nelson, 1978), (2) a conceptual organization that entails the purportedly violated conceptual boundaries (Lange, 1978), and (3) some notion of metaphoric tension as well as ground. Having stacked the definitional cards, we doubt that many investigators would assert that 2-year-old children at nonverbal symbolic play are doing anything that is literally metaphorical in our terms. But neither will we deny that one can observe creative components in the verbal and nonverbal play of the young child that are precursors of later nonliteral language skills (see McCune-Nicolich, 1981, for discussion). We simply do not see these creative abilities as specific to language in any way that justifies calling them metaphoric competence. Rather, the child's abilities to deal flexibly with the world, to "play" with possible alternative organizations of it, and to see similarity in diversity represent the bases of subsequent cognitive as well as language development. Far from being an exceptional aspect of development, apparently nonliteral language should be considered a

  15. Belief Reasoning and Emotion Understanding in Balanced Bilingual and Language-Dominant Mexican American Young Children.

    Science.gov (United States)

    Weimer, Amy A; Gasquoine, Philip G

    2016-01-01

    Belief reasoning and emotion understanding were measured among 102 Mexican American bilingual children ranging from 4 to 7 years old. All children were tested in English and Spanish after ensuring minimum comprehension in each language. Belief reasoning was assessed using 2 false and 1 true belief tasks. Emotion understanding was measured using subtests from the Test for Emotion Comprehension. The influence of family background variables of yearly income, parental education level, and number of siblings on combined Spanish and English vocabulary, belief reasoning, and emotion understanding was assessed by regression analyses. Age and emotion understanding predicted belief reasoning. Vocabulary and belief reasoning predicted emotion understanding. When the sample was divided into language-dominant and balanced bilingual groups on the basis of language proficiency difference scores, there were no significant differences on belief reasoning or emotion understanding. Language groups were demographically similar with regard to child age, parental educational level, and family income. Results suggest Mexican American language-dominant and balanced bilinguals develop belief reasoning and emotion understanding similarly.

  16. Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners' Perspectives

    Science.gov (United States)

    Dewey, Dan P.; Belnap, R. Kirk; Hillstrom, Rebecca

    2013-01-01

    Language learners and educators have subscribed to the belief that those who go abroad will have many opportunities to use the target language and will naturally become proficient. They also assume that language learners will develop relationships with native speakers allowing them to use the language and become more fluent, an assumption…

  17. Symbolic Functioning and Language Development in Children with Down Syndrome

    Science.gov (United States)

    O'toole, Ciara; Chiat, Shula

    2006-01-01

    Background: Understanding the relationship between preverbal skills and language development has important implications for identifying communication delay/disorders and for early childhood intervention. In the case of children with Down syndrome, it is well established that symbolic play is associated with the emergence of language. However, the…

  18. Poverty and language development: roles of parenting and stress.

    Science.gov (United States)

    Perkins, Suzanne C; Finegood, Eric D; Swain, James E

    2013-04-01

    Socioeconomic status affects a variety of mental and physical health outcomes, such as language development. Indeed, with poverty, disparities in the development of language processing are arguably among the most consistently found- with decreases in vocabulary, phonological awareness, and syntax at many different developmental stages. In this review, after considering basic brain systems affected by low socioeconomic status that are important for language development and related peripartum issues, we focus on two theoretical models that link poverty with the brain systems affected in language problems. The family stress model connects poverty with parental emotional distress that affects parenting, whereas the parental investment model involves a focus on basic needs that affects children's language. Understanding the mechanisms through which poverty affects the brain, parenting behaviors and language development may have implications for identification and treatment of individuals as well as social policy.

  19. Object Pragmatics and Language Development.

    Science.gov (United States)

    Béguin, Marie

    2016-12-01

    The purpose of this contribution is to investigate the advent of language in the light of the appropriation of the cultural uses of the material objects related to material culture and the constitution of their public and shared meanings linked to their uses. First, we suggest that the Object Pragmatics paradigm offers a framework which allows us to take into account the uses of objects in daily life as a site of social conventions, communication and public and shared meanings. Second, we would like to underline the key role of the adult's mediations in the child's ability to evolve towards linguistic development. This contribution will discuss the notion of scenario involving primarily the object, as a possible semiotic tool to support the child's transition to language. We will finally illustrate that it is possible to take into consideration the mastery of conventional uses of the object in the child's ability to engage in a scenario and then to move towards communication and speech development. These issues will be addressed in the context of a research project which focuses on the observation of children interacting with an adult at 16, 20 and 24 months. These longitudinal data were collected by video in a semi-experimental triadic interaction design. The triadic interaction is considered as a relevant unit for the observation and analysis of the role of material culture in speech development, suggesting the existence of new mechanisms to be taken into account in addition to the interactive conditions largely mentioned in literature.

  20. Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective

    Science.gov (United States)

    Seah, Lay Hoon; Clarke, David John; Hart, Christina Eugene

    2014-04-01

    This case study of a science lesson, on the topic thermal expansion, examines the language demands on students from an integrated science and language perspective. The data were generated during a sequence of 9 lessons on the topic of 'States of Matter' in a Grade 7 classroom (12-13 years old students). We identify the language demands by comparing students' writings with the scientific account of expansion that the teacher intended the students to learn. The comparison involved both content analysis and lexicogrammatical (LG) analysis. The framework of Systemic Functional Linguistics was adopted for the LG analysis. Our analysis reveals differences in the meaning and the way LG resources were employed between the students' writings and the scientific account. From these differences, we found the notion of condition-of-use for LG resources to be a significant aspect of the language that students need to appropriate in order to employ the language of school science appropriately. This notion potentially provides a means by which teachers could concurrently address the conceptual and representational demands of science learning. Finally, we reflect on how the complementary use of content analysis and LG analysis provides a way for integrating the science and language perspectives in order to understand the demands of learning science through language.

  1. 'Taking language issues to the people': language development in ...

    African Journals Online (AJOL)

    This paper represents a prologue to a taxonomy of participatory language development strategies, one which argues that some re-orientation of thinking about Language Planning is needed for South Africa's linguistic 'renaissance' to make progress. The immediate institutional argument is for the creation of modestly ...

  2. Understanding users in product development

    DEFF Research Database (Denmark)

    Geert Jensen, Birgitte

    2012-01-01

    , the guideline contain a step by step process to develop easy‐to‐open packaging. The guideline is constructed in a way that allows the enterprise to pick and choose in respect to the enterprise´s needs and competences. The main focus in the development of the guidelines has been to produce a tool that function...... observations is a tool for user understanding and that the first step towards better packaging, goes through consensus in the organization regarding the need for more easy‐opening packaging....

  3. Unpacking the Right to plain and understandable Language in the Consumer Protection Act 68 of 2008

    Directory of Open Access Journals (Sweden)

    Philip N Stoop

    2013-12-01

    Full Text Available The Consumer Protection Act 68 of 2008 came into effect on 1 April 2011. The purpose of this Act is, among other things, to promote fairness, openness and respectable business practice between the suppliers of goods or services and the consumers of such good and services. In consumer protection legislation fairness is usually approached from two directions, namely substantive and procedural fairness. Measures aimed at procedural fairness address conduct during the bargaining process and generally aim at ensuring transparency. Transparency in relation to the terms of a contract relates to whether the terms of the contract terms accessible, in clear language, well-structured, and cross-referenced, with prominence being given to terms that are detrimental to the consumer or because they grant important rights. One measure in the Act aimed at addressing procedural fairness is the right to plain and understandable language. The consumer’s right to being given information in plain and understandable language, as it is expressed in section 22, is embedded under the umbrella right of information and disclosure in the Act. Section 22 requires that notices, documents or visual representations that are required in terms of the Act or other law are to be provided in plain and understandable language as well as in the prescribed form, where such a prescription exists. In the analysis of the concept “plain and understandable language” the following aspects are considered in this article: the development of plain language measures in Australia and the United Kingdom; the structure and purpose of section 22; the documents that must be in plain language; the definition of plain language; the use of official languages in consumer contracts; and plain language guidelines (based on the law of the states of Pennsylvania and Connecticut in the United States of America.

  4. Understanding the Heritage Language Student: Proficiency and Placement

    Science.gov (United States)

    Thompson, Gregory L.

    2015-01-01

    Given the ever-growing number of Spanish heritage learners in both universities and colleges, the need has continued to grow for the development of placement exams that accurately measure language ability, are simple to evaluate, and are easy to administer to large numbers of students. This article analyzes the implementation of a placement exam…

  5. Language and communication development in Down syndrome.

    Science.gov (United States)

    Roberts, Joanne E; Price, Johanna; Malkin, Cheryl

    2007-01-01

    Although there is considerable variability, most individuals with Down syndrome have mental retardation and speech and language deficits, particularly in language production and syntax and poor speech intelligibility. This article describes research findings in the language and communication development of individuals with Down syndrome, first briefly describing the physical and cognitive phenotype of Down syndrome, and two communication related domains-hearing and oral motor skills. Next, we describe language development in Down syndrome, focusing on communication behaviors in the prelinguistic period, then the development of language in children and adolescents, and finally language development in adults and the aging period. We describe language development in individuals with Down syndrome across four domains: phonology, semantics, syntax, and pragmatics. Wethen suggest strategies for intervention and directions for research relating to individuals with Down syndrome. Copyright 2007 Wiley-Liss, Inc.

  6. Spoken Spanish Language Development at the High School Level: A Mixed-Methods Study

    Science.gov (United States)

    Moeller, Aleidine J.; Theiler, Janine

    2014-01-01

    Communicative approaches to teaching language have emphasized the centrality of oral proficiency in the language acquisition process, but research investigating oral proficiency has been surprisingly limited, yielding an incomplete understanding of spoken language development. This study investigated the development of spoken language at the high…

  7. Examining the role of time and language type in reading development for English Language Learners.

    Science.gov (United States)

    Betts, Joseph; Bolt, Sara; Decker, Dawn; Muyskens, Paul; Marston, Doug

    2009-06-01

    The purpose of this study was to examine the development of English reading achievement among English Language Learners (ELLs) and to determine whether the time that an ELL's family was in the United States and the type of native language spoken affected their reading development. Participants were 300 third-grade ELLs from two different native language backgrounds (93 Somali-speaking and 207 Spanish-speaking students) who attended a large Midwestern urban school district. Students' reading achievement was assessed using curriculum-based measurement and a statewide reading assessment. Moderated multiple regression and multiple-group latent growth curve analyses were conducted. Results indicated that the time an ELL's family had been in the U.S. was an important factor in understanding the development of ELLs' reading achievement, whereas language type did not appear to be as important. Implications for research and practice associated with understanding and promoting English reading development among ELLs are discussed.

  8. Speech and Language Development after Infant Tracheostomy.

    Science.gov (United States)

    Hill, Betsy P.; Singer, Lynn T.

    1990-01-01

    When assessed for speech/language development, 31 children (age 1-12) fitted with endotracheal tubes for more than 3 months beginning by age 13 months showed overall language functioning within normal limits and commensurate with cognitive ability. However, a pattern of expressive language disability was noted in the oldest group. (Author/JDD)

  9. Language barriers and understanding of hospital discharge instructions.

    Science.gov (United States)

    Karliner, Leah S; Auerbach, Andrew; Nápoles, Anna; Schillinger, Dean; Nickleach, Dana; Pérez-Stable, Eliseo J

    2012-04-01

    Effective communication at hospital discharge is necessary for an optimal transition and to avoid adverse events. We investigated the association of a language barrier with patient understanding of discharge instructions. Spanish-speaking, Chinese-speaking, and English-speaking patients admitted to 2 urban hospitals between 2005 and 2008, comparing patient understanding of follow-up appointment type, and medication category and purpose between limited English-proficient (LEP) and English-proficient patients. Of the 308 patients, 203 were LEP. Rates of understanding were low overall for follow-up appointment type (56%) and the 3 medication outcomes (category 48%, purpose 55%, both 41%). In unadjusted analysis, LEP patients were less likely than English-proficient patients to know appointment type (50% vs. 66%; P=0.01), medication category (45% vs. 54%; P=0.05), and medication category and purpose combined (38% vs. 47%; P=0.04), but equally likely to know medication purpose alone. These results persisted in the adjusted models for medication outcomes: LEP patients had lower odds of understanding medication category (odds ratio 0.63; 95% confidence interval, 0.42-0.95); and category/purpose (odds ratio 0.59; 95% confidence interval, 0.39-0.89). Understanding of appointment type and medications after discharge was low, with LEP patients demonstrating worse understanding of medications. System interventions to improve communication at hospital discharge for all patients, and especially those with LEP, are needed.

  10. A Bakhtinian Understanding of Social Constructivism in Language Teaching

    Directory of Open Access Journals (Sweden)

    Doğan Yüksel

    2009-04-01

    Full Text Available It is generally accepted that there is not a single school of thought that is called social constructivism, and ideas and assumptions from various disciplines in different fields are being incorporated into the social constructivist understanding. In this paper, a Bakhtinian perspective of social constructivism on education and language learning is discussed and studies that have explored Bakhtinian concepts in education have been reviewed. It is recommended that examining the structure of social interaction in the classroom based on the Bakhtinian concepts discussed (i.e., dialogism, monologism, recitation can help us see the classrooms from a different perspective and provide insights that are not available from other perspectives.

  11. DEVELOPING LISTENING SKILLS FOR IMPROVING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

    Directory of Open Access Journals (Sweden)

    Iryna Lobachova

    2016-04-01

    Full Text Available The article deals with the problem of developing listening skills for improving foreign language communicative competence. The practical value of using an authentic foreign language text at a foreign language lesson is determined. The ways of the use of the English language recordings in the educational process of students are outlined. It is found out that tracks with foreign information should be used only in the certain methodical situations. Multimedia helps effectively a teacher to achieve outlined objectives of improving foreign language communicative competence for multiple repetition of a speech model for making permanent listening item of language units. The basic stages of work with foreign language recordings are determined: teaching a foreign language listening (teaching to listen and understand the foreign language track means to overcome the methodological difficulties that require a certain amount of time and special training. This is explained by the fact that there are lots of difficulties on the way of understanding a foreign language: an unusual speed of speech, presence of unknown vocabulary, specific rhythms and melody; teaching a foreign language speech with the special models pronounced by foreign speakers (teaching students to practical mastery of a foreign language is intrinsically linked with involvement into the educational process of original English tracks, those are made by highly skilled experts (foreign speakers; learning a new vocabulary due to a dialogue, an extract of a play or a conversation, songs, prose and poetry (it is noted that the students’ interest of learning foreign language songs and poems is extremely high, and it primarily promotes strong learning; analysing the recorded students’ speech (fixing student’s speech and analysing their mistakes is very important at any stage of learning a foreign language for self-control and self-correction.

  12. Developing Cultural Awareness in Foreign Language Teaching

    Science.gov (United States)

    Shemshadsara, Zahra Ghorbani

    2012-01-01

    Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In…

  13. How School Staff Understand the Relationship between Problem Behaviours and Language Difficulties

    Science.gov (United States)

    Ramsay, Janet; Cowell, Naina; Gersch, Irvine

    2018-01-01

    This exploratory study adopted a mixed methods methodology, a critical realist ontological stance and a constructionist epistemological position to consider how special educational needs coordinators and pastoral managers in mainstream high schools understand the relationship between problem behaviours and language development. Semi-structured…

  14. Development of aplications in Ruby language

    OpenAIRE

    KOHOUT, Tomáš

    2008-01-01

    This work is engaged in a script language Ruby and its enlargement Ruby on Rails for developing web aplications. It is attended to features of Ruby language in different examples. It illustrates bindings between Ruby and Ruby on Rails framework. It describes techniques and procedures for developing aplications in this language. Furthermore it is focused on development tools and suitable environments for a production in Ruby (Ruby on Rails). It tries to compare Ruby with the other programming ...

  15. Human Development XIII: The Connection Between the Structure of the Overtone System and the Tone Language of Music. Some Implications for Our Understanding of the Human Brain

    Directory of Open Access Journals (Sweden)

    Søren Ventegodt

    2008-01-01

    Full Text Available The functioning brain behaves like one highly-structured, coherent, informational field. It can be popularly described as a “coherent ball of energy”, making the idea of a local highly-structured quantum field that carries the consciousness very appealing. If that is so, the structure of the experience of music might be a quite unique window into a hidden quantum reality of the brain, and even of life itself. The structure of music is then a mirror of a much more complex, but similar, structure of the energetic field of the working brain. This paper discusses how the perception of music is organized in the human brain with respect to the known tone scales of major and minor. The patterns used by the brain seem to be similar to the overtones of vibrating matter, giving a positive experience of harmonies in major. However, we also like the minor scale, which can explain brain patterns as fractal-like, giving a symmetric “downward reflection” of the major scale into the minor scale. We analyze the implication of beautiful and ugly tones and harmonies for the model. We conclude that when it comes to simple perception of harmonies, the most simple is the most beautiful and the most complex is the most ugly, but in music, even the most disharmonic harmony can be beautiful, if experienced as a part of a dynamic release of musical tension. This can be taken as a general metaphor of painful, yet meaningful, and developing experiences in human life.

  16. Understanding Early Sexual Development (For Parents)

    Science.gov (United States)

    ... get both in and out of the home. Preschool (Ages 3 to 5) By preschool, most kids have developed a strong sense of ... swim together. Issues that parents of elementary school-age kids might face include: Bad language. Children will pick up bad language and inappropriate ...

  17. Computer modelling as a tool for understanding language evolution

    NARCIS (Netherlands)

    de Boer, Bart; Gontier, N; VanBendegem, JP; Aerts, D

    2006-01-01

    This paper describes the uses of computer models in studying the evolution of language. Language is a complex dynamic system that can be studied at the level of the individual and at the level of the population. Much of the dynamics of language evolution and language change occur because of the

  18. The Development of Ojibway Language Materials.

    Science.gov (United States)

    Pheasant-Williams, Shirley

    2003-01-01

    Revitalization of the Nishinaabeg language started in 1998 with the development of language materials. A committee on Nishinaabemwin orthography advised on the development of the text and writing system. Teaching methods follow the four parts of Medicine Wheel teachings: spiritual, emotional, physical, and mental. An interactive hockey game and a…

  19. Historical Development of Hong Kong Sign Language

    Science.gov (United States)

    Sze, Felix; Lo, Connie; Lo, Lisa; Chu, Kenny

    2013-01-01

    This article traces the origins of Hong Kong Sign Language (hereafter HKSL) and its subsequent development in relation to the establishment of Deaf education in Hong Kong after World War II. We begin with a detailed description of the history of Deaf education with a particular focus on the role of sign language in such development. We then…

  20. Milestones in Language Planning and Development Aid

    Science.gov (United States)

    Coleman, Hywel

    2017-01-01

    This paper tracks the changing relationships between language planning and development aid over a period of 70 years from the end of the Second World War to the present day. Drawing on documentary resources--in particular, the published proceedings of the Language and Development Conferences (LDCs)--the paper identifies a number of significant…

  1. Language choice in bimodal bilingual development

    Directory of Open Access Journals (Sweden)

    Diane eLillo-Martin

    2014-10-01

    Full Text Available Bilingual children develop sensitivity to the language used by their interlocutors at an early age, reflected in differential use of each language by the child depending on their interlocutor. Factors such as discourse context and relative language dominance in the community may mediate the degree of language differentiation in preschool age children.Bimodal bilingual children, acquiring both a sign language and a spoken language, have an even more complex situation. Their Deaf parents vary considerably in access to the spoken language. Furthermore, in addition to code-mixing and code-switching, they use code-blending – expressions in both speech and sign simultaneously – an option uniquely available to bimodal bilinguals. Code-blending is analogous to code-switching sociolinguistically, but is also a way to communicate without suppressing one language. For adult bimodal bilinguals, complete suppression of the non-selected language is cognitively demanding. We expect that bimodal bilingual children also find suppression difficult, and use blending rather than suppression in some contexts. We also expect relative community language dominance to be a factor in children’s language choices.This study analyzes longitudinal spontaneous production data from four bimodal bilingual children and their Deaf and hearing interlocutors. Even at the earliest observations, the children produced more signed utterances with Deaf interlocutors and more speech with hearing interlocutors. However, while three of the four children produced >75% speech alone in speech target sessions, they produced <25% sign alone in sign target sessions. All four produced bimodal utterances in both, but more frequently in the sign sessions, potentially because they find suppression of the dominant language more difficult.Our results indicate that these children are sensitive to the language used by their interlocutors, while showing considerable influence from the dominant

  2. Understanding of subordinate clauses in the language of dysphasic children

    Directory of Open Access Journals (Sweden)

    Lazarević Emilija

    2007-01-01

    Full Text Available This paper presents the results of the research of peculiarities of syntactic development, as an element of language structure on the grammatical level of children suffering from developmental dysphasia, after the completed speech pathology treatment of many years. Syntactic level at younger school age was studied by assessing language competence in the accomplishment of communicative sentence with subordinate clause. The research was performed on the samples of children at school age in regular primary schools in Belgrade. The sample comprised 160 respondents who were divided in two groups: target and comparative. The target group consisted of 60 respondents (children suffering from developmental dysphasia after the completed speech pathology treatment of many years, and the comparative group consisted of 100 respondents from regular primary school "Gavrilo Princip" in Zemun. Research results show that grammatical development of children suffering from developmental dysphasia takes place at a considerably slower rate and entails substantially more difficulties in accomplishing predication in subordinate clauses. This paper discusses the consequences which the difficulties in grammatical development can have on school achievement.

  3. The Development of Language and Reading Skills in Children with Down's Syndrome.

    Science.gov (United States)

    Buckley, Sue; And Others

    The book summarizes the current state of knowledge concerning language development in children with Down Syndrome (DS). The first chapter reviews language development in normal children, noting such stages as gestures, first sounds, development of understanding, first spoken words, and the two-word stage. The next chapter examines language skills…

  4. Languages in a global world learning for better cultural understanding

    CERN Document Server

    Scott, Jessica; Hinton, Christina

    2012-01-01

    The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages. The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interc

  5. Mother and Infant Talk about Mental States Relates to Desire Language and Emotion Understanding

    Science.gov (United States)

    Taumoepeau, Mele; Ruffman, Ted

    2006-01-01

    This study assessed the relation between mother mental state language and child desire language and emotion understanding in 15--24-month-olds. At both times point, mothers described pictures to their infants and mother talk was coded for mental and nonmental state language. Children were administered 2 emotion understanding tasks and their mental…

  6. Languages in a Global World: Learning for Better Cultural Understanding

    Science.gov (United States)

    Chiesa, Bruno Della, Ed.; Scott, Jessica, Ed.; Hinton, Christina, Ed.

    2012-01-01

    The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or…

  7. Predictors of spoken language development following pediatric cochlear implantation.

    Science.gov (United States)

    Boons, Tinne; Brokx, Jan P L; Dhooge, Ingeborg; Frijns, Johan H M; Peeraer, Louis; Vermeulen, Anneke; Wouters, Jan; van Wieringen, Astrid

    2012-01-01

    regression model accounted for 52% of the variance in receptive language scores and 58% of the variance in expressive language scores. On the basis of language test scores of this large group of children, an LQ of 0.60 or lower was considered a risk criterion for problematic language development compared with other deaf children using CIs. Children attaining LQs below 0.60 should be monitored more closely and perhaps their rehabilitation programs should be reconsidered. Improved language outcomes were related to implantation under the age of two, contralateral stimulation, monolingualism, sufficient involvement of the parents, and oral communication by the parents. The presence of an additional learning disability had a negative influence on language development. Understanding these causes of variation can help clinicians and parents to create the best possible circumstances for children with CIs to acquire language.

  8. Using Movies in Language Classrooms as Means of Understanding Cultural Diversity

    OpenAIRE

    Yalcin, Nafi

    2013-01-01

    In a globalised world with different languages and cultures, learning foreign languages is a necessity for ensuring international communication and understanding. Considering the fact that language and culture are inseparable, learning a language also involves learning the associated culture. The close interdependency between culture and language can be used to contribute to social cohesion and stability, in areas where cultural bias, political and religious hostility is prevalent. Therefore,...

  9. English Language Teachers’ Professional Development and Identities

    Directory of Open Access Journals (Sweden)

    Alberto Mora

    2014-04-01

    Full Text Available This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use of a series of three interviews and other qualitative data collection methods, the article demonstrates the intimate and intricate connection between teachers’ identities and their professional development. Education implications for policy makers and practitioners are discussed.

  10. Where Does Language Come from? The Role of Reflexive Enculturation in Language Development

    Science.gov (United States)

    Taylor, Talbot J.

    2010-01-01

    How does the developing child bridge the ontological gap from the empirical, measurable world of behavioral patterns, anatomical structures, and neurological processes to the world of the linguistic phenomena referred to by the expressions of commonsense metalinguistic discourse: words, meanings, names, truth, languages, understanding, and so on?…

  11. Understanding the Role of Academic Language on Conceptual Understanding in an Introductory Materials Science and Engineering Course

    Science.gov (United States)

    Kelly, Jacquelyn

    Students may use the technical engineering terms without knowing what these words mean. This creates a language barrier in engineering that influences student learning. Previous research has been conducted to characterize the difference between colloquial and scientific language. Since this research had not yet been applied explicitly to engineering, conclusions from the area of science education were used instead. Various researchers outlined strategies for helping students acquire scientific language. However, few examined and quantified the relationship it had on student learning. A systemic functional linguistics framework was adopted for this dissertation which is a framework that has not previously been used in engineering education research. This study investigated how engineering language proficiency influenced conceptual understanding of introductory materials science and engineering concepts. To answer the research questions about engineering language proficiency, a convenience sample of forty-one undergraduate students in an introductory materials science and engineering course was used. All data collected was integrated with the course. Measures included the Materials Concept Inventory, a written engineering design task, and group observations. Both systemic functional linguistics and mental models frameworks were utilized to interpret data and guide analysis. A series of regression analyses were conducted to determine if engineering language proficiency predicts group engineering term use, if conceptual understanding predicts group engineering term use, and if conceptual understanding predicts engineering language proficiency. Engineering academic language proficiency was found to be strongly linked to conceptual understanding in the context of introductory materials engineering courses. As the semester progressed, this relationship became even stronger. The more engineering concepts students are expected to learn, the more important it is that they

  12. Ausubel's understanding of concept development

    Directory of Open Access Journals (Sweden)

    Janković Aleksandar P.

    2015-01-01

    Full Text Available This paper presents one of relatively new cognitivistic learning and cognition theories - the theory by American psychologist David Ausubel. We consider this theory to be very usable for teaching beginners or for cognition process. It is of utmost importance that first or elementary concepts concerning natural and social phenomena a pupil aquires need to be accurate, understandable and properly connected in a cause-effect sequence of conceptual systems so that items of knowledge aquired can be stable and usable. For correct understanding of Ausubel's claims concerning processes and procedures involved in the acquisition of elementary concepts, which is central to this investigation, it is necessary to address problems and questions concerning the following: the process of aquisition or construction of first concepts; how to base verbal learning; how is subsuming achieved, that is connecting of new and previously acquired concepts; what is the relation of this theory with other cognitivistic theories of learning, and, finally, what are critical views or evalutions which can make this theory truly productive in relation to teaching.

  13. Language in Development: Questions of Theory, Questions of Practice.

    Science.gov (United States)

    Markee, Numa

    2002-01-01

    Reviews three themes examined in this special-issue of the journal on the emerging subfield of language-in-development: basic definitional issues; the locus and scope of language in development; and the role of English and other languages in language and development. Proposes a working definition of language in development as the resolution of…

  14. Trajectories of pragmatic and nonliteral language development in children with autism spectrum disorders.

    Science.gov (United States)

    Whyte, Elisabeth M; Nelson, Keith E

    2015-01-01

    Children with autism spectrum disorder (ASD) often have difficulties with understanding pragmatic language and also nonliteral language. However, little is understood about the development of these two language domains. The current study examines pragmatic and nonliteral language development in 69 typically developing (TD) children and 27 children with ASD, ages 5-12 years. For both groups, performance on pragmatic language and nonliteral language scores on the Comprehensive Assessment of Spoken Language increased significantly with chronological age, vocabulary, syntax, and theory of mind abilities both for children with ASD and TD children. Based on a cross-sectional trajectory analysis, the children with ASD showed slower rates of development with chronological age relative to TD children for both the pragmatic language and nonliteral language subtests. However, the groups did not show significant differences in the rate of development for either pragmatic language or nonliteral language abilities with regard to their vocabulary abilities or TOM abilities. It appears that children with ASD may reach levels of pragmatic language that are in line with their current levels of basic language abilities. Both basic language abilities and theory of mind abilities may aid in the development of pragmatic language and nonliteral language abilities. After reading this article, the reader will understand: (1) the relation between basic language abilities (vocabulary and syntax) and advanced language abilities (pragmatic and nonliteral language), (2) how the cross-sectional trajectory analysis differs from traditional group matching studies, and (3) how pragmatic and nonliteral language development for children with autism shows both similarities and differences compared to typically developing children. Copyright © 2015 Elsevier Inc. All rights reserved.

  15. Understanding users in product development

    DEFF Research Database (Denmark)

    Geert Jensen, Birgitte

    2012-01-01

    Abstract: The consumers expect the packaging to be functional and to fulfil their specific needs in every way. A Danish survey showed that at least 40 per cent experience difficulties, when handling and opening packaging at least once a month, and as a consequence, 16 per cent of the consumers......, the guideline contain a step by step process to develop easy‐to‐open packaging. The guideline is constructed in a way that allows the enterprise to pick and choose in respect to the enterprise´s needs and competences. The main focus in the development of the guidelines has been to produce a tool that function...

  16. Increasing Language Development through Orientation and Mobility Instruction.

    Science.gov (United States)

    House, Suzanne S.; Davidson, Roseanna C.

    2000-01-01

    This article discusses how orientation and mobility instructors can provide direct sensory experience about many concepts that can effect meaningfully positive changes in the understanding and subsequent language development of children with visual impairments. It provides recommendations to enhance the linguistic knowledge and vocabulary…

  17. Understanding Risk for Reading Difficulties in Children with Language Impairment

    Science.gov (United States)

    Murphy, Kimberly A.; Justice, Laura M.; O'Connell, Ann A.; Pentimonti, Jill M.; Kaderavek, Joan N.

    2016-01-01

    Purpose: The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method: Participants were 136 children with language impairment enrolled in early childhood special education classrooms.…

  18. Understanding the Relationship between Language Proficiency, Language Impairment and Rehabilitation: Evidence from a Case Study

    Science.gov (United States)

    Kiran, Swathi; Iakupova, Regina

    2011-01-01

    The goal of this study was to address the relationship between language proficiency, language impairment and rehabilitation in bilingual Russian-English individuals with aphasia. As a first step, we examined two Russian-English patients' pre-stroke language proficiency using a detailed and comprehensive language use and history questionnaire and…

  19. Advancing Our Understanding of the Link between Statistical Learning and Language Acquisition: The Need for Longitudinal Data.

    Science.gov (United States)

    Arciuli, Joanne; Torkildsen, Janne von Koss

    2012-01-01

    Mastery of language can be a struggle for some children. Amongst those that succeed in achieving this feat there is variability in proficiency. Cognitive scientists remain intrigued by this variation. A now substantial body of research suggests that language acquisition is underpinned by a child's capacity for statistical learning (SL). Moreover, a growing body of research has demonstrated that variability in SL is associated with variability in language proficiency. Yet, there is a striking lack of longitudinal data. To date, there has been no comprehensive investigation of whether a capacity for SL in young children is, in fact, associated with language proficiency in subsequent years. Here we review key studies that have led to the need for this longitudinal research. Advancing the language acquisition debate via longitudinal research has the potential to transform our understanding of typical development as well as disorders such as autism, specific language impairment, and dyslexia.

  20. New Frontiers in Language Evolution and Development.

    Science.gov (United States)

    Oller, D Kimbrough; Dale, Rick; Griebel, Ulrike

    2016-04-01

    This article introduces the Special Issue and its focus on research in language evolution with emphasis on theory as well as computational and robotic modeling. A key theme is based on the growth of evolutionary developmental biology or evo-devo. The Special Issue consists of 13 articles organized in two sections: A) Theoretical foundations and B) Modeling and simulation studies. All the papers are interdisciplinary in nature, encompassing work in biological and linguistic foundations for the study of language evolution as well as a variety of computational and robotic modeling efforts shedding light on how language may be developed and may have evolved. Copyright © 2016 Cognitive Science Society, Inc.

  1. Programming language concepts for software developers

    DEFF Research Database (Denmark)

    Sestoft, Peter

    2008-01-01

    This note describes and motivates our current plans for an undergraduate course on programming language concepts for software development students. We describe the competences we expect students to acquire as well as the topics covered by the course. We plan to use C# and Scheme as instruction...... languages, and will study the implementation of Java and C# with their underlying platforms, the Java Virtual Machine and .NET Common Language Runtime. We emphasize implementation exercises and experiments. This comes at the expense of classical compiler course subjects such as register allocation...

  2. Six principles of language development: implications for second language learners.

    Science.gov (United States)

    Konishi, Haruka; Kanero, Junko; Freeman, Max R; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy

    2014-01-01

    The number of children growing up in dual language environments is increasing in the United States. Despite the apparent benefits of speaking two languages, children learning English as a second language (ESL) often face struggles, as they may experience poverty and impoverished language input at home. Early exposure to a rich language environment is crucial for ESL children's academic success. This article explores how six evidenced-based principles of language learning can be used to provide support for ESL children.

  3. Language Usage, Language Ability, and Language Development: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," March through June 1977 (Vol. 37 No. 9-12).

    Science.gov (United States)

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with the following topics: oral language characteristics of college freshmen; the language development of a modern day "wild child"; children's understanding of relational terms; the relationship of…

  4. TexMo: A Multi-language Development Environment

    DEFF Research Database (Denmark)

    Pfeiffer, Rolf-Helge; Wasowski, Andrzej

    2012-01-01

    Contemporary software systems contain a large number of artifacts expressed in multiple languages, ranging from domain-specific languages to general purpose languages. These artifacts are interrelated to form software systems. Existing development environments insufficiently support handling...... relations between artifacts in multiple languages. This paper presents a taxonomy for multi-language development environments, organized according to language representation, representation of relations between languages, and types of these relations. Additionally, we present TexMo, a prototype of a multi...

  5. Evaluation on Foreign Language Development Program

    OpenAIRE

    KURNIAWAN, DODY

    2013-01-01

    Entering the global competition era, people need strategies to master foreign language. The objective of the evaluation on the foreign language development program in IHBS Junior High School (JHS) is to determine effectiveness of the program process and identify the problems that emerge. The evaluation model used is the CSE-UCLA which was initiated by Alkin. The evaluation was accomplished in several phases, namely: assessment program, planning program, implementation program, improvement pro...

  6. Developing an English Language Textbook Evaluation Checklist

    Science.gov (United States)

    Mukundan, Jayakaran; Hajimohammadi, Reza; Nimehchisalem, Vahid

    2011-01-01

    The paper describes the considerations that were taken into account in the development of a tentative English language textbook evaluation checklist. A brief review of the related literature precedes the crucial issues that should be considered in developing checklists. In the light of the previous evaluation checklists the developers created a…

  7. FOREIGN LANGUAGES AND HUMAN DEVELOPMENT: THE CASE ...

    African Journals Online (AJOL)

    HP

    2017-07-01

    Jul 1, 2017 ... country as bilingualism is highly fostered for a fuller development of the human person. This study is based on Maslow„s theory of human needs and Mahbub‟s human development theory. Consequently, for a better development of the human person via French language, we propose an action-based ...

  8. Television viewing associates with delayed language development.

    Science.gov (United States)

    Chonchaiya, Weerasak; Pruksananonda, Chandhita

    2008-07-01

    To identify impact of television viewing on language development. The case-control study included 56 new patients with language delay and 110 normal children, aged 15-48 months. Language delay was diagnosed by reviewing language milestones and Denver-II. Television viewing variables and child/parental characteristics between both groups were interviewed. The data were analyzed by ANOVA and chi-square test. Adjusted odds ratios and 95% confidence intervals were calculated from multivariate logistic regression model. Forty-six boys and 10 girls; mean [+/-SD] age, 2.11+/-0.47 years of the case group and 59 boys and 51 girls; mean [+/-SD] age, 2.23+/-0.80 years of the control group were enrolled. Children who had language delay usually started watching television earlier at age 7.22+/-5.52 months vs. 11.92+/-5.86 months, p-valuetelevision than normal children (3.05+/-1.90 h/day vs. 1.85+/-1.18 h/day; p-valuetelevision attelevision>2 h/day were approximately six times more likely to have language delays. There is a relationship between early onset and high frequency of TV viewing and language delay.

  9. Development of a spoken language identification system for South African languages

    CSIR Research Space (South Africa)

    Peché, M

    2009-12-01

    Full Text Available This article introduces the first Spoken Language Identification system developed to distinguish among all eleven of South Africa’s official languages. The PPR-LM (Parallel Phoneme Recognition followed by Language Modeling) architecture...

  10. 76 FR 14954 - National Professional Development Program; Office of English Language Acquisition, Language...

    Science.gov (United States)

    2011-03-18

    ... DEPARTMENT OF EDUCATION National Professional Development Program; Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview... certification and licensure as teachers who work in language instruction educational programs or serve ELs...

  11. Language to Language: Nurturing Writing Development in Multilingual Classrooms

    Science.gov (United States)

    Shagoury, Ruth

    2009-01-01

    The author spent four years embedded in a multilingual kindergarten classroom in which children spoke six different languages and several more years observing multilingual Head Start classrooms. She shares numerous examples of young dual language learners actively figuring out the way written language works in their first and second languages.…

  12. DEVELOPING AN ONLINE CORPUS OF FORMOSAN LANGUAGES

    Directory of Open Access Journals (Sweden)

    Li-May Sung

    2008-12-01

    Full Text Available Information technologies have now matured to the point of enabling researchers to create a repository of language resources, especially for those languages facing the crisis of endangerment. The development of an online platform of corpora, made possible by recent advances in data storage, character-encoding and web technology, has profound consequences for the accessibility, quantity, quality and interoperability of linguistic field data. This is of particular significance for Formosan languages in Taiwan, many of which are on the verge of extinction. As a response to the recognition of this burgeoning problem, the key objectives of the establishment of the NTU Corpus of Formosan Languages aim to document and thus preserve valuable linguistic data, as well as relevant ethnological and cultural information. This paper will introduce some of the theoretical bases behind this initiative, as well as the procedures, transcription conventions, database normalization, in-house system and three special features in the creation of this corpus.

  13. Developing Foreign Language Teacher Standards in Uruguay

    Science.gov (United States)

    Kuhlman, Natalie A.

    2010-01-01

    This article documents the development of foreign language (FL) teacher standards in Uruguay. It begins by discussing what it means to be a teacher, what standards are and are not, and how they can be helpful or misused in teacher development. In the proposal, a distinction is made between teacher preparation programs that are course-based and…

  14. Materials Development for Language Learning and Teaching

    Science.gov (United States)

    Tomlinson, Brian

    2012-01-01

    This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of…

  15. MENTAL STATE LANGUAGE DEVELOPMENT: THE LONGITUDINAL ROLES OF ATTACHMENT AND MATERNAL LANGUAGE.

    Science.gov (United States)

    Becker Razuri, Erin; Hiles Howard, Amanda R; Purvis, Karyn B; Cross, David R

    2017-05-01

    Maternal mental state language is thought to influence children's mental state language and sociocognitive understanding (e.g., theory of mind), but the mechanism is unclear. The current study examined the longitudinal development of mental state language in mother-child interactions. The methodology included assessments of the child and/or mother-child dyad at six time points between 12 to 52 months of the child's age. Measures determined child's attachment style and language abilities, and mental state language used by mother and child during a block-building task. Results showed that (a) mental state talk, including belief and desire language, increased over time; (b) there were differences between the type of mental state words used by the mother in insecure versus secure dyads; (c) there were differences in patterns of mental state words used in both mothers and children in insecure versus secure dyads; and (d) attachment appeared to exert a consistent influence over time. © 2017 Michigan Association for Infant Mental Health.

  16. Developing Scene Understanding Neural Software for Realistic Autonomous Outdoor Missions

    Science.gov (United States)

    2017-09-01

    frameworks Name Developer Language Computation Key reference Caffe Berkeley Vision and Learning Center C++, Python /Matlab CPU, GPU a Torch Collobert...environment for machine learning . Proc Advances in Neural Information Processing Systems; EPFL-CONF-192376; 2011. c Al-Rfou R et al. Theano: A Python ...13. SUPPLEMENTARY NOTES 14. ABSTRACT We present a deep learning neural network model software implementation for improving scene understanding

  17. Understanding the Conceptual and Language Challenges Encountered by Grade 4 Students When Writing Scientific Explanations

    Science.gov (United States)

    Seah, Lay Hoon

    2016-06-01

    This study is an attempt to examine the use of linguistic resources by primary science students so as to understand the conceptual and language demands encountered by them when constructing written explanations. The students' written explanations and the instructional language (whole-class discussion and textbook) employed over the topic, the life cycle of plants, in four grade 4 classrooms (age 10) taught by three teachers constitute the data for this study. Students' written explanations were subjected to a combination of content and linguistic analysis. The linguistic analysis was conducted using selected analytical tools from the systemic functional linguistics framework. A diversity of linguistic resources and meanings were identified from the students' explanations, which reveal the extent to which the students were able to employ linguistic resources to construct written scientific explanations and the challenges involved. Both content and linguistic analyses also illuminate patterns of language use that are significant for realising scientific meanings. Finally, a comparison is made in the use of linguistic resources between the students' explanations and the instructional language to highlight possible links. This comparison reveals that the teachers' expectations of the students' written explanations were seldom reflected in their oral questioning or made explicit during the instruction. The findings of this study suggest that a focus on conceptual development is not sufficient in itself to foster students' ability to construct explanations. Pedagogical implications involving the support needed by primary students to construct scientific explanations are discussed.

  18. Language Development Hinges on Communication: An Emergentist Perspective

    Science.gov (United States)

    Abrar-Ul-Hassan, Shahid

    2011-01-01

    Studies on the human language system have brought to the fore two key aspects. First, the prime function of language is communication. Second, language exists in the social world. The language learning process takes place within the sociocultural context and the relevant macrostructures that influence language use and development. According to the…

  19. FLAX: Flexible and Open Corpus-Based Language Collections Development

    Science.gov (United States)

    Fitzgerald, Alannah; Wu, Shaoqun; Marín, María José

    2015-01-01

    In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning…

  20. [Women's body language during the post-partum period: language understanding based on the work of Maurice Merleau-Ponty].

    Science.gov (United States)

    Machineski, Gicelle Galvan; Schneider, Jacó Fernando; Bastos, Carmen Célia Barradas Correia

    2006-09-01

    This study aimed understanding the woman's language during the post-partum period as to her perceptions of her body language. This study was based in the work of Maurice Merleau-Pont. Ten women living in Cascavel, State of Parand, Brazil, were interviewed from February to May 2005. This study allowed the understanding of the meaning that the woman gives to her existence in the post childbirth period. This study may support training of health professionals in terms of understanding how women experience the post-partum period, thereby allowing better care of these patients.

  1. Understanding Written Corrective Feedback in Second-Language Grammar Acquisition

    Science.gov (United States)

    Wagner, Jason Paul; Wulf, Douglas J.

    2016-01-01

    Written Corrective Feedback (WCF) is used extensively in second-language (L2) writing classrooms despite controversy over its effectiveness. This study examines indirect WCF, an instructional procedure that flags L2 students' errors with editing symbols that guide their corrections. WCF practitioners assume that this guidance will lead to…

  2. Unpacking the Right to Plain and Understandable Language in the ...

    African Journals Online (AJOL)

    Measures aimed at procedural fairness address conduct during the bargaining process and generally aim at ensuring transparency. Transparency in relation to the terms of a contract relates to whether the terms of the contract terms accessible, in clear language, well-structured, and cross-referenced, with prominence being ...

  3. Frances: A Tool for Understanding Computer Architecture and Assembly Language

    Science.gov (United States)

    Sondag, Tyler; Pokorny, Kian L.; Rajan, Hridesh

    2012-01-01

    Students in all areas of computing require knowledge of the computing device including software implementation at the machine level. Several courses in computer science curricula address these low-level details such as computer architecture and assembly languages. For such courses, there are advantages to studying real architectures instead of…

  4. Language Education for Sustainable Development

    Science.gov (United States)

    Zygmunt, Tomasz

    2016-01-01

    Nowadays, education for sustainable development starts covering wider and wider spheres of interest and human activity. Out of the three main spheres of interest, such as environmental, economic, and socio-cultural, the first two mentioned here seem to be given more attention than the sphere of socio-cultural activity. In this respect, the aim of…

  5. Language policy, translation and language development in Zimbabwe

    African Journals Online (AJOL)

    depth investigations on the issues that are highlighted in this article like the nature of languages involved, the directionality of translation, and the types of texts translated. Southern African Linguistics and Applied Language Studies 2011, 29(3): ...

  6. Redefining Individual Growth and Development Indicators: Oral Language

    Science.gov (United States)

    Bradfield, Tracy A.; Besner, Amanda C.; Wackerle-Hollman, Alisha K.; Albano, Anthony D.; Rodriguez, Michael C.; McConnell, Scott R.

    2014-01-01

    Language skills developed during preschool contribute strongly to later reading and academic achievement. Effective preschool assessment and intervention should focus on core components of language development, specifically oral language skills. The Early Language and Literacy Individual Growth and Development Indicators (IGDIs) are a set of…

  7. Language policy, translation and language development in Zimbabwe

    African Journals Online (AJOL)

    The language policy is usually inferred from the language practices that characterise various spheres of life. This article attempts to show how the language policy, which primarily influences text production in the country, has nurtured translation practice. The dominating role of English sees many texts, particularly technical ...

  8. 'Language Development' or 'Language Corruption': A Case of Loan ...

    African Journals Online (AJOL)

    Riette Ruthven

    Similarly, others argued that the word ukudzwinyisa (bullying) is the slang form of ukuhlukuluza/ukuhlupha which ... bele chiefs, in line with the dominance of the Ndebele language. The effects of these changes are today reflected in language attitude. Although Ndebele and the region's local languages continue to be in a ...

  9. Preserving, developing and promoting indigenous languages ...

    African Journals Online (AJOL)

    On the basis of literature from various fields an attempt is made to construct a holistic conceptual framework for reflection by LIS professionals. Some examples from South African projects are given to illustrate the possible roles of LIS in the preservation, development and promotion of indigenous languages. Innovation ...

  10. Developing Indonesian Language Tests for College Graduates.

    Science.gov (United States)

    Djiwandono, M. Soenardi

    In Indonesia, Bahasa Indonesian (BI) is the designated national and official language. However, deficiencies in Indonesian proficiency are found in a wide range of individuals. A test battery to measure proficiency level was developed, consisting of a writing test, a grammar test, and a cloze test. The writing test was an essay, in which five…

  11. Developing Language Skills in Science Classrooms

    Science.gov (United States)

    Jimenez-Silva, Margarita; Gomez, Conrado Laborin

    2011-01-01

    Science teachers need specific strategies to develop writing skills along with science content. Fortunately, research has demonstrated that science-teaching methodology can accomplish both the teaching of science content and various language skills, including writing. A technique suitable for and utilized by science teachers is the "mode…

  12. Language, transformation and development: a sociolinguistic ...

    African Journals Online (AJOL)

    This paper provides a sociolinguistic (rather than an applied linguistic or political) appraisal of policy-related language developments in South Africa, with a main focus on recent trends in applied linguistic writing on the subject. The paper first briefly summarises the trends leading to the constitutional ideals and their ...

  13. Career Development in Language Education Programs

    Science.gov (United States)

    Shawer, Saad Fathy; Alkahtani, Saad Ali

    2013-01-01

    This study assesses the influence of a two-year language program evaluation on program directors and faculty career development. The study makes use of mixed-paradigms (positivism and qualitative interpretive), mixed-strategies (survey research and qualitative evaluation), one-way analysis of variance (ANOVA) and a post-hoc test of multiple…

  14. Foreign-Language Instruction: Some Understanding in the Reform of Materials of Instruction for Teaching Foreign Languages

    Science.gov (United States)

    Chinese Education, 1973

    1973-01-01

    Guidelines for the development of teaching materials that reflect the realities of the Three Great Revolutionary Movements are presented. It is recommended that materials be in conformity with the language laws and advantageous to training for the basic mastery of language. (SM)

  15. On Not Understanding Extraordinary Language in the Buddhist Tantra of Japan

    Directory of Open Access Journals (Sweden)

    Richard K. Payne

    2017-10-01

    Full Text Available The question motivating this essay is how tantric Buddhist practitioners in Japan understood language such as to believe that mantra, dhāraṇī, and related forms are efficacious. “Extraordinary language” is introduced as a cover term for these several similar language uses found in tantric Buddhist practices in Japan. The essay proceeds to a critical examination of Anglo-American philosophy of language to determine whether the concepts, categories, and concerns of that field can contribute to the analysis and understanding of extraordinary language. However, that philosophy of language does not contribute to this analysis, as it is constrained by its continuing focus on its founding concepts, dating particularly from the work of Frege. Comparing it to Indic thought regarding language reveals a distinct mismatch, further indicating the limiting character of the philosophy of language. The analysis then turns to examine two other explanations of tantric language use found in religious studies literature: magical language and performative language. These also, however, prove to be unhelpful. While the essay is primarily critical, one candidate for future constructive study is historical pragmatics, as suggested by Ronald Davidson. The central place of extraordinary language indicates that Indic reflections on the nature of language informed tantric Buddhist practice in Japan and are not simply cultural baggage.

  16. Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners.

    Science.gov (United States)

    Bedore, Lisa M; Peña, Elizabeth D; Anaya, Jissel B; Nieto, Ricardo; Lugo-Neris, Mirza J; Baron, Alisa

    2018-04-05

    This study examines English performance on a set of 11 grammatical forms in Spanish-English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language acquisition when taking into account linguistic experience and exposure. Three hundred seventy-eight children's scores on the Bilingual English-Spanish Assessment-Middle Extension (Peña, Bedore, Gutiérrez-Clellen, Iglesias, & Goldstein, 2008) morphosyntax cloze task were analyzed by bilingual experience groups (high Spanish experience, balanced English-Spanish experience, high English experience, ability (typically developing [TD] vs. LI), and grammatical form. Classification accuracy was calculated for the forms that best differentiated TD and LI groups. Children with LI scored lower than TD children across all bilingual experience groups. There were differences by grammatical form across bilingual experience and ability groups. Children from high English experience and balanced English-Spanish experience groups could be accurately classified on the basis of all the English grammatical forms tested except for prepositions. For bilinguals with high Spanish experience, it was possible to rule out LI on the basis of grammatical production but not rule in LI. It is possible to accurately identify LI in English language learners once they use English 40% of the time or more. However, for children with high Spanish experience, more information about development and patterns of impairment is needed to positively identify LI.

  17. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication

    Science.gov (United States)

    Waters, Anna Jeddeloh

    2013-01-01

    Research has identified language impairment as a pervasive disability (Bishop & Edmundson, 1987; Greenhalgh & Strong, 2001). Classroom communication behaviors have a role in the maintenance of special education eligibility and functional communication difficulties for young children with language impairment. This paper reviews the…

  18. Implications of Bilingual Development for Specific Language Impairments in Turkey

    Science.gov (United States)

    Topbas, Seyhun

    2011-01-01

    The potential impact of bilingualism on children's language development has emerged as a crucial concern for Turkey, but so far it has not been addressed from the point of view of language disorders. This short review examines the potential impact of bilingual language development for language impairments in Turkey, with special emphasis on the…

  19. Taiwan's Chinese Language Development and the Creation of Language Teaching Analysis

    Science.gov (United States)

    Tsai, Cheng-Hui; Wang, Chuan Po

    2015-01-01

    Chinese Teaching in Taiwan in recent years in response to the international trend of development, making at all levels of Chinese language teaching in full swing, for the recent boom in Chinese language teaching, many overseas Chinese language learning for children also had a passion while actively learning Chinese language, and even many overseas…

  20. The Meta Language of Accounting: What's the Level of Students' Understanding?

    Science.gov (United States)

    Elson, Raymond J.; O'Callaghan, Susanne; Walker, John P.; Williams, Robert

    2013-01-01

    Students rely on rote knowledge to learn accounting concepts. However, this approach does not allow them to understanding the meta language of accounting. Meta language is simply the concepts and terms that are used in a profession and are easily understood by its users. Terms such as equity, assets, and balance sheet are part of the accounting…

  1. Natural Language Understanding Systems Within the A. I. Paradigm: A Survey and Some Comparisons.

    Science.gov (United States)

    Wilks, Yorick

    The paper surveys the major projects on the understanding of natural language that fall within what may now be called the artificial intelligence paradigm of natural language systems. Some space is devoted to arguing that the paradigm is now a reality and different in significant respects from the generative paradigm of present-day linguistics.…

  2. Early bilingualism, language attainment, and brain development.

    Science.gov (United States)

    Berken, Jonathan A; Gracco, Vincent L; Klein, Denise

    2017-04-01

    The brain demonstrates a remarkable capacity to undergo structural and functional change in response to experience throughout the lifespan. Evidence suggests that, in many domains of skill acquisition, the manifestation of this neuroplasticity depends on the age at which learning begins. The fact that most skills are acquired late in childhood or in adulthood has proven to be a limitation in studies aimed at determining the relationship between age of acquisition and brain plasticity. Bilingualism, however, provides an optimal model for discerning differences in how the brain wires when a skill is acquired from birth, when the brain circuitry for language is being constructed, versus later in life, when the pathways subserving the first language are already well developed. This review examines some of the existing knowledge about optimal periods in language development, with particular attention to the attainment of native-like phonology. It focuses on the differences in brain structure and function between simultaneous and sequential bilinguals and the compensatory mechanisms employed when bilingualism is achieved later in life, based on evidence from studies using a variety of neuroimaging modalities, including positron emission tomography (PET), task-based and resting-state functional magnetic resonance imaging (fMRI), and structural MRI. The discussion concludes with the presentation of recent neuroimaging studies that explore the concept of nested optimal periods in language development and the different neural paths to language proficiency taken by simultaneous and sequential bilinguals, with extrapolation to general notions of the relationship between age of acquisition and ultimate skill performance. Copyright © 2016 Elsevier Ltd. All rights reserved.

  3. Literary Language in Development of L2 Competence

    Directory of Open Access Journals (Sweden)

    Dan Lu

    2012-11-01

    Full Text Available Nowadays it is believed that language in daily communication rather than literary language should be the target of learning in L2 education. This is mainly because literary language is said to be uncommon in life. This paper reports on a study in which some Hong Kong ESL learners’ English proficiency was re-examined through literary texts. These learners had reached intermediate or advanced levels of English prior to the study and were generally competent in daily English. However, many of them encountered difficulty in understanding literary language. Their proficiency in general English test could not match their performances in understanding literary works. The findings reveal that learners who are strong in general proficiency may not be good in understanding literary language. Lack of literary language in the curriculum results in a false and distorted picture about the learners’ proficiency. Literary language helps upgrade L2 learners’ real proficiency in the target language.

  4. Language of textbooks in narrative subjects: Understanding words in the seventh grade of primary school

    Directory of Open Access Journals (Sweden)

    Lazarević Emilija

    2009-01-01

    Full Text Available Hermetic textbook language poses a significant problem in education of the young in our country. The goal of this paper is to point out to the complexity of vocabulary in textbooks, which contributes to students' lack of understanding of what they are reading. Since we established that textbooks in narrative subjects - history, geography and biology - are mostly used during studying and that students mark them as especially difficult for understanding, the subject of this research is precisely the analysis of words which seventh-grade students from primary school state as unfamiliar on a randomly selected, but balanced in terms of length, textbook text of those subjects. The results of frequency analysis indicate that there are a lot of unfamiliar expert words, and frequently the same number, or even more, of common Serbian words in textbook texts, especially in history. Approximately the same or even larger number of unfamiliar words occurs in familiar texts when compared to unfamiliar, which indicates that the previous usage of texts does not contribute to their understanding. Based on correlation analysis referring to the number of unfamiliar words, frequency of textbook usage, perception of difficulty of the text in textbook, general and the achievement in the particular subject, it was determined that unfamiliar words are not only mentioned by students with low grades, although they do it more often, nor that only these students are the ones complaining how difficult textbooks are to them. Based on regression analysis, the number of unfamiliar words, especially in the history textbook, even figures as a predictor of success, which seems contradictory and can be interpreted differently. The results point out to the fact that inaccessibility of textbook language mostly does not guide the students to learn new words, but causes revolt and thus disables the development of language, scientific concepts and acquiring professional terminology

  5. Understanding foreign language teachers' practical knowledge: What's the role of prior language learning experience?

    OpenAIRE

    Arıoğul, Sibel

    2007-01-01

    Teachers’ practical knowledge is considered as teachers’ general knowledge, beliefs and thinking (Borg, 2003) which can be traced in teachers’ practices (Connelly & Clandinin, 1988) and shaped by various background sources (Borg, 2003; Grossman, 1990; Meijer, Verloop, and Beijard, 1999). This paper initially discusses how language teachers are influenced by three background sources: teachers’ prior language learning experiences, prior teaching experience, and professional coursework in pr...

  6. Dual processing and discourse space: Exploring fifth grade students' language, reasoning, and understanding through writing

    Science.gov (United States)

    Yoon, Sae Yeol

    The purpose of this study was to explore the development of students' understanding through writing while immersed in an environment where there was a strong emphasis on a language-based argument inquiry approach. Additionally, this study explored students' spoken discourse to gain a better understanding of what role(s) talking plays in the development of understanding through writing. Finally, the study proposed a new concept of Discourse Space, which enabled researchers to improve their understanding of the characteristics of the development of student cognition through writing, and of the roles talking plays in cognitive development through writing. This study was guided by the research question: What patterns of the development of fifth grade students' cognition over time emerge in their private and public negotiations under a teacher who is ranked as a low-level implementer of the SWH approach? This question was divided into two sub-questions: (a) Throughout a unit, Ecosystems, what patterns emerge regarding the development of six fifth grade students' understanding through writing, and b) What patterns of the development of Discourse Space emerge through talking in three different contexts. In order to answer these questions, this qualitative research employed a generic qualitative study. Twenty-one fifth grade students participated in this study, and six students were purposefully selected through which to further investigate the development of an understanding of science through private negotiation while immersed in a language-based argument inquiry approach. Major data sources included students' writing samples, informal conversations with the teacher, researcher's field notes, and classroom videos. Additionally, the teacher's modified RTOP scores and semi-structured interviews were used to deepen the contextual understanding of the learning environment and the teacher's instructional performance. The data analysis was conducted by utilizing discourse

  7. Language in education and language development in Zimbabwe ...

    African Journals Online (AJOL)

    This article analyses the language in education policy of Zimbabwe. It attempts to highlight the factors that informed the formulation of this policy, as well as the challenges and constraints that have affected its implementation. The country's language in education policy can be traced back to the colonial history of the country, ...

  8. The Language for Learning project: Developing language-sensitive ...

    African Journals Online (AJOL)

    The Language for Learning project is an initiative in the Eastern Cape and KwaZulu-Natal which aims to help secondary school subject teachers to take account of language and learning. It operates in schools with varied patterns of intake and in a range of secondary school subjects. Teachers involved conduct small-scale ...

  9. Removing obstacles for African American English-speaking children through greater understanding of language difference.

    Science.gov (United States)

    Pearson, Barbara Zurer; Conner, Tracy; Jackson, Janice E

    2013-01-01

    Language difference among speakers of African American English (AAE) has often been considered language deficit, based on a lack of understanding about the AAE variety. Following Labov (1972), Wolfram (1969), Green (2002, 2011), and others, we define AAE as a complex rule-governed linguistic system and briefly discuss language structures that it shares with general American English (GAE) and others that are unique to AAE. We suggest ways in which mistaken ideas about the language variety add to children's difficulties in learning the mainstream dialect and, in effect, deny them the benefits of their educational programs. We propose that a linguistically informed approach that highlights correspondences between AAE and the mainstream dialect and trains students and teachers to understand language varieties at a metalinguistic level creates environments that support the academic achievement of AAE-speaking students. Finally, we present 3 program types that are recommended for helping students achieve the skills they need to be successful in multiple linguistic environments.

  10. Language development: Progress and challenges in a multilingual ...

    African Journals Online (AJOL)

    Some such challenges discussed include issues like language selection for development, absence of clear language policy and the important issue of attitudes of respective language communities towards language research programmes. The article also looks at how the project and the institute have managed to make ...

  11. THE ROLE OF AWARENESS IN SECOND LANGUAGE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Fahriany Fahriany

    2015-12-01

    Full Text Available Cognitive psychology and cognitive science appear to agree that attention to stimuli is needed for long-term memory storage and that little, if any, learning can take place without attention. One strand of psycholinguistic research that has drawn quite a lot of interest, both from a theoretical and empirical perspective, is the role awareness plays in second language acquisition (SLA. To promote a further understanding of the role of awareness may potentially contribute to L2 development. This article will  briefly describe current theoretical approaches to the role of awareness in language learning,  review recent studies that have employed verbal reports to investigate the effects of awareness on L2 development, and  provide, based on the review, some awareness-raising pedagogical tasks for the L2 classroom setting. Keywords: attention, awareness, detection, feedback, L2 development

  12. CHILDREN’S LANGUAGE DEVELOPMENT IN LEARNING SPEAKING AND LISTENING

    OpenAIRE

    Luli Sari Yustina

    2012-01-01

    When observed the children’s learning and their development, teachers need to understand what they see. The process of observing, noting, and recording, with the support of record like the Primary Language Record, helps to develop powers of observation, but also directs attention to what is significant in a child’s behavior. The frameworks present in the Record help to structure these observations and provide the basis for a developing profile of a child’s strengths and need as a learner. The...

  13. Understanding Patchy Landscape Dynamics: Towards a Landscape Language

    Science.gov (United States)

    Gaucherel, Cédric; Boudon, Frédéric; Houet, Thomas; Castets, Mathieu; Godin, Christophe

    2012-01-01

    Patchy landscapes driven by human decisions and/or natural forces are still a challenge to be understood and modelled. No attempt has been made up to now to describe them by a coherent framework and to formalize landscape changing rules. Overcoming this lacuna was our first objective here, and this was largely based on the notion of Rewriting Systems, also called Formal Grammars. We used complicated scenarios of agricultural dynamics to model landscapes and to write their corresponding driving rule equations. Our second objective was to illustrate the relevance of this landscape language concept for landscape modelling through various grassland managements, with the final aim to assess their respective impacts on biological conservation. For this purpose, we made the assumptions that a higher grassland appearance frequency and higher land cover connectivity are favourable to species conservation. Ecological results revealed that dairy and beef livestock production systems are more favourable to wild species than is hog farming, although in different ways. Methodological results allowed us to efficiently model and formalize these landscape dynamics. This study demonstrates the applicability of the Rewriting System framework to the modelling of agricultural landscapes and, hopefully, to other patchy landscapes. The newly defined grammar is able to explain changes that are neither necessarily local nor Markovian, and opens a way to analytical modelling of landscape dynamics. PMID:23049935

  14. The dynamic landscape of exceptional language development.

    Science.gov (United States)

    Peltzer-Karpf, Annemarie

    2012-06-01

    Developmental neurocognitive studies have shown that the brain systems supporting the emergence of sensory and cognitive abilities display different profiles of neuroplasticity. The research question posed here is to what extent sensory deprivation influences the dynamics of language development. The findings reported are grounded in studies with vision-impaired children with sighted peers featured as controls (age range 18 months to 3 years). Their data are matched against findings on advanced language development in blind children (age range: from 6 to 10 years; N = 12) and hearing-impaired and deaf children (age range: from 5 to 11 years; N = 20). The data give evidence that language acquisition in sensory-impaired children follows the same overall developmental path with respect to macrostructural changes and the succession of phase-shifts. System-specific temporal discrepancies expressed in protracted phase-shifts and delayed increases of variability are most evident in the early phases. Self-organizing maps (SOMs) help to visualize individual and group-specific variation. The dynamic framework used (1) shows a higher sensibility to system-specific changes, (2) enhances the informative value of the data assessed, and (3) facilitates reliable prognoses concerning the child's cognitive and linguistic future.

  15. The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

    OpenAIRE

    Anja K. Steinlen

    2017-01-01

    Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading compre...

  16. Research in Knowledge Representation for Natural Language Understanding

    Science.gov (United States)

    1983-10-01

    of RUS 157 157 160 161 SECTION 9. THE PRAGMATICS OF NON-ANAPHORIC NOUN PHRASES 9.1 Introduction 163 9.2 Setting the Stage: Previous views on... ANAPHORA , ELLIPSIS, DISCOURSE,... MRL DATA BASE TRANSLATOR DBMS COMMAND GENERATOR DBMS COMMANDS FIG. 1 ORGANIZATION OF THE IRUS SYSTEM 146...understanding system (such as semantics, pragmatics , and a dialogue expert) can be used to improve the performance of the parser. The production of the

  17. The Trajectory of Language Policy: The First Language Maintenance and Development Program in South Australia

    Science.gov (United States)

    Liddicoat, Anthony J.; Curnow, Timothy Jowan; Scarino, Angela

    2016-01-01

    This paper examines the development of the First Language Maintenance and Development (FLMD) program in South Australia. This program is the main language policy activity that specifically focuses on language maintenance in government primary schools and has existed since 1986. During this time, the program has evolved largely as the result of ad…

  18. Teaching Strategies to Develop Inquiry and Literacy Skills: "Languaging" in Foreign Language Immersion Education

    Science.gov (United States)

    Husbye, Nicholas; Dorner, Lisa M.

    2017-01-01

    One-way, or foreign language, immersion schools face unique challenges as they seek to support the literacy development of their students. This manuscript draws on sociocultural theories of literacy development and the concept of languaging, the process of using language to make meaning. Working with two classrooms over one semester, we asked:…

  19. Developing Oral Language Skills in Middle School English Learners

    Science.gov (United States)

    Fisher, Douglas; Frey, Nancy

    2018-01-01

    Oral language development can help English learners develop academic proficiency with the English language. In this investigation, at one middle school, teachers focused on improving oral language skills. Using a formative experiment process, the teachers developed an intervention to accomplish their pedagogical goal and then tracked data to see…

  20. Precursors to language development in typically and atypically developing infants and toddlers: the importance of embracing complexity.

    Science.gov (United States)

    D'Souza, Dean; D'Souza, Hana; Karmiloff-Smith, Annette

    2017-05-01

    In order to understand how language abilities emerge in typically and atypically developing infants and toddlers, it is important to embrace complexity in development. In this paper, we describe evidence that early language development is an experience-dependent process, shaped by diverse, interconnected, interdependent developmental mechanisms, processes, and abilities (e.g. statistical learning, sampling, functional specialization, visual attention, social interaction, motor ability). We also present evidence from our studies on neurodevelopmental disorders (e.g. Down syndrome, fragile X syndrome, Williams syndrome) that variations in these factors significantly contribute to language delay. Finally, we discuss how embracing complexity, which involves integrating data from different domains and levels of description across developmental time, may lead to a better understanding of language development and, critically, lead to more effective interventions for cases when language develops atypically.

  1. Language between Bodies: A Cognitive Approach to Understanding Linguistic Politeness in American Sign Language

    Science.gov (United States)

    Roush, Daniel R.

    2011-01-01

    This article proposes an answer to the primary question of how the American Sign Language (ASL) community in the United States conceptualizes (im)politeness and its related notions. It begins with a review of evolving theoretical issues in research on (im)politeness and related methodological problems with studying (im)politeness in natural…

  2. Notes on Mathematical Language: Development Strings, Development Patterns, String Theory and Conditions Language

    CERN Document Server

    Struck, James T

    2003-01-01

    Mathematics, according to Lancelot Hogben, is the language of size, shape, and order. This note adds two words to the language of mathematics. First, a verb, develop or develops, is introduced to describe a development pattern or development string. These are patterns of development with examples from fibrillation, spread of electric changes in muscles and nerves, and matter changing into energy. The relevance of this idea to the idea in physics called String Theory is discussed. A critical comment on the use of the String, rather than other objects like circles, boxes, or spheres is made. Second, an adjective or adverb called conditions language is introduced. Equations like E=mc2, Coulomb's law, Newton's law of Gravitation, the equation for the definition of pie and the path to peace and war are discussed with relevance to the idea of conditions language. Conditions language is nothing more than including the relevant conditions where the equation works or when it applies in parentheses with the equation. V...

  3. Understanding, identifying and supporting speech, language and communication needs in children.

    Science.gov (United States)

    Crichton, Shona

    2013-12-01

    Communication is a fundamental life skill and acts as the foundation on which many other areas of development are based. Any child who is not developing their speech, language and communication skills in the expected way is considered to have speech, language and communication needs (SLCN). These range from children with delayed speech and language development, whose difficulties will resolve with the correct intervention, to children with long term, persistent difficulties in one or more areas of their speech, language and communication development. Speech, language and communication is a skill central to other areas of development, meaning the impacts of SLCN can be significant. These impacts can be minimised by ensuring early identification and support for those children and young people who are presenting with SLCN.

  4. Adapting the Assessing British Sign Language Development: Receptive Skills Test into American sign language

    OpenAIRE

    Enns, C. J.; Herman, R.

    2011-01-01

    Signed languages continue to be a key element of deaf education programs that incorporate a bilingual approach to teaching and learning. In order to monitor the success of bilingual deaf education programs, and in particular to monitor the progress of children acquiring signed language, it is essential to develop an assessment tool of signed language skills. Although researchers have developed some checklists and experimental tests related to American Sign Language (ASL) assessment, at this t...

  5. Annotation: Understanding the Development of Psychopathy

    Science.gov (United States)

    Viding, Essi

    2004-01-01

    Background: Psychopaths are not only antisocial, but also have a callous and unemotional personality profile. This article selectively reviews evidence that psychopathic personality traits are an important factor in understanding and predicting the development of persistent antisocial conduct. Cognitive neuroscience research and more tentative…

  6. Understanding of the Impact of Leadership Development

    DEFF Research Database (Denmark)

    Sørensen, Peter

    2017-01-01

    Leadership development is big business. But the size of the investment notwithstanding, it has been pointed out that the programs and activities devoted to leadership development are often based on little more than anecdotes, personal experience, and guesses about what might be effective......—for the individual and for the organization. In other words, leadership development can too often be an act of blind faith. In this blog I report on my preliminary work on understanding the conditions that might affect the impact of leadership development initiatives....

  7. The Role of Listening Skills in Developing Communicative Competence: A Case Study in the Language Classroom

    Directory of Open Access Journals (Sweden)

    Naci Yildiz

    2015-12-01

    Full Text Available Communication occurs as long as people receive and send messages which require good listening and speaking skills. Listeners listen, understand and respond in a communication process; therefore without understanding the speaker, learners fail to convey messages. Listening comprehension provides learners meaningful input to enhance their linguistic knowledge. This study investigated the role of listening comprehension in development of communicative competence and found that learners developed high communicative competence by language input provided by listening to language materials.

  8. Poor understanding? Challenges to Global Development Education

    Directory of Open Access Journals (Sweden)

    John Buchanan

    2018-03-01

    Full Text Available As members of a global community, we cohabit a metaphorically shrinking physical environment, and are increasingly connected one to another, and to the world, by ties of culture, economics, politics, communication and the like. Education is an essential component in addressing inequalities and injustices concerning global rights and responsibilities. The increasing multicultural nature of societies locally, enhanced access to distal information, and the work of charitable organisations worldwide are some of the factors that have contributed to the interest in, and need for, understanding global development education. The project on which this paper reports sought answers to the question: to what extent and in what ways can a semester-long subject enhance and extend teacher education students’ understandings of and responses to global inequalities and global development aid? In the course of the project, a continuum model emerged, as follows: Indifference or ignorance ➝ pity and charity ➝ partnership and development among equals. In particular, this paper reports on some of the challenges and obstacles that need to be addressed in order to enhance pre-service teachers’ understandings of global development education. The study, conducted in Australia, has implications for global development education in other developed nations.

  9. Simultaneous bilingual language acquisition: The role of parental input on receptive vocabulary development.

    Science.gov (United States)

    Macleod, Andrea An; Fabiano-Smith, Leah; Boegner-Pagé, Sarah; Fontolliet, Salomé

    2013-02-01

    Parents often turn to educators and healthcare professionals for advice on how to best support their child's language development. These professionals frequently suggest implementing the 'one-parent-one-language' approach to ensure consistent exposure to both languages. The goal of this study was to understand how language exposure influences the receptive vocabulary development of simultaneous bilingual children. To this end, we targeted nine German-French children growing up in bilingual families. Their exposure to each language within and outside the home was measured, as were their receptive vocabulary abilities in German and French. The results indicate that children are receiving imbalanced exposure to each language. This imbalance is leading to a slowed development of the receptive vocabulary in the minority language, while the majority language is keeping pace with monolingual peers. The one-parent-one-language approach does not appear to support the development of both of the child's languages in the context described in the present study. Bilingual families may need to consider other options for supporting the bilingual language development of their children. As professionals, we need to provide parents with advice that is based on available data and that is flexible with regards to the current and future needs of the child and his family.

  10. THE HISTORICAL DEVELOPMENT OF TEACHING RUSSIAN LANGUAGE AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Zulfiya SAHIN

    2014-05-01

    Full Text Available The purpose of this research is to explicate teaching of Russian as a foreign language throughout history: to identify the main achievements of the field, to determine methods and materials used in this area, to trace the developing process from the very begging till present days, when teaching Russian language as a foreign language became a separate specific discipline. To achieve the set purposes mentioned above the known nowadays studies on the field of teaching and learning Russian as a foreign language were investigated. Basing on obtained sources, the history of teaching Russian language as a foreign language was divided into two periods: before and after becoming separate discipline. In the article not only the main features, such as theories, methods, sources of each period were studied, but also history of teaching Russian language as a foreign language was evaluated as a unified process. Keywords: Teaching-Learning activities, Russian as a Foreign Language, Historical linguistic process

  11. The influence of language and socioeconomic status on children's understanding of false belief.

    Science.gov (United States)

    Shatz, Marilyn; Diesendruck, Gil; Martinez-Beck, Ivelisse; Akar, Didar

    2003-07-01

    Study 1 investigated whether differences in the lexical explicitness with which languages express false belief influence children's performance on standard false belief tasks. Preschoolers speaking languages with explicit terms (Turkish and Puerto Rican Spanish) were compared with preschoolers speaking languages without explicit terms (Brazilian Portuguese and English) on questions assessing false belief understanding either specifically (the think question) or more generally (the look for question). Lexical explicitness influenced responses to the think question only. Study 2 replicated Study 1 with groups of both speakers differing in socioeconomic status (SES). A local effect of explicitness was found again as well as a more general influence of SES. The findings are discussed with regard to possible relations among language, SES, and understanding of mind.

  12. Aware Computing in Spatial Language Understanding Guided by Cognitively Inspired Knowledge Representation

    Directory of Open Access Journals (Sweden)

    Masao Yokota

    2012-01-01

    Full Text Available Mental image directed semantic theory (MIDST has proposed an omnisensory mental image model and its description language Lmd. This language is designed to represent and compute human intuitive knowledge of space and can provide multimedia expressions with intermediate semantic descriptions in predicate logic. It is hypothesized that such knowledge and semantic descriptions are controlled by human attention toward the world and therefore subjective to each human individual. This paper describes Lmd expression of human subjective knowledge of space and its application to aware computing in cross-media operation between linguistic and pictorial expressions as spatial language understanding.

  13. Cross-Language Associations in the Development of Preschoolers' Receptive and Expressive Vocabulary.

    Science.gov (United States)

    Maier, Michelle F; Bohlmann, Natalie L; Palacios, Natalia A

    The increasing population of dual language learners (DLLs) entering preschool classrooms highlights a continued need for research on the development of dual language acquisition, and specifically vocabulary skills, in this age group. This study describes young DLL children's ( N = 177) vocabulary development in both English and Spanish simultaneously, and how vocabulary skills in each language relate to one another, during a contextual shift that places greater emphasis on the acquisition of academic English language skills. Findings demonstrated that DLL preschoolers made gains in vocabulary in both languages with more change evidenced in receptive, in comparison to expressive, vocabulary as well as in English in comparison to Spanish. When examining whether children's vocabulary scores in one language at the beginning of preschool interact with their vocabulary scores in the other language to predict vocabulary growth, no significant associations were found for receptive vocabulary. In contrast, the interaction between initial English and Spanish expressive vocabulary scores was negatively related to growth in English expressive vocabulary. This cross-language association suggests that children who have low expressive vocabulary skills in both languages tend to grow faster in their English expressive vocabulary. The study extends previous work on dual language development by examining growth in expressive and receptive vocabulary in both English and Spanish. It also provides suggestions for future work to inform a more comprehensive understanding of DLL children's development in both languages.

  14. Cross-Language Associations in the Development of Preschoolers’ Receptive and Expressive Vocabulary

    Science.gov (United States)

    Maier, Michelle F.; Bohlmann, Natalie L.; Palacios, Natalia A.

    2016-01-01

    The increasing population of dual language learners (DLLs) entering preschool classrooms highlights a continued need for research on the development of dual language acquisition, and specifically vocabulary skills, in this age group. This study describes young DLL children's (N = 177) vocabulary development in both English and Spanish simultaneously, and how vocabulary skills in each language relate to one another, during a contextual shift that places greater emphasis on the acquisition of academic English language skills. Findings demonstrated that DLL preschoolers made gains in vocabulary in both languages with more change evidenced in receptive, in comparison to expressive, vocabulary as well as in English in comparison to Spanish. When examining whether children's vocabulary scores in one language at the beginning of preschool interact with their vocabulary scores in the other language to predict vocabulary growth, no significant associations were found for receptive vocabulary. In contrast, the interaction between initial English and Spanish expressive vocabulary scores was negatively related to growth in English expressive vocabulary. This cross-language association suggests that children who have low expressive vocabulary skills in both languages tend to grow faster in their English expressive vocabulary. The study extends previous work on dual language development by examining growth in expressive and receptive vocabulary in both English and Spanish. It also provides suggestions for future work to inform a more comprehensive understanding of DLL children's development in both languages. PMID:26807002

  15. On the development of scientific terminology in African languages ...

    African Journals Online (AJOL)

    Consequently, languages are subtly denied acknowledged constitutional rights in practice, which will impact negatively on the development of especially the African languages into technical and academic languages in their own right. The question thus arises whether it is sensible for the terminographer to develop scientific ...

  16. Professional Development Needs of English Language Teachers in Malaysia

    Science.gov (United States)

    Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

    2011-01-01

    This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

  17. The Development of Evaluation Theories for Foreign Language Textbooks

    Science.gov (United States)

    Lee, Sun-Min

    2013-01-01

    This study aims to carry out a theoretical survey on the development of evaluation theories for foreign language textbooks. This study also focuses on recognizing the importance of textbook development in the field of not only teaching English as a foreign language, but also teaching Korean as a foreign language. Recently, the field of teaching…

  18. Indonesian in the Australian Curriculum: Developing Language-Specific Curricula

    Science.gov (United States)

    Kohler, Michelle

    2013-01-01

    The decision by the Australian Curriculum, Assessment and Reporting Authority (ACARA) to develop language-specific curricula marks an important shift for the teaching and learning of languages in Australia. This decision brings with it a number of important considerations in developing language-specific curricula. It is necessary, for example, to…

  19. [Assessing and measuring language development in the child. The Reynell Scales in a Dutch language area].

    Science.gov (United States)

    Schaerlaekens, A

    1995-01-01

    This article deals with the recent adaptation of the Reynell Developmental Language Scales to the Dutch language. The existing language tests for the Dutch language are reviewed and the need to adapt a test for young children, measuring both receptive and expressive language development, is argued. The adaptation of the original Reynell Developmental Language Scales to the Dutch language is described. An extensive standardisation was carried out with 1,288 Dutch-speaking children, carefully selected geographically and according to socio-economic status. The psychodiagnostic results of the standardisation are discussed. As a result there are now norms for children between 2 and 5 years, both for receptive and expressive language development. The adaptation of the original Reynell Scales to Dutch functions under the new name RTOS (Reynell Taalontwikkelingsschalen).

  20. Never-Ending Learning for Deep Understanding of Natural Language

    Science.gov (United States)

    2017-10-01

    S / ALEKSEY PANASYUK MICHAEL J. WESSING Work Unit Manager Deputy Chief, Information Intelligence Systems & Analysis Division Information...background knowledge, including NELL’s KB, to achieve improvements over existing methods, • We developed a system for joint extraction of events and...entities within a document. This Bayesian approach substantially outperforms other state-of-the-art methods for event extraction, • We explored a

  1. The Development of the Standard Lithuanian Language: Ecolinguistic Approach

    Directory of Open Access Journals (Sweden)

    Vaida Buivydienė

    2014-06-01

    Full Text Available The theory of standard languages is closely linked with the standardization policy and prevailing ideology. The language ideology comprises its value, experience and convictions related to language usage and its dis - course being influenced at institutional, local and global levels. Recently, in the last decades, foreign linguists have linked the theories of the development of standard lan- guages and their ideologies with an ecolinguistic approach towards language standardization phenomena. The article is based on Einar Haugen ’s theory about the development of standard languages and ecolinguistic statements and presents the stages of developing the standard language as well as the factors having an influ - ence on them. In conclusion, a strong political and social impact has been made on the development of the standard Lithuanian language. The stages of the progress of the standard Lithuanian language have rapidly changed each other, some have been held very close to one another and some still have been taken part.

  2. Behavior-Based Early Language Development on a Humanoid Robot

    National Research Council Canada - National Science Library

    Varshavskaya, Paulina

    2002-01-01

    We are exploring the idea that early language acquisition could be better modelled on an artificial creature by considering the pragmatic aspect of natural language and of its development in human infants...

  3. DEVELOPING PLURILINGUAL IDENTITY IN THIRD LANGUAGE CLASSROOM

    Directory of Open Access Journals (Sweden)

    HACKETT-JONES A.V.

    2015-01-01

    Full Text Available The article analyzes the notions of plurilingualism and plurilingual identity through the prism of the concepts of multilingualism and multilingual identity and the perspective of the theories of bilingualism. The article suggests that plurilingual identity can be viewed as an objective in third language (second foreign language teaching and contemplates specific characteristic imposed on a third language learner by the process of third language acquisition and the necessity of managing a certain imbalance between the degrees of language command and culture experience in different target languages.

  4. DEVELOPING PLURILINGUAL IDENTITY IN THIRD LANGUAGE CLASSROOM

    Directory of Open Access Journals (Sweden)

    HACKETT-JONES A.V.

    2015-12-01

    Full Text Available The article analyzes the notions of plurilingualism and plurilingual identity through the prism of the concepts of multilingualism and multilingual identity and the perspective of the theories of bilingualism. The article suggests that plurilingual identity can be viewed as an objective in third language (second foreign language teaching and contemplates specific characteristic imposed on a third language learner by the process of third language acquisition and the necessity of managing a certain imbalance between the degrees of language command and culture experience in different target languages.

  5. Understanding the development of international environmental agreements

    DEFF Research Database (Denmark)

    Stærdahl, Jens

    There are many different theoretical schools concerned with how international regimes develop, and each supplies its own interpretation focusing on one or a few aspects of the process. Such ‘one shot’ explanations may be fruitful for scientific debate, but less useful as conceptual frameworks...... for practitioners and planners manoeuvring in a complex world. On the basis of a review of selected theories of international and environmental regulation, this article initiates the development of a conceptual framework for understanding the development of internationalenvironmental agreements. The point...... of departure for developing the model is the actor-structure debate within social science and theory of international relations. Based on critical realism, a framework is developed specifying the relation between collective action problem situations and negotiation situations. It is argued that the main...

  6. Learning and Development of Second and Foreign Language Pragmatics as a Higher-Order Language Skill: A Brief Overview of Relevant Theories. Research Report. ETS RR-16-35

    Science.gov (United States)

    Timpe-Laughlin, Veronika

    2016-01-01

    The development of effective second and foreign (L2) language learning materials needs to be grounded in two types of theories: (a) a theory of language and language use and (b) a theory of language learning. Both are equally important, insofar as an effective learning environment requires an understanding of the knowledge, skills, and abilities…

  7. LANGUAGE DEVELOPMENT IN STUDY ABROAD (SA CONTEXT AND RELATIONSHIP WITH INPUT AND INTERACTION IN SLA

    Directory of Open Access Journals (Sweden)

    suryani suryani

    2015-05-01

    Full Text Available Language learning can occur anytime and anywhere (context. In term of context, language learning can take place whether at home context or at a study abroad context. This article presents the necessary background to existing literature and previous research about language development in various contexts, more specifically in a study abroad (SA context. Language learners who are studying abroad can lead to language development from a number of perspectives. Research findings revealed that language development can take a variety of forms including grammar, vocabulary, fluency, communicative skill, etc. These research findings will be reviewed in order to have a clear understanding about this issue. Then, this article continues to give a brief explanation on the role of input and interaction in SLA with some views on it.

  8. Relations among language exposure, phonological memory, and language development in Spanish-English bilingually developing 2-year-olds.

    Science.gov (United States)

    Parra, Marisol; Hoff, Erika; Core, Cynthia

    2011-01-01

    The relation of phonological memory to language experience and development was investigated in 41 Spanish-English bilingual first language learners. The children's relative exposure to English and Spanish and their phonological memory for English- and Spanish-like nonwords were assessed at 22 months of age, and their productive vocabulary and grammar in both languages were assessed at 25 months of age. Phonological memory for English-like nonwords was highly correlated with that for Spanish-like nonwords, and each was related to vocabulary and grammar in both languages, suggesting a language-general component to phonological memory skill. In addition, there was evidence of language-specific benefits of language exposure to phonological memory skill and of language-specific benefits of phonological memory skill to language development. Copyright © 2010 Elsevier Inc. All rights reserved.

  9. Current Research/Development in Language Testing.

    Science.gov (United States)

    Oller, John W., Jr.

    A discussion of language testing looks at the relationship between the processes of language learning and language testing, particularly from the point of view of pragmatics theory. It outlines some of the theory of Charles Sanders Pierce and its role in the evolution of linguistic theory, as well as the work of other theorists concerning the…

  10. The Development of English Grammar and Reading Comprehension by Majority and Minority Language Children in a Bilingual Primary School

    Science.gov (United States)

    Steinlen, Anja K.

    2017-01-01

    Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a…

  11. Use of Francophone Tales in Developing Language Competences

    Directory of Open Access Journals (Sweden)

    Nataša Žugelj

    2015-12-01

    Full Text Available Traditional folktales as an authentic document belong to a literary genre which can be of great use in enhancing foreign language learning. When accompanied by diverse and fun activities, they can con- vert a foreign language learning into a very positive experience for different age groups. Folktales with language exercises for developing different language skills can be a great source for language analysis, vocabulary building and better expression in a foreign language. Its restricted length and its identifiable content make folktales user-friendly for teaching.

  12. Language Development in Children with Language Disorders: An Introduction to Skinner's Verbal Behavior and the Techniques for Initial Language Acquisition

    Science.gov (United States)

    Casey, Laura Baylot; Bicard, David F.

    2009-01-01

    Language development in typically developing children has a very predictable pattern beginning with crying, cooing, babbling, and gestures along with the recognition of spoken words, comprehension of spoken words, and then one word utterances. This predictable pattern breaks down for children with language disorders. This article will discuss…

  13. Foreign language policy and the development of Mandarin Chinese ...

    African Journals Online (AJOL)

    This paper discusses the development offoreign language policy in higher educationin the United States (US) and indicates gaps in the study of foreign languages in highereducation in that country. A discussion of current policy, provision, programmes andfunding of foreign languages in higher education are presented, ...

  14. Beyond Morphosyntax in Developing Bilinguals and "Specific" Language Impairment

    Science.gov (United States)

    Kohnert, Kathryn; Ebert, Kerry Danahy

    2010-01-01

    In the Keynote Article, "The Interface Between Bilingual Development and Specific Language Impairment," Johanne Paradis considers issues and evidence at the intersection of children learning two languages and primary or specific language impairment (SLI). The review focuses on morphosyntactic evidence and the fit of this evidence with maturational…

  15. The language of mathematics: investigating the ways language counts for children's mathematical development.

    Science.gov (United States)

    Vukovic, Rose K; Lesaux, Nonie K

    2013-06-01

    This longitudinal study examined how language ability relates to mathematical development in a linguistically and ethnically diverse sample of children from 6 to 9 years of age. Study participants were 75 native English speakers and 92 language minority learners followed from first to fourth grades. Autoregression in a structural equation modeling (SEM) framework was used to evaluate the relation between children's language ability and gains in different domains of mathematical cognition (i.e., arithmetic, data analysis/probability, algebra, and geometry). The results showed that language ability predicts gains in data analysis/probability and geometry, but not in arithmetic or algebra, after controlling for visual-spatial working memory, reading ability, and sex. The effect of language on gains in mathematical cognition did not differ between language minority learners and native English speakers. These findings suggest that language influences how children make meaning of mathematics but is not involved in complex arithmetical procedures whether presented with Arabic symbols as in arithmetic or with abstract symbols as in algebraic reasoning. The findings further indicate that early language experiences are important for later mathematical development regardless of language background, denoting the need for intensive and targeted language opportunities for language minority and native English learners to develop mathematical concepts and representations. Copyright © 2013. Published by Elsevier Inc.

  16. The Language and Literacy Development of Young Dual Language Learners: A Critical Review

    Science.gov (United States)

    Hammer, Carol Scheffner; Hoff, Erika; Uchikoshi, Yuuko; Gillanders, Cristina; Castro, Dina; Sandilos, Lia E.

    2015-01-01

    The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000–2011 yielded 182 peer-reviewed articles. Findings about DLL children’s developmental trajectories in the various areas of language and literacy are presented. Much of these findings should be considered preliminary, because there were few areas where multiple studies were conducted. Conclusions were reached when sufficient evidence existed in a particular area. First, the research shows that DLLs have two separate language systems early in life. Second, differences in some areas of language development, such as vocabulary, appear to exist among DLLs depending on when they were first exposed to their second language. Third, DLLs’ language and literacy development may differ from that of monolinguals, although DLLs appear to catch up over time. Fourth, little is known about factors that influence DLLs’ development, although the amount of language exposure to and usage of DLLs’ two languages appears to play key roles. Methodological issues are addressed, and directions for future research are discussed. PMID:25878395

  17. Language of textbooks in narrative subjects: Understanding words in the seventh grade of primary school

    OpenAIRE

    Lazarević Emilija; Šefer Jasmina

    2009-01-01

    Hermetic textbook language poses a significant problem in education of the young in our country. The goal of this paper is to point out to the complexity of vocabulary in textbooks, which contributes to students' lack of understanding of what they are reading. Since we established that textbooks in narrative subjects - history, geography and biology - are mostly used during studying and that students mark them as especially difficult for understanding, the subject of this research is precisel...

  18. General Chemistry Students' Conceptual Understanding and Language Fluency: Acid-Base Neutralization and Conductometry

    Science.gov (United States)

    Nyachwaya, James M.

    2016-01-01

    The objective of this study was to examine college general chemistry students' conceptual understanding and language fluency in the context of the topic of acids and bases. 115 students worked in groups of 2-4 to complete an activity on conductometry, where they were given a scenario in which a titration of sodium hydroxide solution and dilute…

  19. The development of language-specific and language-independent talker processing.

    Science.gov (United States)

    Levi, Susannah V; Schwartz, Richard G

    2013-06-01

    In this study, the authors aimed to investigate how differences in language ability relate to differences in processing talker information in the native language and an unfamiliar language by comparing performance for different ages and for groups with impaired language. Three groups of native English listeners with typical language development (TLD; ages 7-9, ages 10-12, adults) and 2 groups with specific language impairment (SLI; ages 7-9, ages 10-12) participated in the study. Listeners heard pairs of words in both English and German (unfamiliar language) and were asked to determine whether the words were produced by the same or different talkers. In English, talker discrimination improved with age. In German, performance improved with age for the school-age children but was worse for adult listeners. No differences were found between TLD and SLI children. These results show that as listeners' language skills develop, there is a trade-off between more general perceptual abilities useful for processing talker information in any language and those that are relevant to their everyday language experiences and, thus, tied to the phonology. The lack of differences between the children with and without language impairments suggests that general auditory processing may be intact in at least some children with SLI.

  20. Supporting Preschool Dual Language Learners: Parents' and Teachers' Beliefs about Language Development and Collaboration

    Science.gov (United States)

    Sawyer, Brook E.; Manz, Patricia H.; Martin, Kristin A.

    2017-01-01

    Guided by Bronfenbrenner's bio-ecological theory of human development and Moll's theory of funds of knowledge, the aim of this qualitative study was to examine the beliefs of parents and early childhood teachers on (a) the language development of Spanish-speaking preschool dual language learners (DLLs) and (b) how they can collaborate to support…

  1. Developing Communicative Competence in University Language Programmes

    Science.gov (United States)

    Šajgalíková, Helena; Breeze, Ruth

    2013-01-01

    This article deals with university language teaching in the perspective of its shift from linguistic competence towards communicative competence, and presents some aspects of the underlying process. It analyses the findings from a survey conducted within the Leonardo project "Transparency in the Acquired Language Competences" (TALC;…

  2. Programming language concepts for software developers

    DEFF Research Database (Denmark)

    Sestoft, Peter

    2008-01-01

    languages, and will study the implementation of Java and C# with their underlying platforms, the Java Virtual Machine and .NET Common Language Runtime. We emphasize implementation exercises and experiments. This comes at the expense of classical compiler course subjects such as register allocation...

  3. The Role of Language in Theory of Mind Development

    Science.gov (United States)

    de Villiers, Jill G.; de Villiers, Peter A.

    2014-01-01

    Various arguments are reviewed about the claim that language development is critically connected to the development of theory of mind. The different theories of how language could help in this process of development are explored. A brief account is provided of the controversy over the capacities of infants to read others' false beliefs. Then the…

  4. Modeling socioeconomic status effects on language development.

    Science.gov (United States)

    Thomas, Michael S C; Forrester, Neil A; Ronald, Angelica

    2013-12-01

    Socioeconomic status (SES) is an important environmental predictor of language and cognitive development, but the causal pathways by which it operates are unclear. We used a computational model of development to explore the adequacy of manipulations of environmental information to simulate SES effects in English past-tense acquisition, in a data set provided by Bishop (2005). To our knowledge, this is the first application of computational models of development to SES. The simulations addressed 3 new challenges: (a) to combine models of development and individual differences in a single framework, (b) to expand modeling to the population level, and (c) to implement both environmental and genetic/intrinsic sources of individual differences. The model succeeded in capturing the qualitative patterns of regularity effects in both population performance and the predictive power of SES that were observed in the empirical data. The model suggested that the empirical data are best captured by relatively wider variation in learning abilities and relatively narrow variation in (and good quality of) environmental information. There were shortcomings in the model's quantitative fit, which are discussed. The model made several novel predictions, with respect to the influence of SES on delay versus giftedness, the change of SES effects over development, and the influence of SES on children of different ability levels (gene-environment interactions). The first of these predictions was that SES should reliably predict gifted performance in children but not delayed performance, and the prediction was supported by the Bishop data set. Finally, the model demonstrated limits on the inferences that can be drawn about developmental mechanisms on the basis of data from individual differences. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  5. Child language and parent discipline mediate the relation between family income and false belief understanding.

    Science.gov (United States)

    Tompkins, Virginia; Logan, Jessica A R; Blosser, Daniel F; Duffy, Kaylin

    2017-06-01

    Achieving false belief understanding is an important cognitive milestone that allows children to understand that thoughts and reality can differ. Researchers have found that low-income children score significantly lower than middle-income children on false belief understanding but have not examined why this difference exists. We hypothesized that children's language and parent discipline mediate the income-false belief relation. Participants were 174 3- to 6-year-olds. False belief understanding was significantly correlated with family income, children's vocabulary, parents' self-reported discussion of children's behavior, discussion of emotions, and power assertion. Family income had a significant indirect effect on false belief understanding through children's vocabulary and parent discipline when examined independently, but only through children's vocabulary when using parallel multiple mediation. This study contributes to our knowledge of individual differences in false belief understanding. Copyright © 2017 Elsevier Inc. All rights reserved.

  6. The Development of English as a Second Language With and Without Specific Language Impairment: Clinical Implications.

    Science.gov (United States)

    Paradis, Johanne

    2016-02-01

    The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of ELLs is organized around 3 topics: timeframe and characteristics of typical English L2 development, comparison of the English L2 development of children with and without specific language impairment (SLI), and strategies for more effective assessment with ELLs. ELLs take longer than 3 years to converge on monolingual norms and approach monolingual norms asynchronously across linguistic subdomains. Individual variation is predicted by age, first language, language learning aptitude, length of exposure to English in school, maternal education, and richness of the English environment outside school. ELLs with SLI acquire English more slowly than ELLs with typical development; their morphological and nonword repetition abilities differentiate them the most. Use of strategies such as parent questionnaires on first language development and ELL norm referencing can result in accurate discrimination of ELLs with SLI. Variability in the language abilities of ELLs presents challenges for clinical practice. Increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges.

  7. Areas Recruited during Action Understanding Are Not Modulated by Auditory or Sign Language Experience.

    Science.gov (United States)

    Fang, Yuxing; Chen, Quanjing; Lingnau, Angelika; Han, Zaizhu; Bi, Yanchao

    2016-01-01

    The observation of other people's actions recruits a network of areas including the inferior frontal gyrus (IFG), the inferior parietal lobule (IPL), and posterior middle temporal gyrus (pMTG). These regions have been shown to be activated through both visual and auditory inputs. Intriguingly, previous studies found no engagement of IFG and IPL for deaf participants during non-linguistic action observation, leading to the proposal that auditory experience or sign language usage might shape the functionality of these areas. To understand which variables induce plastic changes in areas recruited during the processing of other people's actions, we examined the effects of tasks (action understanding and passive viewing) and effectors (arm actions vs. leg actions), as well as sign language experience in a group of 12 congenitally deaf signers and 13 hearing participants. In Experiment 1, we found a stronger activation during an action recognition task in comparison to a low-level visual control task in IFG, IPL and pMTG in both deaf signers and hearing individuals, but no effect of auditory or sign language experience. In Experiment 2, we replicated the results of the first experiment using a passive viewing task. Together, our results provide robust evidence demonstrating that the response obtained in IFG, IPL, and pMTG during action recognition and passive viewing is not affected by auditory or sign language experience, adding further support for the supra-modal nature of these regions.

  8. Introduction: Sign Language, Sustainable Development, and Equal Opportunities

    Science.gov (United States)

    De Clerck, Goedele A. M.

    2017-01-01

    This article has been excerpted from "Introduction: Sign Language, Sustainable Development, and Equal Opportunities" (De Clerck) in "Sign Language, Sustainable Development, and Equal Opportunities: Envisioning the Future for Deaf Students" (G. A. M. De Clerck & P. V. Paul (Eds.) 2016). The idea of exploring various…

  9. Supporting Children's Oral Language Development in the Preschool Classroom

    Science.gov (United States)

    Whorrall, Jennifer; Cabell, Sonia Q.

    2016-01-01

    Supporting children's oral language development during the preschool years is critical for later reading success. Research shows that preschool teachers may be missing opportunities to engage children in the kinds of conversations that foster the development of rich oral language skills. Teachers hoping to support these skills can provide children…

  10. Developing a Useful and Integrative STEM Disciplinary Language

    Science.gov (United States)

    Capraro, Robert M.; Barroso, Luciana R.; Nite, Sandra; Rice, Devyn; Lincoln, Yvonna; Young, Jamaal; Young, Jemimah

    2018-01-01

    STEM disciplinary language is a necessary component for STEM success. It can be developed through experiences and attention to the development of STEM activities that are rich in language and can be acquired through practical experiences and systematic practice. Secondary students participated in an informal STEM summer camp where they learned to…

  11. Using Focus Group Methodology to Understand International Students' Academic Language Needs: A Comparison of Perspectives

    Science.gov (United States)

    Zhu, Wei; Flaitz, Jeffra

    2005-01-01

    Assessing students' language needs is the indispensable first step in EAP (English for Academic Purposes) curriculum development. In this article, we report a portion of the results from a needs assessment study whose ultimate purpose was to inform curriculum development in EAP contexts. We used the focus group methodology to examine learner needs…

  12. Textese and use of texting by children with typical language development and Specific Language Impairment

    NARCIS (Netherlands)

    Blom, W.B.T.; van Dijk, Chantal; Vasic, Nada; van Witteloostuijn, Merel; Avrutin, S.

    2017-01-01

    The purpose of this study was to investigate texting and textese, which is the special register used for sending brief text messages, across children with typical development (TD) and children with Specific Language Impairment (SLI). Using elicitation techniques, texting and spoken language messages

  13. Language and Literacy Development in Bilingual Settings. Challenges in Language and Literacy Series

    Science.gov (United States)

    Durgunoglu, Aydin Yucesan, Ed.; Goldenberg, Claude, Ed.

    2010-01-01

    Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese)…

  14. The Development of English as a Second Language with and without Specific Language Impairment: Clinical Implications

    Science.gov (United States)

    Paradis, Johanne

    2016-01-01

    Purpose: The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). Method: A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of…

  15. Adapting the "Assessing British Sign Language Development: Receptive Skills Test" into American Sign Language

    Science.gov (United States)

    Enns, Charlotte J.; Herman, Rosalind C.

    2011-01-01

    Signed languages continue to be a key element of deaf education programs that incorporate a bilingual approach to teaching and learning. In order to monitor the success of bilingual deaf education programs, and in particular to monitor the progress of children acquiring signed language, it is essential to develop an assessment tool of signed…

  16. A Stepwise Approach to Developing Languages for SIP Telephony Service Creation

    DEFF Research Database (Denmark)

    Palix, Nicolas; Consel, Charles; Reveillere, Laurent

    2007-01-01

    Developing a SIP-based telephony service requires a programmer to have expertise in telephony rules and constraints, the SIP protocol, distributed systems, and a SIP API, which is often large and complex. These requirements make the development of telephony software an overwhelming challenge....... To overcome this challenge, various programming languages have been proposed to develop telephony services. Nevertheless, none of these languages as yet has a formal semantics. Therefore, the reference implementation, which may not be available, becomes the only source of information for the programmer...... to understand the subtleties of the language. Furthermore, this situation makes it difficult for third-party developers to port the language to another runtime system or to provide another implementation of the runtime system. This paper presents a semantics-based stepwise approach for designing and developing...

  17. African languages, and information communication technologies and development

    OpenAIRE

    Dia, Ibrahima Amadou

    2017-01-01

    This study aims to comprehend the intersections between African languages and information communication technologies (ICTs) and African development and the ensuing opportunities and gaps. First, it presents the theoretical model underpinning this article. Second, it analyzes some initiatives aimed at addressing social and economic hardships whilst strengthening the African indigenous languages. Third, it points out the shortcomings in using ICTs devices to mainstream the African languages int...

  18. Instruction to Help Young Children Develop Language and Literacy Skills: The Roles of Program Design and Instructional Guidance

    Science.gov (United States)

    Gunn, Barbara; Vadasy, Patricia; Smolkowski, Keith

    2011-01-01

    This article discusses the kinds of instructional activities that young children need to develop basic language and literacy skills based on recent research and program evaluations. This includes approaches to develop alphabetic understanding, phonological awareness, vocabulary, and oral language. Activities and materials from the Pre-kindergarten…

  19. Developing language learners\\' applied competence: language as a ...

    African Journals Online (AJOL)

    SA Ministry of Education documentation clearly states that applied competence is a key construct (among many) to be pursued in education. Thus, the learner has to develop foundational competence (i.e. theoretical knowledge), practical competence (i.e. the practical application of knowledge), and reflexive competence ...

  20. Inquiry experiences and the development of science vocabulary and concepts with English language learners (ELLs)

    Science.gov (United States)

    Oliver, Tammy Deneene

    The primary objective of this project was to analyze the change in use of academic science vocabulary and conceptual understanding of erosion by the ELLs participating in the Math, Science and Language (MSL) camp conducted in 2008. The researcher examined archival data in the form of student journals collected during the MSL camp of 2008. Current assessments are not developed to assess both vocabulary development and conceptual understanding. The researcher developed a new assessment tool named JASTO that allowed assessment of both vocabulary and conceptual understanding parallel to one another. JASTO was used to analyze the science journals of the MSL camp of 2008. Data indicate an increase in conceptual understanding of the erosion topic. Some students expressed their understanding using everyday vocabulary and others using academic vocabulary. The type of vocabulary usage was dependent on the English language proficiency of the student.

  1. The Fifth Milestone in the Development of Chinese Language

    Directory of Open Access Journals (Sweden)

    Mateja PETROVČIČ

    2013-04-01

    Full Text Available Chinese language has changed drastically in the recent century. Papers on the language development mainly stress four big events in the Chinese history that imposed changes in language, i.e. The May Fourth Movement (1919, establishment of the People’s Republic of China (1949, Cultural Revolution (1966, and China’s reform and opening (1978. According to the features of recent neologisms, we suggest that the widening gap between rich and poor should be considered as the fifth milestone for changes in Chinese language.

  2. Development and Validation of the Mathematics Teachers' Beliefs about English Language Learners Survey (MTBELL)

    Science.gov (United States)

    Gann, Linda; Bonner, Emily P.; Moseley, Christine

    2016-01-01

    Given the increasing number of English Language Learners (ELLs) in secondary mathematics classrooms, it is imperative that mathematics teacher educators develop measures for determining how and why secondary mathematics teachers (SMTs) understand and respond instructionally to these students. This paper reports on the initial development and…

  3. Understanding Middle School Students' Difficulties in Explaining Density Differences from a Language Perspective

    Science.gov (United States)

    Seah, Lay Hoon; Clarke, David; Hart, Christina

    2015-09-01

    This study examines how a class of Grade 7 students employed linguistic resources to explain density differences. Drawing from the same data-set as a previous study by, we take a language perspective to investigate the challenges students face in learning the concept of density. Our study thus complements previous research on learning about density which has mostly focussed on the conceptual challenges. The data consist of transcripts of lessons on density and students' written assignments. Using selected analytical categories from the Systemic Functional Linguistics framework, we first examined students' use of linguistic resources in their written reports of a practical activity. We then compared the language employed by the students with the instructional language, identifying possible links. Our analysis identified specific aspects of language that the students need to appropriate in order to express an understanding of density that aligns with a scientific perspective. The findings from this study illuminate ways by which teachers could assist students in overcoming the linguistic challenges in explaining density differences, which complement those made by existing studies that focus on conceptual challenges.

  4. Language and Gender: Implications on the Development of Female ...

    African Journals Online (AJOL)

    This article analyses the relationship between use of language and gender in the development of the female self concept. The argument is that language can reinforce asymmetrical gender relations in society through the use of gender specific vocabulary. Two concepts, that is gender and patriarchy, are discussed and their ...

  5. Language Development in Preschool-Age Children Adopted from China.

    Science.gov (United States)

    Roberts, Jenny A.; Pollock, Karen E.; Krakow, Rena; Price, Johanna; Fulmer, Kathleen C.; Wang, Paul P.

    2005-01-01

    This study examined the language development of 55 preschool-age children adopted from China who had resided in their permanent homes for approximately 2 years or longer. Slightly over 5% of the children scored below average on 2 or more measures from a battery of standardized speech-language tests normed on monolingual English speakers. However,…

  6. A Validation of the Ski Hi Language Development Scale.

    Science.gov (United States)

    Tonelson, Stephen W.

    The purpose of the study was to assess the reliability and the validity of the Ski Hi Language Development Scale which was designed to determine the receptive and the expressive language levels of hearing impaired children from birth to age 5. The reliability of the instrument was estimated through: (1) internal consistency, (2) inter-rater…

  7. First steps toward developing tools for language assessment in ...

    African Journals Online (AJOL)

    The development of language and communication skills in young children is directly related to future academic success. Young children who are at risk for language impairment should, therefore, be identified as early as possible. Multilingualism, which has become a universal phenomenon, may mask the presence of ...

  8. Southeast Asian Languages - High Priority Materials Development Needs. Working Paper.

    Science.gov (United States)

    Jones, R. B.

    The material development needs for the Southeast Asian languages are analyzed as follows: (1) both student and reference grammars must be produced; (2) student and reference English-Foreign Language dictionaries are needed; (3) research is needed in sociolinguistics, semantic analyses, linguistic surveys; (4) elementary, intermediate and advanced…

  9. Predictors of Spoken Language Development Following Pediatric Cochlear Implantation

    NARCIS (Netherlands)

    Johan Frijns; prof. Dr. Louis Peeraer; van Wieringen; Ingeborg Dhooge; Vermeulen; Jan Brokx; Tinne Boons; Wouters

    2012-01-01

    Objectives: Although deaf children with cochlear implants (CIs) are able to develop good language skills, the large variability in outcomes remains a significant concern. The first aim of this study was to evaluate language skills in children with CIs to establish benchmarks. The second aim was to

  10. Ambiguous Aims: English-Language Voluntourism as Development

    Science.gov (United States)

    Jakubiak, Cori

    2016-01-01

    "English-language voluntourism" is a practice whereby people from the Global North teach English in the Global South as an alternative form of travel and means of development assistance. As part of a larger, multisited ethnography, I investigate how in-service and former English-language voluntourism program participants frame short-term…

  11. Enhancing English Learners' Language Development Using Wordless Picture Books

    Science.gov (United States)

    Louie, Belinda; Sierschynski, Jarek

    2015-01-01

    This article presents an approach to use wordless picture books to enhance the language development of English language learners. This approach is grounded in best practices to teach ELLs. The process starts with viewing and analyzing the visual images, engaging ELLs in discussion, and ending with students' self-authored texts. The wordless…

  12. Igbo Language as a Crucial Instrument for National Development ...

    African Journals Online (AJOL)

    ... Igbo language which dwindles day-by-day, irrespective of the fact that it promises to be a crucial tool for national development, especially considering its commercial background. This paper, therefore, addresses the problem, with a view to resuscitating and repositioning the Igbo language to assume this all important role.

  13. Measuring Language Dominance and Bilingual Proficiency Development of Tarahumara Children.

    Science.gov (United States)

    Paciotto, Carla

    This paper examines the language dominance and oral bilingual proficiency of Tarahumara-Spanish speaking students from Chihuahua, Mexico, within the framework of Cummins' model of bilingual proficiency development. Cummins' model distinguishes between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency…

  14. Cross-Language Support Mechanisms Significantly Aid Software Development

    DEFF Research Database (Denmark)

    Pfeiffer, Rolf-Helge; Wasowski, Andrzej

    2012-01-01

    , (2) static checking, (3) navigation, and (4) refactoring of cross-language relations. We investigate whether these four mechanisms indeed improve efficiency and quality of development of multi-language systems. We run a controlled experiment in which 22 participants perform typical software evolution...

  15. Minority Language Researchers and Their Role in Policy Development

    Science.gov (United States)

    Gorter, Durk

    2012-01-01

    This paper deals with the role of researchers in the development of language policies for European minority languages. This question is placed in the context of a long-standing debate in sociology to which several authors have contributed; among them are Max Weber, Howard Becker and Alvin Gouldner. This article also briefly refers to the European…

  16. Revealing Shifts and Diversity in Understandings of Self Access Language Learning

    Science.gov (United States)

    Adamson, John L.; Brown, Howard G.; Fujimoto-Adamson, Naoki

    2012-01-01

    This study has traced the growth of a new facility intended to promote independent language study in a Japanese university. The study traces this Self Access Learning Center (SALC) from its inception through the first two years of its development. It has revealed how key qualitative insights from an archive of semi-structured interviews,…

  17. The African Languages Research Institute: A Milestone in the Development of the Zimbabwean Languages

    Directory of Open Access Journals (Sweden)

    Emmanuel Chabata

    2011-10-01

    Full Text Available

    Abstract: This article is an assessment of the work the African Languages Research Institute (ALRI has done towards developing the indigenous languages of Zimbabwe. It looks at what the research team at ALRI has achieved, first in initiating serious research on the Zimbabwean languages and the progress it has made towards achieving its goal, developing and raising the status of these languages. It also considers what ALRI has planned for the future of the different categories or levels into which the various Zimbabwean languages have been classified. Part of the assessment focuses on measures ALRI has put in place to ensure the initiated research programme is sustainable and will continue in future. The article furthermore discusses the importance of the research work being done at ALRI, especially with regard to language development as a means towards self-realisation and actualisation, national advancement and the sustenance of the languages involved. ALRI's agenda is also analysed to see how well it agrees with popular thinking in Zimbabwe concerning the development and promotion of all of the indigenous languages.

    Keywords: ALRI, CAPACITY BUILDING, INSTITUTIONALISATION, LANGUAGE HAR-MONISATION, LANGUAGE STANDARDISATION, MONOLINGUAL LEXICOGRAPHY, ZIM-BABWEAN LANGUAGES

    Opsomming: Die African Languages Research Institute: 'n Mylpaal in die ont-wikkeling van die Zimbabwiese tale. Hierdie artikel is 'n evaluering van die werk wat die African Languages Research Institute (ALRI gedoen het in die ontwikkeling van die inheemse tale van Zimbabwe. Dit kyk na wat die navorsingspan bereik het, eerstens deur ernstige navorsing oor die Zimbabwiese tale te onderneem en die vordering wat gemaak is met die bereiking van sy doel, die ontwikkeling en die statusverhoging van hierdie tale. Dit beskou ook wat ALRI beplan het vir die toekoms van die verskillende kategorieë of vlakke waarin die onderskeie Zimbabwiese tale geklassifiseer is. 'n Deel

  18. The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

    Directory of Open Access Journals (Sweden)

    Anja K. Steinlen

    2017-09-01

    Full Text Available Both for the first language (L1 and for all additional languages (L2 or L3, grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005. However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

  19. Sustainable agriculture: Developing a common understanding for ...

    African Journals Online (AJOL)

    The concept of sustainability has become central to all sectors all over the world, from agriculture to environment to business, engineering and industrialization. The principle of sustainability is the same all over these sectors. However, the understanding of the term may vary from sector to sector depending on how it may be ...

  20. Language development in internationally adopted children: a special case of early second language learning.

    Science.gov (United States)

    Gauthier, Karine; Genesee, Fred

    2011-01-01

    The French language development of children adopted (n=24) from China was compared with that of control children matched for socioeconomic status, sex, and age. The children were assessed at 50 months of age, on average, and 16 months later. The initial assessment revealed that the 2 groups did not differ with respect to socioemotional adjustment or intellectual abilities. However, the adopted children's expressive language skills were significantly lower than those of the nonadopted children at both assessments. The receptive language skills were also significantly weaker for the adopted children at the second assessment. The results are discussed in terms of possible early age-of-acquisition effects that might affect adopted children's ability to acquire a second first language. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

  1. Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

    Science.gov (United States)

    Jung, Karl Gerhard

    Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom

  2. Preverbal Communication and Early Language Development in Blind Children. Papers and Reports on Child Language Development, No. 17.

    Science.gov (United States)

    Urwin, Cathy

    Literature on the sighted child suggests that blind children might be delayed in language acquisition and/or restricted in the semantic content of their utterances and in the communicative intentions they express. This study questions the use of guidelines appropriate for monitoring sighted children in the study of language development in blind…

  3. Gesture, Play, and Language Development of Spanish-Speaking Toddlers with Developmental Language Disorders: A Preliminary Study

    Science.gov (United States)

    Guiberson, Mark

    2016-01-01

    The purpose of this preliminary study was to (a) examine relationships between the symbolic and language skills of a mixed (developmental language disordered [DLD] and typical language [TL]) Spanish-speaking sample; (b) describe gesture, play, and language skills of DLD and TL groups; (c) compare the development between groups; and (d) explore…

  4. Development of adolescent reading comprehension in language 1 and language 2 : A longitudinal analysis of constituent components

    NARCIS (Netherlands)

    van Gelderen, Amos; Schoonen, Rob; Stoel, Reinoud D.; de Glopper, C.M.; Hulstijn, Jan

    This study investigated the relationship between reading comprehension development of 389 adolescents in their dominant language (Language 1 [L 1], Dutch) and a foreign language (Language 2 [L2], English). In each consecutive year from Grades 8 through 10, a number of measurements were taken.

  5. Education practitioners' understanding of professional development ...

    African Journals Online (AJOL)

    The committee of Teacher Education Policy (COTEP) considers the professional development of practitioners as one way to improve the quality of professional practice. An analysis of the literature on professional development in education ...

  6. Language and life history: a new perspective on the development and evolution of human language.

    Science.gov (United States)

    Locke, John L; Bogin, Barry

    2006-06-01

    It has long been claimed that Homo sapiens is the only species that has language, but only recently has it been recognized that humans also have an unusual pattern of growth and development. Social mammals have two stages of pre-adult development: infancy and juvenility. Humans have two additional prolonged and pronounced life history stages: childhood, an interval of four years extending between infancy and the juvenile period that follows, and adolescence, a stage of about eight years that stretches from juvenility to adulthood. We begin by reviewing the primary biological and linguistic changes occurring in each of the four pre-adult ontogenetic stages in human life history. Then we attempt to trace the evolution of childhood and juvenility in our hominin ancestors. We propose that several different forms of selection applied in infancy and childhood; and that, in adolescence, elaborated vocal behaviors played a role in courtship and intrasexual competition, enhancing fitness and ultimately integrating performative and pragmatic skills with linguistic knowledge in a broad faculty of language. A theoretical consequence of our proposal is that fossil evidence of the uniquely human stages may be used, with other findings, to date the emergence of language. If important aspects of language cannot appear until sexual maturity, as we propose, then a second consequence is that the development of language requires the whole of modern human ontogeny. Our life history model thus offers new ways of investigating, and thinking about, the evolution, development, and ultimately the nature of human language.

  7. DISTANCE EDUCATION: MODERN TENDENCIES IN THE DEVELOPMENT OF LANGUAGE EDUCATION

    OpenAIRE

    Andrii O. Kravchenko

    2010-01-01

    This article deals with analyses of modern level of integration of distance education in Ukraine and around the world, it is performed the distance education in educational principles, perspective analyses of modern tendencies in development of language education is presented.

  8. Development of an Android mobile application in Kotlin programming language

    OpenAIRE

    Lanišnik , Domen

    2018-01-01

    Kotlin is a modern programming language that tries to address some of the drawbacks of Java, while keeping all the advantages of Java. It promises concise and functional code with new concepts for easier implementation of common structures. Kotlin's popularity is growing fast, especially in the development of Android mobile applications, where the latest versions of Java are not supported. The goal of this thesis was to present Kotlin programming language and use it practically in the develop...

  9. The Effects of Dyslexia on Language Acquisition and Development

    OpenAIRE

    OLAGBOYEGA, Kolawole Waziri

    2008-01-01

    This article focuses on the effects of dyslexia on language acquisition and development andconsiders strategies that can be used to promote inclusive learning in the EFL classrooms inJapan. It develops a working definition of dyslexia, and enumerates its characteristics to help theclassroom teacher with identification. The article examines second language acquisition from acognitive perspective. It draws on psychological research on implicit and explicit memory andlearning, short-term and wor...

  10. Developing user-centered concepts for language learning video games

    OpenAIRE

    Poels, Yorick; Annema, Jan Henk; Zaman, Bieke; Cornillie, Frederik

    2012-01-01

    This paper will report on an ongoing project which aims to develop video games for language learning through a user-centered and evidence-based approach. Therefore, codesign sessions were held with adolescents between 14 and 16 years old, in order to gain insight into their preferences for educational games for language learning. During these sessions, 11 concepts for video games were developed. We noticed a divide between the concepts for games that were oriented towa...

  11. Developing a useful and integrative STEM disciplinary language

    OpenAIRE

    Capraro, Robert M.; Barroso, Luciana R.; Nite, Sandra; Rice, Devyn; Lincoln, Yvonna; Young, Jamaal; Young, Jemimah

    2018-01-01

    STEM disciplinary language is a necessary component for STEM success. It can be developed through experiences and attention to the development of STEM activities that are rich in language and can be acquired through practical experiences and systematic practice. Secondary students participated in an informal STEM summer camp where they learned to use Google Sketchup® and a 3-D printer to design their own objects. They interacted with peers and collaborated on issues as they arose, to solve pr...

  12. Descriptive markup languages and the development of digital humanities

    Directory of Open Access Journals (Sweden)

    Boris Bosančić

    2012-11-01

    Full Text Available The paper discusses the role of descriptive markup languages in the development of digital humanities, a new research discipline that is part of social sciences and humanities, which focuses on the use of computers in research. A chronological review of the development of digital humanities, and then descriptive markup languages is exposed, through several developmental stages. It is shown that the development of digital humanities since the mid-1980s and the appearance of SGML, markup language that was the foundation of TEI, a key standard for the encoding and exchange of humanities texts in the digital environment, is inseparable from the development of markup languages. Special attention is dedicated to the presentation of the Text Encoding Initiative – TEI development, a key organization that developed the titled standard, both from organizational and markup perspectives. By this time, TEI standard is published in five versions, and during 2000s SGML is replaced by XML markup language. Key words: markup languages, digital humanities, text encoding, TEI, SGML, XML

  13. Teaching Cultural Taboos and Taboo Language for Intercultural Awareness and Understanding

    Directory of Open Access Journals (Sweden)

    Georgeta Rata

    2017-11-01

    Full Text Available The goal of the paper is to show that language can support social and intercultural competence of both students and teachers: one of the ways to do it is teaching cultural taboos and taboo language for intercultural awareness and understanding. The current state of the art in the field points to an increasing interest in the teaching of taboos. The material we analysed consisted in 238 offensive, vulgar and obscene English words that both students and teachers should know to attain social and intercultural competence. The method used is the descriptive one. The degree of novelty is rather high in our cultural area. Results show that there are 134 offensive (slang words and expressions (referring to the country of origin or to an ethnic group, to sex and sex-related issues (sexual orientation, to race, etc., 75 vulgar words and expressions (referring to sex and sex-related issues, to body parts, to people, etc., and 29 obscene words and expressions (referring to body secretions, to sex and sex-related issues, to people, etc.. There seems to be no research limitations given the lexicographic sources that we used. The implications of teaching cultural taboos and taboo language at tertiary level concern both the students and teachers and the organisation they belong to. The paper is original and relevant given the process of globalisation.

  14. Communication Access for Deaf People in Healthcare Settings: Understanding the Work of American Sign Language Interpreters.

    Science.gov (United States)

    Olson, Andrea M; Swabey, Laurie

    Despite federal laws that mandate equal access and communication in all healthcare settings for deaf people, consistent provision of quality interpreting in healthcare settings is still not a reality, as recognized by deaf people and American Sign Language (ASL)-English interpreters. The purpose of this study was to better understand the work of ASL interpreters employed in healthcare settings, which can then inform on training and credentialing of interpreters, with the ultimate aim of improving the quality of healthcare and communication access for deaf people. Based on job analysis, researchers designed an online survey with 167 task statements representing 44 categories. American Sign Language interpreters (N = 339) rated the importance of, and frequency with which they performed, each of the 167 tasks. Categories with the highest average importance ratings included language and interpreting, situation assessment, ethical and professional decision making, manage the discourse, monitor, manage and/or coordinate appointments. Categories with the highest average frequency ratings included the following: dress appropriately, adapt to a variety of physical settings and locations, adapt to working with variety of providers in variety of roles, deal with uncertain and unpredictable work situations, and demonstrate cultural adaptability. To achieve health equity for the deaf community, the training and credentialing of interpreters needs to be systematically addressed.

  15. The Ease of Language Understanding (ELU model: theoretical, empirical, and clinical advances

    Directory of Open Access Journals (Sweden)

    Jerker eRönnberg

    2013-07-01

    Full Text Available Working memory is important for online language processing during conversation. We use it to maintain relevant information, to inhibit or ignore irrelevant information, and to attend to conversation selectively. Working memory helps us to keep track of and actively participate in conversation, including taking turns and following the gist. This paper examines the Ease of Language Understanding model (i.e., the ELU model, Rönnberg, 2003; Rönnberg et al., 2008 in light of new behavioral and neural findings concerning the role of working memory capacity (WMC in uni-modal and bimodal language processing. The new ELU model is a meaning prediction system that depends on phonological and semantic interactions in rapid implicit and slower explicit processing mechanisms that both depend on WMC albeit in different ways. A revised ELU model is proposed based on findings that address the relationship between WMC and (a early attention processes in listening to speech, (b signal processing in hearing aids and its effects on short-term memory, (c inhibition of speech maskers and its effect on episodic long-term memory, (d the effects of hearing impairment on episodic and semantic long-term memory, and finally, (e listening effort. New predictions and clinical implications are outlined. Comparisons with other WMC and speech perception models are made.

  16. Creating Shared Understanding in Product development Teams

    DEFF Research Database (Denmark)

    Nielsen, Louise Møller; Tollestrup, Christian

    that this situation is part of many projects. Lack of shared understanding or frames is just one of the difficulties facing interdisciplinary design teams working in the early phases of innovation. Besides managing their different values, perspectives and interests that cause them to see different things as important...... and that nobody really understood each other. The situation described above could perhaps be taken out of several different contexts and scenarios. Most people, who have been working in teams, probably recognize it, and especially people with experi-ences from interdisciplinary teams can confirm...... of physical artifacts in a special setting and with a specific set of characteristics is. The objective of this book is to demonstrate how building these particular physical arti¬facts enable and stimulate the communication between team mem¬bers, users and stakeholders in interdisciplinary teams working...

  17. Investigating Connections among Reading, Writing, and Language Development: A Multiliteracies Perspective

    Science.gov (United States)

    Paesani, Kate

    2016-01-01

    This study explores relationships among reading literature, creative writing, and language development in a university-level advanced French grammar course through the theoretical lens of the multiliteracies framework. The goal is to investigate reading-writing connections and whether these literacy practices facilitate students' understanding and…

  18. The Interplay of Individual Differences and Context of Learning in Behavioral and Neurocognitive Second Language Development

    Science.gov (United States)

    Faretta-Stutenberg, Mandy; Morgan-Short, Kara

    2018-01-01

    In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting…

  19. Language development, delay and intervention-the views of parents from communities that speech and language therapy managers in England consider to be under-served.

    Science.gov (United States)

    Marshall, Julie; Harding, Sam; Roulstone, Sue

    2017-07-01

    Evidence-based practice includes research evidence, clinical expertise and stakeholder perspectives. Stakeholder perspectives are important and include parental ethno-theories, which embrace views about many aspects of speech, language and communication, language development, and interventions. The Developmental Niche Framework provides a useful theory to understand parental beliefs. Ethnotheories, including those about language development, delay and interventions, may vary cross culturally and are less well understood in relation to families who may be considered 'under-served' or 'hard-to-reach' by speech and language therapy services. Who is considered to be under-served and the reasons why some families are under-served are complex. To describe beliefs and reported practices, in relation to speech and language development, delay and intervention, of parents and carers from a small number of groups in England who were perceived to be under-served in relation to SLT services. As part of a wider National Institute for Health Research (NIHR)-funded study (Child Talk), seven focus groups (with a total of 52 participants) were held with parents from three communities in England. Topics addressed included beliefs about language development, language delay and parents' reported responses to language delay. Data were transcribed and analysed using adapted framework analysis, which also drew on directed content analysis. Four themes resulted that broadly matched the topics addressed in the focus groups: language development and the environment; causes and signs of speech and language delay; responses to concerns about speech, language and communication; and improving SLT. These produced some previously unreported ideas, e.g., about how language develops and the causes of delay. The findings are discussed in relation to previous literature and the Developmental Niche Framework. Clinical implications include ideas about issues for SLTs to discuss with families and the

  20. Association between language development and auditory processing disorders

    Directory of Open Access Journals (Sweden)

    Caroline Nunes Rocha-Muniz

    2014-06-01

    Full Text Available INTRODUCTION: It is crucial to understand the complex processing of acoustic stimuli along the auditory pathway ;comprehension of this complex processing can facilitate our understanding of the processes that underlie normal and altered human communication. AIM: To investigate the performance and lateralization effects on auditory processing assessment in children with specific language impairment (SLI, relating these findings to those obtained in children with auditory processing disorder (APD and typical development (TD. MATERIAL AND METHODS: Prospective study. Seventy-five children, aged 6-12 years, were separated in three groups: 25 children with SLI, 25 children with APD, and 25 children with TD. All went through the following tests: speech-in-noise test, Dichotic Digit test and Pitch Pattern Sequencing test. RESULTS: The effects of lateralization were observed only in the SLI group, with the left ear presenting much lower scores than those presented to the right ear. The inter-group analysis has shown that in all tests children from APD and SLI groups had significantly poorer performance compared to TD group. Moreover, SLI group presented worse results than APD group. CONCLUSION: This study has shown, in children with SLI, an inefficient processing of essential sound components and an effect of lateralization. These findings may indicate that neural processes (required for auditory processing are different between auditory processing and speech disorders.

  1. The Difficulties of English as a Foreign Language (EFL Learners in Understanding Pragmatics

    Directory of Open Access Journals (Sweden)

    Fauzia

    2016-02-01

    Full Text Available Pragmatics is the study of the relation of signs to interpreters. For English foreign language (EFL learners, the knowledge and comprehensible input of pragmatics is much needed. This paper is based on research project. The writer did the research survey by giving some respondents questionnaire. The respondent is some students from UAD, which is taken randomly. Besides using open questionnaire, the writer also got the data from in depth interview with some EFL learners, the native speaker who teaches English, and also did literature review from some books. The result of the research then gives some evidences that EFL learners difficulties in understanding the English pragmatics occurs in 1 greeting, 2 apologizing, 3 complimenting, and 4 thanking. The factors that promotes EFL learners’ difficulties in understanding because 1 the different culture and values between native speaker and learners; 2 habit that the usually use in their daily life.

  2. Modeling mechanisms of persisting and resolving delay in language development.

    Science.gov (United States)

    Thomas, Michael S C; Knowland, V C P

    2014-04-01

    PURPOSE In this study, the authors used neural network modeling to investigate the possible mechanistic basis of developmental language delay and to test the viability of the hypothesis that persisting delay and resolving delay lie on a mechanistic continuum with normal development. METHOD The authors used a population modeling approach to study individual rates of development in 1,000 simulated individuals acquiring a notional language domain (in this study, represented by English past tense). Variation was caused by differences in internal neurocomputational learning parameters as well as the richness of the language environment. An early language delay group was diagnosed, and individual trajectories were then traced. RESULTS Quantitative variations in learning mechanisms were sufficient to produce persisting delay and resolving delay subgroups in similar proportions to empirical observations. In the model, persisting language delay was caused by limitations in processing capacity, whereas resolving delay was caused by low plasticity. Richness of the language environment did not predict the emergence of persisting delay but did predict the final ability levels of individuals with resolving delay. CONCLUSION Mechanistically, it is viable that persisting delay and resolving delay are only quantitatively different. There may be an interaction between environmental factors and outcome groups, with individuals who have resolving delay being influenced more by the richness of the language environment.

  3. Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test.

    Science.gov (United States)

    Brebner, Chris; McCormack, Paul; Liow, Susan Rickard

    2016-01-01

    The phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. Speech and language therapists need to understand bilingual development for children speaking these languages in order reliably to assess and provide intervention for this population. To examine the marking of verb tense in the English of two groups of bilingual pre-schoolers learning these languages in a multilingual setting where the main educational language is English. The main research question addressed was: are there differences in the rate and pattern of acquisition of verb-tense marking for English-language 1 children compared with Mandarin-language 1 children? Spoken language samples in English from 481 English-Mandarin bilingual children were elicited using a 10-item action picture test and analysed for each child's use of verb tense markers: present progressive '-ing', regular past tense '-ed', third-person singular '-s', and irregular past tense and irregular past-participle forms. For 4-6 year olds the use of inflectional markers by the different language dominance groups was compared statistically using non-parametric tests. This study provides further evidence that bilingual language development is not the same as monolingual language development. The results show that there are very different rates and patterns of verb-tense marking in English for English-language 1 and Mandarin-language 1 children. Furthermore, they show that bilingual language development in English in Singapore is not the same as monolingual language development in English, and that there are differences in development depending on language dominance. Valid and reliable assessment of bilingual children's language skills needs to consider the characteristics of all languages spoken, obtaining accurate information on language use over time and accurately establishing language dominance is essential in order to make a

  4. Understanding Technology: Key to Development. | Bvekerwa ...

    African Journals Online (AJOL)

    This paper observes that technology as a concept is not fully understood in the developing world. More often than not technology and science are taken to mean the same thing. It is argued here that the two terms are not synonymous but are actually two sides of the same coin. It is further illustrated that technology is not ...

  5. Understanding Preservice Educators' Multicultural Identity Development

    Science.gov (United States)

    Rogers, Audrey Green

    2012-01-01

    This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century…

  6. Understanding and Developing Black Popular Music Collections.

    Science.gov (United States)

    Murray, James Briggs

    1983-01-01

    Enumerates types of black popular music (work songs, spirituals, gospel music, blues, race records, rock and roll, soul, funk, disco, Caribbean, and African) and discusses collection development (current, retrospective, monographs, periodicals, sheet music, motion picture film, photographs, oral history), cataloging, and preservation. A 229-item…

  7. Developing Conceptual Understanding in Primary Science.

    Science.gov (United States)

    Asoko, Hilary

    2002-01-01

    Outlines general guidelines for teaching conceptual development in science in the United Kingdom. Focuses on the introduction of new ideas in the primary classroom. Uses two examples of teaching to exemplify how relevant ideas of science can be introduced. Discusses the teacher's role in talking ideas into existence. (BT)

  8. Understanding of the Impact of Leadership Development

    DEFF Research Database (Denmark)

    Sørensen, Peter

    2017-01-01

    and for the organization. I did some preliminary research about what conditions in the workplace may promote the impact of leadership development. In my study of managers in the Danish public sector, I looked at nine possible conditions that the transfer literature suggested were likely to be important in this...

  9. Understanding and predicting students' dishonesty: development of ...

    African Journals Online (AJOL)

    Results show that the measure that we developed is a valid predictor of a person's level of honesty and has significant correlations with other well known and validated measures of such personality profiles. Secondly, we hypothesised that individuals with low levels of socialisation, as measured by Gough's 1987 revised ...

  10. Socialization, Language, and Scenic Understanding. Alfred Lorenzer's Contribution to a Psycho-societal Methodology

    Directory of Open Access Journals (Sweden)

    Henning Salling Olesen

    2012-09-01

    Full Text Available The article is a guided tour to Alfred LORENZER's proposal for an "in-depth hermeneutic" cultural analysis methodology which was launched in an environment with an almost complete split between social sciences and psychology/psychoanalysis. It presents the background in his materialist socialization theory, which combines a social reinterpretation of the core insights in classical psychoanalysis—the unconscious, the drives—with a theory of language acquisition. His methodology is based on a transformation of the "scenic understanding" from a clinical to a text interpretation, which seeks to understand collective unconscious meaning in text, and is presented with an illustration of the interpretation procedure from social research. Then follows a brief systematic account of key concepts and ideas—interaction forms, engrams, experience, symbolization, language game, utopian imagination—with an outlook to the social theory connections to the Frankfurt School. The practical interpretation procedure in a LORENZER-based psycho-societal research is briefly summarized, emphasizing the role of the researcher subjects in discovering socially unconscious meaning in social interaction. Finally an outlook to contemporary epistemological issues. LORENZER's approach to theorize and research the subject as a socially produced entity appears as a psycho-societal alternative to mainstream social constructivism. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1203229

  11. Promoting Intercultural Understanding among School Students through an English Language Based Reading Programme

    Directory of Open Access Journals (Sweden)

    Manjet Kaur Mehar Singh

    2016-10-01

    Full Text Available Malaysian intercultural society is typified by three major ethnic groups mainly Malays, Chinese and Indians.  Although education system is the best tool for these three major ethnic groups to work together, contemporary research reveals that there is still lack of intercultural embedding education context and national schools are seen as breeding grounds of racial polarisation.  In Malaysian context, there is a gap in research that focuses on the design of a proper intercultural reading framework for national integration and such initiatives are viable through schools.  The main objective of this conceptual paper is to introduce the English Language Intercultural Reading Programme (ELIRP in secondary schools to promote intercultural understanding among secondary school students.  The proposed framework will facilitate the acquisition of intercultural inputs without being constrained by ideological, political, or psychological demands.  This article will focus on elucidating how ELIRP could affect cognitive (knowledge and behavioural transformations to intercultural perceptions harboured by selected Form 4 students of 20 national schools in Malaysia. Keywords: behavior, knowledge, intercultural reading framework, intercultural understanding, English Language Intercultural Reading Programme, secondary school students

  12. Understanding the Role of Academic Language on Conceptual Understanding in an Introductory Materials Science and Engineering Course

    Science.gov (United States)

    Kelly, Jacquelyn

    2012-01-01

    Students may use the technical engineering terms without knowing what these words mean. This creates a language barrier in engineering that influences student learning. Previous research has been conducted to characterize the difference between colloquial and scientific language. Since this research had not yet been applied explicitly to…

  13. Understanding and developing creativity: A practical approach

    OpenAIRE

    Donald J. Treffinger; Edwin C. Selby

    2008-01-01

    Critical thinking and creative thinking are proposed as determinants to cope with the constant change society, and basically children are experiencing nowadays. Moreover, tools for the development of critical and creative thinking are discussed, and the creative problem solving toolbox is presented, involving tools for generating options, as well as tools for focusing options. The importance of the tools as significant basis for the learning process, as well as for the management of changes i...

  14. Image Understanding Architecture Prototype Evaluation and Development

    Science.gov (United States)

    1993-06-01

    2n. We have developed an algorithm (the MGRA discussed below), based on wormhole routing, that has routed a large number of communication patterns...inference and manipulation of object models are run in the SPA. To support distributed artificial intelligence processing, powerful processors are needed... artificial intelligence. A typical scenario with video input I might require that an interpretation of a changing scene be updated as video frames arrive

  15. Science: the shared language of development

    CERN Multimedia

    Katarina Anthony

    2011-01-01

    This year’s conference on “Sharing Knowledge across the Mediterranean” is being held in Malta from 5 to 8 May. It is the sixth in a series of conferences whose aim is to promote dialogue among countries in the Mediterranean region through the language of science, organised by the “Sharing Knowledge Foundation”. CERN is one of the Foundation’s partners, and today John Ellis, one of CERN’s non-Member State advisors, announced CERN's readiness to donate several hundred computers to various Moroccan universities to encourage their participation in high-energy physics and Grid computing   CERN scientists, including John Ellis and Patrick Fassnacht, participate in the 6th Sharing Knowledge across the Mediterranean conference in Malta, on Friday 6 May. This gesture of support to the North African region was announced during the sixth "Sharing Knowledge across the Mediterranean" conference. Embracing many of CERN's gu...

  16. Examining the Language Phenotype in Children with Typical Development, Specific Language Impairment, and Fragile X Syndrome

    Science.gov (United States)

    Haebig, Eileen; Sterling, Audra; Hoover, Jill

    2016-01-01

    Purpose: One aspect of morphosyntax, finiteness marking, was compared in children with fragile X syndrome (FXS), specific language impairment (SLI), and typical development matched on mean length of utterance (MLU). Method: Nineteen children with typical development (mean age = 3.3 years), 20 children with SLI (mean age = 4.9 years), and 17 boys…

  17. Understanding the population dimension in development planning.

    Science.gov (United States)

    Rivera, P C

    1983-01-01

    In the Philippines initial efforts to adopt population policies focused on reducing rapid population growth through fertility control. The history of the national population welfare congress, which started in 1978, reflects this emphasis on family planning as a major deterrent to rapid population growth. It was only in recent years that the 2-way relationship between population and development came to be better appreciated. The 6th National Populaton Welfare Congress was a response to this need to broaden the scope of population concerns and integrate the population dimension into development planning. This viewpoint regards population not as a demand variable but as a factor that can be influenced by economic and social development. Dr. Mercedes B. Concepcion, dean of the University of the Philippines Population Institute (UPPI), discussed population trends, prospects, and problems in a paper presented before the 6th congress. In 1980, she said, the Philippine population was 48.1 million persons, up by 11.4 million persons or 31%, over the3l.7 million enumerated in 1970. While the rate of populated growth remains high, data indicate a decreasing post-World War II trend, from 3.06% in 1948-60 to 2.68% in 1975-80. The proportion of the population below 15 has dropped by 2 percentage points, while the number of persons in the working ages 15-64 has increased. In 1 of the 3 group sessions during the congress, the participants tried to define the Philippines' population distribution goals, the requirement of an urban-rural balance, and priority intervention areas. In that session 2 main papers were presented -- one on human settlements and urbanization and the other on macroeconomic policies and their spatial implications. In another sessionplanners and researchers examined the socioeconomic and demographic impact of development programs, specifically the impact of rural electrification on fertility change in Misamis Oriental, a province in Southern Philippines. In the

  18. A Trilogy of Philosophy, Language and National Development ...

    African Journals Online (AJOL)

    Against this broad canvass of national development, it is argued that man is the centre-piece of national development and, since the humanities play a leading role in the cultivation of man, no national development paradigm can be conceived and executed without the humanities, especially philosophy and language, ...

  19. Understanding and developing creativity: A practical approach

    Directory of Open Access Journals (Sweden)

    Donald J. Treffinger

    2008-06-01

    Full Text Available Critical thinking and creative thinking are proposed as determinants to cope with the constant change society, and basically children are experiencing nowadays. Moreover, tools for the development of critical and creative thinking are discussed, and the creative problem solving toolbox is presented, involving tools for generating options, as well as tools for focusing options. The importance of the tools as significant basis for the learning process, as well as for the management of changes in the creative problem solving solution, as well as its application from infancy to adulthood is discussed. Finally, recommendations about teaching and application of thinking tools are considered.

  20. Marking of Verb Tense in the English of Preschool English-Mandarin Bilingual Children: Evidence from Language Development Profiles within Subgroups on the Singapore English Action Picture Test

    Science.gov (United States)

    Brebner, Chris; McCormack, Paul; Rickard Liow, Susan

    2016-01-01

    Background: The phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. Speech and language therapists need to understand bilingual development for children speaking these languages in order reliably to assess and provide intervention for this…

  1. [Develop a statistics analysis software in population genetics using VBA language].

    Science.gov (United States)

    Cai, Ying; Zhou, Ni; Xu, Ye-li; Xiang, Da-peng; Su, Jiang-hui; Zhang, Lin-tian

    2006-12-01

    To develop a statistics analysis software that can be used in STR population genetics for the purpose of promoting and fastening the basic research of STR population genetics. Selecting the Microsoft VBA for Excel, which is simple and easy to use, as the program language and using its macro function to develop a statistics analysis software used in STR population genetics. The software "Easy STR Genetics" based on VBA language, by which the population genetic analysis of STR data can be made, were developed. The developed software "Easy STR Genetics" based on VBA language, can be spread in the domain of STR population genetics research domestically and internationally, due to its feature of full function, good compatibility for different formats of input data, distinct and easy to understand outputs for statistics and calculation results.

  2. RAPID NAMING IN CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT AND IN CHILDREN WITH TYPICAL LANGUAGE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Neda MILOSHEVIĆ

    2017-03-01

    Full Text Available Aimed at the detailed insight into the phonological ability of Serbian-speaking children of preschool age, with and without language impairment, the ability of rapid naming was examined. Method: Operationalization of the set goal was carried out by using the Test for evaluating reading and writing pre-skills. In describing and analyzing the obtained data, methods of descriptive and inferential statistics were used. The sample included 120 subjects of both gender, 40 children diagnosed with specific language impairment (SLI, age from 5,11 to 7 years, and 80 children with typical language development (TLD, age between 5,11 and 7 years, with no statistically significant differences in relation to age and gender of the participants. Results: Summing up the overall results and achievements of children with SLI and children with TLD, we concluded that there are statistically significant differences in the rapid naming between children with specific language impairment and children with typical language development. Conclusions: As it is a global trend to work on preventing disorders and obstructions, and phonological skills in this age are a timely indicator of the development of reading and writing skills, the examined children with SLI are at risk for the occurrence of obstructions and disorders in the area of reading and writing abilities.

  3. METALANGUAGE AS PEDAGOGICAL PHENOMENON AND ITS ROLE IN LANGUAGE DEVELOPMENT OF PERSONALITY AT SCHOOL

    Directory of Open Access Journals (Sweden)

    Yelena N. Volodina

    2015-01-01

    Full Text Available The aim of this article is to consider psychological and pedagogical mechanisms of personal language development and formation of humanitarian culture of schoolchildren as part of their general culture by means of language as a symbolic and cultural phenomenon.Methods. Theoretical analysis, synthesis, generalization, specification, comparison, classification are the methods applied in this research. Conclusions are made on the basis of contemporary socio-cultural and linguistic situation analysis of fundamental psycho-pedagogical and linguistic theories and generalization of experience of the network project «Language personality development in the system of general education at schools of the Tyumen region».Results. It is proved that effective language education in the context of contemporary socio-cultural situation and new educational standard requirements is possible on the basis of updating axiological humanitarian approaches, which are linguistic and culturological, semiotic, hermeneutic; and help to design the metalanguage educational space as a space of intersection of different languages, subject-specific and interdisciplinary, cognitive and linguistic pictures of the world, between different speech practices. The article considers the nature and content of the metalanguage, based on mental corpus of individuals, including cultural, linguistic, semiotic concepts, metaphorical layer of language, cognitive metaphors, idioms, phraseological units, etc. It is proved that reading and understanding of text, its analysis and personal interpretation, production of «secondary» and «counter» texts are the main types of metalanguage activities in the process of general personality development, when metalanguage is a mechanism of conceptualization of individual consciousness, the formation of individual linguistic picture of the world and individual concept sphere, enrichment of personal worldviews and sensitive experience, and value

  4. The Multi-Structural Model of Speech and Language Development in the Aspect of Holistic Approach

    OpenAIRE

    Tomele, Gundega

    2015-01-01

    The article analyses the theories on the child's language acquisition and development process (psychological nativism, cognitivism, interactionism, bihaviorism), and it is concluded that the various models of language acquisition raised in these theories depend on language development stage and its representative factors - the dominant neural processes, language acquisition strategies and the results in a context of language development. Speech and language development and their interconnecti...

  5. DEVELOPMENT AND HUMAN DIGNITY: TWO DIMENSIONS OF THE LANGUAGE

    Directory of Open Access Journals (Sweden)

    Giana Diesel Sebastiany

    2013-07-01

    Full Text Available The article approaches the concept of development as freedom and its implications in the enlargement of the human life dignity, especially when refers to the possible choices, from two contemporary economists theories who with different dimensions of the language agree in the interpretation of the theme. Amartya Sen and Sebastião Salgado bend over the same historical context; they try to catch the faces of the development and its repercussions in people's life. Knowing a little their trajectory the challenge of this text is to understand the complementarity in the words and the pictures used by the authors. By using the images produced by Sebastião Salgado, we consider them as historical sources of multidisciplinar abrangence, that facilitate new approaching analysis from its registrations, as well as Amartya Sen's words induce us to multiple reflections The reffered author consider health, the education and the social insurance as a fundamental relationship tool for a dignified existence of the humanity. However, the provision of them does not constitute an end in itself; that provision only acquires a real sense when its goal is the expansion of the people´s capacities and freedom that this way start to act as changes condition.

  6. Language at Three Timescales: The Role of Real-Time Processes in Language Development and Evolution.

    Science.gov (United States)

    McMurray, Bob

    2016-04-01

    Evolutionary developmental systems (evo-devo) theory stresses that selection pressures operate on entire developmental systems rather than just genes. This study extends this approach to language evolution, arguing that selection pressure may operate on two quasi-independent timescales. First, children clearly must acquire language successfully (as acknowledged in traditional evo-devo accounts) and evolution must equip them with the tools to do so. Second, while this is developing, they must also communicate with others in the moment using partially developed knowledge. These pressures may require different solutions, and their combination may underlie the evolution of complex mechanisms for language development and processing. I present two case studies to illustrate how the demands of both real-time communication and language acquisition may be subtly different (and interact). The first case study examines infant-directed speech (IDS). A recent view is that IDS underwent cultural to statistical learning mechanisms that infants use to acquire the speech categories of their language. However, recent data suggest is it may not have evolved to enhance development, but rather to serve a more real-time communicative function. The second case study examines the argument for seemingly specialized mechanisms for learning word meanings (e.g., fast-mapping). Both behavioral and computational work suggest that learning may be much slower and served by general-purpose mechanisms like associative learning. Fast-mapping, then, may be a real-time process meant to serve immediate communication, not learning, by augmenting incomplete vocabulary knowledge with constraints from the current context. Together, these studies suggest that evolutionary accounts consider selection pressure arising from both real-time communicative demands and from the need for accurate language development. Copyright © 2016 Cognitive Science Society, Inc.

  7. Rapid application development using the Tcl/Tk language

    International Nuclear Information System (INIS)

    van Zeijts, J.

    1995-01-01

    During the last year, high level applications at CEBAF were written using the Tcl/Tk scripting language. This language is rapidly gaining in popularity, in part due to ease of constructing programs with X11 graphical user interfaces, and in part to ease of adding compiled user code for specialized purposes. Extensions to the language provide object oriented programming, which was used to develop a hierarchy of classes relevant for high level accelerator control. We describe basic language features, some 3rd party add-on packages, and local additions to the toolbox. Next we describe features of the accelerator object hierarchy, and finally describe applications written using this toolbox such as the ModelServer prototype, Slow Orbit and Energy Lock, the Linac Energy Management System, and other applications

  8. Understanding white matter integrity stability for bilinguals on language status and reading performance.

    Science.gov (United States)

    Cummine, Jacqueline; Boliek, Carol A

    2013-03-01

    Recent studies using diffusion tensor imaging (DTI) have described overall white matter integrity in bilinguals but have not related structural neural pathways to language functions. The current study examined white matter integrity and its relationship to reading skill in monolingual English and bilingual Chinese-English speakers. Eleven monolingual speakers (mean age 28.5 years) and 13 bilingual speakers (mean age 24.2 years; English as a second language was acquired post 5 years of age) participated. Behavioural response times and accuracy rates to name regular and exception words were recorded. Participants were then scanned using a standardized DTI protocol. Fractional anisotropy (FA) and mean diffusivity values were derived from a voxelwise statistical analysis for comparisons between participant groups. Tests for relationships between response time and FA were also conducted. Our results show minimal regions of higher FA for monolinguals when compared to bilinguals and no regions of higher FA for bilinguals when compared to monolinguals, which indicates that white matter integrity may not stabilize in bilinguals until late adulthood. We do show several regions where an increase in FA is associated with faster response times. Interestingly, the FA-response time relationship varies between groups and between word types, which may reflect an increased processing demand for retrieval of difficult words (e.g., exception words). These results provide some support for the interference control and reduced frequency hypotheses outlined by Jones et al. (Cerebr Cortex 22:892-902, 2012). The current findings advance our understanding of the underlying cortical networks associated with language status and reading skill in monolingual and bilingual adults.

  9. Contributions of the Study of Japanese as a Second language to our General Understanding of Second Language Acquisition and the Definition of Second Language Acquisition Research.

    Science.gov (United States)

    Wakabayashi, Shigenori

    2003-01-01

    Reviews three books on the acquisition of Japanese as a second language: "Second Language Acquisition Process in the Classroom" by A.S. Ohta;"The Acquisition of Grammar by Learners of Japanese" (English translation of title), by H. Noda, K. Sakoda, K. Shibuya, and N. Kobayashi; and "The Acquisition of Japanese as a Second Language," B. K. Kanno,…

  10. Facilitating Professional Development for Teachers of English Language Learners

    Science.gov (United States)

    Molle, Daniella

    2013-01-01

    The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…

  11. Multichronic complexity in second language development | de Bot ...

    African Journals Online (AJOL)

    Taking a dynamic systems perspective on second language development, this paper argues that development is change over time, which is never stable and has no end state. Moreover, time can be defined at different scales: from the millisecond, minute, week and year to the lifespan. At all scales we can see change over ...

  12. Language and the development of Kenya | Lonyangapuo | AFRREV ...

    African Journals Online (AJOL)

    AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies ... This paper looked at the negative exploitation of Kenya's linguistic diversity and its impact on her development. ... The findings of this study are meant to influence Kenya into using her linguistic diversity for positive development.

  13. Semantically-based priors and nuanced knowledge core for Big Data, Social AI, and language understanding.

    Science.gov (United States)

    Olsher, Daniel

    2014-10-01

    Noise-resistant and nuanced, COGBASE makes 10 million pieces of commonsense data and a host of novel reasoning algorithms available via a family of semantically-driven prior probability distributions. Machine learning, Big Data, natural language understanding/processing, and social AI can draw on COGBASE to determine lexical semantics, infer goals and interests, simulate emotion and affect, calculate document gists and topic models, and link commonsense knowledge to domain models and social, spatial, cultural, and psychological data. COGBASE is especially ideal for social Big Data, which tends to involve highly implicit contexts, cognitive artifacts, difficult-to-parse texts, and deep domain knowledge dependencies. Copyright © 2014 Elsevier Ltd. All rights reserved.

  14. Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan

    Science.gov (United States)

    Dayoub, Ruba; Bashiruddin, Ayesha

    2012-01-01

    This paper attempts to present the findings of a study carried out in Pakistan that explored English-language teachers' professional development in developing countries. The main guiding question for the study was: How do English-language teachers at secondary schools learn to teach and develop professionally in Syria and Pakistan? Two cases were…

  15. Adding to Product Development Theory - A Language Perspective

    DEFF Research Database (Denmark)

    Hansen, Poul H. Kyvsgård; Berg, Pekka; Mabogunje, Ade

    2014-01-01

    The paper explores the effect that the languages associated with the applied methods have on product development processes. Product development does increasingly involve more diverse disciplines and expanded cross-disciplinary views. Most importantly, the new disciplines: Design Thinking, and......, Innovation Management have introduced new cross-disciplinary methods and approaches. Some of the most important cognitive processes involved in product development: perceiving, meaning making, conceptualizing, communicating, and learning have been reframed and expanded as new disciplines have been introduced....... An important aspect of the diversity is the introduction of the different languages that are introduced along with the new disciplines. Language is here defined as a combination of the vocabulary and the methodological approaches that are introduced by the new disciplines. The experience of the application...

  16. Continued professional development of teachers to facilitate language used in numeracy and mathematics

    Directory of Open Access Journals (Sweden)

    Anna-Maria Wium

    2012-12-01

    Full Text Available Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups, reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching  (LoLT. Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.

  17. Continued professional development of teachers to facilitate language used in numeracy and mathematics.

    Science.gov (United States)

    Wium, Anna-Marie; Louw, Brenda

    2012-12-01

    Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups,I reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching (LoLT). Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.

  18. At the mercy of strategies: the role of motor representations in language understanding

    Directory of Open Access Journals (Sweden)

    Barbara eTomasino

    2013-02-01

    Full Text Available Classical cognitive theories hold that word representations in the brain are abstract and amodal, and are independent of the objects’ sensorimotor properties they refer to. An alternative hypothesis emphasises the importance of bodily processes in cognition: the representation of a concept appears to be crucially dependent upon perceptual-motor processes that relate to it. Thus, understanding action-related words would rely upon the same motor structures that also support the execution of the same actions. In this context, motor simulation represents a key component. Our approach is to draw parallels between the literature on mental rotation and the literature on action verb/sentence processing. Here we will discuss recent studies on mental imagery, mental rotation, and language that clearly demonstrate how motor simulation is neither automatic nor necessary to language understanding. These studies have shown that motor representations can or cannot be activated depending on the type of strategy the participants adopt to perform tasks involving motor phrases. On the one hand, participants may imagine the movement with the body parts used to carry out the actions described by the verbs (i.e., motor strategy; on the other, individuals may solve the task without simulating the corresponding movements (i.e., visual strategy. While it is not surprising that the motor strategy is at work when participants process action-related verbs, it is however striking that sensorimotor activation has been reported also for imageable concrete words with no motor content, for non-words with regular phonology, for pseudo-verb stimuli, and also for negations. Based on the extant literature, we will argue that implicit motor imagery is not uniquely used when a body-related stimulus is encountered, and that it is not the type of stimulus that automatically triggers the motor simulation but the type of strategy. Finally, we will also comment on the view that

  19. Task Based Language Teaching: Development of CALL

    Science.gov (United States)

    Anwar, Khoirul; Arifani, Yudhi

    2016-01-01

    The dominant complexities of English teaching in Indonesia are about limited development of teaching methods and materials which still cannot optimally reflect students' needs (in particular of how to acquire knowledge and select the most effective learning models). This research is to develop materials with complete task-based activities by using…

  20. Language development of internationally adopted children: Adverse early experiences outweigh the age of acquisition effect.

    Science.gov (United States)

    Rakhlin, Natalia; Hein, Sascha; Doyle, Niamh; Hart, Lesley; Macomber, Donna; Ruchkin, Vladislav; Tan, Mei; Grigorenko, Elena L

    2015-01-01

    We compared English language and cognitive skills between internationally adopted children (IA; mean age at adoption=2.24, SD=1.8) and their non-adopted peers from the US reared in biological families (BF) at two time points. We also examined the relationships between outcome measures and age at initial institutionalization, length of institutionalization, and age at adoption. On measures of general language, early literacy, and non-verbal IQ, the IA group performed significantly below their age-peers reared in biological families at both time points, but the group differences disappeared on receptive vocabulary and kindergarten concept knowledge at the second time point. Furthermore, the majority of children reached normative age expectations between 1 and 2 years post-adoption on all standardized measures. Although the age at adoption, age of institutionalization, length of institutionalization, and time in the adoptive family all demonstrated significant correlations with one or more outcome measures, the negative relationship between length of institutionalization and child outcomes remained most robust after controlling for the other variables. Results point to much flexibility and resilience in children's capacity for language acquisition as well as the potential primacy of length of institutionalization in explaining individual variation in IA children's outcomes. (1) Readers will be able to understand the importance of pre-adoption environment on language and early literacy development in internationally adopted children. (2) Readers will be able to compare the strength of the association between the length of institutionalization and language outcomes with the strength of the association between the latter and the age at adoption. (3) Readers will be able to understand that internationally adopted children are able to reach age expectations on expressive and receptive language measures despite adverse early experiences and a replacement of their first

  1. The Development of Language and Reading Skills in the Second and Third Languages of Multilingual Children in French Immersion

    Science.gov (United States)

    Berube, Daniel; Marinova-Todd, Stefka H.

    2012-01-01

    The relationship between first language (L1) typology, defined as the classification of languages according to their structural characteristics (e.g. phonological systems and writing systems), and the development of second (L2) and third (L3) language skills and literacy proficiency in multilingual children was investigated in this study. The…

  2. The Effect of Sociolinguistic Factors and English Language Proficiency on the Development of French as a Third Language

    Science.gov (United States)

    Bérubé, Daniel; Marinova-Todd, Stefka H.

    2014-01-01

    The classroom demographics in French immersion (FI) programs across Canada are changing: There are a growing number of multilingual students who are learning English as a second language (L2) and French as a third language (L3). However, little is known about the development of French language proficiency and reading skills of multilingual…

  3. PREFACE: Scales of understanding in biological development Scales of understanding in biological development

    Science.gov (United States)

    Newman, Timothy

    2011-08-01

    The development of an adult organism from a fertilized egg remains one of the deep mysteries of biology. Great strides have been made in the past three decades, primarily through ever more sophisticated genetic analyses and the advent of live-cell imaging, yet the underlying principles governing development are elusive. Recently, a new generation of biological physicists has entered the field, attracted by the hallmarks of development— coordinated dynamics and pattern formation arising from cell-cell interactions—which reflect tantalizing analogs with many-body systems in condensed matter physics and related fields. There have been corresponding influxes of researchers from other quantitative disciplines. With new workers come new questions and foci at different scales in space, time and complexity. The reductionist philosophy of developmental genetics has become increasingly complemented by a search for effective mechanisms at higher scales, a strategy which has a proven track record of success in the study of complex systems in physics. Are there new and universal mechanisms of development, supra-genetic in nature, waiting to be discovered by focusing on higher scales, or is development fundamentally the intricately scripted unfolding of complex genetic instructions? In this special focus issue of Physical Biology, we present cutting-edge research into embryo development from a broad spectrum of groups representing cell and developmental biology, biological physics, bioengineering and biomathematics. We are provided with a sense of how this multidisciplinary community views the fundamental issue of scale in development and are given some excellent examples of how we can bridge these scales through interdisciplinary collaboration, in order to create new levels of understanding. We start with two reviews which will provide newcomers with a guide to some of the outstanding questions in the field. Winklbauer and Müller use the phenomenon of mesoderm spreading as

  4. Development and Utility of Automatic Language Processing Technologies. Volume 2

    Science.gov (United States)

    2014-04-01

    and understand ongoing situations, anticipate new situations that will require responses, and where possible influence the outcomes. Much of the...of musical notation ♫ and ♪ in the TED Talk data when a song is performed. For example: ♫ And that is all ♫ ♫ that love’s about ♫ ♫ And we’ll recall...so that concatenation will only apply when the specified language is Chinese, Japanese, or Korean . For example, the English sentence below contains

  5. Foreign Language Teachers' Professional Development in Information Age

    Science.gov (United States)

    Fan, Xiying; Wu, Gang

    Cultivation of students' learning autonomy has raised new challenges to teachers' professional development, dynamic, continuous, lifelong full-scale development, with emphasis on the creativity and constancy of the teachers' quality development. The teachers' professional development can take the following approaches: studying theories about foreign language teaching with the aid of modern information technology; organizing online teaching research activities supported by information technology and carrying peer observation and dialogue -teaching reflection in internet environment and fostering scholarly teachers.

  6. Understanding Scientific Methodology in the Historical and Experimental Sciences via Language Analysis

    Science.gov (United States)

    Dodick, Jeff; Argamon, Shlomo; Chase, Paul

    2009-01-01

    A key focus of current science education reforms involves developing inquiry-based learning materials. However, without an understanding of how working scientists actually "do" science, such learning materials cannot be properly developed. Until now, research on scientific reasoning has focused on cognitive studies of individual scientific fields.…

  7. Verbal communication skills in typical language development: a case series.

    Science.gov (United States)

    Abe, Camila Mayumi; Bretanha, Andreza Carolina; Bozza, Amanda; Ferraro, Gyovanna Junya Klinke; Lopes-Herrera, Simone Aparecida

    2013-01-01

    The aim of the current study was to investigate verbal communication skills in children with typical language development and ages between 6 and 8 years. Participants were 10 children of both genders in this age range without language alterations. A 30-minute video of each child's interaction with an adult (father and/or mother) was recorded, fully transcribed, and analyzed by two trained researchers in order to determine reliability. The recordings were analyzed according to a protocol that categorizes verbal communicative abilities, including dialogic, regulatory, narrative-discursive, and non-interactive skills. The frequency of use of each category of verbal communicative ability was analyzed (in percentage) for each subject. All subjects used more dialogical and regulatory skills, followed by narrative-discursive and non-interactive skills. This suggests that children in this age range are committed to continue dialog, which shows that children with typical language development have more dialogic interactions during spontaneous interactions with a familiar adult.

  8. Resolution of ambiguities in cartoons as an illustration of the role of pragmatics in natural language understanding by computers

    Energy Technology Data Exchange (ETDEWEB)

    Mazlack, L.J.; Paz, N.M.

    1983-01-01

    Newspaper cartoons can graphically display the result of ambiguity in human speech; the result can be unexpected and funny. Likewise, computer analysis of natural language statements also needs to successfully resolve ambiguous situations. Computer techniques already developed use restricted world knowledge in resolving ambiguous language use. This paper illustrates how these techniques can be used in resolving ambiguous situations arising in cartoons. 8 references.

  9. THE TRENDS IN THE DEVELOPMENT OF FOREIGN LANGUAGE EDUCATION WITHIN THE CONTEXTUAL APPROACH

    Directory of Open Access Journals (Sweden)

    T A Parshutkina

    2016-12-01

    Full Text Available The article deals with the modernization of foreign language education within the contextual approach. It is noted that the task of training the experts, possessing the knowledge of foreign languages at the level of international standards, competent in foreign languages in the field of professional communication, capable of academic and social mobility is currently put forward in vocational education. A growing trend is to integrate competency and personality-oriented approaches into a single conceptual framework. A synthesized approach, whereby it is possible to carry out a gradual transition to teaching positions on language education, becomes the contextual approach. Understanding the contextual approach as a holistic education required the consideration of its various sides and elements in constant mutual integrative mediation. It allowed to explore this approach as one of the most promising areas for the development of education. The modern contextual approach constitutes an important factor of meaning through which the process of personality development of educational content intensifies, and the transformation of learning motivation into the vocational sphere occurs, the position of the subject of training and learning activities, effectively promoting occupational and social personality self-realization of the future specialist is formed. The leading trends in foreign language education within the context of the new approach are: the new methodological reflection on the basic components of the process of teaching foreign languages, philosophical and anthropological understanding of the “context” in the educational space, striving for integrity and consistency in the organization and self-organization of the educational process, the integrative nature of foreign language education.

  10. Nonsyndromic Craniosynostosis and Associated Abnormal Speech and Language Development.

    Science.gov (United States)

    Naran, Sanjay; Miller, Matthew; Shakir, Sameer; Ware, Benjamin; Camison, Liliana; Ford, Matthew; Goldstein, Jesse; Losee, Joseph E

    2017-07-01

    Although many metrics for neurodevelopment in children with nonsyndromic craniosynostosis have been analyzed, few have directly examined early language acquisition and speech development. The authors characterized language acquisition and speech development in children with nonsyndromic craniosynostosis. The authors' institutional database was queried for nonsyndromic craniosynostosis from 2000 to 2014. Patients with an identified syndrome were excluded. Specific data elements included age, gender, velopharyngeal adequacy by means of the Pittsburgh Weighted Speech Scale, evaluation for anatomical motor delay, language acquisition delay/disorder, articulation or speech sound production delays/disorders, and whether speech therapy was recommended. Diagnosis of a submucous cleft palate was noted. One hundred one patients met inclusion criteria, of which 57.4 percent were male. Average age at the time of the most recent speech evaluation was 6.1 years (range, 2.31 to 17.95 years); 43.6 percent had normal speech/language metrics and 56.4 percent had one or more abnormalities, including anatomical motor delay/disorder (29.7 percent), language acquisition delay/disorder (21.8 percent), articulation or speech production delay/disorder (4.0 percent), hypernasality (15.8 percent), and velopharyngeal insufficiency or borderline competency (23.8 percent). Average Pittsburgh Weighted Speech Scale score was 1.3 (range, 0 to 5), and 29.7 percent (n = 30) of patients were recommended to have speech therapy. In addition, 25.8 percent of patients were diagnosed with a submucous cleft palate. One in four patients with nonsyndromic craniosynostosis carried a diagnosis of submucous cleft palate. The authors found that abnormal speech and language development occurs in one in 1.7 patients with nonsyndromic craniosynostosis, and that speech therapy for such abnormal development is warranted in one in 3.4 of them-a prevalence two to five times higher compared with the general pediatric

  11. Promoting Science Among English Language Learners: Professional Development for Today's Culturally and Linguistically Diverse Classrooms

    Science.gov (United States)

    Buxton, Cory; Lee, Okhee; Santau, Alexandra

    2008-10-01

    We describe a model professional development intervention currently being implemented to support 3rd- through 5th-grade teachers’ science instruction in 9 urban elementary schools with high numbers of English language learners. The intervention consists of curriculum materials for students and teachers, as well as teacher workshops throughout the school year. The curriculum materials and workshops are designed to complement and reinforce each other in improving teachers’ knowledge, beliefs, and practices in science instruction and English language development for ELL students. In addition to these primary goals, secondary goals of the intervention included supporting mathematical understanding, improving scientific reasoning, capitalizing on students’ home language and culture, and preparing students for high-stakes science testing and accountability through hands-on, inquiry-based learning experiences.

  12. The Lidcombe Program and child language development: Long-term assessment.

    Science.gov (United States)

    Imeson, Juliet; Lowe, Robyn; Onslow, Mark; Munro, Natalie; Heard, Rob; O'Brian, Sue; Arnott, Simone

    2018-03-15

    This study was driven by the need to understand the mechanisms underlying Lidcombe Program treatment efficacy. The aim of the present study was to extend existing data exploring whether stuttering reductions observed when children successfully treated with the Lidcombe Program are associated with restricted language development. Audio recordings of 10-min parent-child conversations at home were transcribed verbatim for 11 pre-school-age children with various stuttering severities. Language samples from three assessments-pre-treatment, 9 and 18 months after beginning treatment-were analysed using SALT software for lexical diversity, utterance length and sentence complexity. At 18 months posttreatment commencement, the children had attained and maintained statistically significant stuttering reductions. During that period, there was no evidence that Lidcombe Program treatment was associated with restricted language development. The continued search for the mechanisms underlying this successful treatment needs to focus on other domains.

  13. Typologically robust statistical machine translation : Understanding and exploiting differences and similarities between languages in machine translation

    NARCIS (Netherlands)

    Daiber, J.

    2018-01-01

    Machine translation systems often incorporate modeling assumptions motivated by properties of the language pairs they initially target. When such systems are applied to language families with considerably different properties, translation quality can deteriorate. Phrase-based machine translation

  14. Understanding MBA Consumer Needs and the Development of Marketing Strategy

    Science.gov (United States)

    Dailey, Lynn; Anderson, Murphy; Ingenito, Cristina; Duffy, David; Krimm, Paul; Thomson, Scott

    2006-01-01

    The need to develop marketing strategies in higher education is evident. In order to develop effective strategies, marketers must understand the basic needs that their product fulfills. Exploratory research was utilized to identify and better understand the needs that motivate consumers to pursue an MBA degree. This paper emphasizes the importance…

  15. Understanding the development of temporary agency work in Europe

    NARCIS (Netherlands)

    B.A.S. Koene (Bas); J. Paauwe (Jaap); J.P.M. Groenewegen (John)

    2004-01-01

    textabstractThis article develops an explanatory framework for understanding the growth and development of temporary agency work (TAW) and the related industry. The analysis shows that explanations based on economic logic are helpful in understanding the choice of TAW in general. These explanations,

  16. Understanding customer need in the new product development context

    OpenAIRE

    Äärynen, Teemu

    2013-01-01

    This thesis project concentrates on how understanding customer need and customer orientation can be improved in new product development. Understanding customer need during new product development process is very important for product success. The case company has decided to undertake new product development using LEAN principles. This change creates a need to improve the new product development process. This thesis offers recommendations for the case company’s new product devel...

  17. Lipreading Ability and Its Cognitive Correlates in Typically Developing Children and Children with Specific Language Impairment

    Science.gov (United States)

    Heikkilä, Jenni; Lonka, Eila; Ahola, Sanna; Meronen, Auli; Tiippana, Kaisa

    2017-01-01

    Purpose: Lipreading and its cognitive correlates were studied in school-age children with typical language development and delayed language development due to specific language impairment (SLI). Method: Forty-two children with typical language development and 20 children with SLI were tested by using a word-level lipreading test and an extensive…

  18. Language Educators' Understanding of Authenticity in Teaching and Its Impacts on Their Practices

    Science.gov (United States)

    Ramezanzadeh, Akram

    2017-01-01

    This grounded theory study explored the conceptualization of authenticity in language education. The participants were 30 Iranian English language educators, who were studied as adult learners. The findings revealed that authenticity was conceptualized by language educators as a social and reflective practice under the influence of the…

  19. Language

    DEFF Research Database (Denmark)

    Sanden, Guro Refsum

    2016-01-01

    Purpose: – The purpose of this paper is to analyse the consequences of globalisation in the area of corporate communication, and investigate how language may be managed as a strategic resource. Design/methodology/approach: – A review of previous studies on the effects of globalisation on corporate...... communication and the implications of language management initiatives in international business. Findings: – Efficient language management can turn language into a strategic resource. Language needs analyses, i.e. linguistic auditing/language check-ups, can be used to determine the language situation...

  20. Effect of Concentrated Language Encounter Method in Developing ...

    African Journals Online (AJOL)

    The paper examined the effect of concentrated language encounter method in developing sight word recognition skill in primary school pupils in cross river state. The purpose of the study was to find out the effect of Primary One pupils' reading level, English sight word recognition skill. It also examine the extent to which the ...

  1. Automatization and Orthographic Development in Second Language Visual Word Recognition

    Science.gov (United States)

    Kida, Shusaku

    2016-01-01

    The present study investigated second language (L2) learners' acquisition of automatic word recognition and the development of L2 orthographic representation in the mental lexicon. Participants in the study were Japanese university students enrolled in a compulsory course involving a weekly 30-minute sustained silent reading (SSR) activity with…

  2. Effect of Concentrated Language Encounter Method in Development ...

    African Journals Online (AJOL)

    Effect of Concentrated Language Encounter Method in Development of Beginning Literacy Skills of Letter KnowledgeWords Among Primary School Pupils in Cross River State. ... The instrument used included the Letter Knowledge Test (LKT) which was a standardized instrument, used in several prior studies in English.

  3. Effects of Concentrated Language Encounter Method in Developing ...

    African Journals Online (AJOL)

    Effects of Concentrated Language Encounter Method in Developing Comprehension Skills in Primary School Pupils in Cross River State, Nigeria. ... Lwati: A Journal of Contemporary Research ... The purpose of the study was to find out the effects of primary one pupils' reading level, English comprehension skill.

  4. Developing Course Materials for Technology-Mediated Chinese Language Learning

    Science.gov (United States)

    Kubler, Cornelius C.

    2018-01-01

    This article discusses principles involved in developing course materials for technology-mediated Chinese language learning, with examples from a new course designed to take into account the needs of distance and independent learners. Which learning environment is most efficient for a given learning activity needs to be carefully considered. It…

  5. Relational Aggression, Victimization, and Language Development: Implications for Practice

    Science.gov (United States)

    Ostrov, Jamie M.; Godleski, Stephanie A.

    2007-01-01

    This review explores the development of relational aggression and relational victimization among peers, with specific emphasis on clinical implications for speech-language pathologists. Developmental manifestations of relational aggression and victimization are reviewed from early childhood through emerging adulthood. The concurrent and…

  6. Topics in Cognitive Development: Language and Operational Thought. Volume 2.

    Science.gov (United States)

    Presseisen, Barbara Z.; And Others

    This is the second volume in a series that records the official Symposium Proceedings of the Jean Piaget Society and examines the theoretical, empirical, and applied aspects of Jean Piaget's seminal epistemology. The 12 papers are divided into four areas: language development, formal reasoning, social cognition, and applied research. The topics of…

  7. Fetal Testosterone, Socio-Emotional Engagement and Language Development

    Science.gov (United States)

    Farrant, Brad M.; Mattes, Eugen; Keelan, Jeff A.; Hickey, Martha; Whitehouse, Andrew J. O.

    2013-01-01

    The present study investigated the relations among fetal testosterone, child socio-emotional engagement and language development in a sample of 467 children (235 boys) from the Western Australian Pregnancy Cohort (Raine) Study. Bioavailable testosterone concentration measured in umbilical cord blood taken at birth was found to be significantly…

  8. Intervention and language attitudes: the effects of one development ...

    African Journals Online (AJOL)

    The Iilwimi Centre for Multilingualism and the Language Professions ran a development programme for primary school educators from 5 schools in the Helderberg Basin from 2000–2002. The aim of this programme was to help the educators to cope with the demands of the multilingual classroom as learner populations at ...

  9. A report on academic listening development of second language ...

    African Journals Online (AJOL)

    Particular attention is given to the students' ability to engage successfully in the academic discourse by employing effective listening skills in their second language. Listening tasks were developed within the theoretical and practical framework of active listening. The discussion will focus on the theoretical approach and ...

  10. Opportunities provided in language textbooks to develop learners ...

    African Journals Online (AJOL)

    This article is a report on a study that investigated the opportunities provided in language textbooks to develop learners\\' full potential. Howard Gardner\\'s theory of multiple intelligences, which is used as a theoretical framework, claims that learners have different combinations of intelligences and that the various ...

  11. Developing Professional Teacher Researchers: Transforming Language Learning through Discourse Analysis

    Science.gov (United States)

    Troiano, Beverly

    2012-01-01

    I conducted a two-year case study of a cohort of two middle school mainstream teachers, one a mathematics and science teacher and the other a language arts teacher, and one elementary teacher involved in the LSciMAct ("Transforming Literacy, Math and Science Through Participatory Action Research") professional development project. The…

  12. Developing College English as a Second Language (ESL) Programs

    Science.gov (United States)

    Orlova, Irina A.; Kennedy, Jelane A.

    2009-01-01

    This article examines available literature on college English as a Second Language (ESL) programs. The literature available on college ESL programs falls into three categories: (1) research reports and articles, (2) recent theoretical discussions on ESL teaching, and (3) thought pieces discussing college ESL curriculum development and assessment…

  13. Role of language in socio – economic development: the semiotics ...

    African Journals Online (AJOL)

    sharing the same vision through language and communication. It is true that our social outlook is ... place there has to be unity of purpose and sharing the same vision. It can be deduced that there is unity in ..... in the new global economy indicate that development is the hub of survival of any African country; Malawi is no ...

  14. Language education for character and skill development in Nigeria ...

    African Journals Online (AJOL)

    ... and literature as an alternative paradigm shift capable of fostering character and skill development. The research identifies challenges against harnessing language education in Nigeria. These challenges include, poor reading culture, non-availability of literary reading materials. In conclusion, the paper beams its light on ...

  15. The development of indigenous Nigerian languages for effective ...

    African Journals Online (AJOL)

    This paper examines the issue of developing indigenous Nigerian languages particularly Esan for effective communication and professional use. The study adopted the survey research method while data collection was done using the questionnaire and informal interviews. A sample size of 1500 respondents was ...

  16. WAYS OF DEVELOPING PEDAGOGICAL UNIVERSITY STUDENTS’ ENGLISH LANGUAGE COMPETENCE

    Directory of Open Access Journals (Sweden)

    Lyudmyla Gavrilova

    2017-04-01

    Full Text Available Involvement of future specialists into advanced studying of English as the main language of international communication is a relevant problem of modern higher education in Ukraine. This issue relevance is proved by the country's integration into the European educational environment, changes in strategic directions of higher education development in Ukraine, regulations by Ukrainian Government and the Ministry of Education, in particular, the Decree of the President of Ukraine “On Declaring 2016 the Year of English Language in Ukraine”, “Common European Framework on Language Education”. Essential changes which are now taking place in studying foreign languages, especially English, are also associated with the competency paradigm of education that focuses on achieving certain educational results and orienting scientific research of professional pedagogical education in recent years. An important condition for reformatting process of learning a foreign (English language is monitoring future specialists’ academic achievements in this field, particularly future teachers’ ones. The concept “pedagogical monitoring” is interpreted as a system of measures for collecting and analyzing data to study and evaluate the quality of professional training and to make decisions on further improvement of the educational process. The purpose of the article is to highlight and analyze the results of monitoring the level of English of State higher educational establishment “Donbas State Pedagogical University” students and reveal the ways of improving future teachers` English communicative competence. The monitoring stages are assessing the starting level of foreign (English language of students who are not trained in the field of language-related professions using the tests for A2 level standards of Cambridge Educational Syndicate; reformatting the content of learning English at the university: developing and implementing the course

  17. Improving developer productivity with C++ embedded domain specific languages

    Science.gov (United States)

    Kozacik, Stephen; Chao, Evenie; Paolini, Aaron; Bonnett, James; Kelmelis, Eric

    2017-05-01

    Domain-specific languages are a useful tool for productivity allowing domain experts to program using familiar concepts and vocabulary while benefiting from performance choices made by computing experts. Embedding the domain specific language into an existing language allows easy interoperability with non-domain-specific code and use of standard compilers and build systems. In C++, this is enabled through the template and preprocessor features. C++ embedded domain specific languages (EDSLs) allow the user to write simple, safe, performant, domain specific code that has access to all the low-level functionality that C and C++ offer as well as the diverse set of libraries available in the C/C++ ecosystem. In this paper, we will discuss several tools available for building EDSLs in C++ and show examples of projects successfully leveraging EDSLs. Modern C++ has added many useful new features to the language which we have leveraged to further extend the capability of EDSLs. At EM Photonics, we have used EDSLs to allow developers to transparently benefit from using high performance computing (HPC) hardware. We will show ways EDSLs combine with existing technologies and EM Photonics high performance tools and libraries to produce clean, short, high performance code in ways that were not previously possible.

  18. Studying the Language Development in Children with Cochlear Implant

    Directory of Open Access Journals (Sweden)

    Marjan Sabri leghaie

    1996-04-01

    Full Text Available Cochlear implant surgery is aimed at making a comprehensive packet of information for the deaf by mixing the data acquired by implanted device and the communicational grammar. Although language production and ability of communication are not main factors in determining the candidacy for cochlear implant surgery, they play crucial role in determining cochlear implant success. we should study the communication skills much deeper than a simple perception and production of speech to have a reasonable evaluation of development of Auditory integration and grammatical language structure. Hence in the current article we will first discuss the grammatical structure in language and then have a look at the pragmatics , semantics and phonological aspects in children with cochlear implant in Virginia college in USA.

  19. Internet-Assisted Language Leaming (IALL and Developing Arabic Proficiency

    Directory of Open Access Journals (Sweden)

    Rabia Bajwa

    2009-01-01

    Full Text Available The field of TAFL (Teaching Arabic as a Foreign Language ts m great need of pedagogical advancement that responds to the challenges of multiglossia and learner goals. Basic technology, such as the internet, is an untapped resource for such advancement and yet remains an uncomfortable domain for many Arabic language teachers. Resting on the assumption that encouraging students to take an active role outside of the classroom as autonomous learners facilitates and contributes towards proficiency, this paper proposes various ways that the internet can serve as a supplementary learning tool for intermediate and advanced Arabic language learners. It shows how various Arabic websites and other online programs can be pedagogically effective in developing all four proficiency skills: reading, listening, writing and speaking.

  20. Language experiences and vocabulary development in Dominican and Mexican infants across the first 2 years.

    Science.gov (United States)

    Song, Lulu; Tamis-Lemonda, Catherine S; Yoshikawa, Hirokazu; Kahana-Kalman, Ronit; Wu, Irene

    2012-07-01

    We longitudinally investigated parental language context and infants' language experiences in relation to Dominican American and Mexican American infants' vocabularies. Mothers provided information on parental language context, comprising measures of parents' language background (i.e., childhood language) and current language use during interviews at infants' birth. Infants' language experiences were measured at ages 14 months and 2 years through mothers' reports of mothers' and fathers' engagement in English and Spanish literacy activities with infants and mothers' English and Spanish utterances during videotaped mother-infant interactions. Infants' vocabulary development at 14 months and 2 years was examined using standardized vocabulary checklists in English and Spanish. Both parental language context and infants' language experiences predicted infants' vocabularies in each language at both ages. Furthermore, language experiences mediated associations between parental language context and infants' vocabularies. However, the specific mediation mechanisms varied by language.

  1. Questioning in Distributed Product Development Teams: Supporting Shared Understanding

    DEFF Research Database (Denmark)

    Cash, Philip; Ahmed-Kristensen, Saeema

    2015-01-01

    Distributed teams are an increasingly common feature of New Product Development (NPD). Key to the success of these teams is the development of both short and longerterm shared understanding. Lack of shared understanding has been recognized as a significant challenge, particularly in the context...... globally distributed NPD activities. Poor shared understanding can ultimately result in delays and rework. One major antecedent of shared understanding development is question asking. This work uses a quasiexperimental study to test the impact of questioning support on different types of distributed teams......, both homogeneous and heterogeneous. This extends theoretical insight into the development of shared understanding and contributes one of few empirical studies directly comparing the response characteristics of different team types. From a managerial perspective this work has implications for how...

  2. A Cultural Communities Approach to Understanding Head Start Teachers' Beliefs about Language Use with Dual Language Learners: Implications for Practice

    Science.gov (United States)

    Garrity, Sarah; Guerra, Alison Wishard

    2015-01-01

    The school-readiness gap for Latino dual language learners in the United States has been well documented, despite a strong research base highlighting effective strategies and practices for supporting their academic success. However, current educational practices reflect the hegemonic discourse that, because the United States is an English-speaking…

  3. Developing a corpus of spoken language variability

    Science.gov (United States)

    Carmichael, Lesley; Wright, Richard; Wassink, Alicia Beckford

    2003-10-01

    We are developing a novel, searchable corpus as a research tool for investigating phonetic and phonological phenomena across various speech styles. Five speech styles have been well studied independently in previous work: reduced (casual), careful (hyperarticulated), citation (reading), Lombard effect (speech in noise), and ``motherese'' (child-directed speech). Few studies to date have collected a wide range of styles from a single set of speakers, and fewer yet have provided publicly available corpora. The pilot corpus includes recordings of (1) a set of speakers participating in a variety of tasks designed to elicit the five speech styles, and (2) casual peer conversations and wordlists to illustrate regional vowels. The data include high-quality recordings and time-aligned transcriptions linked to text files that can be queried. Initial measures drawn from the database provide comparison across speech styles along the following acoustic dimensions: MLU (changes in unit duration); relative intra-speaker intensity changes (mean and dynamic range); and intra-speaker pitch values (minimum, maximum, mean, range). The corpus design will allow for a variety of analyses requiring control of demographic and style factors, including hyperarticulation variety, disfluencies, intonation, discourse analysis, and detailed spectral measures.

  4. Educational Environment and Cultural Transmission in Foreign Language Teaching

    Science.gov (United States)

    Memis, Muhammet Rasit

    2016-01-01

    Foreign language teaching is not to teach grammar and vocabulary of the target language and to gain basic language skills only. Foreign language teaching is teaching of the language's culture at the same time. Because of language and community develop and shape together, learning, understanding and speaking a foreign language literally requires…

  5. Telecollaboration in Foreign Language Curricula: A Case Study on Intercultural Understanding in Video Communication Exchanges

    NARCIS (Netherlands)

    van der Kroon, Linda; Jauregi Ondarra, M.K.|info:eu-repo/dai/nl/276318102; ten Thije, J.D.|info:eu-repo/dai/nl/10391515X

    2015-01-01

    The development of intercultural communicative competence is increasingly important in this globalised and highly digitalised world. This implies the adequate understanding of otherness, which entails a myriad of complex cognitive competences, skills and behaviour. The TILA project aims to study how

  6. Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

    Directory of Open Access Journals (Sweden)

    Elio Jesús Cruz Rondón

    2016-07-01

    Full Text Available Learning a foreign language may be a challenge for most people due to differences in the form and structure between one’s mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners’ level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.

  7. Language and literacy development of deaf and hard-of-hearing children: successes and challenges.

    Science.gov (United States)

    Lederberg, Amy R; Schick, Brenda; Spencer, Patricia E

    2013-01-01

    Childhood hearing loss presents challenges to language development, especially spoken language. In this article, we review existing literature on deaf and hard-of-hearing (DHH) children's patterns and trajectories of language as well as development of theory of mind and literacy. Individual trajectories vary significantly, reflecting access to early identification/intervention, advanced technologies (e.g., cochlear implants), and perceptually accessible language models. DHH children develop sign language in a similar manner as hearing children develop spoken language, provided they are in a language-rich environment. This occurs naturally for DHH children of deaf parents, who constitute 5% of the deaf population. For DHH children of hearing parents, sign language development depends on the age that they are exposed to a perceptually accessible 1st language as well as the richness of input. Most DHH children are born to hearing families who have spoken language as a goal, and such development is now feasible for many children. Some DHH children develop spoken language in bilingual (sign-spoken language) contexts. For the majority of DHH children, spoken language development occurs in either auditory-only contexts or with sign supports. Although developmental trajectories of DHH children with hearing parents have improved with early identification and appropriate interventions, the majority of children are still delayed compared with hearing children. These DHH children show particular weaknesses in the development of grammar. Language deficits and differences have cascading effects in language-related areas of development, such as theory of mind and literacy development.

  8. d/Deaf and Hard of Hearing Multilingual Learners: The Development of Communication and Language.

    Science.gov (United States)

    Pizzo, Lianna

    2016-01-01

    The author examines the theory and research relevant to educating d/Deaf and Hard of Hearing Multilingual Learners (DMLs). There is minimal research on this population, yet a synthesis of related theory, research, and practice on spoken-language bilinguals can be used to add to the body of knowledge on these learners. Specifically, the author reports on three major areas: (a) population characteristics of DMLs, (b) theories relevant to understanding the language development of DMLs, and (c) considerations for programs in designing and implementing educational services for DMLs. In the interest of ensuring that children receive the foundation for linguistic success, aspects of linguistically responsive teaching (Lucas & Villegas, 2013) are addressed, with a focus on adopting an asset-based perspective on educating DMLs that honors all of a child's language, identity, and cultural memberships.

  9. Developmental aspects of English argument structure constructions for Korean-speaking second language learners: Usage-based constructional approaches to language development

    Directory of Open Access Journals (Sweden)

    Gyu-Ho Shin

    2017-01-01

    Full Text Available This study investigates developmental aspects of English Argument Structure Constructions (ASCs for Korean-speaking second language (L2 learners, providing evidence of how they manifest human domain-general cognitive systems during language acquisition via usage-based constructional approaches to language development. Participants were instructed on six English ASC types with their representative verbs for three months. The data from grammaticality preference tasks, writing tests, and free-writing tasks were analysed. Comprehension data from the grammaticality preference tasks showed significant improvement in understanding ASCs after instruction, supporting sentence-level generalisations for language comprehension independent of individual verbs. The production data from the writing tests demonstrated more frequent use of two-argument constructions than three-argument ones, which indicates the internal complexity between ASC types. The results of the writing tests also displayed skewed exploitation of verbs representative of the target ASCs, implying a frequency-sensitive nature of language acquisition. All production data further revealed active use of prefabricated chunks and incorporation of new and old language items. Taken all together, these observations suggest language learners’ merging narrowly stabilised L2 routines with other (non-linguistic resources as necessary, sustaining efficiency in a sentence-building process, under the superintendence of cognitive factors when satisfying communicative intents.

  10. The challenge of regional accents for aviation English language proficiency standards: a study of difficulties in understanding in air traffic control-pilot communications.

    Science.gov (United States)

    Tiewtrakul, T; Fletcher, S R

    2010-02-01

    Although English has been the international aviation language since 1951, formal language proficiency testing for key aviation personnel has only recently been implemented by the International Civil Aviation Organization (ICAO). It aims to ensure minimum acceptable levels of English pronunciation and comprehension universally, but does not attend to particular regional dialect difficulties. However, evidence suggests that voice transmissions between air traffic controllers and pilots are a particular problem in international airspace and that pilots may not understand messages due to the influence of different accents when using English. This study explores the potential impact of 'non-native English' in pilot-air traffic control transmissions using a 'conversation analysis' technique to examine approach phase recordings from Bangkok International Airport. Results support that communication errors, defined by incidents of pilots not understanding, occur significantly more often when speakers are both non-native English, messages are more complex and when numerical information is involved. These results and their possible implications are discussed with reference to the development of ICAO's new language proficiency standards. Statement of Relevance: This study builds on previous work and literature, providing further evidence to show that the risks caused by language and linguistics in aviation must be explored more deeply. Findings are particularly contemporary and relevant today, indicating that recently implemented international standards would benefit from further exploratory research and development.

  11. Supporting the development of shared understanding in distributed design teams

    DEFF Research Database (Denmark)

    Cash, Philip; Dekoninck, Elies A; Ahmed-Kristensen, Saeema

    2017-01-01

    Distributed teams are an increasingly common feature of engineeringdesign work. One key factor in the success of these teams isthe development of short- and longer-term shared understanding.A lack of shared understanding has been recognized as a significantchallenge, particularly in the context o...

  12. Metamemory Development: Understanding the Role of Similarity in False Memories

    Science.gov (United States)

    Jaswal, Vikram K.; Dodson, Chad S.

    2009-01-01

    Research on the development of metamemory has focused primarily on children's understanding of the variables that influence how likely a person is to remember something. But metamemory also involves an understanding of why people occasionally misremember things. In this study, 5- and 6-year-olds (N = 38) were asked to decide whether another…

  13. Tool development to understand rural resource users' land use and ...

    African Journals Online (AJOL)

    Tool development to understand rural resource users' land use and impacts on land type changes in Madagascar. ... explore and understand decisions and management strategies. We finally report on first outcomes of the game including land use decisions, reaction to market fluctuation and landscape change. RÉSUMÉ

  14. Pedagogical uses of authentic video in ESP classrooms for developing language skills and enriching vocabulary

    Directory of Open Access Journals (Sweden)

    Violeta Jurkovič

    2015-12-01

    Full Text Available Authentic video has an established role in the teaching of General English (GE in conventional language classrooms. What has been under-researched, however, is the role of authentic video in the Computer Assisted Language Learning (CALL setting, where despite being common, video is still considered a peripheral product. In the teaching of English for Specific Purposes (ESP, which also draws onto findings made in the field of GE, little research has been made into the use of authentic video in both conventional and virtual language environments (VLEs. In order to better understand the role of video in ESP teaching in general and to identify potential areas that call for further research, this paper will explore how authentic video is used to develop the four language skills, audiovisual reception, and vocabulary, in the Slovene higher education area. The research is based on qualitative research methodology, more specifically on semi-structured interviews with ESP teachers and textbook authors, and a textual analysis of ESP textbooks published in Slovenia. The results indicate that most ESP teachers are aware of the benefits of using video materials for the development of the four skills, in particular the productive skills of writing and speaking, and vocabulary. However, teachers are reluctant to include video-related tasks into printed textbooks. Instead, these tasks are migrating to VLEs, which highlights the need to further explore the relationship between traditional textbooks and VLE instructional materials used in conventional language teaching.

  15. Graphics-oriented application language for LASNEX

    International Nuclear Information System (INIS)

    Stringer, L.M.

    1985-01-01

    GOAL, a graphics-oriented application language, was developed to help physicists understand the large amounts of data produced by LASNEX. GOAL combines many aspects of the old LASNEX language, computer graphics, and standard computer languages

  16. Vocabulary Development in European Portuguese: A Replication Study Using the Language Development Survey

    Science.gov (United States)

    Rescorla, Leslie; Nyame, Josephine; Dias, Pedro

    2016-01-01

    Purpose: Our objective was to replicate previous cross­linguistic findings by comparing Portuguese and U.S. children with respect to (a) effects of language, gender, and age on vocabulary size; (b) lexical composition; and (c) late talking. Method: We used the Language Development Survey (LDS; Rescorla, 1989) with children (18-35 months) learning…

  17. Multimodal imaging of temporal processing in typical and atypical language development.

    Science.gov (United States)

    Kovelman, Ioulia; Wagley, Neelima; Hay, Jessica S F; Ugolini, Margaret; Bowyer, Susan M; Lajiness-O'Neill, Renee; Brennan, Jonathan

    2015-03-01

    New approaches to understanding language and reading acquisition propose that the human brain's ability to synchronize its neural firing rate to syllable-length linguistic units may be important to children's ability to acquire human language. Yet, little evidence from brain imaging studies has been available to support this proposal. Here, we summarize three recent brain imaging (functional near-infrared spectroscopy (fNIRS), functional magnetic resonance imaging (fMRI), and magnetoencephalography (MEG)) studies from our laboratories with young English-speaking children (aged 6-12 years). In the first study (fNIRS), we used an auditory beat perception task to show that, in children, the left superior temporal gyrus (STG) responds preferentially to rhythmic beats at 1.5 Hz. In the second study (fMRI), we found correlations between children's amplitude rise-time sensitivity, phonological awareness, and brain activation in the left STG. In the third study (MEG), typically developing children outperformed children with autism spectrum disorder in extracting words from rhythmically rich foreign speech and displayed different brain activation during the learning phase. The overall findings suggest that the efficiency with which left temporal regions process slow temporal (rhythmic) information may be important for gains in language and reading proficiency. These findings carry implications for better understanding of the brain's mechanisms that support language and reading acquisition during both typical and atypical development. © 2014 New York Academy of Sciences.

  18. The Role of Cultural Understanding and Language Training in Unconventional Warfare

    National Research Council Canada - National Science Library

    Beleaga, Constantin

    2004-01-01

    .... After examining some situations in which United States and British forces carried out counterinsurgency operations, the author reveals that ground troops with foreign-language skills and cultural...

  19. Agile Development and Software Architecture: Understanding Scale and Risk

    Science.gov (United States)

    2012-04-26

    Scrum Team A Scrum Team B Temporary sprint team 26 Agile Development and Software Architecture Robert L. Nord, SSTC, April 2012 © 2012 Carnegie...2012 Carnegie Mellon University Agile Development and Software Architecture: Understanding Scale and Risk Software Engineering Institute Carnegie... Agile Development and Software Architecture Robert L. Nord, SSTC, April 2012 © 2012 Carnegie Mellon University The challenge -1 Tradeoffs and their

  20. Supporting Parents with Two Essential Understandings: Attachment and Brain Development.

    Science.gov (United States)

    Berger, Eugenia Hepworth

    1999-01-01

    Readiness to learn is a constant state. Two critical aspects of early childhood provide parents sufficient understanding of their child's development: attachment and brain development. Children develop attachments to caregivers but need consistent parental care and love. Human brains continue to quickly grow during the first two years of life.…

  1. Developing Formal Correctness Properties from Natural Language Requirements

    Science.gov (United States)

    Nikora, Allen P.

    2006-01-01

    This viewgraph presentation reviews the rationale of the program to transform natural language specifications into formal notation.Specifically, automate generation of Linear Temporal Logic (LTL)correctness properties from natural language temporal specifications. There are several reasons for this approach (1) Model-based techniques becoming more widely accepted, (2) Analytical verification techniques (e.g., model checking, theorem proving) significantly more effective at detecting types of specification design errors (e.g., race conditions, deadlock) than manual inspection, (3) Many requirements still written in natural language, which results in a high learning curve for specification languages, associated tools and increased schedule and budget pressure on projects reduce training opportunities for engineers, and (4) Formulation of correctness properties for system models can be a difficult problem. This has relevance to NASA in that it would simplify development of formal correctness properties, lead to more widespread use of model-based specification, design techniques, assist in earlier identification of defects and reduce residual defect content for space mission software systems. The presentation also discusses: potential applications, accomplishments and/or technological transfer potential and the next steps.

  2. Temperamental profiles and language development: a replication and an extension.

    Science.gov (United States)

    Garello, Valentina; Viterbori, Paola; Usai, M Carmen

    2012-02-01

    Individual differences in child temperament are associated with individual differences in language development. The present study examined the relationship between temperament and language ability in 109 twenty-four- to 30-month-old children. Parents and day-care teachers completed two questionnaires: the Primo Vocabolario del Bambino (Caselli & Casadio, 1995) and the Questionari Italiani del Temperamento (Axia, 2002). Researchers administered the First Language Test (Axia, 1993) to assess productive and receptive language in each child. Replicating previous research (Usai, Garello, & Viterbori, 2009), day-care teachers identified three temperamental profiles: most of the children fit into the first profile, typical of the Italian population; another profile was made up of easily distractible and not very persistent children, with a poor capacity to modulate motor activity; and the third profile of children were inhibited in new situations. A relationship was found between temperament assessed by day-care teachers and different levels of linguistic competence. In particular, the groups of "inattentive" and "inhibited" children showed poorer lexical and morphological abilities and a more immature vocabulary, characterised by the presence of more primitive components of the lexical repertory compared to the group of "typical" children. Unlike the results from day-care teachers, temperament questionnaires completed by parents revealed a 4-cluster-solution. Also, for parents, the "typical" profile is characterised by the largest vocabulary (productive and receptive) and the most mature semantic production. Copyright © 2011 Elsevier Inc. All rights reserved.

  3. Talk and Doubletalk: The Development of Metacommunication Knowledge about Oral Language.

    Science.gov (United States)

    Green, Michael

    1985-01-01

    Three levels of metacommunication knowledge and five factors that influence the understanding of speaker meaning in oral language were identified in pilot interviews with children and adolescents. (HOD)

  4. Awareness of Language Use in Conceptualization: A Study of Children's Understanding of Movement and Gravity

    Science.gov (United States)

    Akerblom, Annika; Anderberg, Elsie; Alvegard, Christer; Svensson, Lennart

    2011-01-01

    In this article the role of children's awareness of the function of language use is examined in an empirical, qualitative investigation. Forty children of six and 10 years old were asked to make sense of a science problem in special dialogue setting where they were encouraged to reflect on their own language use. The article concerns the interplay…

  5. How Can Comorbidity with Attention-Deficit/Hyperactivity Disorder Aid Understanding of Language and Speech Disorders?

    Science.gov (United States)

    Tomblin, J. Bruce; Mueller, Kathyrn L.

    2012-01-01

    This article provides a background for the topic of comorbidity of attention-deficit/hyperactivity disorder and spoken and written language and speech disorders that extends through this issue of "Topics in Language Disorders." Comorbidity is common within developmental disorders and may be explained by many possible reasons. Some of these can be…

  6. Feeling the Difference in the Languages Classroom: Explorations of Teacher Understanding of Diversity

    Science.gov (United States)

    Adams, Helga; Nicolson, Margaret

    2014-01-01

    In this article, the authors examine the fourth stage of their research into diversity in the languages classroom, focusing specifically on the teacher perspective in planning for and managing diversity in adult student groups. The article discusses findings from a day with experienced Open University language teachers working together on lesson…

  7. Understanding L2 French Teaching Strategies in a Non-Target Language Classroom Context

    Science.gov (United States)

    Sun, Peijian; Yuan, Rui; Teng, Lin

    2015-01-01

    This research explored the congruence and disparity between teachers' and students' attitudes towards French as a second language (L2) teaching strategies in a non-target language classroom context in the USA. The findings suggest students' and teachers' attitudes towards the direct and indirect teaching strategies were generally consistent, but…

  8. Surmounting the Tower of Babel: Monolingual and bilingual 2-year-olds' understanding of the nature of foreign language words.

    Science.gov (United States)

    Byers-Heinlein, Krista; Chen, Ke Heng; Xu, Fei

    2014-03-01

    Languages function as independent and distinct conventional systems, and so each language uses different words to label the same objects. This study investigated whether 2-year-old children recognize that speakers of their native language and speakers of a foreign language do not share the same knowledge. Two groups of children unfamiliar with Mandarin were tested: monolingual English-learning children (n=24) and bilingual children learning English and another language (n=24). An English speaker taught children the novel label fep. On English mutual exclusivity trials, the speaker asked for the referent of a novel label (wug) in the presence of the fep and a novel object. Both monolingual and bilingual children disambiguated the reference of the novel word using a mutual exclusivity strategy, choosing the novel object rather than the fep. On similar trials with a Mandarin speaker, children were asked to find the referent of a novel Mandarin label kuò. Monolinguals again chose the novel object rather than the object with the English label fep, even though the Mandarin speaker had no access to conventional English words. Bilinguals did not respond systematically to the Mandarin speaker, suggesting that they had enhanced understanding of the Mandarin speaker's ignorance of English words. The results indicate that monolingual children initially expect words to be conventionally shared across all speakers-native and foreign. Early bilingual experience facilitates children's discovery of the nature of foreign language words. Copyright © 2013 Elsevier Inc. All rights reserved.

  9. [Influence of home nurture environment on language development and social emotion in children with developmental language disorder].

    Science.gov (United States)

    Li, Guo-Kai; Liu, Gui-Hua; Qian, Qin-Fang; Ge, Pin; Xie, Yan-Qin; Yang, Min-Yan; Wang, Zhang-Qiong; Ou, Ping

    2017-05-01

    To investigate the influence of home nurture environment on language development and social emotion in children with developmental language disorder (DLD). The 1-3 Years Child Home Nurture Environment Scale, Gesell Developmental Scale, and Infant-Toddler Social and Emotional Assessment Scale were used for the evaluation of 125 children with DLD. A total of 130 children with normal language development matched for age and sex were enrolled as control group. Compared with the control group, the DLD group had a significantly higher proportion of children in a bad home nurture environment and significantly lower scores of all domains of home nurture environment (Penvironment score was positively correlated with the level of language development (r=0.536, Penvironment had direct influence on language development in children with DLD and affected their language development via the mediating effect of social emotion. Home nurture environment influences language development and social emotion in children with DLD, and social emotion has a partial mediating effect between home nurture environment and language development.

  10. Relational Language Facilitates the Development of Cognitive Flexibility

    Directory of Open Access Journals (Sweden)

    Gomila, Antoni

    2013-04-01

    Full Text Available In several papers, Gentner has shown that relational language facilitates spatial analogical reasoning tasks. In this work we set this question in the context of the development of cognitive flexibility, understood not just as at the representation level, but also at the executive one. To this extent, we modify the design by Ratterman & Gentner (1988 by including order of presentation of the elements as a variable, to increase the executive demands of the task so that the elements to be mentally ordered, which also allows to exclude that the successful answer is based on perceptual appearance. Our results confirm the facilitatory effect of relational language on the development of cognitive flexibility. They also point that a disordered presentation also facilitates correct responses.

  11. A LANGUAGE DEVELOPMENT PROFILE OF A VIETNAMESE LEARNER OF ENGLISH

    Directory of Open Access Journals (Sweden)

    Rohani Rohani

    2017-04-01

    Full Text Available This paper is a case study to a Vietnamese English learner. The main objective of the study was to describe how the English of a Vietnamese student developed. Interviews were conducted in order to collect the data. The interviews were tape recorded. The recorded data provided information about the learner’s background. Additionally the data served as a sample of the learner’s spoken English. The analysis of the sample revealed that the learner made several grammatical, syntactical, and phonological errors. With a contrastive analysis theory it could be concluded that one of the factors that might have triggered the errors were the difference between English and Vietnamese language. From a personality point of view, the subject of the study showed several positive personalities that supported the development of his English as a second language.

  12. Exploring the Relationships between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing: Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks

    Science.gov (United States)

    Zhu, Xinhua; Li, Xueyan; Yu, Guoxing; Cheong, Choo Mui; Liao, Xian

    2016-01-01

    Integrated assessment tasks have been increasingly used in language tests, but the underlying constructs of integrated tasks remain elusive. This study aimed to improve understanding of the construct of integrated writing tasks in Chinese Language examinations in Hong Kong by looking at the language competences measured in the…

  13. Language Acquisition and Language Learning: Developing the System of External and Internal Perspectives

    Science.gov (United States)

    Zascerinska, Jelena

    2010-01-01

    Introduction. The use of three-five languages is of the greatest importance in order to form varied cooperative networks for the creation of new knowledge. Aim of the paper is to analyze the synergy between language acquisition and language learning. Materials and Methods. The search for the synergy between language acquisition and language…

  14. Language as a Problem of Development: Ideological Debates and Comprehensive Education in the Philippines

    Science.gov (United States)

    Ruanni, T.; Tupas, F.

    2009-01-01

    Fixation on language in language policy debates is not a natural given. In fact, it has to be re-examined. This paper argues that another effective way to look at language policy is to suspend talk on language, and instead first engage with social development issues where people are at the heart of the social landscape. It discusses three ways of…

  15. Effect of congenital heart defects on language development in toddlers with Down syndrome.

    Science.gov (United States)

    Visootsak, J; Hess, B; Bakeman, R; Adamson, L B

    2013-09-01

    Down syndrome (DS, OMIM #190685) is the most commonly identified genetic form of intellectual disability with congenital heart defect (CHD) occurring in 50% of cases. With advances in surgical techniques and an increasing lifespan, this has necessitated a greater understanding of the neurodevelopmental consequences of CHDs. Herein, we explore the impact of CHD on language development in children with DS. Twenty-nine children with DS were observed systematically in parent-child interactions using the Communication Play Protocol to evaluate their language use; they also completed the Mullen Scales of Early Learning and MacArthur Communication Development Inventory. Mean ages were 31.2 months for children with DS and CHD (DS + CHD, n = 12) and 32.1 months for children with DS and a structurally normal heart (DS - CHD, n = 17). Compared with the DS - CHD controls, the DS + CHD group revealed lower scores in multiple areas, including fine motor skills and expressive and receptive vocabulary. Whereas most differences were not statistically significant, the Communication Development Inventory word count and symbol-infused joint engagement differed significantly (P language delay allows us to consider the specific mechanisms underlying the impact of CHDs on language acquisition in children with DS. Conclusions from this first study on early language outcomes of children with DS + CHD may be useful for clinicians in providing developmental surveillance and early intervention programmes with specific emphasis on language therapy as part of long-term follow-up for children with DS + CHD. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

  16. Verbal problem-solving difficulties in autism spectrum disorders and atypical language development.

    Science.gov (United States)

    Alderson-Day, Ben

    2014-12-01

    Children with autism spectrum disorders (ASDs) adopt less efficient strategies than typically developing (TD) peers on the Twenty Questions Task (TQT), a measure of verbal problem-solving skills. Although problems with the TQT are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to ASD problem solving, TQT performance was compared in children with high-functioning autism (HFA), children with Asperger syndrome (AS) and TD children. The HFA group used significantly less efficient strategies than both AS and TD children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem-solving skill are discussed with reference to the development of inner speech and use of visual strategies in ASD. © 2014 International Society for Autism Research, Wiley Periodicals, Inc.

  17. The Development of an Android-Based Anggah-Ungguhing Balinese Language Dictionary

    Directory of Open Access Journals (Sweden)

    I Made Agus Wirawan

    2018-01-01

    Full Text Available Indonesia is an archipelago country with a variety of local languages; one of which is Balinese (mother tongue, used by the Balinese people in daily life and in certain ritual ceremonies. In Universitas Pendidikan Ganesha, Department of Balinese Language Education, students have been given Anggah-Ungguhing in speaking subjects where they are taught to understand the use of Balinese language based on social strata.  But in the process of learning the Anggah-Ungguhing, there are some problems, including: 1 There is no media that supports learning of Anggah-Ungguhing vocabulary. 2 The motivation of students when learning Anggah-Ungguhing by using books is low. Based upon the analysis on the problems and previous researches, this study aims to: 1 Development of mobile dictionary to support the learning process Angggah - Ungguhing anywhere and anytime. 2 Measuring the level of student’s motivation are using mobile dictionary while learning vocabulary Anggah - Ungguhing. The method used in this research is Software Development Life Cycle (SDLC with Waterfall based model. Based on the results of tests that have been done, mobile dictionaries can be declared successfully developed based on user needs. In this research has distributed about 60 questionnaires to measure the level of student’s motivation who use mobile dictionaries on learning Anggah - Ungguhing Balinese language. The result of the student’s motivation measurement shows that the motivation of the students that the learns Anggah - Ungguhing Balinese languange using mobile dictionary is in the positive category.

  18. Dual Language Development of Latino Children: Effect of Instructional Program Type and the Home and School Language Environment.

    Science.gov (United States)

    Collins, Brian A

    2014-01-01

    Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children ( n =163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed.

  19. The interactional management of ‘language difficulties’ at work – L2 strategies for responding to explicit inquiries about understanding

    DEFF Research Database (Denmark)

    Tranekjær, Louise

    2017-01-01

    ) of how employers in internship interviews orient to internship candidates as members of the category ‘second language speaker’, this paper examines the strategies employed by second languages speakers for refuting suspected language difficulties. Inspired by the training method CARM (Stokoe, 2011; 2013...... communication by illuminating not only the interactional trajectories of inquiries about understanding but also the interactional resources available to second language speakers of effectively ensuring intersubjectivity....

  20. Examining Language To Capture Scientific Understandings: The Case of the Water Cycle.

    Science.gov (United States)

    Varelas, Maria; Pappas, Christine; Barry, Anne; O'Neill, Amy

    2001-01-01

    Presents units that address states of matter and changes of states of matter linked with the water cycle and integrates literacy and science. Discusses the language in science books. Lists characteristics of good science inquiry units. (Contains 11 references.) (ASK)

  1. Why Are There Developmental Stages in Language Learning? A Developmental Robotics Model of Language Development.

    Science.gov (United States)

    Morse, Anthony F; Cangelosi, Angelo

    2017-02-01

    Most theories of learning would predict a gradual acquisition and refinement of skills as learning progresses, and while some highlight exponential growth, this fails to explain why natural cognitive development typically progresses in stages. Models that do span multiple developmental stages typically have parameters to "switch" between stages. We argue that by taking an embodied view, the interaction between learning mechanisms, the resulting behavior of the agent, and the opportunities for learning that the environment provides can account for the stage-wise development of cognitive abilities. We summarize work relevant to this hypothesis and suggest two simple mechanisms that account for some developmental transitions: neural readiness focuses on changes in the neural substrate resulting from ongoing learning, and perceptual readiness focuses on the perceptual requirements for learning new tasks. Previous work has demonstrated these mechanisms in replications of a wide variety of infant language experiments, spanning multiple developmental stages. Here we piece this work together as a single model of ongoing learning with no parameter changes at all. The model, an instance of the Epigenetic Robotics Architecture (Morse et al 2010) embodied on the iCub humanoid robot, exhibits ongoing multi-stage development while learning pre-linguistic and then basic language skills. Copyright © 2016 Cognitive Science Society, Inc.

  2. Language Development in Context: A Longitudinal Study of Typically-Developing Children and Children with ASD

    DEFF Research Database (Denmark)

    Fusaroli, Riccardo; Weed, Ethan; Fein, Deborah

    Background: Children with Autism Spectrum Disorder (ASD) often display distinctive language development trajectories (Tek et al., 2013). Because language-learning is a social endeavor, these trajectories could be partially grounded in the dynamics that characterize the children's social...... and linguistic interactions (Waurlamont et al., 2014). Objectives: We investigate language development trajectories and interpersonal linguistic adaptation over time in a longitudinal corpus of parent-child interactions. Methods: Participants included 66 children, 33 with ASD (MA=33 months at visit 1) and 33 TD...... in children with ASD and their parents. Our results suggest that a quantifiable feedback loop between parents and children does exist in language development, and that this feedback loop is affected by the severity of autistic traits. This mutual adaptation mechanism appears to be in place in interactions...

  3. Insights into Professional Development for Teachers of English Language Learners: A Focus on Using Students' Native Languages in the Classroom

    Science.gov (United States)

    Kibler, Amanda K.; Roman, Diego

    2013-01-01

    This study examines factors impacting teacher learning during and after an online professional development program focused on teaching English language learners in U.S. schools. Research focused on nonbilingual K-12 teachers' changing perspectives on the role of students' native languages in classroom teaching and learning during and after the…

  4. Influence of Second Language Cherokee Immersion on Children's Development of Past Tense in Their First Language, English

    Science.gov (United States)

    Hirata-Edds, Tracy

    2011-01-01

    Metalinguistic skills may develop differently in multilingual and monolingual children. This study investigated effects of immersion in Cherokee as a second language on young children's (4;5-6;1) skills of noticing morphological forms/patterns in English, their first language, by comparing English past tense skills on two nonword and two real-word…

  5. The Relationship between First Language (L1) and Second Language (L2) Lexical Development in Young Turkish-German Children

    Science.gov (United States)

    Rinker, Tanja; Budde-Spengler, Nora; Sachse, Steffi

    2017-01-01

    Lexical development in first language (L1) Turkish and second language (L2) German in two- to three-year-old children was examined, using parental vocabulary checklists in Turkish and in German. Children showed strong Turkish dominance in the number of lexical items they produced, which was due to the more frequent exposure to Turkish and higher…

  6. Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom

    Science.gov (United States)

    Rubinstein-Ávila, Eliane; Sox, Amanda A.; Kaplan, Suzanne; McGraw, Rebecca

    2015-01-01

    Few studies on the role of bilingualism in mathematics classrooms explore the intersection of biliteracy, language use, mathematical discourse, and numeracy--especially at the middle school level. Drawing from biliteracy development theory and reform mathematics education literature, this qualitative case study of a dual-language mathematics…

  7. Continuous Professional Development of English Language Teachers: Perception and Practices

    Directory of Open Access Journals (Sweden)

    AbdulRahman Al Asmari

    2016-06-01

    Full Text Available Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD to improve teacher quality and to meet the changing needs of the students. To uncover the perceptions and practices of professional development in Saudi Arabia, a survey was conducted at Taif University English Language Centre. The sample consisted of 121 English language teachers from various countries and having varied educational and academic experiences. The survey comprised items relevant to learning approaches, concept of professional development, perceptions and feedback on CPD. The respondents supported lifelong learning and experiential learning leading towards learner centered approach. They perceived the CPD as a challenge to their existing knowledge and classroom practice. However, they expressed their concerns regarding indigenization of activities in CPDs, institutional support in conducting classroom activities, and follow up activities.  Keywords: Professional development, Teacher perception, ELT in Saudi Arabia

  8. DEVELOPING COMMUNICATIVE LANGUAGE TESTS FOR SENIOR HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Y. M. Harsono

    2005-01-01

    Full Text Available The Communicative Approach of teaching English in senior high school in Indonesia has been adopted since the implementation of The 1984 Curriculum, but the tests–the communicative language tests–(CL Tests have not been developed and used properly. The objective of the study is to develop CL Tests for senior high school. The procedure of conducting the study consists of three major steps, that is, identifying the objectives, developing the test specification, and developing the CL Tests. The development of the CL Tests in detail consists of fifteen sub-steps from determining what language skills tested, selecting the suitable source materials, up to rewriting the CL Tests to be used as CL Tests alternative for senior high school. The results of the test development reveal that there are fifteen CL Tests consisting of three tests of listening, three reading, three speaking, and three writing tests. The whole tests have construct and content validity, no complete evidence of concurrent validity with report marks and semester test scores, high to very high inter-rater reliability, and no complete practicality.

  9. Integrating Language, Literacy, and Academic Development: Alternatives to Traditional English as a Second Language and Remedial English for Language Minority Students in Community Colleges

    Science.gov (United States)

    Bunch, George C.; Kibler, Amanda K.

    2015-01-01

    This article argues for the importance of integrating a focus on language, literacy, and academic development for United States-educated language minority (US-LM) students, sometimes called "Generation 1.5." It describes four initiatives at community colleges in California that aim to do so. US-LM students have completed some K-12…

  10. 25 CFR 39.130 - Can ISEF funds be used for Language Development Programs?

    Science.gov (United States)

    2010-04-01

    ... INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.130 Can ISEF funds be used for Language Development Programs? Yes, schools can use ISEF funds to... 25 Indians 1 2010-04-01 2010-04-01 false Can ISEF funds be used for Language Development Programs...

  11. Use of Information and Communication Technologies in Sign Language Test Development: Results of an International Survey

    Science.gov (United States)

    Haug, Tobias

    2015-01-01

    Sign language test development is a relatively new field within sign linguistics, motivated by the practical need for assessment instruments to evaluate language development in different groups of learners (L1, L2). Due to the lack of research on the structure and acquisition of many sign languages, developing an assessment instrument poses…

  12. Case Study of Teen Mothers' Perceptions of Their Influence on Preschoolers' Language Development

    Science.gov (United States)

    Duncan, Mary

    2016-01-01

    Children born to teen mothers tend to score lower on language development assessments and to have school readiness delays. To support teen mothers and their children in improving language development, educators need information about mothers' daily interactions with their children and how they contribute to their children's language development.…

  13. Spoken English Language Development Among Native Signing Children With Cochlear Implants

    OpenAIRE

    Davidson, Kathryn; Lillo-Martin, Diane; Chen Pichler, Deborah

    2013-01-01

    Bilingualism is common throughout the world, and bilingual children regularly develop into fluently bilingual adults. In contrast, children with cochlear implants (CIs) are frequently encouraged to focus on a spoken language to the exclusion of sign language. Here, we investigate the spoken English language skills of 5 children with CIs who also have deaf signing parents, and so receive exposure to a full natural sign language (American Sign Language, ASL) from birth, in addition to spoken En...

  14. Language in Science Education as a Gatekeeper to Learning, Teaching, and Professional Development

    Science.gov (United States)

    Moore, Felicia M.

    2007-04-01

    In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in achieving professional honors in teaching science, and in teaching science to English language learners. The various uses of language revealed interesting dynamics related to the culture of power of language and the culture of power of science along race-ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss implications for looking at language in science education for teacher professional development and student learning.

  15. Understanding and Managing Process Interaction in IS Development Projects

    DEFF Research Database (Denmark)

    Bygstad, Bendik; Nielsen, Peter Axel

    2012-01-01

    Software-based information systems must be developed and implemented as a part of business change. This is a major challenge, since business change and the development of software-based information systems usually are performed in separate processes. Thus, there is a need to understand and manage...... critical events in the case, what led to the events, and what the consequences are. We discuss the implications for information systems research and in particular we discuss the contribution to project management of iterative and incremental software development.......Software-based information systems must be developed and implemented as a part of business change. This is a major challenge, since business change and the development of software-based information systems usually are performed in separate processes. Thus, there is a need to understand and manage...

  16. Understanding and Managing Process Interaction in IS Development Projects

    DEFF Research Database (Denmark)

    Bygstad, Bendik; Nielsen, Peter Axel

    2005-01-01

    Increasingly, information systems must be developed and implemented as a part of business change. This is a challenge for the IS project manager, since business change and information systems development usually are performed as separate processes. Thus, there is a need to understand and manage......-technical innovation in a situation where the organisational change process and the IS development process are parallel but incongruent. We also argue that iterative software engineering frameworks are well structured to support process interaction. Finally, we advocate that the IS project manager needs to manage...... the relationship between these two kinds of processes. To understand the interaction between information systems development and planned organisational change we introduce the concept of process interaction. We draw on a longitudinal case study of an IS development project that used an iterative and incremental...

  17. Early language development of children at familial risk of dyslexia: speech perception and production.

    Science.gov (United States)

    Gerrits, Ellen; de Bree, Elise

    2009-01-01

    Speech perception and speech production were examined in 3-year-old Dutch children at familial risk of developing dyslexia. Their performance in speech sound categorisation and their production of words was compared to that of age-matched children with specific language impairment (SLI) and typically developing controls. We found that speech perception and production performance of children with SLI and children at familial risk of dyslexia was poorer than that of controls. The results of the at-risk and SLI-group were highly similar. Analysis of the individual data revealed that both groups contained subgroups with good and poorly performing children. Furthermore, their impaired expressive phonology seemed to be related to a deficit in speech perception. The findings indicate that both dyslexia and SLI can be explained by a multi-risk model which includes cognitive processes as well as genetic factors. As a result of reading this paper the reader will be able to (1) learn about the relationship between language and literacy; (2) recognise that dyslexia and specific language impairment may show similar areas of language difficulties, and (3) understand that both disorders can be interpreted within a multirisk model, including cognitive processes as well as genetic factors.

  18. A movement-based approach to language development in children who are deaf-blind.

    Science.gov (United States)

    Wheeler, L; Griffin, H C

    1997-12-01

    A movement-based approach to the development of language in children with deaf-blindness includes utilization of the four coactive movement phases: resonance, coactive movement, nonrepresentation reference, and deferred imitation. Such an approach stresses the use of structure in the environment as well as the use of a hierarchy of media cues. These cues range from concrete to symbolic in their characteristics and assist children in learning more complex concepts. A movement based approach uses the salient features of individuals or objects to develop an understanding of the person or object. Such features initially are used to stimulate use of language concerning objects or individuals in the immediate environment, and later to refer to persons or concepts in a more abstract fashion.

  19. The challenge of developing academic language in Spanish and English through science: The case of two teachers' strategic teaching practices

    Science.gov (United States)

    Mercuri, Sandra Patricia

    This case study examines the practice of two bilingual education teachers in an attempt to understand the planning and instructional activities occurring in their classrooms by focusing on students' academic language development during science instruction. This site was selected as an 'instrumental' case to examine for several reasons. This school is among the few in the district that is teaching science. Despite the political climate related to bilingual education, the teachers at this school offer an articulated dual immersion program from K to grade six. This site has experienced success in beginning to close the achievement gap between English learners and their native English speaking peers on standardized test measures. Using a qualitative approach, data was collected from two unique cases through detailed observations of classroom practice, audio-taped lessons, an initial and a follow up interview, artifacts and an initial survey. Scarcella's (2003) framework on academic language was used to analyze the different components of academic language of the science instruction. A theoretical framework from Stoddart et al. on levels of integrated planning expertise and Dell' Alba & Sandberg's concept of embodied understanding of practice also informed the study. Three main findings were drawn from this study: (a) academic language can be effectively taught through science instruction when teachers have the expertise to integrate language learning with science inquiry; (b) the teaching of and planning for academic language development through content is shaped over time by teachers' teaching and personal experiences with the content and their ability to integrate both; (c) While a theoretical model of academic language can be used to analyze teachers' instructional strategies during a science lesson, this model has limitations. Teachers' understanding of their own practice developed overtime shaped the way they manipulated the curriculum for their particular grade

  20. Sources, Developments and Directions of Task-Based Language Teaching

    Science.gov (United States)

    Bygate, Martin

    2016-01-01

    This paper provides an outline of the origins, the current shape and the potential directions of task-based language teaching (TBLT) as an approach to language pedagogy. It first offers a brief description of TBLT and considers its origins within language teaching methodology and second language acquisition. It then summarises the current position…

  1. Development of Geography and Geology Terminology in British Sign Language

    Science.gov (United States)

    Meara, Rhian; Cameron, Audrey; Quinn, Gary; O'Neill, Rachel

    2016-04-01

    The BSL Glossary Project, run by the Scottish Sensory Centre at the University of Edinburgh focuses on developing scientific terminology in British Sign Language for use in the primary, secondary and tertiary education of deaf and hard of hearing students within the UK. Thus far, the project has developed 850 new signs and definitions covering Chemistry, Physics, Biology, Astronomy and Mathematics. The project has also translated examinations into BSL for students across Scotland. The current phase of the project has focused on developing terminology for Geography and Geology subjects. More than 189 new signs have been developed in these subjects including weather, rivers, maps, natural hazards and Geographical Information Systems. The signs were developed by a focus group with expertise in Geography and Geology, Chemistry, Ecology, BSL Linguistics and Deaf Education all of whom are deaf fluent BSL users.

  2. Developments in the scientific and clinical understanding of fibromyalgia.

    Science.gov (United States)

    Buskila, Dan

    2009-01-01

    Our understanding of fibromyalgia (FM) has made significant advances over the past decade. The current concept views FM as the result of central nervous system malfunction resulting in amplification of pain transmission and interpretation. Research done over the past years has demonstrated a role for polymorphisms of genes in the serotoninergic, dopaminergic and catecholaminergic systems in the etiopathogenesis of FM. Various external stimuli such as infection, trauma and stress may contribute to the development of the syndrome. The management of FM requires an integrated approach combining pharmacological and nonpharmacological modalities. The recent Food and Drugs Administration approval of pregabalin, duloxetine and milnacipran as medications for FM may herald a new era for the development of medications with higher specificity and efficacy for the condition. As our understanding of the biological basis and the genetic underpinning of FM increases, we hope to gain a better understanding of the true nature of the disorder, to better classify patients and to attain more rational therapeutic modalities.

  3. Development of Markup Language for Medical Record Charting: A Charting Language.

    Science.gov (United States)

    Jung, Won-Mo; Chae, Younbyoung; Jang, Bo-Hyoung

    2015-01-01

    Nowadays a lot of trials for collecting electronic medical records (EMRs) exist. However, structuring data format for EMR is an especially labour-intensive task for practitioners. Here we propose a new mark-up language for medical record charting (called Charting Language), which borrows useful properties from programming languages. Thus, with Charting Language, the text data described in dynamic situation can be easily used to extract information.

  4. Development of Ada language control software for the NASA power management and distribution test bed

    Science.gov (United States)

    Wright, Ted; Mackin, Michael; Gantose, Dave

    1989-01-01

    The Ada language software developed to control the NASA Lewis Research Center's Power Management and Distribution testbed is described. The testbed is a reduced-scale prototype of the electric power system to be used on space station Freedom. It is designed to develop and test hardware and software for a 20-kHz power distribution system. The distributed, multiprocessor, testbed control system has an easy-to-use operator interface with an understandable English-text format. A simple interface for algorithm writers that uses the same commands as the operator interface is provided, encouraging interactive exploration of the system.

  5. Supporting Staff to Develop a Shared Understanding of Science Assessment

    Science.gov (United States)

    Sampey, Carol

    2018-01-01

    Assessment is not something that stands alone and teachers need support to develop their understanding of both assessment practices and the subject being assessed. Teachers at Shaw Primary School were fortunate to take part in the Teacher Assessment in Primary Science (TAPS) project and, in this article, the outlines how science and assessment can…

  6. Mapping What Young Students Understand and Value Regarding Sustainable Development

    Science.gov (United States)

    Manni, Annika; Sporre, Karin; Ottander, Christina

    2013-01-01

    This paper presents the results of a study carried out to investigate how 10-12 year old Swedish students understand and value the issue of sustainable development. The responses from open-ended questions in a questionnaire have been analyzed through a content analysis based on a phenomenographic approach. The results show that there are…

  7. Understanding road users’ expectations : an essential step for ADAS development.

    NARCIS (Netherlands)

    Houtenbos, M. Jagtman, H.M. Hagenzieker, M.P. Wieringa, P.A. & Hale, A.R.

    2006-01-01

    This article indicates the need for understanding road users’ expectations when developing Advanced Driver Assistance Systems (ADAS). Nowadays, technology allows more and more opportunities to provide road users with all sorts of information or even actively support aspects of the driving task.

  8. Chemical Reactions: What Understanding Do Students with Blindness Develop?

    Science.gov (United States)

    Lewis, Amy L. Micklos; Bodner, George M.

    2013-01-01

    This study examined the understanding of chemical equations developed by three students with blindness who were enrolled in the same secondary-school chemistry class. The students were interviewed while interpreting and balancing chemical equations. During the course of these interviews, the students produced diagrams using Braille symbols that…

  9. Developing Primary School Children's Understanding of Energy Waste.

    Science.gov (United States)

    Kruger, Colin; Summers, Mike

    2000-01-01

    Studies 34 elementary school children's understanding of five aspects of energy waste and the ways in which these conceptions develop following teaching. Concludes that the children had good prior awareness of some behaviors that save energy, but their reasons for thinking this were based largely on everyday intuitive ideas that involved…

  10. Fraction Development in Children: Importance of Building Numerical Magnitude Understanding

    Science.gov (United States)

    Jordan, Nancy C.; Carrique, Jessica; Hansen, Nicole; Resnick, Ilyse

    2016-01-01

    This chapter situates fraction learning within the integrated theory of numerical development. We argue that the understanding of numerical magnitudes for whole numbers as well as for fractions is critical to fraction learning in particular and mathematics achievement more generally. Results from the Delaware Longitudinal Study, which examined…

  11. Young children's understanding of stages of human development

    OpenAIRE

    濱田, 祥子; 杉村, 伸一郎

    2010-01-01

    The self-concept is composed through the interaction with others (Mead,1934). As selfconceptual study in early childhood, most targets the same age others. However, it is thought that the existence of the others at other stages of development brings the influence to the self-concept if the self-concept is composed by the interaction with others. The present study aimed to search for children's understanding of stages of human development and children's self-concept by the comparisons between ...

  12. Is the (unreal tail wagging the (real dog? Understanding the construct of language proficiency

    Directory of Open Access Journals (Sweden)

    Raphael Gamaroff

    2013-02-01

    Full Text Available This article examines concepts often used in debates on language proficiency and proficiency testing. It argues that the notion of "reality", when used by contrast with the "constructed" world of the test, is naive. Such "reality" is also "constructed" in words. This insight opens up important questions in language testing. Hierdie artikel ondersoek begrippe wat dikwels in debatte oor taalvaardigheid en taalvaardigheidstoetsing gebruik word Daar word geredeneer dat die begrip "werklikheid" naief is wanneer dit as kontrasterende be grip teenoor die "gekonstrueerde" wereld van die toets gebruik word Hierdie "werklikheid" word ook in woorde ''gekonstrueer". Belangrike vrae met be trekking tot taaltoetsing word deur hierdie insig aan die orde gestel.

  13. You must be lying because I don't understand you: Language proficiency and lie detection.

    Science.gov (United States)

    Elliott, Elizabeth; Leach, Amy-May

    2016-12-01

    We examined the impact of interviewees' language proficiencies on observers' lie detection performance. Observers (N = 132) were randomly assigned to make deception judgments about interviewees (N = 56) from Four proficiency groups (i.e., native, advanced, intermediate, and beginner English speakers). Discrimination between lie- and truth-tellers was poorest when observers judged beginner English speakers compared to interviewees from any other proficiency group. Observers were also less likely to exhibit a truth-bias toward nonnative than native English speakers. These results suggest that interviewing individuals in their nonnative languages can create inequalities in the justice system. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  14. Investigation of language and motor skills in Serbian speaking children with specific language impairment and in typically developing children.

    Science.gov (United States)

    Vukovic, Mile; Vukovic, Irena; Stojanovik, Vesna

    2010-01-01

    Specific language impairment (SLI) is usually defined as a developmental language disorder which does not result from a hearing loss, autism, neurological and emotional difficulties, severe social deprivation, low non-verbal abilities. Children affected with SLI typically have difficulties with the acquisition of different aspects of language and by definition, their impairment is specific to language and no other skills are affected. However, there has been a growing body of literature to suggest that children with SLI also have non-linguistic deficits, including impaired motor abilities. The aim of the current study is to investigate language and motor abilities of a group of thirty children with SLI (aged between 4 and 7) in comparison to a group of 30 typically developing children matched for chronological age. The results showed that the group of children with SLI had significantly more difficulties on the language and motor assessments compared to the control group. The SLI group also showed delayed onset in the development of all motor skills under investigation in comparison to the typically developing group. More interestingly, the two groups differed with respect to which language abilities were correlated with motor abilities, however Imitation of Complex Movements was the unique skill which reliably predicted expressive vocabulary in both typically developing children and in children with SLI. Copyright © 2010 Elsevier Ltd. All rights reserved.

  15. Use of proteomics to understand seed development in rice.

    Science.gov (United States)

    Deng, Zhu Yun; Gong, Chun Yan; Wang, Tai

    2013-06-01

    Rice is an important cereal crop and has become a model monocot for research into crop biology. Rice seeds currently feed more than half of the world's population and the demand for rice seeds is rapidly increasing because of the fast-growing world population. However, the molecular mechanisms underlying rice seed development is incompletely understood. Genetic and molecular studies have developed our understanding of substantial proteins related to rice seed development. Recent advancements in proteomics have revolutionized the research on seed development at the single gene or protein level. Proteomic studies in rice seeds have provided the molecular explanation for cellular and metabolic events as well as environmental stress responses that occur during embryo and endosperm development. They have also led to the new identification of a large number of proteins associated with regulating seed development such as those involved in stress tolerance and RNA metabolism. In the future, proteomics, combined with genetic, cytological, and molecular tools, will help to elucidate the molecular pathways underlying seed development control and help in the development of valuable and potential strategies for improving yield, quality, and stress tolerance in rice and other cereals. Here, we reviewed recent progress in understanding the mechanisms of seed development in rice with the use of proteomics. © 2013 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  16. Discrimination and identification of long vowels in children with typical language development and specific language impairment

    Science.gov (United States)

    Datta, Hia; Shafer, Valerie; Kurtzberg, Diane

    2004-05-01

    Researchers have claimed that children with specific language impairment (SLI) have particular difficulties in discriminating and identifying phonetically similar and brief speech sounds (Stark and Heinz, 1966; Studdert-Kennedy and Bradley, 1997; Sussman, 1993). In a recent study (Shafer et al., 2004), children with SLI were reported to have difficulty in processing brief (50 ms), phonetically similar vowels (/I-E/). The current study investigated perception of long (250 ms), phonetically similar vowels (/I-E/) in 8- to 10-year-old children with SLI and typical language development (TLD). The purpose was to examine whether phonetic similarity in vowels leads to poorer speech-perception in the SLI group. Behavioral and electrophysiological methods were employed to examine discrimination and identification of a nine-step vowel continuum from /I/ to /E/. Similar performances in discrimination were found for both groups, indicating that lengthening vowel duration indeed improves discrimination of phonetically similar vowels. However, these children with SLI showed poor behavioral identification, demonstrating that phonetic similarity of speech sounds, irrespective of their duration, contribute to the speech perception difficulty observed in SLI population. These findings suggest that the deficit in these children with SLI is at the level of working memory or long term memory representation of speech.

  17. DEVELOPING THE METHODICAL THINKING OF PROSPECTIVE RUSSIAN LANGUAGE TEACHERS

    Directory of Open Access Journals (Sweden)

    T. S. Tabachenko

    2014-01-01

    Full Text Available The paper is devoted to fostering the methodical thinking of the philological profile students. The methodology basis incorporates the procedural and cognitive approach along with the strategic direction on the cognitive process management at all educational levels. The author considers the main characteristics of methodical thinking, its content and structure including the set of cognitive components. The methodical thinking is regarded as a capability of effective work with linguistic and methodological information (i.e. analysis, transformation, optimization, and adaptation for learning purposes; easy formulation of language rules; scientific methodological generalization; implementation of the assessment and diagnostic instruments based on research experience. The author describes the development process of methodical thinking of prospective Russian language teachers, exemplified by series of workshops exploring the complex of methodology problems; the types and algorithms of the given problems being demonstrated. All the necessary teachers’ qualities can be developed by means of solving the specific methodological problems and developing the cognitive component of the thinking process.

  18. Discourse Practices of Trilingual Mothers: Effects on Minority Home Language Development in Japan

    Science.gov (United States)

    Quay, Suzanne

    2012-01-01

    Despite intentions to raise children in two home languages, non-Japanese bilingual homes may be encouraging the development of the societal language in children born in Japan. This article investigates: (1) the language use of two trilingual mothers with their developing trilingual children, and (2) how the mothers respond to their children's use…

  19. Language and Literacy Development of Deaf and Hard-of-Hearing Children: Successes and Challenges

    Science.gov (United States)

    Lederberg, Amy R.; Schick, Brenda; Spencer, Patricia E.

    2013-01-01

    Childhood hearing loss presents challenges to language development, especially spoken language. In this article, we review existing literature on deaf and hard-of-hearing (DHH) children's patterns and trajectories of language as well as development of theory of mind and literacy. Individual trajectories vary significantly, reflecting access to…

  20. The Development of Early Childhood Teachers' Language Knowledge in Different Educational Tracks

    Science.gov (United States)

    Strohmer, Janina; Mischo, Christoph

    2015-01-01

    Early childhood teachers should have extensive knowledge about language and language development, because these facets of professional knowledge are considered as important requirements for fostering language development in early childhood education settings. It is assumed that early childhood teachers acquire this knowledge during pre-service…

  1. Maternal Gesture Use and Language Development in Infant Siblings of Children with Autism Spectrum Disorder

    Science.gov (United States)

    Talbott, Meagan R.; Nelson, Charles A.; Tager-Flusberg, Helen

    2015-01-01

    Impairments in language and communication are an early-appearing feature of autism spectrum disorders (ASD), with delays in language and gesture evident as early as the first year of life. Research with typically developing populations highlights the importance of both infant and maternal gesture use in infants' early language development.…

  2. Language Development in Children with Down's Syndrome: An Overview of Recent Research.

    Science.gov (United States)

    Pruess, James B.; And Others

    1987-01-01

    The review of research on language development in young children with Down's syndrome indicates that these children develop language in the same sequence as children without Down's syndrome, but that they experience delays. Educators should initiate language programs as early as possible, enlist parent participation, and select normative language…

  3. 25 CFR 39.131 - What is a Language Development Program?

    Science.gov (United States)

    2010-04-01

    ...) Are not proficient in spoken or written English; (b) Are not proficient in any language; (c) Are... 25 Indians 1 2010-04-01 2010-04-01 false What is a Language Development Program? 39.131 Section 39... EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.131 What is a...

  4. Person-first and identity-first language: Developing psychologists' cultural competence using disability language.

    Science.gov (United States)

    Dunn, Dana S; Andrews, Erin E

    2015-04-01

    The American Psychological Association (APA) advocates the use of person-first language (e.g., people with disabilities) to refer to individuals with disabilities in daily discourse and to reduce bias in psychological writing. Disability culture advocates and disability studies scholars have challenged the rationale for and implications of exclusive person-first language use, promoting use of identity-first language (e.g., disabled people). We argue that psychologists should adopt identity-first language alongside person-first constructions to address the concerns of disability groups while promoting human dignity and maintaining scientific and professional rigor. We review the evolution of disability language and then discuss the major models used to characterize disability and people with disabilities. The rationale for person-first language and the emergence of identity-first language, respectively, are linked to particular models. We then discuss some language challenges posed by identity-first language and the current intent of person-first language, suggesting that psychologists make judicious use of the former when it is possible to do so. We conclude by offering five observations of ways that use of both person-first and identity-first language could enhance psychologists' cultural competence regarding disability issues in personal and scientific communications. (c) 2015 APA, all rights reserved).

  5. A New View of Language Development: The Acquisition of Lexical Tone.

    Science.gov (United States)

    Singh, Leher; Fu, Charlene S L

    2016-05-01

    Research in first language development draws disproportionately from nontone languages. Such research is often presumed to reveal developmental universals in spite of the fact that most languages are tone languages. Recent research in the acquisition of tone languages points to a distinct course of development as compared to nontone languages. Our purpose is to provide an integrated review of research on lexical tone acquisition. First, the linguistic properties and origins of tone languages are described. Following this, research on the acquisition of tones in perception and production is reviewed and integrated. Possible reasons for the uniqueness of tone in language acquisition are discussed. Finally, theoretical advances promised by further research on tone acquisition and specific research directions are proposed. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

  6. Understanding English Language Variation in U.S. Schools. Multicultural Education Series

    Science.gov (United States)

    Charity Hudley, Anne H.; Mallinson, Christine

    2010-01-01

    In today's culturally diverse classrooms, students possess and use many culturally, ethnically, and regionally diverse English language varieties that may differ from standardized English. This book helps classroom teachers become attuned to these differences and offers practical strategies to support student achievement while fostering positive…

  7. Speech perception and reading: two parallel modes of understanding language and implications for acquiring literacy naturally.

    Science.gov (United States)

    Massaro, Dominic W

    2012-01-01

    I review 2 seminal research reports published in this journal during its second decade more than a century ago. Given psychology's subdisciplines, they would not normally be reviewed together because one involves reading and the other speech perception. The small amount of interaction between these domains might have limited research and theoretical progress. In fact, the 2 early research reports revealed common processes involved in these 2 forms of language processing. Their illustration of the role of Wundt's apperceptive process in reading and speech perception anticipated descriptions of contemporary theories of pattern recognition, such as the fuzzy logical model of perception. Based on the commonalities between reading and listening, one can question why they have been viewed so differently. It is commonly believed that learning to read requires formal instruction and schooling, whereas spoken language is acquired from birth onward through natural interactions with people who talk. Most researchers and educators believe that spoken language is acquired naturally from birth onward and even prenatally. Learning to read, on the other hand, is not possible until the child has acquired spoken language, reaches school age, and receives formal instruction. If an appropriate form of written text is made available early in a child's life, however, the current hypothesis is that reading will also be learned inductively and emerge naturally, with no significant negative consequences. If this proposal is true, it should soon be possible to create an interactive system, Technology Assisted Reading Acquisition, to allow children to acquire literacy naturally.

  8. Understanding the Academic Procrastination Attitude of Language Learners in Turkish Universities

    Science.gov (United States)

    Bekleyen, Nilüfer

    2017-01-01

    The prevalence of academic procrastination has long been the subject of attention among researchers. However, there is still a paucity of studies examining language learners since most of the studies focus on similar participants such as psychology students. The present study was conducted among students trying to learn English in the first year…

  9. Age Effects in Second Language Learning: Stepping Stones toward Better Understanding

    Science.gov (United States)

    DeKeyser, Robert M.

    2013-01-01

    The effect of age of acquisition on ultimate attainment in second language learning has been a controversial topic for years. After providing a very brief overview of the ideas that are at the core of the controversy, I discuss the two main reasons why these issues are so controversial: conceptual misunderstandings and methodological difficulties.…

  10. Language complexity during read-alouds and kindergartners' vocabulary and symbolic understanding

    NARCIS (Netherlands)

    Mascareño Lara, Mayra; Snow, Catherine E.; Deunk, Marjolein I.; Bosker, Roel J.

    2016-01-01

    We explored links between complexity of teacher-child verbal interaction and child language and literacy outcomes in fifteen whole-class read-aloud sessions in Chilean kindergarten classrooms serving children from low socioeconomic backgrounds. We coded teacher and child turns for function

  11. Bilingual education, metalinguistic awareness, and the understanding of an unknown language

    NARCIS (Netherlands)

    ter Kuile, H.; Veldhuis, M.; van Veen, S.C.; Wicherts, J.M.

    2011-01-01

    An increasing number of schools offer bilingual programs, where lessons are taught in more than one language. Several theories state that bilinguals have greater metalinguistic awareness than monolinguals. We investigated whether this greater metalinguistic awareness is also related to an increased

  12. Towards a Better Understanding of Academic Acculturation: Second Language Students in Canadian Universities

    Science.gov (United States)

    Cheng, Liying; Fox, Janna

    2008-01-01

    The aggressive internationalization of Canadian universities and increased immigration to Canada over the past 20 years have resulted in a dramatic increase in the number of second language (L2) students in Canadian universities. However, little is known about the factors that influence academic acculturation of L2 students or about the role of…

  13. Multidisciplinary collaborative development of a plain-language prenatal education book.

    Science.gov (United States)

    Mottl-Santiago, Julie; Fox, Carolyn Shepard; Pecci, Christine Chang; Iverson, Ronald

    2013-01-01

    During pregnancy, women actively seek out health information that promotes the well-being of themselves and their fetuses. For those with health literacy challenges, access to understandable health information can be difficult. Written information, in particular, needs to be readable and usable by the women served. Plain language is an essential component of effective health education material. In an effort to create standardized prenatal education materials for a diverse population of childbearing women, Boston Medical Center's midwifery service led a multidisciplinary initiative to develop a comprehensive plain-language prenatal education book. Midwives, obstetricians, family physicians, nurses, and community doulas contributed to the content of the book; art students provided graphic design skills; and a literacy consultant assisted in the wording and layout. The Hey Mama! book provides women with woman-centered, readable, comprehensive information about pregnancy, labor, postpartum, and newborn care. © 2013 by the American College of Nurse-Midwives.

  14. Language development in preschool children born after asymmetrical intrauterine growth retardation.

    Science.gov (United States)

    Simić Klarić, Andrea; Kolundžić, Zdravko; Galić, Slavka; Mejaški Bošnjak, Vlatka

    2012-03-01

    After intrauterine growth retardation, many minor neurodevelopmental disorders may occur, especially in the motor skills domain, language and speech development, and cognitive functions. The assessment of language development and impact of postnatal head growth in preschool children born with asymmetrical intrauterine growth retardation. Examinees were born at term with birth weight below the 10th percentile for gestational age, parity and gender. Mean age at the time of study was six years and four months. The control group was matched according to chronological and gestational age, gender and maternal education with mean age six years and five months. There were 50 children with intrauterine growth retardation and 50 controls, 28 girls and 22 boys in each group. For the assessment of language development Reynell Developmental Language Scale, the Naming test and Mottier test were performed. There were statistically significant differences (p language comprehension, total expressive language (vocabulary, structure, content), naming skills and non-words repetition. Statistically significant positive correlations were found between relative growth of the head [(Actual head circumference - head circumference at birth)/(Body weight - birth weight)] and language outcome. Children with neonatal complications had lower results (p language comprehension and total expressive language. Intrauterine growth retardation has a negative impact on language development which is evident in preschool years. Slow postnatal head growth is correlated with poorer language outcome. Neonatal complications were negatively correlated with language comprehension and total expressive language. Copyright © 2011 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

  15. Promoting Cross-Cultural Understanding and Language Use in Research-Oriented Internet-Mediated Intercultural Exchange

    Science.gov (United States)

    Chen, Jen Jun; Yang, Shu Ching

    2016-01-01

    This case study investigated the effectiveness of the United Beyond Our Diversity (UBOD) project for the development of language skills and intercultural communicative competence (including attitudes, knowledge, skills, and critical intercultural awareness) in Taiwanese seventh grade learners. The learners' attitudes and evaluations of UBOD were…

  16. Understanding the Interconnectedness between Language Choices, Cultural Identity Construction and School Practices in the Life of a Latina Educator

    Science.gov (United States)

    Mercuri, Sandra Patricia

    2012-01-01

    This qualitative research looks at the effects that language choices and cultural practices have on identity development in the education of minority students in the United States. It examines the educational journey of Irma, a Latina educator. Through the analysis of interviews with the participant, this paper intends to show the effects of…

  17. L-Py: An L-System Simulation Framework for Modeling Plant Architecture Development Based on a Dynamic Language

    Science.gov (United States)

    Boudon, Frédéric; Pradal, Christophe; Cokelaer, Thomas; Prusinkiewicz, Przemyslaw; Godin, Christophe

    2012-01-01

    The study of plant development requires increasingly powerful modeling tools to help understand and simulate the growth and functioning of plants. In the last decade, the formalism of L-systems has emerged as a major paradigm for modeling plant development. Previous implementations of this formalism were made based on static languages, i.e., languages that require explicit definition of variable types before using them. These languages are often efficient but involve quite a lot of syntactic overhead, thus restricting the flexibility of use for modelers. In this work, we present an adaptation of L-systems to the Python language, a popular and powerful open-license dynamic language. We show that the use of dynamic language properties makes it possible to enhance the development of plant growth models: (i) by keeping a simple syntax while allowing for high-level programming constructs, (ii) by making code execution easy and avoiding compilation overhead, (iii) by allowing a high-level of model reusability and the building of complex modular models, and (iv) by providing powerful solutions to integrate MTG data-structures (that are a common way to represent plants at several scales) into L-systems and thus enabling to use a wide spectrum of computer tools based on MTGs developed for plant architecture. We then illustrate the use of L-Py in real applications to build complex models or to teach plant modeling in the classroom. PMID:22670147

  18. L-Py: an L-System simulation framework for modeling plant development based on a dynamic language

    Directory of Open Access Journals (Sweden)

    Frederic eBoudon

    2012-05-01

    Full Text Available The study of plant development requires increasingly powerful modeling tools to help understand and simulate the growth and functioning of plants. In the last decade, the formalism of L-systems has emerged as a major paradigm for modeling plant development. Previous implementations of this formalism were made based on static languages, i.e. languages that require explicit definition of variable types before using them. These languages are often efficient but involve quite a lot of syntactic overhead, thus restricting the flexibility of use for modelers. In this work, we present an adaptation of L-systems to the Python language, a popular and powerful open-license dynamic language. We show that the use of dynamic language properties makes it possible to enhance the development of plant growth models: i by keeping a simple syntax while allowing for high-level programming constructs, ii by making code execution easy and avoiding compilation overhead iii allowing a high level of model reusability and the building of complex modular models iv and by providing powerful solutions to integrate MTG data-structures (that are a common way to represent plants at several scales into L-systems and thus enabling to use a wide spectrum of computer tools based on MTGs developed for plant architecture. We then illustrate the use of L-Py in real applications to build complex models or to teach plant modeling in the classroom.

  19. Assessment of Language Development of Preschoolers: Validating Morrow's Checklist for Assessing Early Literacy Development

    Science.gov (United States)

    Mok, Magdalena Mo Ching; Lam, Hazel Mei Yung

    2011-01-01

    This study aimed to establish the validity of the Language Development Rating Scale and the Attitudes toward Reading and Voluntary Reading Behaviour Rating Scale in Morrow's Checklist for Assessing Early Literacy Development for use with preschool children in Hong Kong. The sample comprised 2619 preschool children aged three-five years who were…

  20. Children's developing understanding of what and how they learn.

    Science.gov (United States)

    Sobel, David M; Letourneau, Susan M

    2015-04-01

    What do children know about learning? Children between 4 and 10 years of age were asked what they thought the word learning meant and then engaged in a structured interview about what kinds of things they learned and how they learned those things. Most of the 4- and 5-year-olds' responses to these questions indicated a lack of awareness about the nature of learning or how learning occurs. In contrast, the 8- to 10-year-olds showed a strong understanding of learning as a process and could often generate explicit metacognitive responses indicating that they understood under what circumstances learning would occur. The 6- and 7-year-olds were in a transitional stage between these two levels of understanding. We discuss the implications of this development with children's theory-of-mind development more generally. Copyright © 2015 Elsevier Inc. All rights reserved.

  1. Longitudinal adaptation in language development: a study of typically-developing children and children with ASD

    DEFF Research Database (Denmark)

    Weed, Ethan; Fusaroli, Riccardo; Fein, Deborah

    Background: Children with Autism Spectrum Disorder (ASD) often display distinctive language development trajectories (Tek et al., 2013). Because language-learning is a social endeavor, these trajectories could be partially grounded in the dynamics that characterize the children's social......’s previous behavior. In this study, we tested this model of mutual influence in a longitudinal corpus (6 visits over 2 years), consisting of 30 minutes of controlled playful activities between parents and 66 children (33 ASD and 33 matched typically developing (TD), Goodwin et al. 2012). Methods: We first...... suggest that a quantifiable feedback loop between parents and children does in exist in language development, and that this feedback loop is affected by autism. This mutual adaptation mechanism appears to be in place in interactions between parents and children with ASD, though less strongly than...

  2. The Role of Borrowed Words in Language Development: the Case ...

    African Journals Online (AJOL)

    Language is essentially a medium of communication. It is a universal human phenomenon. With it we communicate our ideas, thoughts, emotions and messages. A language has to have the capability to express these phenomena. Sometimes, however, a language does not possess all the words necessary for it to capture ...

  3. First steps toward developing tools for language assessment in ...

    African Journals Online (AJOL)

    Young children who are at risk for language impairment should, therefore, be identified as early as possible. Multilingualism, which has become a universal phenomenon, may mask the presence of language impairment. In South African urban multilingual preschool contexts, the teacher or speech-language therapist is not ...

  4. The importance of language education in national development ...

    African Journals Online (AJOL)

    Language is an integral part of man. It surpasses communication and social interaction. Language influences thought, and thought often conditions action, and also influences conduct. Language therefore is the strongest medium of transmitting culture and social reality. Democracy is part of the present world order which is ...

  5. Identifying Our Approaches to Language Learning Technologies: Improving Professional Development

    Science.gov (United States)

    Petrie, Gina Mikel; Avery, Lisa

    2011-01-01

    The mid- to late 1990s was an exciting time for those concerned with incorporating new technology into their teaching of English as a second or foreign language (ESL/EFL). Commonly referred to as Computer-Assisted Language Learning (CALL), or sometimes with the broader term Technology-Enhanced Language Learning (TELL), the field took huge leaps…

  6. The Impact of Language Development and Global Peace Initiative in ...

    African Journals Online (AJOL)

    emphasized. Language is regarded as key to peoples' hearts because it is used to appeal to their emotions. Language is not only specie-specific but a window to our innermost self. It is an x-ray with which our innermost mind can be inferred. Language ...

  7. How we understand mathematics conceptual integration in the language of mathematical description

    CERN Document Server

    Woźny, Jacek

    2018-01-01

    This volume examines mathematics as a product of the human mind and analyzes the language of "pure mathematics" from various advanced-level sources. Through analysis of the foundational texts of mathematics, it is demonstrated that math is a complex literary creation, containing objects, actors, actions, projection, prediction, planning, explanation, evaluation, roles, image schemas, metonymy, conceptual blending, and, of course, (natural) language. The book follows the narrative of mathematics in a typical order of presentation for a standard university-level algebra course, beginning with analysis of set theory and mappings and continuing along a path of increasing complexity. At each stage, primary concepts, axioms, definitions, and proofs will be examined in an effort to unfold the tell-tale traces of the basic human cognitive patterns of story and conceptual blending. This book will be of interest to mathematicians, teachers of mathematics, cognitive scientists, cognitive linguists, and anyone interested...

  8. Language and cognition on the development of the thinking critic and complex in students university of the Ecuador

    Directory of Open Access Journals (Sweden)

    Eliseo Efraín Toro-Toloza

    2017-03-01

    Full Text Available The research is determined by a general problem in the secondary and university education in the province of Los Rios Ecuador, language and cognition in the development of complex university students and critical thinking. It was learned what the reality of the reading process and how it affects the body of knowledge in the classroom, understanding that language contributes or determines the capabilities to engage in educational tasks and development of complex critical thinking and superior character. The stated goal is to know how the reading habit influences the complex critical thinking and students of the Technical University of Babahoyo.

  9. Understanding the Relationship between Latino Students' Preferred Learning Styles and Their Language Spoken at Home

    Science.gov (United States)

    Maldonado Torres, Sonia Enid

    2016-01-01

    The purpose of this study was to explore the relationships between Latino students' learning styles and their language spoken at home. Results of the study indicated that students who spoke Spanish at home had higher means in the Active Experimentation modality of learning (M = 31.38, SD = 5.70) than students who spoke English (M = 28.08,…

  10. Human Computer Collaboration at the Edge: Enhancing Collective Situation Understanding with Controlled Natural Language

    Science.gov (United States)

    2016-09-06

    has conceptually noted lim- itations of COPs [26]; our research empirically illustrates the tradeoffs with a COP even if all users have a shared goal...in group size and dynamics. To further assess the effects of a COP on information quality and quantity, we plan to run a conceptual replication of the...2] T. Kuhn, “A survey and classification of controlled natural languages,” Computational Linguistics , vol. 40, pp. 121–170, 2014. [3] E. Cambria

  11. Training Of Manual Actions Improves Language Understanding of Semantically-Related Action Sentences

    Directory of Open Access Journals (Sweden)

    Matteo eLocatelli

    2012-12-01

    Full Text Available Conceptual knowledge accessed by language may involve the re-activation of the associated primary sensory-motor processes. Whether these embodied representations are indeed constitutive to conceptual knowledge is hotly debated, particularly since direct evidence that sensory-motor expertise can improve conceptual processing is scarce.In this study, we sought for this crucial piece of evidence, by training naive healthy subjects to perform complex manual actions and by measuring, before and after training, their performance in a semantic language task. 19 participants engaged in 3 weeks of motor training. Each participant was trained in 3 complex manual actions (e.g. origami. Before and after the training period, each subject underwent a series of manual dexterity tests and a semantic language task. The latter consisted of a sentence-picture semantic congruency judgment task, with 6 target congruent sentence-picture pairs (semantically related to the trained manual actions, 6 non-target congruent pairs (semantically unrelated, and 12 filler incongruent pairs.Manual action training induced a significant improvement in all manual dexterity tests, demonstrating the successful acquisition of sensory-motor expertise. In the semantic language task, the reaction times to both target and non-target congruent sentence-image pairs decreased after action training, indicating a more efficient conceptual-semantic processing. Noteworthy, the reaction times for target pairs decreased more than those for non-target pairs, as indicated by the 2x2 interaction. These results were confirmed when controlling for the potential bias of increased frequency of use of target lexical items during manual training.The results of the present study suggest that sensory-motor expertise gained by training of specific manual actions can lead to an improvement of cognitive-linguistic skills related to the specific conceptual-semantic domain associated to the trained actions.

  12. Language matters: towards an understanding of silence and humour in medical education.

    Science.gov (United States)

    Lingard, Lorelei

    2013-01-01

    This paper considers the state of the science regarding language matters in medical education, with particular attention to two informal language practices: silence and humour. Silence and humour pervade clinical training settings, although we rarely attend explicitly to them. This paper considers the treatment of these topics in our field to date and introduces a selection of the scholarship on silence and humour from other fields, including philosophy, sociology, anthropology, linguistics and rhetoric. Particular attention is paid to distilling the theoretical and methodological possibilities for an elaborated research agenda around silence and humour in medical education. These two language practices assume a variety of forms and serve a range of social functions. Episodes of silence and humour are intimately tied to their relational and institutional contexts. Power often figures centrally, although not predictably. A rich theoretical and methodological basis exists on which to elaborate a research agenda around silence and humour in medical education. Such research promises to reveal more fully the contributions of silence and humour to socialisation in clinical training settings. © Blackwell Publishing Ltd 2013.

  13. Maximizing health literacy and client recall in a developing context: speech-language therapist and client perspectives.

    Science.gov (United States)

    von Wühlisch, Friderike Schmidt; Pascoe, Michelle

    2011-01-01

    In the field of speech-language therapy, limited research has been conducted with regards to health literacy and client recall. However, speech-language therapists frequently provide a considerable amount of information for clients to understand, apply and review in order to manage their (or their child's) health. This study aimed to investigate (1) issues around clients' health literacy and recall of information; and (2) how these issues can be overcome in speech-language therapy in a developing context. An exploratory study was undertaken with specific focus on speech-language therapists and their clients who had previously received treatment for dysphagia, voice disorders (including laryngectomies), and cleft lip and/or palate management. They were recruited at public tertiary hospitals and primary healthcare clinics in Cape Town, South Africa. Data were gathered through focus group discussions and qualitatively analysed using a content-driven immersion/crystallization style. Five themes and 13 subthemes were identified. Speech-language therapists currently use mostly low-technology strategies to manage issues of health literacy and client recall, and frequently view poor outcomes as being related to clients themselves and a lack of compliance. An understanding of context, intercultural health literacy and client-provider concordance are important factors that should inform the clinical practice of speech-language therapy. There is a need to develop effective strategies for information provision and review post-consultation. Speech-language therapists have an important mediating role in cross-cultural communication. © 2011 Royal College of Speech & Language Therapists.

  14. Diffusion tensor imaging for understanding brain development in early life.

    Science.gov (United States)

    Qiu, Anqi; Mori, Susumu; Miller, Michael I

    2015-01-03

    The human brain rapidly develops during the final weeks of gestation and in the first two years following birth. Diffusion tensor imaging (DTI) is a unique in vivo imaging technique that allows three-dimensional visualization of the white matter anatomy in the brain. It has been considered to be a valuable tool for studying brain development in early life. In this review, we first introduce the DTI technique. We then review DTI findings on white matter development at the fetal stage and in infancy as well as DTI applications for understanding neurocognitive development and brain abnormalities in preterm infants. Finally, we discuss limitations of DTI and potential valuable imaging techniques for studying white matter myelination.

  15. [Verbal and nonverbal intelligence in children with language development disorders].

    Science.gov (United States)

    Willinger, U; Eisenwort, B

    1999-01-01

    Difficulties in language acquisition seem to be serious, if there are additional problems like intellectual and/or emotional/social impairment, which are often reported [10]. These additional problems and the definition of specific language impairment as a developmental disorder, restricted to language acquisition seem to be contradictory [17]. Aim of that study is to look for specific language impaired children with similar cognitive abilities and though to investigate, if there are children without additional cognitive problems considering the definition of specific language impairment. 93 children, between 4;0 and 6;6 years old, were diagnostized as specific language impaired (ICD-10) and were assessed by the "Hannover Wechsler Intelligenztest für das Vorschulalter (HAWIVA)" [6] (german version of WPPSI). Cluster analysis showed, that 1/3 of the specific language impaired children presented no additional cognitive problems and 2/3 of them showed cognitive problems regarding nonverbal and verbal intelligence indeed. These additional cognitive problems indicate that there may be a more basic cognitive defect underlying specific language impairment [15]--at least for a group of specific language impaired children. Furthermore the nonverbal and verbal intellectual difficulties emphasize to general developmental support of specific language impaired children for optimal improvement in language acquisition.

  16. Exploring the Relationships Between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing:Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks

    OpenAIRE

    Zhu, Xinhua; Li, Xueyan; Yu, Guoxing; Cheong, Choo Mui; Liao, Xian

    2016-01-01

    Integrated assessment tasks have been increasingly used in language tests, but the underlying constructs of integrated tasks remain elusive. This study aimed to improve understanding of the construct of integrated writing tasks in Chinese Language examinations in Hong Kong by looking at the language competences measured in the Listening-Reading-Writing Task and how they relate to the outcome of the Independent Listening Task. The performance of 226 native Chinese Secondary Five students on bo...

  17. Dva shliakhy: zbirka tekstiv (Two Paths: A Reader). Collage 3: A Ukrainian Language Development Series.

    Science.gov (United States)

    Cyncar-Hryschuk, Markiana, Comp.

    Part of a Ukrainian language development series, this intermediate-level reader provides a selection of short texts in modern Ukrainian, including poems, newspaper articles, short stories, fairy tales, fables, and dialogs for use by native speakers, heritage language, or second language learners of Ukrainian. (CNP)

  18. The Impact of the "First Language First" Model on Vocabulary Development among Preschool Bilingual Children

    Science.gov (United States)

    Schwartz, Mila

    2014-01-01

    The aim of this exploratory study was to examine the role of the "First Language First" model for preschool bilingual education in the development of vocabulary depth. The languages studied were Russian (L1) and Hebrew (L2) among bilingual children aged 4-5 years in Israel. According to this model, the children's first language of…

  19. Physical Interactive Game for Enhancing Language Cognitive Development of Thai Pre-Schooler

    Science.gov (United States)

    Choosri, Noppon; Pookao, Chompoonut

    2017-01-01

    The intervention for cognitive language development is required to conduct at the young ages. As children usually gain the skill through their plays, this study proposed a physical interactive game to help children improve their language skill in both Thai and English language for pre-schooler. The motivation of this research is to create a game…

  20. The Impact of the English Language on the Development of African ...

    African Journals Online (AJOL)

    The predominance and relegation of the English and Igbo Languages in discourse respectively have been speculated with a paucity of empirical backup. The need arises therefore for a quantitative assessment of the Impact of the English Language on the development of values (language, dressing and religion) among the ...

  1. Development and Evaluation of a Tactical Mandarin Chinese Language Course. Technical Report No. 65-15.

    Science.gov (United States)

    Garvey, Catherine; Rocklyn, Eugene H.

    To meet the need for a short, self-instructional, tactical language course in a Far Eastern tonal language of potential military significance, a course in Mandarin Chinese was developed by adapting the methods described in Subtask CONTACT II with reference to a European language (Russian). The purpose of the course was to enable combat soldiers to…

  2. Language Development and Impairment in Children with Mild to Moderate Sensorineural Hearing Loss

    Science.gov (United States)

    Halliday, Lorna F.; Tuomainen, Outi; Rosen, Stuart

    2017-01-01

    Purpose: The goal of this study was to examine language development and factors related to language impairments in children with mild to moderate sensorineural hearing loss (MMHL). Method: Ninety children, aged 8-16 years (46 children with MMHL; 44 aged-matched controls), were administered a battery of standardized language assessments, including…

  3. Otitis Media and Speech/Language Development in Late-Talkers.

    Science.gov (United States)

    Paul, Rhea; And Others

    This study examines otitis media as a possible factor associated with increased risk for communicative handicap in a group of children with a possible vulnerability for language delay: "late-talkers." Speech and language outcomes at ages 3 and 4 were examined in 28 late talkers and 24 children with normal language development. Late…

  4. Parents' Assessment of Their Preschool Children's Bilingual Development in the Context of Family Language Policy

    Science.gov (United States)

    Schwartz, Mila; Moin, Victor

    2012-01-01

    Parents' assessment of children's development in the first and the second language is an essential part of their family language policy (FLP) and an important component of parent-child communication. This paper presents a pilot study focused on Russian-speaking immigrant parents' assessment of their children's language knowledge in Russian as a…

  5. The evaluation of educational software programs for English as a foreign language and/or second language pronunciation development

    OpenAIRE

    Cristiana Gomes de Freitas Menezes Martins

    2015-01-01

    The purpose of this study was to evaluate how well educational software programs teach English as a Foreign Language and/or Second Language (EFL/ESL) pronunciation following the principles of the Communicative Approach (CELCE-MURCIA et al., 2010). In the first stage of the research, a software program evaluation instrument was developed and validated. Forty-six EFL/ESL teachers used it to analyze an online version of the software program Pronunciation Power 2. The responses of ...

  6. Mean length utterance in Brazilian children: a comparative study between Down syndrome, specific language impairment, and typical language development

    OpenAIRE

    Carvalho,Angela Maria de Amorim; Befi-Lopes,Debora Maria; Limongi,Suelly Cecília Olivan

    2014-01-01

    PURPOSE: To describe the linguistic performance of Brazilian Portuguese-speaking children with Down syndrome by analyzing their Mean Length Utterance; to compare their performance to that of children with Specific Language Impairment and Typical Development; and to verify whether children with Down syndrome present developmental language delay or disorder. METHOD: Participants were 25 children with Down syndrome (Research Group), matched by mental age to a Control Group of typically developin...

  7. Developing Engineering Students’ Understanding of Sustainability Using Project Based Learning

    Directory of Open Access Journals (Sweden)

    Margaret Jollands

    2013-11-01

    Full Text Available Project based learning (PjBL can be an effective approach to developing graduate attributes, but it depends on how it is implemented. Chemical Engineering of RMIT University has a stream of PjBL subjects from first to final year. The projects are incrementally more complex but have the same goal: to choose a best process design, using management decision making tools to justify their choices. The tools include GEMI Metrics NavigatorTM. This paper reports an evaluation of whether students’ understanding of sustainability is enhanced by undertaking multiple projects, as well as use of sophisticated analysis tools. Student learning outcomes from intermediate and final subjects were compared using ConceptMaps and a focus group. The students’ understanding of sustainability increased substantially from 2nd to final year, similar to results reported in European studies. The spread of results was broad, attributed to range of student ability and differences between student cohorts. Development of understanding of sustainability was attributed to undertaking multiple projects and use of spread-sheeting tools. Use of the GEMI tool was identified as facilitating application of sustainability principles to process design decisions. Concept maps are a useful way to evaluate innovations in teaching sustainable engineering.

  8. Language and reading development in the brain today: neuromarkers and the case for prediction.

    Science.gov (United States)

    Buchweitz, Augusto

    2016-01-01

    The goal of this article is to provide an account of language development in the brain using the new information about brain function gleaned from cognitive neuroscience. This account goes beyond describing the association between language and specific brain areas to advocate the possibility of predicting language outcomes using brain-imaging data. The goal is to address the current evidence about language development in the brain and prediction of language outcomes. Recent studies will be discussed in the light of the evidence generated for predicting language outcomes and using new methods of analysis of brain data. The present account of brain behavior will address: (1) the development of a hardwired brain circuit for spoken language; (2) the neural adaptation that follows reading instruction and fosters the "grafting" of visual processing areas of the brain onto the hardwired circuit of spoken language; and (3) the prediction of language development and the possibility of translational neuroscience. Brain imaging has allowed for the identification of neural indices (neuromarkers) that reflect typical and atypical language development; the possibility of predicting risk for language disorders has emerged. A mandate to develop a bridge between neuroscience and health and cognition-related outcomes may pave the way for translational neuroscience. Copyright © 2016 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  9. The Development of Morbhasa Innovations for Solving Problems in Thai Language Pronunciation

    Directory of Open Access Journals (Sweden)

    Siriwan Intrakamhaeng

    2015-11-01

    Full Text Available This research is aimed to solve the problems of Thai pronunciation by studying the conditions, factors and settings of language therapist (Morbhasa learning activities. The findings are that institutions are driven by different factors when setting learning activities and transmitting Morbhasa innovations. Morbhasa youth projects are aimed at developing leadership in students, particularly those students lacking adequate interpersonal skills. This is the biggest problem because the students have many other activities and burdens that make it difficult for project organizers to arrange schedules. The curriculum is inflexible in accommodating additional subjects, so the teachers have to implement activities after normal class time. They also lack budget, teaching materials, learning media and innovations for motivating students to attend the activities continuously. The teachers lack opportunities to develop their knowledge and understanding of implementation techniques and there is a lack of working staff and reinforcements. The research finds four methods of setting activities. Eight ways of transmitting the innovations were found: 1 by transmitting among friends; 2 by working together; 3 by working with a sense of beliefs and respect; 4 by creating a variety of activities; 5 by using a peer network; 6 by assignments from leaders; 7 by practicing the learning process; and 8 by integrating the seven strategies. The institutions should select appropriate ways for their own context, readiness and limitations. It is believed that the innovations of the language therapist Morbhasa should be widely transmitted in the educational circle to tackle critical problems of Thai language usage.

  10. Language Theories Donation through Materials Development A case study in Jordan

    Directory of Open Access Journals (Sweden)

    Ali Ata Alkhaldi

    2014-05-01

    Full Text Available Materials development assists the teachers to understand and apply language learning theories and achieve professional development (Tomlinson, 2001 which this research has shown. This research aims to find out to what extent theories match the actual practice of materials and to help ‘theorists’ reflect upon language theories which are implicitly or explicitly embedded in the materials. It also aims to reveal the teachers’ and learners’ contributions in determining the practical theories. The sample of this research was purposive, that is, it was selected for a specific purpose to collect qualitative data and cover as wide a range as possible. The researcher interviewed thirty Jordanian teachers and students using qualitative research methods. The findings revealed some key principles donated by the participants, for example, 1 the materials should provide the learners with a variety of useful samples of discourse to enable them to use the language communicatively and meaningfully; 2 the materials should encourage the teachers’ and learners’ creativity; 3 the materials should take into account the teachers’ and learners’ preferences; and 4 the materials should take into consideration the specific and sensitive cultural aspects. Insightful implications and recommendations were suggested for future research.

  11. Language Revitalization.

    Science.gov (United States)

    Hinton, Leanne

    2003-01-01

    Surveys developments in language revitalization and language death. Focusing on indigenous languages, discusses the role and nature of appropriate linguistic documentation, possibilities for bilingual education, and methods of promoting oral fluency and intergenerational transmission in affected languages. (Author/VWL)

  12. Understanding energy technology developments from an innovation system perspective

    Energy Technology Data Exchange (ETDEWEB)

    Borup, M.; Nygaard Madsen, A. [Risoe National Lab., DTU, Systems Analysis Dept., Roskilde (Denmark); Gregersen, Birgitte [Aalborg Univ., Department of Business Studies (Denmark)

    2007-05-15

    With the increased market-orientation and privatisation of the energy area, the perspective of innovation is becoming more and more relevant for understanding the dynamics of change and technology development in the area. A better understanding of the systemic and complex processes of innovation is needed. This paper presents an innovation systems analysis of new and emerging energy technologies in Denmark. The study focuses on five technology areas: bio fuels, hydrogen technology, wind energy, solar cells and energy-efficient end-use technologies. The main result of the analysis is that the technology areas are quite diverse in a number of innovation-relevant issues like actor set-up, institutional structure, maturity, and connections between market and non-market aspects. The paper constitutes background for discussing the framework conditions for transition to sustainable energy technologies and strengths and weaknesses of the innovation systems. (au)

  13. Procedures as a Representation for Data in a Computer Program for Understanding Natural Language.

    Science.gov (United States)

    Winograd, Terry

    This paper describes a system for the computer understanding of English. The system answers questions, executes commands, and accepts information in normal English dialogue. It uses semantic information and context to understand discourse and to disambiguate sentences. It combines a complete syntactic analysis of each sentence with a heuristic…

  14. Physical activity during pregnancy and language development in the offspring

    DEFF Research Database (Denmark)

    Jukic, Anne Marie Z; Lawlor, Debbie A; Juhl, Mette

    2013-01-01

    BACKGROUND: In rodents, physical activity during pregnancy has been associated with improved learning and memory in the offspring. We used data from the Avon Longitudinal Study of Parents and Children (born in 1991-92) to investigate maternal physical activity during pregnancy and offspring...... language development. METHODS: At 18 weeks of gestation, women reported the hours per week they participated in 11 leisure-time physical activities and the hours per week spent in general physical activity (leisure, household and occupational). Caregivers completed a modified MacArthur Infant Communication....... RESULTS: Children of women in the two highest quintiles of leisure activity (compared with no leisure activity) were more likely to have high 15-month MacArthur scores (adjusted odds ratio 1.2 [95% confidence interval 0.9, 1.4] and adjusted odds ratio 1.4 [95% CI 1.1, 1.7], respectively). Leisure activity...

  15. Developing and Understanding Intelligent Contexts for Playing and Learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel; Helms, Niels Henrik

    2009-01-01

    of tangible learning media and develop didactic approaches for teachers in primary school and furthermore to use the user experiences in a structured process where children participated in the innovation process. This has raised a fundamental question: How should we understand the relationship between......This short paper outlines experiences and reflections on the research and development project “Octopus” in order to describe and illustrate how intelligent context facilitates and embody learning. The framework is a research and development project where we have tried to work with new kinds...... structure and process or in a more philosophical way: The relationship between epistemology and ontology in a designed set up for learning. This paper therefore aims at illustrating how and why the “Octopus” works and functions in the school setting and discussing the relations between distinctions...

  16. Developing and Understanding Intelligent Contexts for Playing and Learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel; Helms, Niels Henrik

    of tangible learning media and develop didactic approaches for teachers in a primary school and furthermore to use the user experiences in a structured process where children participated in the innovation process. This has raised a fundamental question: How should we understand the relationship between......This paper outlines experiences and reflections on the research and development project “Octopus” in order to describe and illustrate how intelligent context facilitates and embody learning and play. The framework is a research and development project where we have tried to work we new kinds...... structure and process (or flow) or it could be formulated in a more philosophical way: The relationship between epistemology and ontology in a designed set up for learning i.e. a classroom setting with learning mediated through intelligent tangible learning media. The tangible learning media...

  17. High field superconductor development and understanding project, Final Report

    Energy Technology Data Exchange (ETDEWEB)

    Larbalestier, David C.; Lee, Peter J.

    2009-07-15

    Over 25 years the Applied Superconductivity Center at the University of Wisconsin-Madison provided a vital technical resource to the High Energy Physics community covering development in superconducting strand for HEP accelerator magnet development. In particular the work of the group has been to develop the next generation of high field superconductors for high field application. Grad students Mike Naus, Chad Fischer, Arno Godeke and Matt Jewell improved our understanding of the microstructure and microchemistry of Nb3Sn and their impact on the physical and mechanical properties. The success of this work has led to the continued funding of this work at the ASC after it moved to the NHMFL and also to direct funding from BNL for some aspects of Nb3Sn cable evaluation.

  18. Metapragmatic explicitation ability in children with typical language development: development and validation of a novel clinical assessment.

    Science.gov (United States)

    Collins, Anna; Lockton, Elaine; Adams, Catherine

    2014-01-01

    AMP task solicited significantly increased frequency of use of higher levels of MP explication beyond seven years of age in children with typical language development. Readers will explain the development, reliability and structure of a novel task that measures the ability of a child to understand and explain pragmatic rules. Readers will also identify age related changes in this ability in a sample of typically developing child participants. Copyright © 2014 Elsevier Inc. All rights reserved.

  19. The Invisible Revolving Door: The Issue of Teacher Attrition in English Language Development Classrooms in Arizona

    Science.gov (United States)

    Heineke, Amy J.

    2018-01-01

    The most restrictive language policy context in the United States, Arizona's monolingual and prescriptive approach to teaching English learners continues to capture national and international attention. Five school years removed from the initial implementation, this study aimed to understand the complexities of Arizona language policy in…

  20. Adult Second Language Learners' Pragmatic Development in the Study-Abroad Context: A Review

    Science.gov (United States)

    Xiao, Feng

    2015-01-01

    The ability to use language effectively in communication is regarded as important as knowledge of grammatical rules in the communicative competence models. Pragmatic competence, namely the ability to understand and use linguistic forms appropriately according to context, is thus accepted as a vital component of language ability. Recently,…