East Asian International Student Experiences as Learners of English as an Additional Language: Implications for School Counsellors

ERIC Educational Resources Information Center

Popadiuk, Natalee E.; Marshall, Steve

2011-01-01

In the school counselling literature, little focus is placed on international students who are learners of English as an Additional Language (EAL) and on school counselling support related to their language acquisition. Using the Critical Incident Technique, we analyzed transcripts of 21 international EAL students from China, Japan, and Korea who…

Resilience through Storytelling in the EAL Classroom

ERIC Educational Resources Information Center

Geres, Koreen

2016-01-01

English as an Additional Language (EAL) teachers often become the trusted confidants of students who experienced forced migration. Although teachers are not typically trained to be counsellors or encouraged to take that role, what they do in the classroom can have a great influence on their students' well-being (Pipher, 2002). In fact, teachers…

Changes to English as an Additional Language Writers' Research Articles: From Spoken to Written Register

ERIC Educational Resources Information Center

Koyalan, Aylin; Mumford, Simon

2011-01-01

The process of writing journal articles is increasingly being seen as a collaborative process, especially where the authors are English as an Additional Language (EAL) academics. This study examines the changes made in terms of register to EAL writers' journal articles by a native-speaker writing centre advisor at a private university in Turkey.…

English as an Additional Language--A Genealogy of Language-in-Education Policies and Reflections on Research Trajectories

ERIC Educational Resources Information Center

Leung, Constant

2016-01-01

The school population in England is linguistically diverse; according to official data, over one million pupils do not speak English as their first language. All teachers are expected to support English as an additional language (EAL) development as part of their professional responsibility. At the same time, there has been little specific…

Language Specialists' Views on the Academic Language and Learning Abilities of English as an Additional Language Postgraduate Coursework Students: Towards an Adjunct Tutorial Model

ERIC Educational Resources Information Center

Fenton-Smith, Ben; Humphreys, Pamela

2017-01-01

As in other Anglophone nations, a large percentage of Australia's postgraduate international students come from English as an additional language (EAL) backgrounds, and many require development of their academic language and learning (ALL) capabilities to successfully navigate a higher degree. This paper investigates those capabilities through the…

English as an Additional Language, Policy and the Teaching and Learning of English in England

ERIC Educational Resources Information Center

Costley, Tracey

2014-01-01

This paper is focused on the ways in which social policy and social concerns have impacted upon and shaped provision for students who consider English as an additional language (EAL). It provides an overview of practice and provision in relation to EAL learners in the context of state-funded education in England over the last 60 years in order to…

Unravelling the differences in attrition and academic performance of international and domestic nursing students with English as an additional language.

PubMed

Zheng, Roy Xun; Everett, Bronwyn; Glew, Paul; Salamonson, Yenna

2014-12-01

High attrition and academic underperformance have been highlighted among students who speak English as an additional language (EAL) in higher education, and a lack of language skills is often cited as a key explanatory factor. Although the relationship between English-language skills and academic performance among EAL students has been established, group differences between international and domestic EAL nursing students is not known. The aim of this study was to compare attrition rates and academic performance of international and domestic EAL nursing students, taking into consideration levels of English-language usage and socio-demographic characteristics of these groups. A prospective correlational study. From 2010 to 2012, nursing students at a large Australian university, who attended an orientation session before course commencement, were invited to complete a survey to assess their English-language usage. Data collected included students' enrolment status and GPA at 12months. Compared with their domestic counterparts, the attrition rate of international EAL students was significantly lower (7.9% versus 13.3%, p=0.018). Similarly, international students also had higher GPAs (4.1 versus 4.0, p=0.011). Although the levels of English-language usage were not related to academic performance, recent arrivals in both international (p=0.047) and domestic (p=0.001) student groups had higher GPAs. This study suggests that language acculturation, indicated by English-language usage and the length of stay in the host country, was not sufficient to ensure successful transition into the academic environment for either international or domestic EAL nursing students. Copyright © 2014 Elsevier Ltd. All rights reserved.

Cochlear-implanted children from homes where English is an additional language: findings from a recent audit in one London centre.

PubMed

Mahon, M; Vickers, D; McCarthy, K; Barker, R; Merritt, R; Szagun, G; Mann, W; Rajput, K

2011-05-01

A 5-year retrospective audit of demographic, audiological, and other records of 147 children implanted at one London centre was conducted. The aim was to detail the number of children implanted, with a specific focus on children from families with English as an additional language (EAL), and to compare these children with children from monolingual English-speaking families on a variety of characteristics known to affect paediatric cochlear implant outcomes. In all, 28% of children were from families where English is an additional language, with 15 different languages recorded. There were no differences between EAL and English-speaking children with respect to age of implantation; bilateral versus unilateral implants or hearing levels in better ear. There were differences between these groups in aetiology, in the occurrence of additional needs, and in educational placements. Information about speech and language outcomes was difficult to gather. Conclusions indicate the need for more detailed record-keeping especially about children's home languages for purposes of planning intervention and for the inclusion of children with EAL in future studies.

How Does the Use of Role-Play Affect the Learning of Year 4 Children in a Predominately EAL Class?

ERIC Educational Resources Information Center

Grant, Katrina; Mistry, Malini Tina

2010-01-01

This paper investigates role-play activities and how they can be used within learning for English as an Additional Language (EAL) pupils in a Key Stage 2 setting in England. Through observations, results showed effective role-play activities can be beneficial to EAL pupils, allowing them to practice words and phrases in a relaxed atmosphere…

Teachers' Voices: Teachers' Reflections on Learning and Teaching through the Medium of English as an Additional Language in South Africa.

ERIC Educational Resources Information Center

Probyn, Margaret

2001-01-01

Explores perceptions and practice of teachers teaching through English as an additional language (EAL) in township schools in South Africa. Lessons of five excellent teachers teaching mathematics, accounting, science, business economics, and history through EAL were videotaped, and teachers were interviewed about their perceptions of teaching…

Developing Independent Listening Skills for English as an Additional Language Students

ERIC Educational Resources Information Center

Picard, Michelle; Velautham, Lalitha

2016-01-01

This paper describes an action research project to develop online, self-access listening resources mirroring the authentic academic contexts experienced by graduate university students. Current listening materials for English as an Additional Language (EAL) students mainly use Standard American English or Standard British pronunciation, and far…

Negotiating Contradictions in Developing Teacher Identity during the EAL Practicum in Australia

ERIC Educational Resources Information Center

Nguyen, Minh Hue

2017-01-01

This paper reports on how Maria (pseudonym), a non-native English speaker (NNES) and preservice teacher (PST) of English as an additional language (EAL), developed her professional identity during the practicum in an Australian secondary school. Drawing on activity theory, the study identified contradictions in Maria's practicum activity and…

The Development of Comprehension and Reading-Related Skills in Children Learning English as an Additional Language and Their Monolingual, English-Speaking Peers

ERIC Educational Resources Information Center

Burgoyne, K.; Whiteley, H. E.; Hutchinson, J. M.

2011-01-01

Background: A significant number of pupils in UK schools learn English as an additional language (EAL). Relative differences between the educational attainment of this group and monolingual, English-speaking pupils call for an exploration of the literacy needs of EAL learners. Aims: This study explores the developmental progression of reading and…

An Exploration of School Communication Approaches for Newly Arrived EAL Students: Applying Three Dimensions of Organisational Communication Theory

ERIC Educational Resources Information Center

Schneider, Claudia; Arnot, Madeleine

2018-01-01

This article explores the modes of school communication associated with language and cultural diversity, demonstrating how organisational communication theory can be applied to the analysis of schools' communication responses to the presence of pupils who have English as an additional language (EAL). The article highlights three analytical…

Applied Linguistics Project: Student-Led Computer Assisted Research in High School EAL/EAP

ERIC Educational Resources Information Center

Bohát, Róbert; Rödlingová, Beata; Horáková, Nina

2015-01-01

The Applied Linguistics Project (ALP) started at the International School of Prague (ISP) in 2013. Every year, Grade 9 English as an Additional Language (EAL) students identify an area of learning in need of improvement and design a research method followed by data collection and analysis using basic computer software tools or online corpora.…

Scaffolding during the Formal Assessment of Young EAL Learners: A New Zealand Case Study

ERIC Educational Resources Information Center

Booth, Dawn

2012-01-01

Despite growing interest in the theorisation of teacher-based assessment (TBA), very little research has paid close attention to how teachers practice assessment embedded in real classroom contexts. This longitudinal study over one school term reports on the TBA of young learners with English as an additional language (EAL) in New Zealand primary…

Variables Associated with Grade R English Additional Language Acquisition in Multilingual Rural Mpumalanga Schools

ERIC Educational Resources Information Center

Moodley, P.; Kritzinger, A.; Vinck, B.

2016-01-01

In a previous study Moodley, Kritzinger and Vinck (2014) found that formal English Additional Language (EAL) instruction contributed significantly better to listening and speaking skills in Grade R learners, than did a play-based approach. The finding in multilingual rural Mpumalanga schools was in agreement with numerous studies elsewhere.…

Learning Science through Dialogic Inquiry: Is It Beneficial for English-as-Additional-Language Students?

ERIC Educational Resources Information Center

Haneda, Mari; Wells, Gordon

2010-01-01

While the effectiveness of teaching that emphasizes dialogue and inquiry has been well documented with respect to English-as-mother-tongue children, it remains an empirical question as to whether this approach is equally useful when the student body includes a substantial number of English-as-additional-language (EAL) students. Through a…

Embedding international benchmarks of proficiency in English in undergraduate nursing programmes: challenges and strategies in equipping culturally and linguistically diverse students with English as an additional language for nursing in Australia.

PubMed

Glew, Paul J

2013-01-01

To meet the expected shortfalls in the number of registered nurses throughout the coming decade Australian universities have been recruiting an increasing number of students from culturally and linguistically diverse (CaLD) backgrounds. Given that international and domestic students who use English as an additional language (EAL) complement the number of native English speaking nursing students, they represent a valuable nurse education investment. Although university programmes are in a position to meet the education and learning needs of native English speaking nursing students, they can experience considerable challenges in effectively equipping EAL students with the English and academic language skills for nursing studies and registration in Australia. However, success in a nursing programme and in preparing for nurse registration can require EAL students to achieve substantial literacy skills in English and academic language through their engagement with these tertiary learning contexts. This paper discusses the education implications for nursing programmes and EAL students of developing literacy skills through pre-registration nursing studies to meet the English language skills standard for nurse registration and presents intervention strategies for nursing programmes that aim to build EAL student capacity in using academic English.

Raising Achievement of English as Additional Language Pupils in Schools: Implications for Policy and Practice

ERIC Educational Resources Information Center

Demie, Feyisa; Lewis, Kirstin

2018-01-01

This study looks at schools that serve English as an additional language (EAL) pupils and examines the factors behind their successful achievement. A complementary methodological approach of case studies and focus groups was used to explore performance and the views of teachers, governors, parents and pupils, and to evaluate and gather evidence on…

Developing Language Awareness for Teachers of Emergent Bilingual Learners Using Dialogic Inquiry

ERIC Educational Resources Information Center

Wallen, Matthew; Kelly-Holmes, Helen

2017-01-01

This study endeavoured to awaken mainstream teachers' awareness of language, specifically related to teaching emergent bilingual children who are learning English as an additional language (EAL) in the Republic of Ireland. Because EAL learners spend the majority of the day in the mainstream classroom, mainstream teachers' language awareness may…

"You Get to Be Yourself": Visual Arts Programs, Identity Construction and Learners of English as an Additional Language

ERIC Educational Resources Information Center

Wielgosz, Meg; Molyneux, Paul

2015-01-01

Students learning English as an additional language (EAL) in Australian schools frequently struggle with the cultural and linguistic demands of the classroom while concurrently grappling with issues of identity and belonging. This article reports on an investigation of the role primary school visual arts programs, distinct programs with a…

Literacy in the Early Years and English as an Additional Language: The Case of a British International School

ERIC Educational Resources Information Center

Englezou, Eliana; Fragkouli, Elpiniki

2014-01-01

The study upon which this article is based investigates teachers' literacy development methods used in nursery and reception classrooms of a British international school, and focuses specifically on children having English as an additional language (EAL). Findings from teaching observations and from interviews with teachers present the techniques…

Sign-Supported English: Is It Effective at Teaching Vocabulary to Young Children with English as an Additional Language?

ERIC Educational Resources Information Center

Marshall, Chloë R.; Hobsbaum, Angela

2015-01-01

Background: Children who are learning English as an Additional Language (EAL) may start school with smaller vocabularies than their monolingual peers. Given the links between vocabulary and academic achievement, it is important to evaluate interventions that are designed to support vocabulary learning in this group of children. Aims: To evaluate…

English as an Additional Language: Is There a Need to Embed Cultural Values and Beliefs in Institutional Practice?

ERIC Educational Resources Information Center

Sood, Krishan; Mistry, Malini Tina

2011-01-01

The number of pupils who have English as an Additional Language (EAL) in English schools is increasing, with an influx of migrants from Europe. This paper investigates how schools are addressing the needs of these children. Using survey and interviews with teachers and paraprofessionals the identification of personal assumptions and challenges of…

Building a Career in English: Users of English as an Additional Language in Academia in the Arabian Gulf

ERIC Educational Resources Information Center

Buckingham, Louisa

2014-01-01

This study investigates how a group of 30 multilingual academics, all users of English as an additional language (EAL) working at a private university in Oman, acquired discourse community membership in their disciplines through publishing in English, and the strategies they use to sustain the level of literacy needed to disseminate their research…

Static and dynamic structural-sensitivity derivative calculations in the finite-element-based Engineering Analysis Language (EAL) system

NASA Technical Reports Server (NTRS)

Camarda, C. J.; Adelman, H. M.

1984-01-01

The implementation of static and dynamic structural-sensitivity derivative calculations in a general purpose, finite-element computer program denoted the Engineering Analysis Language (EAL) System is described. Derivatives are calculated with respect to structural parameters, specifically, member sectional properties including thicknesses, cross-sectional areas, and moments of inertia. Derivatives are obtained for displacements, stresses, vibration frequencies and mode shapes, and buckling loads and mode shapes. Three methods for calculating derivatives are implemented (analytical, semianalytical, and finite differences), and comparisons of computer time and accuracy are made. Results are presented for four examples: a swept wing, a box beam, a stiffened cylinder with a cutout, and a space radiometer-antenna truss.

Design sensitivity analysis using EAL. Part 1: Conventional design parameters

NASA Technical Reports Server (NTRS)

Dopker, B.; Choi, Kyung K.; Lee, J.

1986-01-01

A numerical implementation of design sensitivity analysis of builtup structures is presented, using the versatility and convenience of an existing finite element structural analysis code and its database management system. The finite element code used in the implemenatation presented is the Engineering Analysis Language (EAL), which is based on a hybrid method of analysis. It was shown that design sensitivity computations can be carried out using the database management system of EAL, without writing a separate program and a separate database. Conventional (sizing) design parameters such as cross-sectional area of beams or thickness of plates and plane elastic solid components are considered. Compliance, displacement, and stress functionals are considered as performance criteria. The method presented is being extended to implement shape design sensitivity analysis using a domain method and a design component method.

A Comparative Study of Listening Comprehension Measures in English as an Additional Language and Native English-Speaking Primary School Children

ERIC Educational Resources Information Center

McKendry, Mairead Grainne; Murphy, Victoria A.

2011-01-01

The aim of this study was to investigate the suitability of different measures of listening comprehension for Years 2, 3 and 4 children with English as an additional language (EAL). Non-standardised uses of reading comprehension measures are often employed as proxy measures of listening comprehension, i.e. for purposes for which they were not…

Teachers' Awareness and Use of Scales to Map the Progress of Children Who Speak English as an Additional Language or Dialect

ERIC Educational Resources Information Center

de Courcy, Michele; Adoniou, Misty; Ngoc, Doan Ba

2014-01-01

With the development of the English as an Additional Language or Dialect (EAL/D) Teacher Resource, the educational needs and outcomes of refugee and immigrant children have been placed on the national mainstream teaching agenda. This new national resource sits alongside a plethora of other resources, known as scales and standards, which have been…

The Multicultural Café: Enhancing Authentic Interaction for Adult English Language Learners through Service Learning

ERIC Educational Resources Information Center

Riley, Tracy; Douglas, Scott Roy

2016-01-01

While service learning platforms hold great potential for adult learners of English as an additional language (EAL), there has been little research to date related to the impact of these programs on adult newcomers' linguistic and social development. The Multicultural Café was a food service learning platform for adult EAL learners operated over a…

Bilingual Education in a Community Language: Lessons from a Longitudinal Study

ERIC Educational Resources Information Center

Molyneux, Paul; Scull, Janet; Aliani, Renata

2016-01-01

Provision for students learning English as an additional language (EAL) frequently overlooks the linguistic resources these children bring to the classroom. This is despite international research that highlights the facilitative links between support of the home language and the acquisition of new languages. This article reports on a longitudinal…

Discipline-Specific Language Instruction for International Students in Introductory Economics

ERIC Educational Resources Information Center

Nguyen, Trien T.; Williams, Julia; Trimarchi, Angela

2015-01-01

This paper explores student perceptions of the effects of pairing discipline-specific language instruction with the traditional method of course delivery in economics. Our research involved teaching content-based English as an additional language (EAL) tutorials to a small group of ten international students taking first-year introductory…

Teachers' Views on Recognising and Using Home Languages in Predominantly Monolingual Primary Schools

ERIC Educational Resources Information Center

Bailey, Elizabeth G.; Marsden, Emma

2017-01-01

The use of home languages has previously been advocated in highly multilingual UK classrooms. However, drawing on the home languages and cultural insight of children who use English as an Additional Language (EAL) may also have important social and academic benefits in contexts where monolingualism is the norm. Conducted in a small local authority…

Multilingualism as Legitimate Shared Repertoires in School Communities of Practice: Students' and Teachers' Discursive Constructions of Languages in Two Schools in England

ERIC Educational Resources Information Center

Liu, Yongcan; Evans, Michael

2016-01-01

This paper reports on the findings of a 12-month project within a broader research programme that looks at a group of East European students with English as an Additional Language (EAL) in England. The data are derived from interviews with the students and teachers in two schools. The findings show that EAL students had a keen interest in English.…

Culturally and linguistically diverse students in speech-language pathology courses: A platform for culturally responsive services.

PubMed

Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

2017-06-01

Increasing the proportion of culturally and linguistically diverse (CALD) students and providing intercultural learning opportunities for all students are two strategies identified to facilitate greater access to culturally responsive speech-language pathology services. To enact these strategies, more information is needed about student diversity. This study collected descriptive information about CALD speech-language pathology students in Australia. Cultural and linguistic background information was collected through surveying 854 domestic and international speech-language pathology students from three Australian universities. Students were categorised according to defined or perceived CALD status, international student status, speaking English as an Additional Language (EAL), or speaking a Language Other than English at Home (LOTEH). Overall, 32.1% of students were either defined or perceived CALD. A total of 14.9% spoke EAL and 25.7% identified speaking a LOTEH. CALD students were more likely to speak EAL or a LOTEH than non-CALD students, were prominently from Southern and South-Eastern Asian backgrounds and spoke related languages. Many students reported direct or indirect connections with their cultural heritage and/or contributed linguistic diversity. These students may represent broader acculturative experiences in communities. The sociocultural knowledge and experience of these students may provide intercultural learning opportunities for all students and promote culturally responsive practices.

Structural Insight into the Mechanism of c-di-GMP hydrolysis by EAL domain phosphodiesterases.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tchigvintsev, A.; Xu, X.; Singer, A.

2010-08-01

Cyclic diguanylate (or bis-(3'-5') cyclic dimeric guanosine monophosphate; c-di-GMP) is a ubiquitous second messenger that regulates diverse cellular functions, including motility, biofilm formation, cell cycle progression, and virulence in bacteria. In the cell, degradation of c-di-GMP is catalyzed by highly specific EAL domain phosphodiesterases whose catalytic mechanism is still unclear. Here, we purified 13 EAL domain proteins from various organisms and demonstrated that their catalytic activity is associated with the presence of 10 conserved EAL domain residues. The crystal structure of the TBD1265 EAL domain was determined in free state (1.8 {angstrom}) and in complex with c-di-GMP (2.35 {angstrom}), andmore » unveiled the role of conserved residues in substrate binding and catalysis. The structure revealed the presence of two metal ions directly coordinated by six conserved residues, two oxygens of c-di-GMP phosphate, and potential catalytic water molecule. Our results support a two-metal-ion catalytic mechanism of c-di-GMP hydrolysis by EAL domain phosphodiesterases.« less

How Much Is Enough? Involving Occupational Experts in Setting Standards on a Specific-Purpose Language Test for Health Professionals

ERIC Educational Resources Information Center

Pill, John; McNamara, Tim

2016-01-01

This paper considers how to establish the minimum required level of professionally relevant oral communication ability in the medium of English for health practitioners with English as an additional language (EAL) to gain admission to practice in jurisdictions where English is the dominant language. A theoretical concern is the construct of…

Structural Analysis of the GGDEF-EAL Domain-Containing c-di-GMP Receptor FimX

DOE Office of Scientific and Technical Information (OSTI.GOV)

Navarro, M.; De, N; Bae, N

2009-01-01

Bacterial pathogenesis involves social behavior including biofilm formation and swarming, processes that are regulated by the bacterially unique second messenger cyclic di-GMP (c-di-GMP). Diguanylate cyclases containing GGDEF and phosphodiesterases containing EAL domains have been identified as the enzymes controlling cellular c-di-GMP levels, yet less is known regarding signal transmission and the targets of c-di-GMP. FimX, a protein from Pseudomonas aeruginosa that governs twitching motility, belongs to a large subfamily containing both GGDEF and EAL domains. Biochemical and structural analyses reveals its function as a high-affinity receptor for c-di-GMP. A model for full-length FimX was generated combining solution scattering data andmore » crystal structures of the degenerate GGDEF and EAL domains. Although FimX forms a dimer in solution via the N-terminal domains, a crystallographic EAL domain dimer suggests modes for the regulation of FimX by c-di-GMP binding. The results provide the structural basis for c-di-GMP sensing via degenerate phosphodiesterases.« less

Identification of Fluency and Word-Finding Difficulty in Samples of Children with Diverse Language Backgrounds

ERIC Educational Resources Information Center

Howell, Peter; Tang, Kevin; Tuomainen, Outi; Chan, Sin Kan; Beltran, Kirsten; Mirawdeli, Avin; Harris, John

2017-01-01

Background: Stuttering and word-finding difficulty (WFD) are two types of communication difficulty that occur frequently in children who learn English as an additional language (EAL), as well as those who only speak English. The two disorders require different, specific forms of intervention. Prior research has described the symptoms of each type…

Phenotype overlap in Xylella fastidiosa is controlled by the cyclic di-GMP phosphodiesterase Eal in response to antibiotic exposure and diffusible signal factor-mediated cell-cell signaling.

PubMed

de Souza, Alessandra A; Ionescu, Michael; Baccari, Clelia; da Silva, Aline M; Lindow, Steven E

2013-06-01

Eal is an EAL domain protein in Xylella fastidiosa homologous to one involved in resistance to tobramycin in Pseudomonas aeruginosa. EAL and HD-GYP domain proteins are implicated in the hydrolysis of the secondary messenger bis-(3'-5')-cyclic dimeric GMP (cyclic di-GMP). Cell density-dependent communication mediated by a Diffusible Signal Factor (DSF) also modulates cyclic di-GMP levels in X. fastidiosa, thereby controlling the expression of virulence genes and genes involved in insect transmission. The possible linkage of Eal to both extrinsic factors such as antibiotics and intrinsic factors such as quorum sensing, and whether both affect virulence, was thus addressed. Expression of eal was induced by subinhibitory concentrations of tobramycin, and an eal deletion mutant was more susceptible to this antibiotic than the wild-type strain and exhibited phenotypes similar to those of an rpfF deletion mutant blocked in DSF production, such as hypermotility, reduced biofilm formation, and hypervirulence to grape. Consistent with that, the rpfF mutant was more susceptible than the wild-type strain to tobramycin. Therefore, we propose that cell-cell communication and antibiotic stress can apparently lead to similar modulations of cyclic di-GMP in X. fastidiosa, resulting in similar phenotypes. However, the effect of cell density is dominant compared to that of antibiotic stress, since eal is suppressed by RpfF, which may prevent inappropriate behavioral changes in response to antibiotic stress when DSF accumulates.

Phenotype Overlap in Xylella fastidiosa Is Controlled by the Cyclic Di-GMP Phosphodiesterase Eal in Response to Antibiotic Exposure and Diffusible Signal Factor-Mediated Cell-Cell Signaling

PubMed Central

de Souza, Alessandra A.; Ionescu, Michael; Baccari, Clelia; da Silva, Aline M.

2013-01-01

Eal is an EAL domain protein in Xylella fastidiosa homologous to one involved in resistance to tobramycin in Pseudomonas aeruginosa. EAL and HD-GYP domain proteins are implicated in the hydrolysis of the secondary messenger bis-(3′-5′)-cyclic dimeric GMP (cyclic di-GMP). Cell density-dependent communication mediated by a Diffusible Signal Factor (DSF) also modulates cyclic di-GMP levels in X. fastidiosa, thereby controlling the expression of virulence genes and genes involved in insect transmission. The possible linkage of Eal to both extrinsic factors such as antibiotics and intrinsic factors such as quorum sensing, and whether both affect virulence, was thus addressed. Expression of eal was induced by subinhibitory concentrations of tobramycin, and an eal deletion mutant was more susceptible to this antibiotic than the wild-type strain and exhibited phenotypes similar to those of an rpfF deletion mutant blocked in DSF production, such as hypermotility, reduced biofilm formation, and hypervirulence to grape. Consistent with that, the rpfF mutant was more susceptible than the wild-type strain to tobramycin. Therefore, we propose that cell-cell communication and antibiotic stress can apparently lead to similar modulations of cyclic di-GMP in X. fastidiosa, resulting in similar phenotypes. However, the effect of cell density is dominant compared to that of antibiotic stress, since eal is suppressed by RpfF, which may prevent inappropriate behavioral changes in response to antibiotic stress when DSF accumulates. PMID:23542613

Pedagogy for Ethnic Minority Pupils with Special Educational Needs in England: Common yet Different?

ERIC Educational Resources Information Center

Tan, Andrea Geok Poh; Ware, Jean; Norwich, Brahm

2017-01-01

The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the…

2015 EAL evidence-based nutrition practice guildeline for the management of hypertension in adults

USDA-ARS?s Scientific Manuscript database

Hypertension (HTN) or high blood pressure (BP) is one of the most prevalent forms of cardiovascular disease and occurs in approximately one of every three adults in the United States. Nutrition therapy is an important component of treatment. The purpose of this Evidence Analysis Library (EAL) gui...

Teaching Additional Languages. Educational Practices Series 6.

ERIC Educational Resources Information Center

Judd, Elliot L.; Tan, Lihua; Walberg, Herbert J.

This booklet describes key principles of and research on teaching additional languages. The 10 chapters focus on the following: (1) "Comprehensible Input" (learners need exposure to meaningful, understandable language); (2) "Language Opportunities" (classroom activities should let students use natural and meaningful language with their…

Complexity, Accuracy, Fluency and Lexis in Task-Based Performance: A Synthesis of the Ealing Research

ERIC Educational Resources Information Center

Skehan, Peter; Foster, Pauline

2012-01-01

This chapter will present a research synthesis of a series of studies, termed here the Ealing research. The studies use the same general framework to conceptualise tasks and task performance, enabling easier comparability. The different studies, although each is self-contained, build into a wider picture of task performance. The major point of…

Analysis of proton wires in the enzyme active site suggests a mechanism of c-di-GMP hydrolysis by the EAL domain phosphodiesterases.

PubMed

Grigorenko, Bella L; Knyazeva, Marina A; Nemukhin, Alexander V

2016-11-01

We report for the first time a hydrolysis mechanism of the cyclic dimeric guanosine monophosphate (c-di-GMP) by the EAL domain phosphodiesterases as revealed by molecular simulations. A model system for the enzyme-substrate complex was prepared on the base of the crystal structure of the EAL domain from the BlrP1 protein complexed with c-di-GMP. The nucleophilic hydroxide generated from the bridging water molecule appeared in a favorable position for attack on the phosphorus atom of c-di-GMP. The most difficult task was to find a pathway for a proton transfer to the O3' atom of c-di-GMP to promote the O3'P bond cleavage. We show that the hydrogen bond network extended over the chain of water molecules in the enzyme active site and the Glu359 and Asp303 side chains provides the relevant proton wires. The suggested mechanism is consistent with the structural, mutagenesis, and kinetic experimental studies on the EAL domain phosphodiesterases. Proteins 2016; 84:1670-1680. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

A Healing Space: The Experiences of First Nations and Inuit Youth with Equine-Assisted Learning (EAL)

ERIC Educational Resources Information Center

Dell, Colleen Anne; Chalmers, Darlene; Bresette, Nora; Swain, Sue; Rankin, Deb; Hopkins, Carol

2011-01-01

The Nimkee NupiGawagan Healing Centre (NNHC) in Muncey, ON provides residential treatment to First Nations and Inuit youth who abuse solvents. As a complement to its culture-based programming, in 2008 the centre began offering weekly equine-assisted learning (EAL) curriculum to its clients in partnership with the Keystone Equine Centre and the…

English as an Additional Language: Changing Perspectives.

ERIC Educational Resources Information Center

Leung, Constant, Ed.; Cable, Carrie, Ed.

This volume highlights the language and learning needs of pupils with English as an additional language in the United Kingdom. It includes chapters by British teachers and researchers working in this field. The book addresses a number of issues of interest to practitioners, scholars, teacher educators, and policy makers. Each chapter is prefaced…

Intervention and Revision: Expertise and Interaction in Text Mediation

ERIC Educational Resources Information Center

Luo, Na; Hyland, Ken

2017-01-01

Many EAL (English as an Additional Language) scholars enlist text mediators' support when faced with the challenges of writing for international publication. However, the contributions these individuals are able to make in improving scientific manuscripts remains unclear, especially when language professionals such as English teachers do this…

Learning Additional Languages as Hierarchical Probabilistic Inference: Insights from First Language Processing

ERIC Educational Resources Information Center

Pajak, Bozena; Fine, Alex B.; Kleinschmidt, Dave F.; Jaeger, T. Florian

2016-01-01

We present a framework of second and additional language (L2/L"n") acquisition motivated by recent work on socio-indexical knowledge in first language (L1) processing. The distribution of linguistic categories covaries with socio-indexical variables (e.g., talker identity, gender, dialects). We summarize evidence that implicit…

Content-Focused Classrooms and Learning English: How Teachers Collaborate

ERIC Educational Resources Information Center

Creese, Angela

2010-01-01

This article looks at the possibilities of content-based instruction in mainstream English secondary schools. It considers the continuum from a language to content focus in classrooms where teachers collaborate. English as an additional language (EAL) and subject curriculum teachers work together to support young people while they simultaneously…

Programs for transferring data between a relational data base and a finite element structural analysis program

NASA Technical Reports Server (NTRS)

Johnson, S. C.

1982-01-01

An interface system for passing data between a relational information management (RIM) data base complex and engineering analysis language (EAL), a finite element structural analysis program is documented. The interface system, implemented on a CDC Cyber computer, is composed of two FORTRAN programs called RIM2EAL and EAL2RIM. The RIM2EAL reads model definition data from RIM and creates a file of EAL commands to define the model. The EAL2RIM reads model definition and EAL generated analysis data from EAL's data library and stores these data dirctly in a RIM data base. These two interface programs and the format for the RIM data complex are described.

Learning a Language and Studying Content in an Additional Language: Student Opinions

ERIC Educational Resources Information Center

Ger, Ugur; Bahar, Mustafa

2018-01-01

This study aims to understand the opinions of middle school and high school students about language learning and studying other content in an additional language in the school settings where English is used as the medium of instruction to teach more than 50% of the curriculum. For this end, 261 students from three different schools were…

Learning Additional Languages as Hierarchical Probabilistic Inference: Insights From First Language Processing.

PubMed

Pajak, Bozena; Fine, Alex B; Kleinschmidt, Dave F; Jaeger, T Florian

2016-12-01

We present a framework of second and additional language (L2/L n ) acquisition motivated by recent work on socio-indexical knowledge in first language (L1) processing. The distribution of linguistic categories covaries with socio-indexical variables (e.g., talker identity, gender, dialects). We summarize evidence that implicit probabilistic knowledge of this covariance is critical to L1 processing, and propose that L2/L n learning uses the same type of socio-indexical information to probabilistically infer latent hierarchical structure over previously learned and new languages. This structure guides the acquisition of new languages based on their inferred place within that hierarchy, and is itself continuously revised based on new input from any language. This proposal unifies L1 processing and L2/L n acquisition as probabilistic inference under uncertainty over socio-indexical structure. It also offers a new perspective on crosslinguistic influences during L2/L n learning, accommodating gradient and continued transfer (both negative and positive) from previously learned to novel languages, and vice versa.

Learning Additional Languages as Hierarchical Probabilistic Inference: Insights From First Language Processing

PubMed Central

Pajak, Bozena; Fine, Alex B.; Kleinschmidt, Dave F.; Jaeger, T. Florian

2015-01-01

We present a framework of second and additional language (L2/Ln) acquisition motivated by recent work on socio-indexical knowledge in first language (L1) processing. The distribution of linguistic categories covaries with socio-indexical variables (e.g., talker identity, gender, dialects). We summarize evidence that implicit probabilistic knowledge of this covariance is critical to L1 processing, and propose that L2/Ln learning uses the same type of socio-indexical information to probabilistically infer latent hierarchical structure over previously learned and new languages. This structure guides the acquisition of new languages based on their inferred place within that hierarchy, and is itself continuously revised based on new input from any language. This proposal unifies L1 processing and L2/Ln acquisition as probabilistic inference under uncertainty over socio-indexical structure. It also offers a new perspective on crosslinguistic influences during L2/Ln learning, accommodating gradient and continued transfer (both negative and positive) from previously learned to novel languages, and vice versa. PMID:28348442

The Additional Uses of CALL in the Endangered Language Context

ERIC Educational Resources Information Center

Ward, Monica

2004-01-01

This paper considers the additional uses of CALL in the Endangered Language (EL) context. It briefly reviews ELs and reports on CALL for ELs in general. It then reviews the extra uses of CALL for ELs; these include changing negative attitudes towards the language, arousing interest in the language and contributing to language maintenance and…

Authentic Cultural and Linguistic Learning through Practicum in a Nursing Home

ERIC Educational Resources Information Center

Andrew, Martin

2012-01-01

This study investigates the value of community experience for mediating linguistic practice and cultural learning. Learners of English as an Additional Language (EAL), both immigrants and international students, frequently report difficulties in practicing English outside the classroom (Wright, 2006). Grounded in poststructuralist social identity…

Additional Language Teaching within the International Baccalaureate Primary Years Programme: A Comparative Study

ERIC Educational Resources Information Center

Lebreton, Marlène

2014-01-01

The International Baccalaureate Primary Years Programme supports the learning of languages and cultures, but the role of the additional language within this programme is often unclear. There remains a great variability in schools regarding the frequency of lessons and the way that the additional language is taught within the Primary Years…

Addressing the Assessment Dilemma of Additional Language Learners through Dynamic Assessment

ERIC Educational Resources Information Center

Omidire, M. F.; Bouwer, A. C.; Jordaan, J. C.

2011-01-01

Many learners with an additional language (AL) as their language of learning and teaching (LoLT) have not acquired the level of proficiency required for them to demonstrate their knowledge and achieve the desired outcome on assessment tasks given in that language. Using instruments designed for fully fluent learners and covertly including…

"Like a Newborn Baby": Using Journals to Record Changing Identities beyond the Classroom

ERIC Educational Resources Information Center

Andrew, Martin

2011-01-01

The purpose of this article is to describe the sociocultural learning of 40 second-year students in a Bachelor of Arts in English-as-an-additional-language (EAL) program in Auckland, New Zealand. These learners participated in a teaching and learning intervention involving journalized community placement. The study illustrates how reflective…

Realigning Capital Portfolios: International Students' Educational Experiences in Higher Education

ERIC Educational Resources Information Center

Lin, Isadora Jung-Hsiu

2014-01-01

This paper reports on first year experiences of international students who use English as an additional language (EAL) in higher education in Australia. It examines how valued resources can foster a positive educational experience of these students from sociological perspectives. It draws data from an interview study, exploring narrative accounts…

"Convenience Editors" as Legitimate Participants in the Practice of Scientific Editing: An Interview Study

ERIC Educational Resources Information Center

Willey, Ian; Tanimoto, Kimie

2013-01-01

Native-English-speaking English teachers at universities in EFL contexts are often asked to edit scientific manuscripts written by English as an additional language (EAL) colleagues. However, a lack of familiarity with scientific writing can make such editing tasks burdensome to English teachers. Using Lave and Wenger's (1991) notion of legitimate…

The Impact of Gender, Socioeconomic Status and Home Language on Primary School Children's Reading Comprehension in KwaZulu-Natal.

PubMed

Völkel, Gabriela; Seabi, Joseph; Cockcroft, Kate; Goldschagg, Paul

2016-03-15

The current study constituted part of a larger, longitudinal, South African-based study, namely, The Road and Aircraft Noise Exposure on Children's Cognition and Health (RANCH-South Africa). In the context of a multicultural South Africa and varying demographic variables thereof, this study sought to investigate and describe the effects of gender, socioeconomic status and home language on primary school children's reading comprehension in KwaZulu-Natal. In total, 834 learners across 5 public schools in the KwaZulu-Natal province participated in the study. A biographical questionnaire was used to obtain biographical data relevant to this study, and the Suffolk Reading Scale 2 (SRS2) was used to obtain reading comprehension scores. The findings revealed that there was no statistical difference between males and females on reading comprehension scores. In terms of socioeconomic status (SES), learners from a low socioeconomic background performed significantly better than those from a high socioeconomic background. English as a First Language (EL1) speakers had a higher mean reading comprehension score than speakers who spoke English as an Additional Language (EAL). Reading comprehension is indeed affected by a variety of variables, most notably that of language proficiency. The tool to measure reading comprehension needs to be standardized and administered in more than one language, which will ensure increased reliability and validity of reading comprehension scores.

The Impact of Gender, Socioeconomic Status and Home Language on Primary School Children’s Reading Comprehension in KwaZulu-Natal

PubMed Central

Völkel, Gabriela; Seabi, Joseph; Cockcroft, Kate; Goldschagg, Paul

2016-01-01

The current study constituted part of a larger, longitudinal, South African-based study, namely, The Road and Aircraft Noise Exposure on Children’s Cognition and Health (RANCH—South Africa). In the context of a multicultural South Africa and varying demographic variables thereof, this study sought to investigate and describe the effects of gender, socioeconomic status and home language on primary school children’s reading comprehension in KwaZulu-Natal. In total, 834 learners across 5 public schools in the KwaZulu-Natal province participated in the study. A biographical questionnaire was used to obtain biographical data relevant to this study, and the Suffolk Reading Scale 2 (SRS2) was used to obtain reading comprehension scores. The findings revealed that there was no statistical difference between males and females on reading comprehension scores. In terms of socioeconomic status (SES), learners from a low socioeconomic background performed significantly better than those from a high socioeconomic background. English as a First Language (EL1) speakers had a higher mean reading comprehension score than speakers who spoke English as an Additional Language (EAL). Reading comprehension is indeed affected by a variety of variables, most notably that of language proficiency. The tool to measure reading comprehension needs to be standardized and administered in more than one language, which will ensure increased reliability and validity of reading comprehension scores. PMID:26999169

Planning Lessons for Refugee-Background Students: Challenges and Strategies

ERIC Educational Resources Information Center

Miller, Jennifer; Windle, Joel Austin; Yazdanpanah, Lilly K.

2014-01-01

This article examines the ways teachers plan lessons for English as an Additional Language (EAL) students from refugee backgrounds in secondary school transition programs. Based on a study of teachers working with students in three Victorian schools, we identify the key challenges teachers face in planning and the strategies they adopt to confront…

On the Importance of a Genre-Based Approach in the Teaching of English for Medical Purposes

ERIC Educational Resources Information Center

León Pérez, Isabel K.; Martín-Martín, Pedro

2016-01-01

In experimental disciplinary fields such as medicine, the writing up of a research paper in English may represent a major hurdle, especially for inexperienced writers and users of EAL (English as an Additional Language), mainly due to a lack of familiarity with international discourse conventions. Despite the efforts of many EAP (English for…

How are Leaders Integrating the Ideology of Globalisation in Primary School Contexts?

ERIC Educational Resources Information Center

Mistry, Malini; Sood, Krishan

2013-01-01

This study carried out research focusing on diverse learners, such as pupils who have English as additional language (EAL) in primary schools in the Midlands, England. Essentially, we wanted to know how they are supported to become global learners. Therefore, questions were posed to school leaders on their understanding of the concept of…

Temporal Patterns of Long-Term Engagement with Learning an Additional Language

ERIC Educational Resources Information Center

Tasker, Isabel

2017-01-01

People studying an additional language in adult life do so through a diverse mix of self-directed and institutionally-situated efforts, extending over many years; and online and distance mode language learning offer increasingly flexible opportunities for formal study. Little is known, however, of the ways that long-term learners combine…

Text-based plagiarism in scientific publishing: issues, developments and education.

PubMed

Li, Yongyan

2013-09-01

Text-based plagiarism, or copying language from sources, has recently become an issue of growing concern in scientific publishing. Use of CrossCheck (a computational text-matching tool) by journals has sometimes exposed an unexpected amount of textual similarity between submissions and databases of scholarly literature. In this paper I provide an overview of the relevant literature, to examine how journal gatekeepers perceive textual appropriation, and how automated plagiarism-screening tools have been developed to detect text matching, with the technique now available for self-check of manuscripts before submission; I also discuss issues around English as an additional language (EAL) authors and in particular EAL novices being the typical offenders of textual borrowing. The final section of the paper proposes a few educational directions to take in tackling text-based plagiarism, highlighting the roles of the publishing industry, senior authors and English for academic purposes professionals.

Becoming an Applied Linguist: A Study of Authorial Voice in International PhD Students' Confirmation Reports

ERIC Educational Resources Information Center

Thompson, Celia; Morton, Janne; Storch, Neomy

2016-01-01

The need to establish an authorial identity in academic discourse has been considered to be critical for all doctoral students by academic writing teachers and researchers for some time. For students for whom English is an additional language (EAL) in particular, the challenges are not only how to communicate this identity effectively in English,…

Equality and Inequality of Opportunity in Education: Chinese Emergent Bilingual Children in the English Mainstream Classroom

ERIC Educational Resources Information Center

Chen, Yangguang

2007-01-01

In Britain, since the 1980s, the term "equality of opportunity" has been a major theme at the heart of the government's agenda. Centralisation via the National Curriculum documents has strengthened the idea of "education for all". In terms of many linguistic minority children, mainstreaming and the English as an Additional Language (EAL) provision…

Perceived language proficiency and pain assessment by registered and student nurses in native English-speaking and EAL children aged 4-7 years.

PubMed

Azize, Pary M; Cattani, Allegra; Endacott, Ruth

2018-03-01

To identify the factors that influence decisions made by health professionals when assessing the pain of native English speaking and children whose English is an additional language. Pain assessment in children is often poorly executed following acute injury. Whilst a range of pain assessment tools have been developed, little guidance is provided for assessing pain in children with English as an additional language. Factorial survey design. Twenty minor injuries unit nurses and 20 children's nursing students participated in an electronic survey to make judgements on 12 scenarios describing a child attending a minor injuries unit following an incident, accompanied by a parent. Respondents had to decide the most important form of pain assessment, and whether they would ask a parent or an interpreter to assess the pain of the child. An open-ended question asked about the difficulties found in making a judgement. Observation of the child's behaviour was the most common pain assessment reported. The visual analogue scale was significantly associated with children with proficient English. Respondents were significantly more likely to involve parents in the assessment if they could speak English well compared to parents with poor English skills. Moreover, nursing students were significantly more likely than registered nurses to call for support from an interpreter. Thematic analysis identified three themes related to difficulties with pain assessment: contrasting approaches, differing perceptions of pain and overcoming challenges. The reduced ability to communicate between child, parent and healthcare professional highlights the need to identify forms of assessment based on individual cases. The number of children with English as an additional language has seen a marked rise over the last decade. In situations where communication ability is reduced, assessment of pain should be tailored to meet the needs of the child. This may require timely access to interpreter services

Learning difficulties or learning English difficulties? Additional language acquisition: an update for paediatricians.

PubMed

Clifford, Vanessa; Rhodes, Anthea; Paxton, Georgia

2014-03-01

Australia is a diverse society: 26% of the population were born overseas, a further 20% have at least one parent born overseas and 19% speak a language other than English at home. Paediatricians are frequently involved in the assessment and management of non-English-speaking-background children with developmental delay, disability or learning issues. Despite the diversity of our patient population, information on how children learn additional or later languages is remarkably absent in paediatric training. An understanding of second language acquisition is essential to provide appropriate advice to this patient group. It takes a long time (5 years or more) for any student to develop academic competency in a second language, even a student who has received adequate prior schooling in their first language. Refugee students are doubly disadvantaged as they frequently have limited or interrupted prior schooling, and many are unable to read and write in their first language. We review the evidence on second language acquisition during childhood, describe support for English language learners within the Australian education system, consider refugee-background students as a special risk group and address common misconceptions about how children learn English as an additional language. © 2013 The Authors. Journal of Paediatrics and Child Health © 2013 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

Rethinking Educational Leadership to Transform Pedagogical Practice to Help Improve the Attainment of Minority Ethnic Pupils: The Need for Leadership Dialogue

ERIC Educational Resources Information Center

Mistry, Malini; Sood, Krishan

2011-01-01

This study aims to explore how leaders are helping to close gaps of attainment for minority ethnic pupils in English schools, and in particular those pupils who have English as an Additional Language (EAL) in the primary and secondary sector. This is a comparative study across selected schools using qualitative approaches to help gain an insight…

Language Learning Strategies of Multilingual Adults Learning Additional Languages

ERIC Educational Resources Information Center

Dmitrenko, Violetta

2017-01-01

The main goal consisted in identifying and bringing together strategies of multilinguals as a particular learner group. Therefore, research was placed in the intersection of the three fields: language learning strategies (LLS), third language acquisition (TLA), and the didactics of plurilingualism. First, the paper synthesises the major findings…

Automated detection using natural language processing of radiologists recommendations for additional imaging of incidental findings.

PubMed

Dutta, Sayon; Long, William J; Brown, David F M; Reisner, Andrew T

2013-08-01

As use of radiology studies increases, there is a concurrent increase in incidental findings (eg, lung nodules) for which the radiologist issues recommendations for additional imaging for follow-up. Busy emergency physicians may be challenged to carefully communicate recommendations for additional imaging not relevant to the patient's primary evaluation. The emergence of electronic health records and natural language processing algorithms may help address this quality gap. We seek to describe recommendations for additional imaging from our institution and develop and validate an automated natural language processing algorithm to reliably identify recommendations for additional imaging. We developed a natural language processing algorithm to detect recommendations for additional imaging, using 3 iterative cycles of training and validation. The third cycle used 3,235 radiology reports (1,600 for algorithm training and 1,635 for validation) of discharged emergency department (ED) patients from which we determined the incidence of discharge-relevant recommendations for additional imaging and the frequency of appropriate discharge documentation. The test characteristics of the 3 natural language processing algorithm iterations were compared, using blinded chart review as the criterion standard. Discharge-relevant recommendations for additional imaging were found in 4.5% (95% confidence interval [CI] 3.5% to 5.5%) of ED radiology reports, but 51% (95% CI 43% to 59%) of discharge instructions failed to note those findings. The final natural language processing algorithm had 89% (95% CI 82% to 94%) sensitivity and 98% (95% CI 97% to 98%) specificity for detecting recommendations for additional imaging. For discharge-relevant recommendations for additional imaging, sensitivity improved to 97% (95% CI 89% to 100%). Recommendations for additional imaging are common, and failure to document relevant recommendations for additional imaging in ED discharge instructions occurs

Meaning and Function of Dummy Auxiliaries in Adult Acquisition of Dutch as an Additional Language

ERIC Educational Resources Information Center

Julien, Manuela; van Hout, Roeland; van de Craats, Ineke

2016-01-01

This article presents the results of experimental data on language production and comprehension. These show that adult learners of Dutch as an additional language, with different language backgrounds, and a L2 proficiency below level A2 (Waystage) of the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001), use…

Characterization of the Xylella fastidiosa PD1671 gene encoding degenerate c-di-GMP GGDEF/EAL domains, and its role in the development of Pierce's disease.

PubMed

Cursino, Luciana; Athinuwat, Dusit; Patel, Kelly R; Galvani, Cheryl D; Zaini, Paulo A; Li, Yaxin; De La Fuente, Leonardo; Hoch, Harvey C; Burr, Thomas J; Mowery, Patricia

2015-01-01

Xylella fastidiosa is an important phytopathogenic bacterium that causes many serious plant diseases including Pierce's disease of grapevines. X. fastidiosa is thought to induce disease by colonizing and clogging xylem vessels through the formation of cell aggregates and bacterial biofilms. Here we examine the role in X. fastidiosa virulence of an uncharacterized gene, PD1671, annotated as a two-component response regulator with potential GGDEF and EAL domains. GGDEF domains are found in c-di-GMP diguanylate cyclases while EAL domains are found in phosphodiesterases, and these domains are for c-di-GMP production and turnover, respectively. Functional analysis of the PD1671 gene revealed that it affected multiple X. fastidiosa virulence-related phenotypes. A Tn5 PD1671 mutant had a hypervirulent phenotype in grapevines presumably due to enhanced expression of gum genes leading to increased exopolysaccharide levels that resulted in elevated biofilm formation. Interestingly, the PD1671 mutant also had decreased motility in vitro but did not show a reduced distribution in grapevines following inoculation. Given these responses, the putative PD1671 protein may be a negative regulator of X. fastidiosa virulence.

Characterization of the Xylella fastidiosa PD1671 Gene Encoding Degenerate c-di-GMP GGDEF/EAL Domains, and Its Role in the Development of Pierce’s Disease

PubMed Central

Cursino, Luciana; Athinuwat, Dusit; Patel, Kelly R.; Galvani, Cheryl D.; Zaini, Paulo A.; Li, Yaxin; De La Fuente, Leonardo; Hoch, Harvey C.; Burr, Thomas J.; Mowery, Patricia

2015-01-01

Xylella fastidiosa is an important phytopathogenic bacterium that causes many serious plant diseases including Pierce’s disease of grapevines. X. fastidiosa is thought to induce disease by colonizing and clogging xylem vessels through the formation of cell aggregates and bacterial biofilms. Here we examine the role in X. fastidiosa virulence of an uncharacterized gene, PD1671, annotated as a two-component response regulator with potential GGDEF and EAL domains. GGDEF domains are found in c-di-GMP diguanylate cyclases while EAL domains are found in phosphodiesterases, and these domains are for c-di-GMP production and turnover, respectively. Functional analysis of the PD1671 gene revealed that it affected multiple X. fastidiosa virulence-related phenotypes. A Tn5 PD1671 mutant had a hypervirulent phenotype in grapevines presumably due to enhanced expression of gum genes leading to increased exopolysaccharide levels that resulted in elevated biofilm formation. Interestingly, the PD1671 mutant also had decreased motility in vitro but did not show a reduced distribution in grapevines following inoculation. Given these responses, the putative PD1671 protein may be a negative regulator of X. fastidiosa virulence. PMID:25811864

On the Learning Behaviours of English Additional-Language Speakers Entering Engineering Education in South Africa

ERIC Educational Resources Information Center

Woollacott, L.; Simelane, Z.; Inglis, J.

2011-01-01

This article reports the findings of an inductive study on the learning behaviours and language difficulties of a small group of English additional-language students entering a school of chemical and metallurgical engineering in South Africa. Students were interviewed in their home language. While they appeared to have had a reasonable grounding…

Building freeways: piloting communication skills in additional languages to health service personnel in Cape Town, South Africa.

PubMed

Claassen, Joel; Jama, Zukile; Manga, Nayna; Lewis, Minnie; Hellenberg, Derek

2017-06-07

This study reflects on the development and teaching of communication skills courses in additional national languages to health care staff within two primary health care facilities in Cape Town, South Africa. These courses were aimed at addressing the language disparities that recent research has identified globally between patients and health care staff. Communication skills courses were offered to staff at two Metropolitan District Health Services clinics to strengthen patient access to health care services. This study reflects on the communicative proficiency in the additional languages that were offered to health care staff. A mixed-method approach was utilised during this case study with quantitative data-gathering through surveys and qualitative analysis of assessment results. The language profiles of the respective communities were assessed through data obtained from the South African National census, while staff language profiles were obtained at the health care centres. Quantitative measuring, by means of a patient survey at the centres, occurred on a randomly chosen day to ascertain the language profile of the patient population. Participating staff performed assessments at different phases of the training courses to determine their skill levels by the end of the course. The performances of the participating staff during the Xhosa and Afrikaans language courses were assessed, and the development of the staff communicative competencies was measured. Health care staff learning the additional languages could develop Basic or Intermediate Xhosa and Afrikaans that enables communication with patients. In multilingual countries such as South Africa, language has been recognised as a health care barrier preventing patients from receiving quality care. Equipping health care staff with communication skills in the additional languages, represents an attempt to bridge a vital barrier in the South African health care system. The study proves that offering communication

Supporting Pupils with EAL and Their Teachers in Ireland: The Need for a Co-Ordinated Strategy

ERIC Educational Resources Information Center

Murtagh, Lelia; Francis, Tracy

2012-01-01

Since the establishment of a Language Support Service in 1999, all newcomer children with limited English skills arriving in schools in Ireland are entitled to two years of additional English language support. This is provided mainly by designated Language Support Teachers (LSTs). During the peak of the Celtic Tiger, there was a sharp growth in…

Use of Oral Reflection in Facilitating Graduate EAL Students' Oral-Language Production and Strategy Use: An Empirical Action Research Study

ERIC Educational Resources Information Center

Huang, Li-Shih

2012-01-01

Research in the fields of second-language acquisition and education has supported the value of written reflection, but scant research has explored how other types of reflection may come into play when learners employ strategies and produce oral language. This paper reports findings from an action research study that focused on integrating…

Double threshold in bi- and multilingual contexts: preconditions for higher academic attainment in English as an additional language

PubMed Central

Lechner, Simone; Siemund, Peter

2014-01-01

Bi- and multilingualism has been shown to have positive effects on the attainment of third and additional languages. These effects, however, depend on the type of bi- and multilingualism and the status of the languages involved (Cenoz, 2003; Jessner, 2006). In this exploratory trend study, we revisit Cummins' Threshold Hypothesis (1979), claiming that bilingual children must reach certain levels of attainment in order to (a) avoid academic deficits and (b) allow bilingualism to have a positive effect on their cognitive development and academic attainment. To this end, we examine the attainment of English as an academic language of 16-years-old school children from Hamburg (n = 52). Our findings support the existence of thresholds for literacy attainment. We argue that language external factors may override positive effects of bilingualism. In addition, these factors may compensate negative effects attributable to low literacy attainment in German and the heritage languages. We also show that low attainment levels in migrant children's heritage languages preempt high literacy attainment in additional languages. PMID:24926277

A Socially Inclusive Teaching Strategy for Transforming the Teaching of English First Additional Language

ERIC Educational Resources Information Center

Malebese, M. L.

2017-01-01

This paper explores ways of including indigenous knowledge systems in the teaching of English First Additional Language (EFAL). The aim is to use a socially inclusive teaching strategy in such a manner that the imbalances that past oppressive regimes brought into the teaching and learning of a second language, EFAL in this case, is challenged and…

Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students.

PubMed

Glew, Paul J; Hillege, Sharon P; Salamonson, Yenna; Dixon, Kathleen; Good, Anthony; Lombardo, Lien

2015-12-01

Nursing students with English as an additional language (EAL) may underperform academically. The post-enrolment English language assessment (PELA) is used in literacy support, but its predictive validity in identifying those at risk of underperformance remains unknown. To validate a PELA, as a predictor of academic performance. Prospective survey design. The study was conducted at a university located in culturally and linguistically diverse areas of western Sydney, Australia. Commencing undergraduate nursing students who were Australian-born (n=1323, 49.6%) and born outside of Australia (n=1346, 50.4%) were recruited for this study. The 2669 (67% of 3957) participants provided consent and completed a first year nursing unit that focussed on developing literacy skills. Between 2010 and 2013, commencing students completed the PELA and English language acculturation scale (ELAS), a previously validated instrument. The grading levels of the PELA tool were: Level 1 (proficient), Level 2 (borderline), and Level 3 (poor, and requiring additional support). Participants with a PELA Level 2 or 3 were more likely to be: a) non-Australian-born (χ(2): 520.6, df: 2, p<0.001); b) spoke a language other than English at home (χ(2): 490.2, df: 2, p<0.001); and c) an international student (χ(2): 225.6, df: 2, p<0.001). There was an inverse relationship between participants' ELAS scores and PELA levels (r=-0.52, p<0.001), and those graded as 'proficient' with a PELA Level 1 were more likely to obtain higher scores in their: i) unit essay assessment (χ(2): 40.2, df: 2, p<0.001); ii) final unit mark (χ(2): 218.6, df: 2, p<0.001), and attain a higher GPA (χ(2): 100.8, df: 2, p<0.001). The PELA is a useful screening tool in identifying commencing nursing students who are at risk of academic underachievement. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Speech, language, and reading skills in 10-year-old children with palatal clefts: The impact of additional conditions.

PubMed

Feragen, Kristin Billaud; Aukner, Ragnhild; Særvold, Tone K; Hide, Øydis

2017-03-01

This study examined speech (hypernasality and intelligibility), language, and reading skills in children with a cleft palate, specifically investigating additional conditions to the cleft, in order to differentiate challenges related to a cleft only, and challenges associated with an additional condition. Cross-sectional data collected during routine assessments of speech and language in a centralised treatment setting. Children born with cleft with palatal involvement from four birth cohorts (n=184), aged 10. Speech: SVANTE-N; Language: Language 6-16; Reading: Word Chain Test and Reading Comprehension Test. Descriptive analyses revealed that 123 of the children had a cleft only (66.8%), while 61 children (33.2%) had a cleft that was associated with an additional condition (syndrome, developmental difficulty, attentional difficulties). Due to close associations with the outcome variables, children with specific language impairments and dyslexia were excluded from the sample (n=14). In the total cleft sample, 33.1% had mild to severe hypernasality, and 27.9% had mild to severe intelligibility deviances. Most children with intelligibility and hypernasality scores within the normal range had a cleft without any other condition. A high number of children with developmental difficulties (63.2%) or AD/HD (45.5%) had problems with intelligibility. Hypernasality scores were also associated with developmental difficulties (58.8%), whereas most children with AD/HD had normal hypernasality scores (83.3%). As could be expected, results demonstrated that children with a cleft and an additional condition had language and reading scores below average. Children with a cleft only had language and reading scores within the normal range. Among the children with scores below average, 33.3-44.7% had no other conditions explaining difficulties with language and reading. The findings highlight the need for routine assessments of language and reading skills, in addition to assessments of

Reconceptualising "Identity Slippage": Additional Language Learning and (L2) Identity Development

ERIC Educational Resources Information Center

Armour, William

2009-01-01

This paper reconsiders the theoretical concept of "identity slippage" by considering a detailed exegesis of three model conversations taught to learners of Japanese as an additional language. To inform my analysis of these conversations and how they contribute to identity slippage, I have used the work of the systemic-functional linguist Jay Lemke…

Process Drama: The Use of Affective Space to Reduce Language Anxiety in the Additional Language Learning Classroom

ERIC Educational Resources Information Center

Piazzoli, Erika

2011-01-01

This paper describes a research project designed to find out what happens when process drama strategies are applied to an advanced level of additional language learning. In order to answer this question, the author designed and facilitated six process drama workshops as part of a third-year course of Italian at a university in Brisbane, Australia.…

The Teaching of Additional Languages in Israel.

ERIC Educational Resources Information Center

Hallel, Michael; Spolsky, Bernard

1992-01-01

Describes the linguistic situation in Israel and the language teaching policies and practices in Israeli schools. Policy is dominated by the ideological role and practical value of Hebrew, and is further driven by the large numbers of non-Jewish minorities, the status of English as a world language, and the political values of Arabic. (21…

Auditory skills, language development, and adaptive behavior of children with cochlear implants and additional disabilities

PubMed Central

Beer, Jessica; Harris, Michael S.; Kronenberger, William G.; Holt, Rachael Frush; Pisoni, David B.

2012-01-01

Objective The objective of this study was to evaluate the development of functional auditory skills, language, and adaptive behavior in deaf children with cochlear implants (CI) who also have additional disabilities (AD). Design A two-group, pre-test versus post-test design was used. Study sample Comparisons were made between 23 children with CIs and ADs, and an age-matched comparison group of 23 children with CIs without ADs (No-AD). Assessments were obtained pre-CI and within 12 months post-CI. Results All but two deaf children with ADs improved in auditory skills using the IT-MAIS. Most deaf children in the AD group made progress in receptive but not expressive language using the Preschool Language Scale, but their language quotients were lower than the No-AD group. Five of eight children with ADs made progress in daily living skills and socialization skills; two made progress in motor skills. Children with ADs who did not make progress in language, did show progress in adaptive behavior. Conclusions Children with deafness and ADs made progress in functional auditory skills, receptive language, and adaptive behavior. Expanded assessment that includes adaptive functioning and multi-center collaboration is recommended to best determine benefits of implantation in areas of expected growth in this clinical population. PMID:22509948

Interactions between EAL Pupils, Specialist Teachers and TAs during Withdrawal from the Mainstream in UK Primary Schools

ERIC Educational Resources Information Center

Wardman, Clare

2013-01-01

Many primary school children with English as an additional language in the UK receive additional educational support. This article reports on a study comparing withdrawal sessions between teaching assistants (TAs) and specialist teachers. The findings show that the specialist teachers included more personalisation than TAs' sessions, through the…

Learning to Solve Addition and Subtraction Word Problems in English as an Imported Language

ERIC Educational Resources Information Center

Verzosa, Debbie Bautista; Mulligan, Joanne

2013-01-01

This paper reports an intervention phase of a design study aimed to assist second-grade Filipino children in solving addition word problems in English, a language they primarily encounter only in school. With Filipino as the medium of instruction, an out-of-school pedagogical intervention providing linguistic and representational scaffolds was…

Nahuatl as a Classical, Foreign, and Additional Language: A Phenomenological Study

ERIC Educational Resources Information Center

De Felice, Dustin

2012-01-01

In this study, participants learning an endangered language variety shared their experiences, thoughts, and feelings about the often complex and diverse language-learning process. I used phenomenological interviews in order to learn more about these English or Spanish language speakers' journey with the Nahuatl language. From first encounter to…

Protective effects of Arctium lappa L. roots against hydrogen peroxide-induced cell injury and potential mechanisms in SH-SY5Y cells.

PubMed

Tian, Xing; Guo, Li-Ping; Hu, Xiao-Long; Huang, Jin; Fan, Yan-Hua; Ren, Tian-Shu; Zhao, Qing-Chun

2015-04-01

Accumulated evidence has shown that excessive reactive oxygen species (ROS) have been implicated in neuronal cell death related with various chronic neurodegenerative disorders. This study was designed to explore neuroprotective effects of ethyl acetate extract of Arctium lappa L. roots (EAL) on hydrogen peroxide (H2O2)-induced cell injury in human SH-SY5Y neuroblastoma cells. The cell viability was significantly decreased after exposure to 200 μM H2O2, whereas pretreatment with different concentrations of EAL attenuated the H2O2-induced cytotoxicity. Hoechst 33342 staining indicated that EAL reversed nuclear condensation in H2O2-treated cells. Meanwhile, TUNEL assay with DAPI staining showed that EAL attenuated apoptosis was induced by H2O2. Pretreatment with EAL also markedly elevated activities of antioxidant enzyme (GSH-Px and SOD), reduced lipid peroxidation (MDA) production, prevented ROS formation, and the decrease of mitochondrial membrane potential. In addition, EAL showed strong radical scavenging ability in 2,2'-azino-bis(3-ethylbenzthiazoline-6-sulfonic acid) assays. Furthermore, EAL inhibited H2O2-induced apoptosis by increases in the Bcl-2/Bax ratio, decreases in cytochrome c release, and attenuation of caspase-3, caspase-9 activities, and expressions. These findings suggest that EAL may be regarded as a potential antioxidant agent and possess potent neuroprotective activity against H2O2-induced injury.

Additional Language Education and Language Development Goals: The Example of Gaelic (Learners) Education in Highland Council, Scotland

ERIC Educational Resources Information Center

Dombrowski, Lindsay Milligan

2014-01-01

Language shift is the process whereby one language becomes increasingly lesser used in place of the use of another language. In Scotland, language shift is occurring for Gaelic, as English takes its place for a variety of functions in the home and wider community. Extensive literature has argued the important role that education can play in the…

Catering for EAL/D Students' Language Needs in Mainstream Classes: Early Childhood Teachers' Perspectives and Practices in One Australian Setting

ERIC Educational Resources Information Center

Dobinson, Toni J.; Buchori, Sylvia

2016-01-01

This article aims to highlight the complexity of English language related experiences and interactions of a small group of teachers in an Australian, Early Childhood (EC), mainstream setting with children four to eight years old. It draws on data collected from a qualitative case study which investigated four teachers' perspectives and anxieties…

[Expression, purification and activity analysis of GGDEF and EAL domain-containing proteins from Lactobacillus acidophilus].

PubMed

He, Jia-Hui; Sun, Jie-Li; Yan, Wen-Juan; Wang, Fang

2017-05-20

To identify the functions of the proteins containing the GGDEF or EAL domain in Lactobacillus acidophilus for investigation of the regulatory mechanism of c-di-GMP in this strain. The DNA fragments of NH13_07045-GGDEF, NH13_07050 and NH13_07055 from Lactobacillus acidophilus ATCC4356 were amplified by PCR and cloned into the expression vector pMAL-His-c2. After sequencing, the recombinant plasmids were transformed into competent Escherichia coli cells, which were induced by IPTG to express the recombinant proteins fused with maltose binding protein (MBP). The fusion proteins were purified using amylose resin column for diguanylate cyclase (DGC) or phosphodiesterase (PDE) activity assays in vitro followed by analysis with high-performance liquid chromatography (HPLC). The target DNA fragments were obtained by PCR, and their sequences were all identical to that in GenBank. The purified and concentrated fusion proteins, which were identified by SDS-PAGE and Western blotting, had relative molecular masses of 59 kD, 67 kD and 72 kD. HPLC analysis showed no DGC activity in NH13_07045-GGDEF, while PDE activity was found in NH13_07050 but not in NH13_07055. We obtained the protein encoded by NH13_07050 that possesses PDE activity in vitro. This protein may facilitate the evaluation of the regulatory function of c-di-GMP in Lactobacillus acidophilus.

endodermal-amyloplast less 1 is a novel allele of SHORT-ROOT

NASA Astrophysics Data System (ADS)

Morita, Miyo T.; Saito, Chieko; Nakano, Akihiko; Tasaka, Masao

Plants can sense the direction of gravity and change the growth orientation of their organs. Arabidopsis mutants have been isolated and characterized in order to elucidate the molecular mechanisms of gravitropism. endodermal-amyloplast less 1 ( eal1) is a unique mutant that completely lacks gravitropism in inflorescence stems and exhibits reduced gravitropism in hypocotyls, whereas its roots showed normal gravitropism. Previously, it was suggested that differentiation or development of amyloplasts in shoot statocytes (endodermal cells) is affected by the eal1 mutation. Here, we have identified EAL1 as a SHORT-ROOT ( SHR) allele based on map position. Three nucleotides in the SHR coding region were deleted in the eal1 mutant, resulting in the deletion of just one amino acid. The protein encoded by the novel allele of SHR appears to have retained its function as a transcription factor since the endodermal cell layer was formed both in roots and in shoots of eal1. SCARECROW (SCR) promoter activity monitored by reporter protein expression was significantly decreased in eal1, suggesting that the activity of SHR lacking one amino acid is reduced. In addition, transcription levels of SHOOT GRAVITROPISM 5 (SGR5), which is mainly expressed in the endodermis of inflorescence stems, was markedly decreased. Together with the presence of abnormal endodermal amyloplasts in eal1, these results strongly suggest that the endodermis observed in eal1 is not sufficiently differentiated to execute shoot gravitropism.

Language and Content "Integration": The Affordances of Additional Languages as a Tool within a Single Curriculum Space

ERIC Educational Resources Information Center

Cross, Russell

2016-01-01

"Language across the curriculum" has been pivotal in establishing a knowledge base on the role of language for accessing opportunities afforded by the curriculum. Yet, the ubiquity of language "within" all facets of human activity--not least of all the more abstract domains of thinking and relating with others--can easily…

Oracy and the Educational Achievement of Pupils with English as an Additional Language: The Impact of Bringing "Talking Partners" into Bradford Schools.

ERIC Educational Resources Information Center

Kotler, Angie; Wegerif, Rupert; LeVoi, Martin

2001-01-01

Examined whether an intervention based on what is known about how children learn language could make a significant difference to English as an additional language learners' control over oral language, particularly in relation to literacy learners. Results from a range of assessments show it is possible to accelerate such learning. (Author/VWL)

Pediatric cochlear implants: additional disabilities prevalence, risk factors, and effect on language outcomes.

PubMed

Birman, Catherine S; Elliott, Elizabeth J; Gibson, William P R

2012-10-01

To determine the prevalence of additional disabilities in a pediatric cochlear population, to identify medical and radiologic conditions associated with additional disabilities, and to identify the effect of additional disabilities on speech perception and language at 12 months postoperatively. Retrospective case review. Tertiary referral center and cochlear implant program. Records were reviewed for children 0 to 16 years old inclusive, who had cochlear implant-related operations over a 12-month period. Diagnostic and rehabilitative. Additional disabilities prevalence; medical history and radiologic abnormalities; and the effect on Categories of Auditory Performance (CAP) score at 12 months postoperatively. Eighty-eight children having 96 operations were identified. The overall prevalence of additional disabilities (including developmental delay, cerebral palsy, visual impairment, autism and attention deficit disorder) was 33%. The main conditions associated with additional disabilities were syndromes and chromosomal abnormalities (87%), jaundice (86%), prematurity (62%), cytomegalovirus (60%), and inner ear abnormalities including cochlea nerve hypoplasia or aplasia (75%) and semicircular canal anomalies (56%). At 12 months postoperatively, almost all (96%) of the children without additional disabilities had a CAP score of 5 or greater (speech), compared with 52% of children with additional disabilities. Children with developmental delay had a median CAP score of 4, at 12 months compared with 6 for those without developmental delay. Additional disabilities are prevalent in approximately a third of pediatric cochlear implant patients. Additional disabilities significantly affect the outcomes of cochlear implants.

Characterization of thin films on the nanometer scale by Auger electron spectroscopy and X-ray photoelectron spectroscopy

NASA Astrophysics Data System (ADS)

Powell, C. J.; Jablonski, A.; Werner, W. S. M.; Smekal, W.

2005-01-01

We describe two NIST databases that can be used to characterize thin films from Auger electron spectroscopy (AES) and X-ray photoelectron spectroscopy (XPS) measurements. First, the NIST Electron Effective-Attenuation-Length Database provides values of effective attenuation lengths (EALs) for user-specified materials and measurement conditions. The EALs differ from the corresponding inelastic mean free paths on account of elastic-scattering of the signal electrons. The database supplies "practical" EALs that can be used to determine overlayer-film thicknesses. Practical EALs are plotted as a function of film thickness, and an average value is shown for a user-selected thickness. The average practical EAL can be utilized as the "lambda parameter" to obtain film thicknesses from simple equations in which the effects of elastic-scattering are neglected. A single average practical EAL can generally be employed for a useful range of film thicknesses and for electron emission angles of up to about 60°. For larger emission angles, the practical EAL should be found for the particular conditions. Second, we describe a new NIST database for the Simulation of Electron Spectra for Surface Analysis (SESSA) to be released in 2004. This database provides data for many parameters needed in quantitative AES and XPS (e.g., excitation cross-sections, electron-scattering cross-sections, lineshapes, fluorescence yields, and backscattering factors). Relevant data for a user-specified experiment are automatically retrieved by a small expert system. In addition, Auger electron and photoelectron spectra can be simulated for layered samples. The simulated spectra, for layer compositions and thicknesses specified by the user, can be compared with measured spectra. The layer compositions and thicknesses can then be adjusted to find maximum consistency between simulated and measured spectra, and thus, provide more detailed characterizations of multilayer thin-film materials. SESSA can also

The relation between language and arithmetic in bilinguals: insights from different stages of language acquisition

PubMed Central

Van Rinsveld, Amandine; Brunner, Martin; Landerl, Karin; Schiltz, Christine; Ugen, Sonja

2015-01-01

Solving arithmetic problems is a cognitive task that heavily relies on language processing. One might thus wonder whether this language-reliance leads to qualitative differences (e.g., greater difficulties, error types, etc.) in arithmetic for bilingual individuals who frequently have to solve arithmetic problems in more than one language. The present study investigated how proficiency in two languages interacts with arithmetic problem solving throughout language acquisition in adolescents and young adults. Additionally, we examined whether the number word structure that is specific to a given language plays a role in number processing over and above bilingual proficiency. We addressed these issues in a German–French educational bilingual setting, where there is a progressive transition from German to French as teaching language. Importantly, German and French number naming structures differ clearly, as two-digit number names follow a unit-ten order in German, but a ten-unit order in French. We implemented a transversal developmental design in which bilingual pupils from grades 7, 8, 10, 11, and young adults were asked to solve simple and complex additions in both languages. The results confirmed that language proficiency is crucial especially for complex addition computation. Simple additions in contrast can be retrieved equally well in both languages after extended language practice. Additional analyses revealed that over and above language proficiency, language-specific number word structures (e.g., unit-ten vs. ten-unit) also induced significant modulations of bilinguals' arithmetic performances. Taken together, these findings support the view of a strong relation between language and arithmetic in bilinguals. PMID:25821442

Conversational Interaction and the Development of Conversational Competence in Additional Languages in Higher Education: Considerations for Students, Language Centres, and Language Policy Developers

ERIC Educational Resources Information Center

Meyer, Stephan; Blondel, Valérie; Mall-Grob, Beatrice

2017-01-01

This article addresses the questions: why is the development of conversational competence important within higher education? And how might this goal be pursued? We offer answers that may aid a broad range of stakeholders (language learners, course designers, lecturers, language development managers, and policy makers) in thinking through these…

Application of a system modification technique to dynamic tuning of a spinning rotor blade

NASA Technical Reports Server (NTRS)

Spain, C. V.

1987-01-01

An important consideration in the development of modern helicopters is the vibratory response of the main rotor blade. One way to minimize vibration levels is to ensure that natural frequencies of the spinning main rotor blade are well removed from integer multiples of the rotor speed. A technique for dynamically tuning a finite-element model of a rotor blade to accomplish that end is demonstrated. A brief overview is given of the general purpose finite element system known as Engineering Analysis Language (EAL) which was used in this work. A description of the EAL System Modification (SM) processor is then given along with an explanation of special algorithms developed to be used in conjunction with SM. Finally, this technique is demonstrated by dynamically tuning a model of an advanced composite rotor blade.

Language, Mathematics and English Language Learners

ERIC Educational Resources Information Center

Adoniou, Misty; Qing, Yi

2014-01-01

There is a correlation between language proficiency and achievement in mathematics (Riordain & O'Donoghue, 2009), and this is particularly evident for children who speak English as an additional language or dialect. More effort needs to be made in mathematics classrooms to develop cognitive competencies, including the ability to decode and…

Addition in Kindergarten: The Role of Mothers' and Teachers' Language

ERIC Educational Resources Information Center

Hudson, Kesha N.; Coffman, Jennifer L.; Ornstein, Peter A.

2018-01-01

Data from a longitudinal investigation were used to examine the effects of mothers' and teachers' language on children's developing mathematical competencies during the kindergarten year. Specifically, 1) mothers' use of metamemory talk, or references to the process of remembering, and 2) teachers' use of "cognitive processing language"…

Cultural Dimensions of Feedback at an Australian University: A Study of International Students with English as an Additional Language

ERIC Educational Resources Information Center

Warner, Richard; Miller, Julia

2015-01-01

International students with English as an additional language face transitional challenges when entering a new academic culture. One such challenge involves optimising feedback to help foster their academic development, bearing in mind that feedback is not a culturally neutral entity (Nazif, A., Biswas, D., & Hilbig, R. (2004-2005). Towards an…

Bilinguals’ Existing Languages Benefit Vocabulary Learning in a Third Language

PubMed Central

Bartolotti, James; Marian, Viorica

2017-01-01

Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts transfer from either language for individual words, whereas an accumulation account predicts cumulative transfer from both languages. To compare these accounts, twenty English-German bilingual adults were taught an artificial language containing 48 novel written words that varied orthogonally in English and German wordlikeness (neighborhood size and orthotactic probability). Wordlikeness in each language improved word production accuracy, and similarity to one language provided the same benefit as dual-language overlap. In addition, participants’ memory for novel words was affected by the statistical distributions of letters in the novel language. Results indicate that bilinguals utilize both languages during third language acquisition, supporting a scaffolding learning model. PMID:28781384

Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language.

PubMed

Bartolotti, James; Marian, Viorica

2017-03-01

Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts transfer from either language for individual words, whereas an accumulation account predicts cumulative transfer from both languages. To compare these accounts, twenty English-German bilingual adults were taught an artificial language containing 48 novel written words that varied orthogonally in English and German wordlikeness (neighborhood size and orthotactic probability). Wordlikeness in each language improved word production accuracy, and similarity to one language provided the same benefit as dual-language overlap. In addition, participants' memory for novel words was affected by the statistical distributions of letters in the novel language. Results indicate that bilinguals utilize both languages during third language acquisition, supporting a scaffolding learning model.

Arctium lappa ameliorates endothelial dysfunction in rats fed with high fat/cholesterol diets.

PubMed

Lee, Yun Jung; Choi, Deok Ho; Cho, Guk Hyun; Kim, Jin Sook; Kang, Dae Gill; Lee, Ho Sub

2012-08-06

Arctium lappa L. (Asteraceae), burdock, is a medicinal plant that is popularly used for treating hypertension, gout, hepatitis, and other inflammatory disorders. This study was performed to test the effect of ethanol extract of Arctium lappa L. (EAL) seeds on vascular reactivity and inflammatory factors in rats fed a high fat/cholesterol diet (HFCD). EAL-I (100 mg·kg-1/day), EAL-II (200 mg·kg-1/day), and fluvastatin (3 mg·kg-1/day) groups initially received HFCD alone for 8 weeks, with EAL supplementation provided during the final 6 weeks. Treatment with low or high doses of EAL markedly attenuated plasma levels of triglycerides and augmented plasma levels of high-density lipoprotein (HDL) in HFCD-fed rats. Chronic treatment with EAL markedly reduced impairments of acetylcholine (ACh)-induced relaxation of aortic rings. Furthermore, chronic treatment with EAL significantly lowered systolic blood pressure (SBP) and maintained smooth and flexible intimal endothelial layers in HFCD-fed rats. Chronic treatment with EAL suppressed upregulation of intercellular adhesion molecule (ICAM)-1, vascular cell adhesion molecule (VCAM)-1, and E-selectin in the aorta. Chronic treatment with EAL also suppressed increases in matrix metalloproteinase (MMP)-2 expression. These results suggested that EAL can inhibit HFCD-induced vascular inflammation in the rat model. The present study provides evidence that EAL ameliorates HFCD-induced vascular dysfunction through protection of vascular relaxation and suppression of vascular inflammation.

Arctium lappa ameliorates endothelial dysfunction in rats fed with high fat/cholesterol diets

PubMed Central

2012-01-01

Background Arctium lappa L. (Asteraceae), burdock, is a medicinal plant that is popularly used for treating hypertension, gout, hepatitis, and other inflammatory disorders. This study was performed to test the effect of ethanol extract of Arctium lappa L. (EAL) seeds on vascular reactivity and inflammatory factors in rats fed a high fat/cholesterol diet (HFCD). Method EAL-I (100 mg·kg−1/day), EAL-II (200 mg·kg−1/day), and fluvastatin (3 mg·kg−1/day) groups initially received HFCD alone for 8 weeks, with EAL supplementation provided during the final 6 weeks. Results Treatment with low or high doses of EAL markedly attenuated plasma levels of triglycerides and augmented plasma levels of high-density lipoprotein (HDL) in HFCD-fed rats. Chronic treatment with EAL markedly reduced impairments of acetylcholine (ACh)-induced relaxation of aortic rings. Furthermore, chronic treatment with EAL significantly lowered systolic blood pressure (SBP) and maintained smooth and flexible intimal endothelial layers in HFCD-fed rats. Chronic treatment with EAL suppressed upregulation of intercellular adhesion molecule (ICAM)-1, vascular cell adhesion molecule (VCAM)-1, and E-selectin in the aorta. Chronic treatment with EAL also suppressed increases in matrix metalloproteinase (MMP)-2 expression. These results suggested that EAL can inhibit HFCD-induced vascular inflammation in the rat model. Conclusion The present study provides evidence that EAL ameliorates HFCD-induced vascular dysfunction through protection of vascular relaxation and suppression of vascular inflammation. PMID:22866890

The iconicity of picture communication symbols for children with English additional language and mild intellectual disability.

PubMed

Dada, Shakila; Huguet, Alice; Bornman, Juan

2013-12-01

The purpose of this study was to examine the iconicity of 16 Picture Communication Symbols (PCS) presented on a themed bed-making communication overlay for South African children with English as an additional language and mild intellectual disability. The survey involved 30 participants. The results indicated that, overall, the 16 symbols were relatively iconic to the participants. The authors suggest that the iconicity of picture symbols could be manipulated, enhanced, and influenced by contextual effects (other PCS used simultaneously on the communication overlay). In addition, selection of non-target PCS for target PCS were discussed in terms of postulated differences in terms of distinctiveness. Potential clinical implications and limitations of the study, as well as recommendations for future research, are discussed.

An EAL domain protein and cyclic AMP contribute to the interaction between the two quorum sensing systems in Escherichia coli.

PubMed

Zhou, Xianxuan; Meng, Xiaoming; Sun, Baolin

2008-09-01

Quorum sensing (QS) is a bacterial cell-cell communication process by which bacteria communicate using extracellular signals called autoinducers. Two QS systems have been identified in Escherichia coli K-12, including an intact QS system 2 that is stimulated by the cyclic AMP (cAMP)-cAMP receptor protein (CRP) complex and a partial QS system 1 that consists of SdiA (suppressor of cell division inhibitor) responding to signals generated by other microbial species. The relationship between QS system 1 and system 2 in E. coli, however, remains obscure. Here, we show that an EAL domain protein, encoded by ydiV, and cAMP are involved in the interaction between the two QS systems in E. coli. Expression of sdiA and ydiV is inhibited by glucose. SdiA binds to the ydiV promoter region in a dose-dependent, but nonspecific, manner; extracellular autoinducer 1 from other species stimulates ydiV expression in an sdiA-dependent manner. Furthermore, we discovered that the double sdiA-ydiV mutation, but not the single mutation, causes a 2-fold decrease in intracellular cAMP concentration that leads to the inhibition of QS system 2. These results indicate that signaling pathways that respond to important environmental cues, such as autoinducers and glucose, are linked together for their control in E. coli.

Genome-Based Comparison of Cyclic Di-GMP Signaling in Pathogenic and Commensal Escherichia coli Strains

PubMed Central

Povolotsky, Tatyana L.

2015-01-01

ABSTRACT The ubiquitous bacterial second messenger cyclic di-GMP (c-di-GMP) has recently become prominent as a trigger for biofilm formation in many bacteria. It is generated by diguanylate cyclases (DGCs; with GGDEF domains) and degraded by specific phosphodiesterases (PDEs; containing either EAL or HD-GYP domains). Most bacterial species contain multiples of these proteins with some having specific functions that are based on direct molecular interactions in addition to their enzymatic activities. Escherichia coli K-12 laboratory strains feature 29 genes encoding GGDEF and/or EAL domains, resulting in a set of 12 DGCs, 13 PDEs, and four enzymatically inactive “degenerate” proteins that act by direct macromolecular interactions. We present here a comparative analysis of GGDEF/EAL domain-encoding genes in 61 genomes of pathogenic, commensal, and probiotic E. coli strains (including enteric pathogens such as enteroaggregative, enterohemorrhagic, enteropathogenic, enterotoxigenic, and adherent and invasive Escherichia coli and the 2011 German outbreak O104:H4 strain, as well as extraintestinal pathogenic E. coli, such as uropathogenic and meningitis-associated E. coli). We describe additional genes for two membrane-associated DGCs (DgcX and DgcY) and four PDEs (the membrane-associated PdeT, as well as the EAL domain-only proteins PdeW, PdeX, and PdeY), thus showing the pangenome of E. coli to contain at least 35 GGDEF/EAL domain proteins. A core set of only eight proteins is absolutely conserved in all 61 strains: DgcC (YaiC), DgcI (YliF), PdeB (YlaB), PdeH (YhjH), PdeK (YhjK), PdeN (Rtn), and the degenerate proteins CsrD and CdgI (YeaI). In all other GGDEF/EAL domain genes, diverse point and frameshift mutations, as well as small or large deletions, were discovered in various strains. IMPORTANCE Our analysis reveals interesting trends in pathogenic Escherichia coli that could reflect different host cell adherence mechanisms. These may either benefit from or be

Genome-Based Comparison of Cyclic Di-GMP Signaling in Pathogenic and Commensal Escherichia coli Strains.

PubMed

Povolotsky, Tatyana L; Hengge, Regine

2016-01-01

The ubiquitous bacterial second messenger cyclic di-GMP (c-di-GMP) has recently become prominent as a trigger for biofilm formation in many bacteria. It is generated by diguanylate cyclases (DGCs; with GGDEF domains) and degraded by specific phosphodiesterases (PDEs; containing either EAL or HD-GYP domains). Most bacterial species contain multiples of these proteins with some having specific functions that are based on direct molecular interactions in addition to their enzymatic activities. Escherichia coli K-12 laboratory strains feature 29 genes encoding GGDEF and/or EAL domains, resulting in a set of 12 DGCs, 13 PDEs, and four enzymatically inactive "degenerate" proteins that act by direct macromolecular interactions. We present here a comparative analysis of GGDEF/EAL domain-encoding genes in 61 genomes of pathogenic, commensal, and probiotic E. coli strains (including enteric pathogens such as enteroaggregative, enterohemorrhagic, enteropathogenic, enterotoxigenic, and adherent and invasive Escherichia coli and the 2011 German outbreak O104:H4 strain, as well as extraintestinal pathogenic E. coli, such as uropathogenic and meningitis-associated E. coli). We describe additional genes for two membrane-associated DGCs (DgcX and DgcY) and four PDEs (the membrane-associated PdeT, as well as the EAL domain-only proteins PdeW, PdeX, and PdeY), thus showing the pangenome of E. coli to contain at least 35 GGDEF/EAL domain proteins. A core set of only eight proteins is absolutely conserved in all 61 strains: DgcC (YaiC), DgcI (YliF), PdeB (YlaB), PdeH (YhjH), PdeK (YhjK), PdeN (Rtn), and the degenerate proteins CsrD and CdgI (YeaI). In all other GGDEF/EAL domain genes, diverse point and frameshift mutations, as well as small or large deletions, were discovered in various strains. Our analysis reveals interesting trends in pathogenic Escherichia coli that could reflect different host cell adherence mechanisms. These may either benefit from or be counteracted by the c

Bodies and Language: Process Drama and Intercultural Language Learning in a Beginner Language Classroom

ERIC Educational Resources Information Center

Rothwell, Julia

2011-01-01

In this article the author draws on classroom video recordings and student commentary to explore ways in which the kinaesthetic elements of a process drama provided the context and the space for beginner additional language learners to engage with intercultural language learning. In the light of student comments in interviews and questionnaires,…

Language Learning Disabilities: The Ultimate Foreign Language Challenge

ERIC Educational Resources Information Center

DiFino, Sharon M.; Lombardino, Linda J.

2004-01-01

In today's world where great value is placed on global understanding, the acquisition of languages is essential. Academics would agree that the study of other languages provides students access to the cultural and intellectual heritage of cultures other than their own. Additionally, such study gives new and different perspectives on the structure…

Cognitive Predictors of Language Development in Children with Specific Language Impairment (SLI)

ERIC Educational Resources Information Center

van Daal, John; Verhoeven, Ludo; van Balkom, Hans

2009-01-01

Background: Language development is generally viewed as a multifactorial process. There are increasing indications that this similarly holds for the problematic language development process. Aims: A population of 97 young Dutch children with specific language impairment (SLI) was followed over a 2-year period to provide additional evidence for the…

Neural Language Processing in Adolescent First-Language Learners: Longitudinal Case Studies in American Sign Language

PubMed Central

Ferjan Ramirez, Naja; Leonard, Matthew K.; Davenport, Tristan S.; Torres, Christina; Halgren, Eric; Mayberry, Rachel I.

2016-01-01

One key question in neurolinguistics is the extent to which the neural processing system for language requires linguistic experience during early life to develop fully. We conducted a longitudinal anatomically constrained magnetoencephalography (aMEG) analysis of lexico-semantic processing in 2 deaf adolescents who had no sustained language input until 14 years of age, when they became fully immersed in American Sign Language. After 2 to 3 years of language, the adolescents' neural responses to signed words were highly atypical, localizing mainly to right dorsal frontoparietal regions and often responding more strongly to semantically primed words (Ferjan Ramirez N, Leonard MK, Torres C, Hatrak M, Halgren E, Mayberry RI. 2014. Neural language processing in adolescent first-language learners. Cereb Cortex. 24 (10): 2772–2783). Here, we show that after an additional 15 months of language experience, the adolescents' neural responses remained atypical in terms of polarity. While their responses to less familiar signed words still showed atypical localization patterns, the localization of responses to highly familiar signed words became more concentrated in the left perisylvian language network. Our findings suggest that the timing of language experience affects the organization of neural language processing; however, even in adolescence, language representation in the human brain continues to evolve with experience. PMID:25410427

A simple branching model that reproduces language family and language population distributions

NASA Astrophysics Data System (ADS)

Schwämmle, Veit; de Oliveira, Paulo Murilo Castro

2009-07-01

Human history leaves fingerprints in human languages. Little is known about language evolution and its study is of great importance. Here we construct a simple stochastic model and compare its results to statistical data of real languages. The model is based on the recent finding that language changes occur independently of the population size. We find agreement with the data additionally assuming that languages may be distinguished by having at least one among a finite, small number of different features. This finite set is also used in order to define the distance between two languages, similarly to linguistics tradition since Swadesh.

Neural Language Processing in Adolescent First-Language Learners: Longitudinal Case Studies in American Sign Language.

PubMed

Ferjan Ramirez, Naja; Leonard, Matthew K; Davenport, Tristan S; Torres, Christina; Halgren, Eric; Mayberry, Rachel I

2016-03-01

One key question in neurolinguistics is the extent to which the neural processing system for language requires linguistic experience during early life to develop fully. We conducted a longitudinal anatomically constrained magnetoencephalography (aMEG) analysis of lexico-semantic processing in 2 deaf adolescents who had no sustained language input until 14 years of age, when they became fully immersed in American Sign Language. After 2 to 3 years of language, the adolescents' neural responses to signed words were highly atypical, localizing mainly to right dorsal frontoparietal regions and often responding more strongly to semantically primed words (Ferjan Ramirez N, Leonard MK, Torres C, Hatrak M, Halgren E, Mayberry RI. 2014. Neural language processing in adolescent first-language learners. Cereb Cortex. 24 (10): 2772-2783). Here, we show that after an additional 15 months of language experience, the adolescents' neural responses remained atypical in terms of polarity. While their responses to less familiar signed words still showed atypical localization patterns, the localization of responses to highly familiar signed words became more concentrated in the left perisylvian language network. Our findings suggest that the timing of language experience affects the organization of neural language processing; however, even in adolescence, language representation in the human brain continues to evolve with experience. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Defense Contracting: Actions Needed to Explore Additional Opportunities to Gain Efficiencies in Acquiring Foreign Language Support

DTIC Science & Technology

2013-02-25

Directive 5160.41E, Defense Language Program . 10GAO-11-456. Page 5 GAO-13-251R Defense Contracting types of foreign language support that DOD has acquired...Language Transformation Roadmap, (January 2005), and Department of Defense Directive 5160.41E, Defense Language Program . Page 15 GAO-13-251R Defense...examines the use of public funds; evaluates federal programs and policies; and provides analyses, recommendations, and other assistance to help

Classroom Composition and Language Minority Students' Motivation in Language Lessons

ERIC Educational Resources Information Center

Rjosk, Camilla; Richter, Dirk; Hochweber, Jan; Lüdtke, Oliver; Stanat, Petra

2015-01-01

In this study, we investigated effects of the proportion of language minority students in classrooms on the development of students' intrinsic motivation in language lessons and the mediating role of instructional climate (e.g., teacher support, focus on student interests). In addition, we explored the interaction between the proportion of…

Estimation of exciton reverse transfer for variable spectra and high efficiency in interlayer-based organic light-emitting devices

NASA Astrophysics Data System (ADS)

Liu, Shengqiang; Zhao, Juan; Huang, Jiang; Yu, Junsheng

2016-12-01

Organic light-emitting devices (OLEDs) with three different exciton adjusting interlayers (EALs), which are inserted between two complementary blue and yellow emitting layers, are fabricated to demonstrate the relationship between the EAL and device performance. The results show that the variations of type and thickness of EAL have different adjusting capability and distribution control on excitons. However, we also find that the reverse Dexter transfer of triplet exciton from the light-emitting layer to the EAL is an energy loss path, which detrimentally affects electroluminescent (EL) spectral performance and device efficiency in different EAL-based devices. Based on exciton distribution and integration, an estimation of exciton reverse transfer is developed through a triplet energy level barrier to simulate the exciton behavior. Meanwhile, the estimation results also demonstrate the relationship between the EAL and device efficiency by a parameter of exciton reverse transfer probability. The estimation of exciton reverse transfer discloses a crucial role of the EALs in the interlayer-based OLEDs to achieve variable EL spectra and high efficiency.

Language as Information and the World

ERIC Educational Resources Information Center

Koga, Kant

2010-01-01

Language attracts everyone on earth. That is because we have and use language. Although there are some minority languages that have limited expressions such as the lack of writing systems in "Aynu itak" and "Shona" languages, they can effectively express their emotion and thought with their languages. In addition, every human being can acquire…

Involvement of oxidative and nitrosative stress in promoting retinal vasculitis in patients with Eales' disease.

PubMed

Rajesh, Mohanraj; Sulochana, Konerirajapuram N; Punitham, Ranganathan; Biswas, Jyotirmay; Lakshmi, Soundarajan; Ramakrishnan, Sivaramakrishnan

2003-07-01

Eales' disease (ED) is an idiopathic retinal vasculitis condition, which affects retina of young adult males. The histopathological hallmark in ED is the adhesion of leukocytes to the endothelium and the infiltration of these cells into the retinal parenchyma. Phagocyte generated free radicals have been implicated in mediating tissue damage associated with various inflammatory vasculopathies. In the present study, we have investigated the possible role of reactive oxygen species (ROS) and reactive nitrogen species (RNS) in causing retinal tissue damage in ED. 35 patients with ED and 20 healthy control subjects were included in the study. Monocytes (MC) were separated from peripheral blood of the respective study participants. Inducible nitric oxide synthase (iNOS) protein expression was assessed using Western blot and 3 nitrotyrosine (3NTYR) by reversed phase high performance liquid chromatography (RP HPLC). Thiobarbituric acid reactive substances (TBARS) were determined by measuring malondialdehyde (MDA) formed. Superoxide dismutase (SOD) activity was assayed based on the ability of SOD to inhibit auto-oxidation of epinephrine. Iron, copper and zinc content were determined using Atomic Absorption Spectrophotometer. Immunolocalization of iNOS and 3NTYR was performed on the surgically excised epiretinal membranes (ERM) from patients with ED. There was a significant increase in the expression of iNOS, as well as 3NTYR accumulation, diminished SOD activity, elevated lipid peroxides, iron, copper and decreased zinc content in the MC of patients with ED when compared with healthy control subjects. The elevated levels of ROS and RNS products correlated with diminished antioxidant status in patients with ED. Strong immunoreactivity for iNOS and 3NTYR was observed in inflammatory cells and endothelial cells in ERM obtained from patients with ED. Our findings from this study clearly reveal the involvement of RNS and ROS in the development of retinal vasculitis in ED. Based

Spoken Language Activation Alters Subsequent Sign Language Activation in L2 Learners of American Sign Language.

PubMed

Williams, Joshua T; Newman, Sharlene D

2017-02-01

A large body of literature has characterized unimodal monolingual and bilingual lexicons and how neighborhood density affects lexical access; however there have been relatively fewer studies that generalize these findings to bimodal (M2) second language (L2) learners of sign languages. The goal of the current study was to investigate parallel language activation in M2L2 learners of sign language and to characterize the influence of spoken language and sign language neighborhood density on the activation of ASL signs. A priming paradigm was used in which the neighbors of the sign target were activated with a spoken English word and compared the activation of the targets in sparse and dense neighborhoods. Neighborhood density effects in auditory primed lexical decision task were then compared to previous reports of native deaf signers who were only processing sign language. Results indicated reversed neighborhood density effects in M2L2 learners relative to those in deaf signers such that there were inhibitory effects of handshape density and facilitatory effects of location density. Additionally, increased inhibition for signs in dense handshape neighborhoods was greater for high proficiency L2 learners. These findings support recent models of the hearing bimodal bilingual lexicon, which posit lateral links between spoken language and sign language lexical representations.

Immigration, Language Proficiency, and Autobiographical Memories: Lifespan Distribution and Second-Language Access

PubMed Central

Esposito, Alena G.; Baker-Ward, Lynne

2015-01-01

This investigation examined two controversies in the autobiographical literature: how cross-language immigration affects the distribution of autobiographical memories across the lifespan and under what circumstances language-dependent recall is observed. Both Spanish/English bilingual immigrants and English monolingual non-immigrants participated in a cue word study, with the bilingual sample taking part in a within-subject language manipulation. The expected bump in the number of memories from early life was observed for non-immigrants but not immigrants, who reported more memories for events surrounding immigration. Aspects of the methodology addressed possible reasons for past discrepant findings. Language-dependent recall was influenced by second-language proficiency. Results were interpreted as evidence that bilinguals with high second-language proficiency, in contrast to those with lower second-language proficiency, access a single conceptual store through either language. The final multi-level model predicting language-dependent recall, including second-language proficiency, age of immigration, internal language, and cue word language, explained ¾ of the between-person variance and ⅕ of the within-person variance. We arrive at two conclusions. First, major life transitions influence the distribution of memories. Second, concept representation across multiple languages follows a developmental model. In addition, the results underscore the importance of considering language experience in research involving memory reports. PMID:26274061

Immigration, language proficiency, and autobiographical memories: Lifespan distribution and second-language access.

PubMed

Esposito, Alena G; Baker-Ward, Lynne

2016-08-01

This investigation examined two controversies in the autobiographical literature: how cross-language immigration affects the distribution of autobiographical memories across the lifespan and under what circumstances language-dependent recall is observed. Both Spanish/English bilingual immigrants and English monolingual non-immigrants participated in a cue word study, with the bilingual sample taking part in a within-subject language manipulation. The expected bump in the number of memories from early life was observed for non-immigrants but not immigrants, who reported more memories for events surrounding immigration. Aspects of the methodology addressed possible reasons for past discrepant findings. Language-dependent recall was influenced by second-language proficiency. Results were interpreted as evidence that bilinguals with high second-language proficiency, in contrast to those with lower second-language proficiency, access a single conceptual store through either language. The final multi-level model predicting language-dependent recall, including second-language proficiency, age of immigration, internal language, and cue word language, explained ¾ of the between-person variance and (1)/5 of the within-person variance. We arrive at two conclusions. First, major life transitions influence the distribution of memories. Second, concept representation across multiple languages follows a developmental model. In addition, the results underscore the importance of considering language experience in research involving memory reports.

Instruction of Keyboarding Skills: A Whole Language Approach to Teaching Functional Literacy Skills to Students Who are Blind and Have Additional Disabilities

ERIC Educational Resources Information Center

Stauffer, Mary

2008-01-01

This article describes an unconventional method to teach un-contracted braille reading and writing skills to students who are blind and have additional disabilities. It includes a keyboarding curriculum that focuses on the whole language approach to literacy. A special feature is the keyboard that is adapted with braille symbols. Un-contracted…

Low energy electron attenuation lengths in core–shell nanoparticles

DOE PAGES

Jacobs, Michael I.; Kostko, Oleg; Ahmed, Musahid; ...

2017-05-05

Here, a velocity map imaging spectrometer is used to measure photoemission from free core–shell nanoparticles, where a salt core is coated with a liquid hydrocarbon shell (i.e. squalane). By varying the radial thickness of the hydrocarbon shell, electron attenuation lengths (EALs) are determined by measuring the decay in photoemission intensity from the salt core. In squalane, electrons with kinetic energy (KE) above 2 eV are found to have EALs of 3–5 nm, whereas electrons with smaller KE (<2 eV) have significantly larger EALs of >15 nm. These results (in the context of other energy-resolved EAL measurements) suggest that the energymore » dependent behavior of low energy electrons is similar in dielectrics when KE > 2 eV. At this energy the EALs do not appear to exhibit strong energy dependence. However, at very low KE (<2 eV), the EALs diverge and appear to be extremely material dependent.« less

Korean-Chinese Parents' Language Attitudes and Additive Bilingual Education in China

ERIC Educational Resources Information Center

Gao, Fang; Park, Jae

2012-01-01

China's diversity of minority groups, marked by many languages and cultures, has led to much push and pull experience between homogenising forces and indigenous cultures. This is apparent in its bilingual education programme for ethnic minorities, among which Korean diaspora communities are to be counted. Korean-Chinese people in China have been…

Epilepsy in cerebrovascular diseases: Review of experimental and clinical data with meta-analysis of risk factors.

PubMed

Ferlazzo, Edoardo; Gasparini, Sara; Beghi, Ettore; Sueri, Chiara; Russo, Emilio; Leo, Antonio; Labate, Angelo; Gambardella, Antonio; Belcastro, Vincenzo; Striano, Pasquale; Paciaroni, Maurizio; Pisani, Laura Rosa; Aguglia, Umberto

2016-08-01

Seizures may occur in close temporal association with a stroke or after a variable interval. Moreover, epilepsy is often encountered in patients with leukoaraiosis. Although early post-stroke seizures have been studied extensively, less attention has been paid to post-stroke epilepsy (PSE) and to epilepsy associated with leukoaraiosis (EAL). The aim of this paper is to review data concerning pathophysiology, prognosis, and treatment of PSE and EAL. We performed an extensive literature search to identify experimental and clinical articles on PSE and EAL. We also conducted a systematic review of risk factors for PSE and EAL among eligible studies. PSE is caused by enhanced neuronal excitability within and near the scar. The role played by white matter changes in EAL remains to be elucidated. Meta-analysis showed that cortical involvement (odds ratio [OR] 3.71, 95% confidence interval [CI] 2.34-5.90, p < 0.001), cerebral hemorrhage (OR 2.41, 95% CI 1.57-3.70, p < 0.001), and early seizures (OR 4.43, 95% CI 2.36-8.32, p < 0.001) are associated with an increased risk of PSE. As regards EAL, no prospective, population-based studies evaluated the role of different variables on seizure risk. Studies about the management of PSE are limited. PSE is generally well controlled by drugs. Data about risk factors, prognosis, and treatment of EAL are lacking. Pathophysiology and risk factors are well defined for PSE but need to be elucidated for EAL. Management of PSE and EAL relies on the clinician's judgment and should be tailored on an individual basis. Wiley Periodicals, Inc. © 2016 International League Against Epilepsy.

Language Awareness and Perception of Connected Speech in a Second Language

ERIC Educational Resources Information Center

Kennedy, Sara; Blanchet, Josée

2014-01-01

To be effective second or additional language (L2) listeners, learners should be aware of typical processes in connected L2 speech (e.g. linking). This longitudinal study explored how learners' developing ability to perceive connected L2 speech was related to the quality of their language awareness. Thirty-two learners of L2 French at a university…

16 CFR 803.8 - Foreign language documents.

Code of Federal Regulations, 2010 CFR

2010-01-01

... language documents. (a) Whenever at the time of filing a Notification and Report Form there is an English... English language versions shall be filed along with the foreign language information or materials. (b... for additional information or documentary material shall be submitted with verbatim English language...

RAS mutations in early age leukaemia modulated by NQO1 rs1800566 (C609T) are associated with second-hand smoking exposures

PubMed Central

2014-01-01

Background Deregulation of the MAPK genes signalling caused by somatic mutations have been implied in leukaemia pathogenesis, including RAS mutation (RASmut) in acute myeloid leukaemia (AML), which has been associated with intra-uterine chemical exposures. A case-case study was conducted in order to explore maternal and child exposures to tobacco smoking associations with early age leukaemia (EAL). Methods Covariables of reference were MLL rearrangements (MLL-r), RASmut and NQO1 rs1800566 (C609T). Samples from 150 acute lymphoblastic leukaemia (ALL) and 85 AML were included. Maternal exposures were assessed using a structured questionnaire with demographic, personal habits and residence history information. Restriction fragment length polymorphism and denaturing high performance liquid chromatography were used to screen FLT3, KRAS, and NRAS mutations; direct sequencing was performed to validate the results. NQO1 polymorphism was detected by real-time allelic discrimination technique. Results Overall, RASmut were detected in 28.7% of EAL cases; BRAFmut was found only in one AML patient. Higher rate of KRASmut was found in ALL (30.3%) compared to AML (20.8%) with MLL-r; RASmut showed an association with second-hand tobacco smoking exposures (OR, 3.06, 95% CI, 1.03-9.07). A considerable increased risk for EAL with the combination of RASmut and NQO1 609CT (OR, 4.24, 95% CI, 1.24-14.50) was observed. Conclusions Our data demonstrated the increased risk association between maternal smoking and EAL with MLL-r. Additionally, suggests that children second-hand tobacco exposures are associated with increased risk of EAL with RASmut modulated by NQO1 rs1800566 (C609T). PMID:24571676

RAS mutations in early age leukaemia modulated by NQO1 rs1800566 (C609T) are associated with second-hand smoking exposures.

PubMed

Andrade, Francianne Gomes; Furtado-Silva, Juliana Montibeller; Gonçalves, Bruno Alves de Aguiar; Thuler, Luiz Claudio Santos; Barbosa, Thayana Conceição; Emerenciano, Mariana; Siqueira, André; Pombo-de-Oliveira, Maria S

2014-02-26

Deregulation of the MAPK genes signalling caused by somatic mutations have been implied in leukaemia pathogenesis, including RAS mutation (RASmut) in acute myeloid leukaemia (AML), which has been associated with intra-uterine chemical exposures. A case-case study was conducted in order to explore maternal and child exposures to tobacco smoking associations with early age leukaemia (EAL). Covariables of reference were MLL rearrangements (MLL-r), RASmut and NQO1 rs1800566 (C609T). Samples from 150 acute lymphoblastic leukaemia (ALL) and 85 AML were included. Maternal exposures were assessed using a structured questionnaire with demographic, personal habits and residence history information. Restriction fragment length polymorphism and denaturing high performance liquid chromatography were used to screen FLT3, KRAS, and NRAS mutations; direct sequencing was performed to validate the results. NQO1 polymorphism was detected by real-time allelic discrimination technique. Overall, RASmut were detected in 28.7% of EAL cases; BRAFmut was found only in one AML patient. Higher rate of KRASmut was found in ALL (30.3%) compared to AML (20.8%) with MLL-r; RASmut showed an association with second-hand tobacco smoking exposures (OR, 3.06, 95% CI, 1.03-9.07). A considerable increased risk for EAL with the combination of RASmut and NQO1 609CT (OR, 4.24, 95% CI, 1.24-14.50) was observed. Our data demonstrated the increased risk association between maternal smoking and EAL with MLL-r. Additionally, suggests that children second-hand tobacco exposures are associated with increased risk of EAL with RASmut modulated by NQO1 rs1800566 (C609T).

A New NIST Database for the Simulation of Electron Spectra for Surface Analysis (SESSA): Application to Angle-Resolved X-ray Photoelectron Spectroscopy of HfO2, ZrO2, HfSiO4, and ZrSiO4 Films on Silicon

NASA Astrophysics Data System (ADS)

Powell, C. J.; Smekal, W.; Werner, W. S. M.

2005-09-01

We describe a new NIST database for the Simulation of Electron Spectra for Surface Analysis (SESSA). This database provides data for the many parameters needed in quantitative Auger electron spectroscopy (AES) and X-ray photoelectron spectroscopy (XPS). In addition, AES and XPS spectra can be simulated for layered samples. The simulated spectra, for layer compositions and thicknesses specified by the user, can be compared with measured spectra. The layer compositions and thicknesses can then be adjusted to find maximum consistency between simulated and measured spectra. In this way, AES and XPS can provide more detailed characterization of multilayer thin-film materials. We report on the use of SESSA for determining the thicknesses of HfO2, ZrO2, HfSiO4, and ZrSiO4 films on Si by angle-resolved XPS. Practical effective attenuation lengths (EALs) have been computed from SESSA as a function of film thickness and photoelectron emission angle (i.e., to simulate the effects of tilting the sample). These EALs have been compared with similar values obtained from the NIST Electron Effective-Attenuation-Length Database (SRD 82). Generally good agreement was found between corresponding EAL values, but there were differences for film thicknesses less than the inelastic mean free path of the photoelectrons in the overlayer film. These differences are due to a simplifying approximation in the algorithm used to compute EALs in SRD 82. SESSA, with realistic cross sections for elastic and inelastic scattering in the film and substrate materials, is believed to provide more accurate EALs than SRD 82 for thin-film thickness measurements, particularly in applications where the film and substrate have different electron-scattering properties.

Comparability of a Paper-Based Language Test and a Computer-Based Language Test.

ERIC Educational Resources Information Center

Choi, Inn-Chull; Kim, Kyoung Sung; Boo, Jaeyool

2003-01-01

Utilizing the Test of English Proficiency, developed by Seoul National University (TEPS), examined comparability between the paper-based language test and the computer-based language test based on content and construct validation employing content analyses based on corpus linguistic techniques in addition to such statistical analyses as…

Web-Based English Language Learning

ERIC Educational Resources Information Center

Sarica, Gulcin Nagehan; Cavus, Nadire

2008-01-01

Knowledge of another language is an advantage and it gives people to look at the world and in particular to the world's cultures with a broader perspective. Learning English as a second language is the process by which students learn it in addition to their native language. Today, internet is an important part of our lives as English. For this…

Relations Among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers.

PubMed

Lewis, Kandia; Sandilos, Lia E; Hammer, Carol Scheffner; Sawyer, Brook E; Méndez, Lucía I

This study explored the relations between Spanish-English dual language learner (DLL) children's home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish-English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock-Muñoz and the Woodcock-Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother-child reading at home influenced children's Spanish language abilities. In addition, the frequency with which children told a story was positively related to children's performance on English oral language measures. The findings suggest that language and literacy experiences at home have a differential impact on DLLs' language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children's language abilities are discussed.

Relations Among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

PubMed Central

Lewis, Kandia; Sandilos, Lia E.; Hammer, Carol Scheffner; Sawyer, Brook E.; Méndez, Lucía I.

2015-01-01

Research Findings This study explored the relations between Spanish–English dual language learner (DLL) children's home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish–English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock–Muñoz and the Woodcock–Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother–child reading at home influenced children's Spanish language abilities. In addition, the frequency with which children told a story was positively related to children's performance on English oral language measures. Practice or Policy The findings suggest that language and literacy experiences at home have a differential impact on DLLs' language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children's language abilities are discussed. PMID:27429533

Conglomeration or Chameleon? Teachers' Representations of Language in the Assessment of Learners with English as an Additional Language.

ERIC Educational Resources Information Center

Gardner, Sheena; Rea-Dickins, Pauline

2001-01-01

Investigates teacher representations of language in relation to assessment contexts. Analyzes not only what is represented in teachers' use of metalanguage, but also how it is presented--in terms of expression, voice, and source. The analysis is based on interviews with teachers, transcripts of lessons, and classroom-based assessments, formal…

Language shift, bilingualism and the future of Britain's Celtic languages

PubMed Central

Kandler, Anne; Unger, Roman; Steele, James

2010-01-01

‘Language shift’ is the process whereby members of a community in which more than one language is spoken abandon their original vernacular language in favour of another. The historical shifts to English by Celtic language speakers of Britain and Ireland are particularly well-studied examples for which good census data exist for the most recent 100–120 years in many areas where Celtic languages were once the prevailing vernaculars. We model the dynamics of language shift as a competition process in which the numbers of speakers of each language (both monolingual and bilingual) vary as a function both of internal recruitment (as the net outcome of birth, death, immigration and emigration rates of native speakers), and of gains and losses owing to language shift. We examine two models: a basic model in which bilingualism is simply the transitional state for households moving between alternative monolingual states, and a diglossia model in which there is an additional demand for the endangered language as the preferred medium of communication in some restricted sociolinguistic domain, superimposed on the basic shift dynamics. Fitting our models to census data, we successfully reproduce the demographic trajectories of both languages over the past century. We estimate the rates of recruitment of new Scottish Gaelic speakers that would be required each year (for instance, through school education) to counteract the ‘natural wastage’ as households with one or more Gaelic speakers fail to transmit the language to the next generation informally, for different rates of loss during informal intergenerational transmission. PMID:21041210

Language shift, bilingualism and the future of Britain's Celtic languages.

PubMed

Kandler, Anne; Unger, Roman; Steele, James

2010-12-12

'Language shift' is the process whereby members of a community in which more than one language is spoken abandon their original vernacular language in favour of another. The historical shifts to English by Celtic language speakers of Britain and Ireland are particularly well-studied examples for which good census data exist for the most recent 100-120 years in many areas where Celtic languages were once the prevailing vernaculars. We model the dynamics of language shift as a competition process in which the numbers of speakers of each language (both monolingual and bilingual) vary as a function both of internal recruitment (as the net outcome of birth, death, immigration and emigration rates of native speakers), and of gains and losses owing to language shift. We examine two models: a basic model in which bilingualism is simply the transitional state for households moving between alternative monolingual states, and a diglossia model in which there is an additional demand for the endangered language as the preferred medium of communication in some restricted sociolinguistic domain, superimposed on the basic shift dynamics. Fitting our models to census data, we successfully reproduce the demographic trajectories of both languages over the past century. We estimate the rates of recruitment of new Scottish Gaelic speakers that would be required each year (for instance, through school education) to counteract the 'natural wastage' as households with one or more Gaelic speakers fail to transmit the language to the next generation informally, for different rates of loss during informal intergenerational transmission.

Relations among Language Exposure, Phonological Memory, and Language Development in Spanish-English Bilingually-Developing Two-Year-Olds

PubMed Central

Parra, Marisol; Hoff, Erika; Core, Cynthia

2010-01-01

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 phonological memory for English-like and Spanish-like nonwords were assessed at 22 months; their productive vocabulary and grammar in both languages were assessed at 25 months. Phonological memory for English- and Spanish-like nonwords were highly correlated, 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. PMID:20828710

Two functions of early language experience.

PubMed

Arshavsky, Yuri I

2009-05-01

The unique human ability of linguistic communication, defined as the ability to produce a practically infinite number of meaningful messages using a finite number of lexical items, is determined by an array of "linguistic" genes, which are expressed in neurons forming domain-specific linguistic centers in the brain. In this review, I discuss the idea that infants' early language experience performs two complementary functions. In addition to allowing infants to assimilate the words and grammar rules of their mother language, early language experience initiates genetic programs underlying language production and comprehension. This hypothesis explains many puzzling characteristics of language acquisition, such as the existence of a critical period for acquiring the first language and the absence of a critical period for the acquisition of additional language(s), a similar timetable for language acquisition in children belonging to families of different social and cultural status, the strikingly similar timetables in the acquisition of oral and sign languages, and the surprisingly small correlation between individuals' final linguistic competence and the intensity of their training. Based on the studies of microcephalic individuals, I argue that genetic factors determine not only the number of neurons and organization of interneural connections within linguistic centers, but also the putative internal properties of neurons that are not limited to their electrophysiological and synaptic properties.

Music and early language acquisition.

PubMed

Brandt, Anthony; Gebrian, Molly; Slevc, L Robert

2012-01-01

Language is typically viewed as fundamental to human intelligence. Music, while recognized as a human universal, is often treated as an ancillary ability - one dependent on or derivative of language. In contrast, we argue that it is more productive from a developmental perspective to describe spoken language as a special type of music. A review of existing studies presents a compelling case that musical hearing and ability is essential to language acquisition. In addition, we challenge the prevailing view that music cognition matures more slowly than language and is more difficult; instead, we argue that music learning matches the speed and effort of language acquisition. We conclude that music merits a central place in our understanding of human development.

Text-based plagiarism in scientific writing: what Chinese supervisors think about copying and how to reduce it in students' writing.

PubMed

Li, Yongyan

2013-06-01

Text-based plagiarism, or textual copying, typically in the form of replicating or patchwriting sentences in a row from sources, seems to be an issue of growing concern among scientific journal editors. Editors have emphasized that senior authors (typically supervisors of science students) should take the responsibility for educating novices against text-based plagiarism. To address a research gap in the literature as to how scientist supervisors perceive the issue of textual copying and what they do in educating their students, this paper reports an interview study with 14 supervisors at a research-oriented Chinese university. The study throws light on the potentiality of senior authors mentoring novices in English as an Additional Language (EAL) contexts and has implications for the efforts that can be made in the wider scientific community to support scientists in writing against text-based plagiarism.

Interactional Competence in Japanese as an Additional Language. Pragmatics & Interaction. Volume 4

ERIC Educational Resources Information Center

Greer, Tim, Ed.; Ishida, Midori, Ed.; Tateyama, Yumiko, Ed.

2017-01-01

In the research literature on interactional competence in talk among second language speakers and their coparticipants, this volume of "Pragmatics & Interaction" is the first to focus on interaction in Japanese. The chapters examine the use and development of interactional practices in a wide range of social settings, from everyday…

Employing mobile technology to improve language skills of young students with language-based disabilities.

PubMed

Rodríguez, Cathi Draper; Cumming, Therese M

2017-01-01

This exploratory study investigated the effects of a language building iPad application on the language skills (i.e., receptive vocabulary, expressive vocabulary, and sentence formation) of young students with language-based disabilities. The study utilized a pre-test-post-test control group design. Students in the treatment group used the iPad language building application, Language Builder, for 30 minutes a day. Participants were 31 first-grade to third-grade students with identified language-based disabilities. Students were assigned to two groups for the 8-week intervention. Data indicated that students in the treatment group made significantly greater gains in the area of sentence formation than the control group. Results revealed no significant difference between the two groups in the areas of expressive and receptive vocabulary. A short intervention of using Language Builder via the iPad may increase the sentence formation skills of young students with language delays. Additionally, discussion regarding the usefulness of iPad applications in education is presented.

Facilitating Dialogue in the Adult EAL Classroom: Acknowledging Learners, Teachers and the Curriculum

ERIC Educational Resources Information Center

Atkinson, Michael

2017-01-01

Ostensibly, the orientation towards learning outcomes in adult English language and literacy delivery ensures that the focus is on standardised skill development and knowledge acquisition of students. Such measureable development is seen as foundational to broader employability skills and job readiness. It is an agenda however which ignores the…

Music and Early Language Acquisition

PubMed Central

Brandt, Anthony; Gebrian, Molly; Slevc, L. Robert

2012-01-01

Language is typically viewed as fundamental to human intelligence. Music, while recognized as a human universal, is often treated as an ancillary ability – one dependent on or derivative of language. In contrast, we argue that it is more productive from a developmental perspective to describe spoken language as a special type of music. A review of existing studies presents a compelling case that musical hearing and ability is essential to language acquisition. In addition, we challenge the prevailing view that music cognition matures more slowly than language and is more difficult; instead, we argue that music learning matches the speed and effort of language acquisition. We conclude that music merits a central place in our understanding of human development. PMID:22973254

Language growth in children with heterogeneous language disorders: a population study.

PubMed

Norbury, Courtenay Frazier; Vamvakas, George; Gooch, Debbie; Baird, Gillian; Charman, Tony; Simonoff, Emily; Pickles, Andrew

2017-10-01

Language development has been characterised by significant individual stability from school entry. However, the extent to which trajectories of language growth vary in children with language disorder as a function of co-occurring developmental challenges is a question of theoretical import, with implications for service provision. SCALES employed a population-based survey design with sample weighting procedures to estimate growth in core language skills over the first three years of school. A stratified sample (n = 529) received comprehensive assessment of language, nonverbal IQ, and social, emotional and behavioural difficulties at 5-6 years of age and 95% of the sample (n = 499) were assessed again at ages 7-8. Language growth was measured using both raw and standard scores in children with typical development, children with language disorder of unknown origin, and children with language disorders associated with a known clinical condition and/or intellectual disability. Overall, language was stable at the individual level (estimated ICC = 0.95) over the first three years of school. Linear mixed effects models highlighted steady growth in language raw scores across all three groups, including those with multiple developmental challenges. There was little evidence, however, that children with language disorders were narrowing the gap with peers (z-scores). Adjusted models indicated that while nonverbal ability, socioeconomic status and social, emotional and behavioural deficits predicted initial language score (intercept), none predicted language growth (slope). These findings corroborate previous studies suggesting stable language trajectories after ages 5-6 years, but add considerably to previous work by demonstrating similar developmental patterns in children with additional nonverbal cognitive deficits, social, emotional, and behavioural challenges, social disadvantage or clinical diagnoses. © 2017 The Authors. Journal of Child Psychology and

Language Learning Motivation and Language Attitudes in Multilingual Spain from an International Perspective

ERIC Educational Resources Information Center

Lasagabaster, David

2017-01-01

In Spain, more than 40% of the population lives in officially bilingual regions in which the minority language is used as a means of instruction at school and university. In addition, the increasing importance attached to learning English has led to the proliferation of multilingual school programs in which different languages are used to teach…

Russian Language Analysis Project

ERIC Educational Resources Information Center

Serianni, Barbara; Rethwisch, Carolyn

2011-01-01

This paper is the result of a language analysis research project focused on the Russian Language. The study included a diverse literature review that included published materials as well as online sources in addition to an interview with a native Russian speaker residing in the United States. Areas of study include the origin and history of the…

A New NIST Database for the Simulation of Electron Spectra for Surface Analysis (SESSA): Application to Angle-Resolved X-ray Photoelectron Spectroscopy of HfO2, ZrO2, HfSiO4, and ZrSiO4 Films on Silicon

DOE Office of Scientific and Technical Information (OSTI.GOV)

Powell, C.J.; Smekal, W.; Werner, W.S.M.

2005-09-09

We describe a new NIST database for the Simulation of Electron Spectra for Surface Analysis (SESSA). This database provides data for the many parameters needed in quantitative Auger electron spectroscopy (AES) and X-ray photoelectron spectroscopy (XPS). In addition, AES and XPS spectra can be simulated for layered samples. The simulated spectra, for layer compositions and thicknesses specified by the user, can be compared with measured spectra. The layer compositions and thicknesses can then be adjusted to find maximum consistency between simulated and measured spectra. In this way, AES and XPS can provide more detailed characterization of multilayer thin-film materials. Wemore » report on the use of SESSA for determining the thicknesses of HfO2, ZrO2, HfSiO4, and ZrSiO4 films on Si by angle-resolved XPS. Practical effective attenuation lengths (EALs) have been computed from SESSA as a function of film thickness and photoelectron emission angle (i.e., to simulate the effects of tilting the sample). These EALs have been compared with similar values obtained from the NIST Electron Effective-Attenuation-Length Database (SRD 82). Generally good agreement was found between corresponding EAL values, but there were differences for film thicknesses less than the inelastic mean free path of the photoelectrons in the overlayer film. These differences are due to a simplifying approximation in the algorithm used to compute EALs in SRD 82. SESSA, with realistic cross sections for elastic and inelastic scattering in the film and substrate materials, is believed to provide more accurate EALs than SRD 82 for thin-film thickness measurements, particularly in applications where the film and substrate have different electron-scattering properties.« less

Elevated Aerosol Layers and Their Radiative Impact over Kanpur During Monsoon Onset Period

NASA Technical Reports Server (NTRS)

Sarangi, Chandan; Tripathi, S. N.; Mishra, A. K.; Welton, E. J.

2016-01-01

Accurate information about aerosol vertical distribution is needed to reduce uncertainties in aerosol radiative forcing and its effect on atmospheric dynamics. The present study deals with synergistic analyses of aerosol vertical distribution and aerosol optical depth (AOD) with meteorological variables using multisatellite and ground-based remote sensors over Kanpur in central Indo-Gangetic Plain (IGP). Micro-Pulse Lidar Network-derived aerosol vertical extinction (sigma) profiles are analyzed to quantify the interannual and daytime variations during monsoon onset period (May-June) for 2009-2011. The mean aerosol profile is broadly categorized into two layers viz., a surface layer (SL) extending up to 1.5 km (where sigma decreased exponentially with height) and an elevated aerosol layer (EAL) extending between 1.5 and 5.5 km. The increase in total columnar aerosol loading is associated with relatively higher increase in contribution from EAL loading than that from SL. The mean contributions of EALs are about 60%, 51%, and 50% to total columnar AOD during 2009, 2010, and 2011, respectively. We observe distinct parabolic EALs during early morning and late evening but uniformly mixed EALs during midday. The interannual and daytime variations of EALs are mainly influenced by long-range transport and convective capacity of the local emissions, respectively. Radiative flux analysis shows that clear-sky incoming solar radiation at surface is reduced with increase in AOD, which indicates significant cooling at surface. Collocated analysis of atmospheric temperature and aerosol loading reveals that increase in AOD not only resulted in surface dimming but also reduced the temperature (approximately 2-3 C) of lower troposphere (below 3 km altitude). Radiative transfer simulations indicate that the reduction of incoming solar radiation at surface is mainly due to increased absorption by EALs (with increase in total AOD). The observed cooling in lower troposphere in high

State Funding Mechanisms for English Language Learners

ERIC Educational Resources Information Center

Millard, Maria

2015-01-01

Research is clear that English language learners (ELLs) perform better academically and achieve greater language proficiency when they have high-quality English language instruction.1 Like all supplemental services, these necessary supports require additional funding above the average per-student amount. The federal government provides grant…

An Efficient Universal Trajectory Language

NASA Technical Reports Server (NTRS)

Hagen, George E.; Guerreiro, Nelson M.; Maddalon, Jeffrey M.; Butler, Ricky W.

2017-01-01

The Efficient Universal Trajectory Language (EUTL) is a language for specifying and representing trajectories for Air Traffic Management (ATM) concepts such as Trajectory-Based Operations (TBO). In these concepts, the communication of a trajectory between an aircraft and ground automation is fundamental. Historically, this trajectory exchange has not been done, leading to trajectory definitions that have been centered around particular application domains and, therefore, are not well suited for TBO applications. The EUTL trajectory language has been defined in the Prototype Verification System (PVS) formal specification language, which provides an operational semantics for the EUTL language. The hope is that EUTL will provide a foundation for mathematically verified algorithms that manipulate trajectories. Additionally, the EUTL language provides well-defined methods to unambiguously determine position and velocity information between the reported trajectory points. In this paper, we present the EUTL trajectory language in mathematical detail.

Computer Language For Optimization Of Design

NASA Technical Reports Server (NTRS)

Scotti, Stephen J.; Lucas, Stephen H.

1991-01-01

SOL is computer language geared to solution of design problems. Includes mathematical modeling and logical capabilities of computer language like FORTRAN; also includes additional power of nonlinear mathematical programming methods at language level. SOL compiler takes SOL-language statements and generates equivalent FORTRAN code and system calls. Provides syntactic and semantic checking for recovery from errors and provides detailed reports containing cross-references to show where each variable used. Implemented on VAX/VMS computer systems. Requires VAX FORTRAN compiler to produce executable program.

Longitudinal Effects on Early Adolescent Language: A Twin Study

PubMed Central

DeThorne, Laura Segebart; Smith, Jamie Mahurin; Betancourt, Mariana Aparicio; Petrill, Stephen A.

2016-01-01

Purpose We evaluated genetic and environmental contributions to individual differences in language skills during early adolescence, measured by both language sampling and standardized tests, and examined the extent to which these genetic and environmental effects are stable across time. Method We used structural equation modeling on latent factors to estimate additive genetic, shared environmental, and nonshared environmental effects on variance in standardized language skills (i.e., Formal Language) and productive language-sample measures (i.e., Productive Language) in a sample of 527 twins across 3 time points (mean ages 10–12 years). Results Individual differences in the Formal Language factor were influenced primarily by genetic factors at each age, whereas individual differences in the Productive Language factor were primarily due to nonshared environmental influences. For the Formal Language factor, the stability of genetic effects was high across all 3 time points. For the Productive Language factor, nonshared environmental effects showed low but statistically significant stability across adjacent time points. Conclusions The etiology of language outcomes may differ substantially depending on assessment context. In addition, the potential mechanisms for nonshared environmental influences on language development warrant further investigation. PMID:27732720

Practical Techniques for Language Design and Prototyping

DTIC Science & Technology

2005-01-01

Practical Techniques for Language Design and Prototyping Mark-Oliver Stehr1 and Carolyn L. Talcott2 1 University of Illinois at Urbana-Champaign...cs.stanford.edu Abstract. Global computing involves the interplay of a vast variety of languages , but practially useful foundations for language ...framework, namely rewriting logic, that allows us to express (1) and (2) and, in addition, language aspects such as concurrency and non-determinism. We

Scaffolding Productive Language Skills through Sociodramatic Play

ERIC Educational Resources Information Center

Galeano, Rebecca

2011-01-01

This article reviews how a receptive, bilingual four-year-old increased her Spanish productive-language skills over five weeks as she engaged in Spanish-language play sessions with bilingual peers. The data show her growing participation in group verbal interactions along with her growing production of her weaker language. In addition, a…

Early-age Acute Leukemia: Revisiting Two Decades of the Brazilian Collaborative Study Group.

PubMed

Pombo-de-Oliveira, Maria S; Andrade, Francianne Gomes

2016-11-01

The understanding of leukemogenesis in early-age acute leukemia (EAL) has improved remarkably. Initiating somatic mutations detected in dried neonatal blood spots (DNBS) and in cord blood samples of affected children with leukemia have been proven to be acquired prenatally. However, to date, few epidemiological studies have been carried out exploring EAL that include infants and children 13-24 months of age at the diagnosis. Maternal exposure to transplacental DNA-damaging substances during pregnancy has been suggested to be a risk factor for EAL. Most cases of infants with acute lymphoblastic (i-ALL) or myeloid leukemia (i-AML) have KMT2A gene rearrangements (KMT2A-r), which disturb its essential role as an epigenetic regulator of hematopoiesis. Due to the short latency period for EAL and the fact that KMT2A-r resembles those found in secondary AML, exposure to topoisomerase II inhibitors has been associated with transplacental risk as proxi for causality. EAL studies have been conducted in Brazil for over two decades, combining observational epidemiology, leukemia biology, and clinical data. EAL was investigated considering (i) age strata (infants vs. 13-24 months-old); (ii) somatic mutations associated with i-ALL and i-AML; (iii) ethnic-geographic variations; (iv) contribution of maternal genotypes; and (v) time latency of exposures and mutations in DNBS. Interactions of acquired and constitutive gene mutations are challenging tools to test risk factor associations for EAL. In this review we summarize the EAL scenario (including B-cell precursor-ALL, T-ALL, and AML) results combining environmental and genetic susceptibility risk factors and we raise questions that should be considered for further action. Copyright © 2016 IMSS. Published by Elsevier Inc. All rights reserved.

Signed language working memory capacity of signed language interpreters and deaf signers.

PubMed

Wang, Jihong; Napier, Jemina

2013-04-01

This study investigated the effects of hearing status and age of signed language acquisition on signed language working memory capacity. Professional Auslan (Australian sign language)/English interpreters (hearing native signers and hearing nonnative signers) and deaf Auslan signers (deaf native signers and deaf nonnative signers) completed an Auslan working memory (WM) span task. The results revealed that the hearing signers (i.e., the professional interpreters) significantly outperformed the deaf signers on the Auslan WM span task. However, the results showed no significant differences between the native signers and the nonnative signers in their Auslan working memory capacity. Furthermore, there was no significant interaction between hearing status and age of signed language acquisition. Additionally, the study found no significant differences between the deaf native signers (adults) and the deaf nonnative signers (adults) in their Auslan working memory capacity. The findings are discussed in relation to the participants' memory strategies and their early language experience. The findings present challenges for WM theories.

The Oscillopathic Nature of Language Deficits in Autism: From Genes to Language Evolution

PubMed Central

Benítez-Burraco, Antonio; Murphy, Elliot

2016-01-01

Autism spectrum disorders (ASD) are pervasive neurodevelopmental disorders involving a number of deficits to linguistic cognition. The gap between genetics and the pathophysiology of ASD remains open, in particular regarding its distinctive linguistic profile. The goal of this article is to attempt to bridge this gap, focusing on how the autistic brain processes language, particularly through the perspective of brain rhythms. Due to the phenomenon of pleiotropy, which may take some decades to overcome, we believe that studies of brain rhythms, which are not faced with problems of this scale, may constitute a more tractable route to interpreting language deficits in ASD and eventually other neurocognitive disorders. Building on recent attempts to link neural oscillations to certain computational primitives of language, we show that interpreting language deficits in ASD as oscillopathic traits is a potentially fruitful way to construct successful endophenotypes of this condition. Additionally, we will show that candidate genes for ASD are overrepresented among the genes that played a role in the evolution of language. These genes include (and are related to) genes involved in brain rhythmicity. We hope that the type of steps taken here will additionally lead to a better understanding of the comorbidity, heterogeneity, and variability of ASD, and may help achieve a better treatment of the affected populations. PMID:27047363

Number line estimation and mental addition: examining the potential roles of language and education.

PubMed

Laski, Elida V; Yu, Qingyi

2014-01-01

This study investigated the relative importance of language and education to the development of numerical knowledge. Consistent with previous research suggesting that counting systems that transparently reflect the base-10 system facilitate an understanding of numerical concepts, Chinese and Chinese American kindergartners' and second graders' number line estimation (0-100 and 0-1000) was 1 to 2 years more advanced than that of American children tested in previous studies. However, Chinese children performed better than their Chinese American peers, who were fluent in Chinese but had been educated in America, at kindergarten on 0-100 number lines, at second grade on 0-1000 number lines, and at both time points on complex addition problems. Overall, the pattern of findings suggests that educational approach may have a greater influence on numerical development than the linguistic structure of the counting system. The findings also demonstrate that, despite generating accurate estimates of numerical magnitude on 0-100 number lines earlier, it still takes Chinese children approximately 2 years to demonstrate accurate estimates on 0-1000 number lines, which raises questions about how to promote the mapping of knowledge across numerical scales. Copyright © 2013 Elsevier Inc. All rights reserved.

Child first language and adult second language are both tied to general-purpose learning systems.

PubMed

Hamrick, Phillip; Lum, Jarrad A G; Ullman, Michael T

2018-02-13

Do the mechanisms underlying language in fact serve general-purpose functions that preexist this uniquely human capacity? To address this contentious and empirically challenging issue, we systematically tested the predictions of a well-studied neurocognitive theory of language motivated by evolutionary principles. Multiple metaanalyses were performed to examine predicted links between language and two general-purpose learning systems, declarative and procedural memory. The results tied lexical abilities to learning only in declarative memory, while grammar was linked to learning in both systems in both child first language and adult second language, in specific ways. In second language learners, grammar was associated with only declarative memory at lower language experience, but with only procedural memory at higher experience. The findings yielded large effect sizes and held consistently across languages, language families, linguistic structures, and tasks, underscoring their reliability and validity. The results, which met the predicted pattern, provide comprehensive evidence that language is tied to general-purpose systems both in children acquiring their native language and adults learning an additional language. Crucially, if language learning relies on these systems, then our extensive knowledge of the systems from animal and human studies may also apply to this domain, leading to predictions that might be unwarranted in the more circumscribed study of language. Thus, by demonstrating a role for these systems in language, the findings simultaneously lay a foundation for potentially important advances in the study of this critical domain.

Language Teachers' Target Language Project: Language for Specific Purposes of Language Teaching

ERIC Educational Resources Information Center

Korenev, Alexey; Westbrook, Carolyn; Merry, Yvonne; Ershova, Tatiana

2016-01-01

The Language Teachers' Target Language project (LTTL) aims to describe language teachers' target language use domain (Bachman & Palmer 2010) and to develop a language test for future teachers of English. The team comprises four researchers from Moscow State University (MSU) and Southampton Solent University.

Language Proficiency Modulates the Recruitment of Non-Classical Language Areas in Bilinguals

PubMed Central

Leonard, Matthew K.; Torres, Christina; Travis, Katherine E.; Brown, Timothy T.; Hagler, Donald J.; Dale, Anders M.; Elman, Jeffrey L.; Halgren, Eric

2011-01-01

Bilingualism provides a unique opportunity for understanding the relative roles of proficiency and order of acquisition in determining how the brain represents language. In a previous study, we combined magnetoencephalography (MEG) and magnetic resonance imaging (MRI) to examine the spatiotemporal dynamics of word processing in a group of Spanish-English bilinguals who were more proficient in their native language. We found that from the earliest stages of lexical processing, words in the second language evoke greater activity in bilateral posterior visual regions, while activity to the native language is largely confined to classical left hemisphere fronto-temporal areas. In the present study, we sought to examine whether these effects relate to language proficiency or order of language acquisition by testing Spanish-English bilingual subjects who had become dominant in their second language. Additionally, we wanted to determine whether activity in bilateral visual regions was related to the presentation of written words in our previous study, so we presented subjects with both written and auditory words. We found greater activity for the less proficient native language in bilateral posterior visual regions for both the visual and auditory modalities, which started during the earliest word encoding stages and continued through lexico-semantic processing. In classical left fronto-temporal regions, the two languages evoked similar activity. Therefore, it is the lack of proficiency rather than secondary acquisition order that determines the recruitment of non-classical areas for word processing. PMID:21455315

Language Transfer in Language Learning. Language Acquisition & Language Disorders 5.

ERIC Educational Resources Information Center

Gass, Susan M., Ed.; Selinker, Larry, Ed.

The study of native language influence in Second Language Acquisition has undergone significant changes over the past few decades. This book, which includes 12 chapters by distinguished researchers in the field of second language acquisition, traces the conceptual history of language transfer from its early role within a Contrastive Analysis…

Advanced Language Attrition of Spanish in Contact with Brazilian Portuguese

ERIC Educational Resources Information Center

Iverson, Michael Bryan

2012-01-01

Language acquisition research frequently concerns itself with linguistic development and result of the acquisition process with respect to a first or subsequent language. For some, it seems tacitly assumed that a first language, once acquired, remains stable, regardless of exposure to and the acquisition of additional language(s) beyond the first…

Reconceptualizing and Describing Teachers' Knowledge of Language for Content and Language Integrated Learning (CLIL)

ERIC Educational Resources Information Center

Morton, Tom

2018-01-01

Content and language integrated learning (CLIL) is an approach to bilingual education in which academic content and an additional language are taught at the same time. It is growing rapidly throughout the world, with the medium of instruction in most CLIL classrooms being English. This means that many teachers around the world are teaching…

Early writing deficits in preschoolers with oral language difficulties.

PubMed

Puranik, Cynthia S; Lonigan, Christopher J

2012-01-01

The purpose of this study was to investigate whether preschool children with language impairments (LI), a group with documented reading difficulties, also experience writing difficulties. In addition, a purpose was to examine if the writing outcomes differed when children had concomitant cognitive deficits in addition to oral language problems. A group of 293 preschool children were administered an assessment battery that included measures to examine oral language, nonverbal cognition, emergent reading, and writing. Children were divided into four groups based on their language and cognitive performance. The findings from this study show that as early as preschool, children with weaker oral language skills lag behind their peers with stronger oral language skills in terms of their writing-related skills. Children with oral language and cognitive deficits performed more poorly than children whose deficits were confined to oral language. A child's cognitive ability also has an impact on emergent writing skills, but it appears to be moderated by oral language skills. These results are consistent with research documenting links between preschool language and emergent reading in children with a history of LI. © Hammill Institute on Disabilities 2012.

Early Writing Deficits in Preschoolers with Oral Language Difficulties

PubMed Central

Puranik, Cynthia S.; Lonigan, Christopher J.

2016-01-01

The purpose of this study was to investigate whether preschool children with language impairments (LI), a group with documented reading difficulties, also experience writing difficulties. In addition, a purpose was to examine if the writing outcomes differed when children had concomitant cognitive deficits in addition to oral language problems. A group of 293 preschool children were administered an assessment battery that included measures to examine oral language, nonverbal cognition, emergent reading, and writing. Children were divided into four groups based on their language and cognitive performance. The findings from this study show that as early as preschool, children with weaker oral language skills lag behind their peers with stronger oral language skills in terms of their writing-related skills. Children with oral language and cognitive deficits performed more poorly than children whose deficits were confined to oral language. A child’s cognitive ability also has an impact on emergent writing skills, but it appears to be moderated by oral language skills. These results are consistent with research documenting links between preschool language and emergent reading in children with a history of LI. PMID:22043027

The Sizing and Optimization Language, (SOL): Computer language for design problems

NASA Technical Reports Server (NTRS)

Lucas, Stephen H.; Scotti, Stephen J.

1988-01-01

The Sizing and Optimization Language, (SOL), a new high level, special purpose computer language was developed to expedite application of numerical optimization to design problems and to make the process less error prone. SOL utilizes the ADS optimization software and provides a clear, concise syntax for describing an optimization problem, the OPTIMIZE description, which closely parallels the mathematical description of the problem. SOL offers language statements which can be used to model a design mathematically, with subroutines or code logic, and with existing FORTRAN routines. In addition, SOL provides error checking and clear output of the optimization results. Because of these language features, SOL is best suited to model and optimize a design concept when the model consits of mathematical expressions written in SOL. For such cases, SOL's unique syntax and error checking can be fully utilized. SOL is presently available for DEC VAX/VMS systems. A SOL package is available which includes the SOL compiler, runtime library routines, and a SOL reference manual.

Language time series analysis

NASA Astrophysics Data System (ADS)

Kosmidis, Kosmas; Kalampokis, Alkiviadis; Argyrakis, Panos

2006-10-01

We use the detrended fluctuation analysis (DFA) and the Grassberger-Proccacia analysis (GP) methods in order to study language characteristics. Despite that we construct our signals using only word lengths or word frequencies, excluding in this way huge amount of information from language, the application of GP analysis indicates that linguistic signals may be considered as the manifestation of a complex system of high dimensionality, different from random signals or systems of low dimensionality such as the Earth climate. The DFA method is additionally able to distinguish a natural language signal from a computer code signal. This last result may be useful in the field of cryptography.

An Exploration of Linguistic Neo-Colonialism through Educational Language Policy--An Irish Perspective

ERIC Educational Resources Information Center

Dillon, Anna

2016-01-01

In this paper, educational language policy is explored through the lens of linguistic neo-colonialism in Ireland in the case of learners of English as an Additional Language. The perspective of Ireland as a decolonized nation may have an impact on current language policy. Arguments for an additive approach to language and identity, language…

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

PubMed Central

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.

2015-01-01

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. PMID:27346924

Marginal Words--Sophisticated Attitudinal Meaning Making Resources in the Vietnamese Language: Implications for the Shaping of Vietnamese Teaching in the Australian Curriculum: Languages (Vietnamese)

ERIC Educational Resources Information Center

Ngo, Thu Thi Bich

2014-01-01

Evaluation is an important aspect in communication in any language as it not only functions to express language users' evaluative stance but also to construct and maintain relations between interactants. In the teaching of languages in addition to English, paying attention to evaluative language contributes to an understanding of the…

Language Mapping in Awake Surgery: Report of Two Cases with Review of Language Networks.

PubMed

Lim, Liang Hooi; Idris, Zamzuri; Reza, Faruque; Wan Hassan, Wan Mohd Nazaruddin; Mukmin, Laila Abd; Abdullah, Jafri Malin

2018-01-01

The role of language in communication plays a crucial role in human development and function. In patients who have a surgical lesion at the functional language areas, surgery should be intricately planned to avoid incurring further morbidity. This normally requires extensive functional and anatomical mappings of the brain to identify regions that are involved in language processing and production. In our case report, regions of the brain that are important for language functions were studied before surgery by employing (a) extraoperative methods such as functional magnetic resonance imaging, transmagnetic stimulation, and magnetoencephalography; (b) during the surgery by utilizing intraoperative awake surgical methods such as an intraoperative electrical stimulation; and (c) a two-stage surgery, in which electrical stimulation and first mapping are made thoroughly in the ward before second remapping during surgery. The extraoperative methods before surgery can guide the neurosurgeon to localize the functional language regions and tracts preoperatively. This will be confirmed using single-stage intraoperative electrical brain stimulation during surgery or a two-stage electrical brain stimulation before and during surgery. Here, we describe two cases in whom one has a superficial lesion and another a deep-seated lesion at language-related regions, in which language mapping was done to preserve its function. Additional review on the neuroanatomy of language regions, language network, and its impairment was also described.

Early Writing Deficits in Preschoolers with Oral Language Difficulties

ERIC Educational Resources Information Center

Puranik, Cynthia S.; Lonigan, Christopher J.

2012-01-01

The purpose of this study was to investigate whether preschool children with language impairments (LI), a group with documented reading difficulties, also experience writing difficulties. In addition, a purpose was to examine if the writing outcomes differed when children had concomitant cognitive deficits in addition to oral language problems. A…

77 FR 63355 - Proposed Revision to Emergency Action Level Development Guidance Document

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-16

... action level (EAL) scheme. The NRC is publishing this proposed revision to inform the public and solicit... EAL scheme using site-specific information. Dated at Rockville, Maryland, this 10th day of October...

Cognitive and Linguistic Predictors of Basic Arithmetic Skills: Evidence from First-Language and Second-Language Learners

ERIC Educational Resources Information Center

Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo

2014-01-01

The present study investigated the role of both cognitive and linguistic predictors in basic arithmetic skills (i.e., addition and subtraction) in 69 first-language (L1) learners and 60 second-language (L2) learners from the second grade of primary schools in the Netherlands. All children were tested on non-verbal intelligence, working memory,…

Improved toughness of silicon carbide

NASA Technical Reports Server (NTRS)

Palm, J. A.

1976-01-01

Impact energy absorbing layers (EALs) comprised of partially densified silicon carbide were formed in situ on fully sinterable silicon carbide substrates. After final sintering, duplex silicon carbide structures resulted which were comprised of a fully sintered, high density silicon carbide substrate or core, overlayed with an EAL of partially sintered silicon carbide integrally bonded to its core member. Thermal cycling tests proved such structures to be moderately resistant to oxidation and highly resistant to thermal shock stresses. The strength of the developed structures in some cases exceeded but essentially it remained the same as the fully sintered silicon carbide without the EAL. Ballistic impact tests indicated that substantial improvements in the toughness of sintered silicon carbide were achieved by the use of the partially densified silicon carbide EALs.

Dichotic listening performance predicts language comprehension.

PubMed

Asbjørnsen, Arve E; Helland, Turid

2006-05-01

Dichotic listening performance is considered a reliable and valid procedure for the assessment of language lateralisation in the brain. However, the documentation of a relationship between language functions and dichotic listening performance is sparse, although it is accepted that dichotic listening measures language perception. In particular, language comprehension should show close correspondence to perception of language stimuli. In the present study, we tested samples of reading-impaired and normally achieving children between 10 and 13 years of age with tests of reading skills, language comprehension, and dichotic listening to consonant-vowel (CV) syllables. A high correlation between the language scores and the dichotic listening performance was expected. However, since the left ear score is believed to be an error when assessing language laterality, covariation was expected for the right ear scores only. In addition, directing attention to one ear input was believed to reduce the influence of random factors, and thus show a more concise estimate of left hemisphere language capacity. Thus, a stronger correlation between language comprehension skills and the dichotic listening performance when attending to the right ear was expected. The analyses yielded a positive correlation between the right ear score in DL and language comprehension, an effect that was stronger when attending to the right ear. The present results confirm the assumption that dichotic listening with CV syllables measures an aspect of language perception and language skills that is related to general language comprehension.

Carving the world for language: how neuroscientific research can enrich the study of first and second language learning.

PubMed

George, Nathan R; Göksun, Tilbe; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

2014-01-01

Linguistics, psychology, and neuroscience all have rich histories in language research. Crosstalk among these disciplines, as realized in studies of phonology, is pivotal for understanding a fundamental challenge for first and second language learners (SLLs): learning verbs. Linguistic and behavioral research with monolinguals suggests that infants attend to foundational event components (e.g., path, manner). Language then heightens or dampens attention to these components as children map word to world in language-specific ways. Cross-linguistic differences in semantic organization also reveal sources of struggles for SLLs. We discuss how better integrating neuroscience into this literature can unlock additional mysteries of verb learning.

French and English Together: An "Additive" Experience

ERIC Educational Resources Information Center

Wiltshire, Jessica; Harbon, Lesley

2010-01-01

This paper examines the nature of the "additive" experience of a bilingual French-English curriculum at Killarney Heights Public School in New South Wales. Predictably, the well-supported "additive" nature of the languages program model elicited positive reactions regarding educational success. The paper also explores issues…

Actors and Agency in Academic Language Policy and Planning

ERIC Educational Resources Information Center

Fenton-Smith, Ben; Gurney, Laura

2016-01-01

Nearly two decades have passed since Kaplan and Baldauf [1997. "Language planning from practice to theory." Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a…

Comparison of Spontaneously Elicited Language Patterns in Specific Language Impairment and High-Functioning Autism.

PubMed

Craig, Megan; Trauner, Doris

2018-02-01

We aimed to characterize differences in the use of language in children with specific language impairment and high-functioning autism by analyzing verbal responses on standardized tests. The overall goal was to provide clinicians with additional tools with which to aid in distinguishing the two neurodevelopmental disorders. This study included 16 children with specific language impairment, 28 children with high-functioning autism, and 52 typically developing participants between the ages of six and 14. Groups were matched for age, and specific language impairment and high-functioning autism groups were matched on verbal and performance IQ. Responses from standardized tests were examined for response length, grammatical errors, filler words, perseverations, revisions (repeated attempts to begin or continue a sentence), off-topic attention shifts (lapses in attention to the task), and rambling. Data were analyzed using parametric and nonparametric methods. Specific language impairment responses were longer and contained more filler words than did those of the other two groups, whereas high-functioning autism responses exhibited more grammatical errors, off-topic attention shifts, and rambling. Specific language impairment and high-functioning autism responses showed higher rates of perseveration compared with controls. There were no significant differences in revisions among the three groups. Differences in language patterns of participants with specific language impairment and high-functioning autism may be useful to the clinician in helping to differentiate isolated language impairment from high-functioning autism. The results also support the conclusion that the two conditions are separable, and each exhibits a different pattern of language dysfunction. Copyright © 2017 Elsevier Inc. All rights reserved.

Transform Modern Language Learning through Mobile Devices

ERIC Educational Resources Information Center

Tuttle, Harry Grover

2013-01-01

College professors can transform their modern language classes through mobile devices. Their students' learning becomes more active, more personalized, more contextual, and more culturally authentic as illustrated through the author's modern language mobile learning classroom examples. In addition, their students engage in many diverse types of…

Pre-Service EFL Teachers' Beliefs about Foreign Language Learning

ERIC Educational Resources Information Center

Altan, Mustafa Zulkuf

2012-01-01

Beliefs are central constructs in every discipline which deals with human behaviour and learning. In addition to learner beliefs about language learning, language teachers themselves may hold certain beliefs about language learning that will have an impact on their instructional practices and that are likely to influence their students' beliefs…

Language Proficiency and Sustained Attention in Monolingual and Bilingual Children with and without Language Impairment

PubMed Central

Boerma, Tessel; Leseman, Paul; Wijnen, Frank; Blom, Elma

2017-01-01

Background: The language profiles of children with language impairment (LI) and bilingual children can show partial, and possibly temporary, overlap. The current study examined the persistence of this overlap over time. Furthermore, we aimed to better understand why the language profiles of these two groups show resemblance, testing the hypothesis that the language difficulties of children with LI reflect a weakened ability to maintain attention to the stream of linguistic information. Consequent incomplete processing of language input may lead to delays that are similar to those originating from reductions in input frequency. Methods: Monolingual and bilingual children with and without LI (N = 128), aged 5–8 years old, participated in this study. Dutch receptive vocabulary and grammatical morphology were assessed at three waves. In addition, auditory and visual sustained attention were tested at wave 1. Mediation analyses were performed to examine relationships between LI, sustained attention, and language skills. Results: Children with LI and bilingual children were outperformed by their typically developing (TD) and monolingual peers, respectively, on vocabulary and morphology at all three waves. The vocabulary difference between monolinguals and bilinguals decreased over time. In addition, children with LI had weaker auditory and visual sustained attention skills relative to TD children, while no differences between monolinguals and bilinguals emerged. Auditory sustained attention mediated the effect of LI on vocabulary and morphology in both the monolingual and bilingual groups of children. Visual sustained attention only acted as a mediator in the bilingual group. Conclusion: The findings from the present study indicate that the overlap between the language profiles of children with LI and bilingual children is particularly large for vocabulary in early (pre)school years and reduces over time. Results furthermore suggest that the overlap may be explained by

Language Transfer in Language Learning. Issues in Second Language Research.

ERIC Educational Resources Information Center

Gass, Susan M., Ed.; Selinker, Larry, Ed.

Essays on language transfer in language learning include: excerpts from "Linguistics across Cultures" (Robert Lado); "Language Transfer" (Larry Selinker); "Goofing: An Indication of Children's Second Language Learning Strategies" (Heidi C. Dulay, Marina K. Burt); "Language Transfer and Universal Grammatical Relations" (Susan Gass); "A Role for the…

Mesodomain and Protein-Associated Solvent Phases with Temperature-Tunable (200-265 K) Dynamics Surround Ethanolamine Ammonia-Lyase in Globally Polycrystalline Aqueous Solution Containing Dimethyl Sulfoxide.

PubMed

Nforneh, Benjamen; Warncke, Kurt

2017-12-14

Electron paramagnetic resonance spectroscopy of the spin probe, TEMPOL, is used to resolve solvent phases that surround the ethanolamine ammonia-lyase (EAL) protein from Salmonella typhimurium at low temperature (T) in frozen, globally polycrystalline aqueous solution and to report on the T dependence of their detectably rigid and fluid states. EAL plays a role in human gut microbiome-based disease conditions, and physicochemical studies provide insight into protein structure and mechanism, toward potential therapeutics. Temperature dependences of the rotational correlation times (τ c ; detection range, 10 -11 ≤ τ c ≤ 10 -7 s) and the corresponding weights of TEMPOL tumbling components from 200 to 265 K in the presence of EAL are measured in two frozen systems: (1) water-only and (2) 1% v/v dimethyl sulfoxide (DMSO). In the water-only condition, a protein-vicinal solvent component detectably fluidizes at 230 K and melts the surrounding ice-crystalline region with increasing T, creating a bounded, relatively high-viscosity aqueous solvent domain, up to 265 K. In the EAL, 1% v/v DMSO condition, two distinct concentric solvent phases are resolved around EAL: protein-associated domain (PAD) and mesodomain. The DMSO aqueous mesodomain fluidizes at 200 K, followed by PAD fluidization at 210 K. The interphase dynamical coupling is consistent with the spatial arrangement and significant contact areas of the phases, indicated by the experimentally determined mean volume ratio, V(mesodomain)/V(PAD)/V(protein) = 0.5:0.3:1.0. The results provide a rationale for native chemical reactions of EAL at T < 250 K and an advance toward precise control of solvent dynamics as a tunable parameter for quantifying the coupling between solvent and protein fluctuations and chemical reaction steps in EAL and other enzymes.

Role of ELA region in auto-activation of mutant KIT receptor: a molecular dynamics simulation insight.

PubMed

Purohit, Rituraj

2014-01-01

KIT receptor is the prime target in gastrointestinal stromal tumor (GISTs) therapy. Second generation inhibitor, Sunitinib, binds to an inactivated conformation of KIT receptor and stabilizes it in order to prevent tumor formation. Here, we investigated the dynamic behavior of wild type and mutant D816H KIT receptor, and emphasized the extended A-loop (EAL) region (805-850) by conducting molecular dynamics simulation (∼100 ns). We analyzed different properties such as root mean square cutoff or deviation, root mean square fluctuation, radius of gyration, solvent-accessible surface area, hydrogen bonding network analysis, and essential dynamics. Apart from this, clustering and cross-correlation matrix approach was used to explore the conformational space of the wild type and mutant EAL region of KIT receptor. Molecular dynamics analysis indicated that mutation (D816H) was able to alter intramolecular hydrogen bonding pattern and affected the structural flexibility of EAL region. Moreover, flexible secondary elements, specially, coil and turns were dominated in EAL region of mutant KIT receptor during simulation. This phenomenon increased the movement of EAL region which in turn helped in shifting the equilibrium towards the active kinase conformation. Our atomic investigation of mutant KIT receptor which emphasized on EAL region provided a better insight into the understanding of Sunitinib resistance mechanism of KIT receptor and would help to discover new therapeutics for KIT-based resistant tumor cells in GIST therapy.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Liu, Shengqiang; Li, Jie; Yu, Junsheng, E-mail: jsyu@uestc.edu.cn

A color tuning index (I{sub CT}) parameter for evaluating the color change capability of color-tunable organic light-emitting diodes (CT-OLEDs) was proposed and formulated. And a series of CT-OLEDs, consisting of five different carrier/exciton adjusting interlayers (C/EALs) inserted between two complementary emitting layers, were fabricated and applied to disclose the relationship between I{sub CT} and C/EALs. The result showed that the trend of electroluminescence spectra behavior in CT-OLEDs has good accordance with I{sub CT} values, indicating that the I{sub CT} parameter is feasible for the evaluation of color variation. Meanwhile, by changing energy level and C/EAL thickness, the optimized device withmore » the widest color tuning range was based on N,N′-dicarbazolyl-3,5-benzene C/EAL, exhibiting the highest I{sub CT} value of 41.2%. Based on carrier quadratic hopping theory and exciton transfer model, two fitting I{sub CT} formulas derived from the highest occupied molecular orbital (HOMO) energy level and triplet energy level were simulated. Finally, a color tuning prediction (CTP) model was developed to deduce the I{sub CT} via C/EAL HOMO and triplet energy levels, and verified by the fabricated OLEDs with five different C/EALs. We believe that the CTP model assisted with I{sub CT} parameter will be helpful for fabricating high performance CT-OLEDs with a broad range of color tuning.« less

Commercial Language, Business Economics, and the Liberal Arts Curriculum.

ERIC Educational Resources Information Center

Sell, John W.; And Others

A program at the College of Wooster (Ohio) in commercial language and international business is described. The program was undertaken with private funds and within the context of a traditional liberal arts college. It has three main curricular goals: (1) additional training of language instructors for language courses that would include the…

A Roadmap for True Accountability: Reconceptualizing Language-Learning Services, Reclassification Practices and Monitoring Systems for English Language Learners in U.S. Public Schools

ERIC Educational Resources Information Center

Slama, Rachel B.

2012-01-01

A major problem facing educators in the United States is how to determine when the nation's five million English language learners (ELL) are ready to exit language-learning programs, i.e. to be "reclassified" as fluent English proficient (R-FEP) and placed in mainstream classrooms without additional language support. No Child Left Behind…

Carving the World for Language: How Neuroscientific Research Can Enrich the Study of First and Second Language Learning

PubMed Central

George, Nathan R.; Göksun, Tilbe; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

2014-01-01

Linguistics, psychology, and neuroscience all have rich histories in language research. Crosstalk among these disciplines, as realized in studies of phonology, is pivotal for understanding a fundamental challenge for first and second language learners (SLLs): learning verbs. Linguistic and behavioral research with monolinguals suggests that infants attend to foundational event components (e.g., path, manner). Language then heightens or dampens attention to these components as children map word to world in language-specific ways. Cross-linguistic differences in semantic organization also reveal sources of struggles for SLLs. We discuss how better integrating neuroscience into this literature can unlock additional mysteries of verb learning. PMID:24854772

Effects of Experience Abroad and Language Proficiency on Self-Efficacy Beliefs in Language Learning.

PubMed

Kim, Hyang-Il; Cha, Kyung-Ae

2017-01-01

Experience abroad has been recognized as one of the best investments for second or foreign language learning. A lot of research has examined its impact on language learning from linguistic as well as non-linguistic perspectives. Nonetheless, literature on the relationships between and among experience abroad, language proficiency, and self-efficacy beliefs in language learning seems to still be cursory and thus the present study chose to focus on these aspects in more detail. To do so, 259 Korean English as a foreign language students answered the Questionnaire of English Self-Efficacy as well as completed a background questionnaire. Statistical analyses identified two underlying factors of self-efficacy beliefs-production and comprehension-that helped analyze the data from a new perspective. Using this two-factor structure of self-efficacy, it was found that the combination of experience abroad and English proficiency were indeed related to these self-efficacy factors. In addition, the results indicate that students may have benefitted most in self-efficacy formation in production and comprehension aspects when they have four to six months of experience abroad.

Conversation Analysis in Computer-Assisted Language Learning

ERIC Educational Resources Information Center

González-Lloret, Marta

2015-01-01

The use of Conversation Analysis (CA) in the study of technology-mediated interactions is a recent methodological addition to qualitative research in the field of Computer-assisted Language Learning (CALL). The expansion of CA in Second Language Acquisition research, coupled with the need for qualitative techniques to explore how people interact…

Effects of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learning Children

PubMed Central

Ash, Andrea C.; Rice, Mabel L.; Redmond, Sean M.

2014-01-01

Purpose The primary goal of this study was to explore the effect of the language context on the socially withdrawn behaviors of school aged-children who are English Language Learners (ELLs) from middle to high SES backgrounds. This is one of the first studies to address the frequently confused concepts of shyness and unsociability as independent constructs within the ELL population. This study also investigated the feasibility of an experimental parent and child questionnaire that examines shyness and unsociability across native and English speaking contexts. Method Children and parents (34 ELL and 37 native English speaking) were administered an experimental questionnaire examining shy and unsociable behavior in native language and English-speaking contexts. Results Parents and children from the ELL group reported significantly higher ratings of shy behavior in English versus native language contexts, whereas unsociable ratings did not differ across language contexts. Conclusions Shyness and unsociability are distinguishable behaviors in ELL children and these constructs should be considered when examining withdrawal. Additionally, examining ELL children’s behavior across language contexts provides a valuable method for investigating language influenced behavioral problems. This study demonstrates the need for service providers to evaluate behavior across subtype and language context before pathologizing withdrawal in ELL children. PMID:24687767

Statistical physics of language dynamics

NASA Astrophysics Data System (ADS)

Loreto, Vittorio; Baronchelli, Andrea; Mukherjee, Animesh; Puglisi, Andrea; Tria, Francesca

2011-04-01

Language dynamics is a rapidly growing field that focuses on all processes related to the emergence, evolution, change and extinction of languages. Recently, the study of self-organization and evolution of language and meaning has led to the idea that a community of language users can be seen as a complex dynamical system, which collectively solves the problem of developing a shared communication framework through the back-and-forth signaling between individuals. We shall review some of the progress made in the past few years and highlight potential future directions of research in this area. In particular, the emergence of a common lexicon and of a shared set of linguistic categories will be discussed, as examples corresponding to the early stages of a language. The extent to which synthetic modeling is nowadays contributing to the ongoing debate in cognitive science will be pointed out. In addition, the burst of growth of the web is providing new experimental frameworks. It makes available a huge amount of resources, both as novel tools and data to be analyzed, allowing quantitative and large-scale analysis of the processes underlying the emergence of a collective information and language dynamics.

LANGUAGES OF THE WORLD--INDO-PACIFIC FASCICLE FIVE.

ERIC Educational Resources Information Center

VOEGELIN, FLORENCE M.

THE NON-AUSTRONESIAN LANGUAGES CENTERING IN NEW GUINEA ARE LISTED AND DESCRIBED IN THIS REPORT. IN ADDITION, SENTENCE SAMPLERS OF THE USARUFA AND WANTOAT LANGUAGES ARE PROVIDED. (THE REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)

Rethinking foundations of language from a multidisciplinary perspective.

PubMed

Gong, Tao; Shuai, Lan; Wu, Yicheng

2018-04-21

The issue of language foundations has been of great controversy ever since it was first raised in Lenneberg's (1967) monograph Biological Foundations of Language. Based on a survey of recent findings relevant to the study of language acquisition and evolution, we propose that: (i) the biological predispositions for language are largely domain-general, not necessarily language-specific or human-unique; (ii) the socio-cultural environment of language serves as another important foundation of language, which helps shape language components, induce and drive language shift; and (iii) language must have coevolved with the cognitive mechanisms associated with it through intertwined biological and cultural evolution. In addition to theoretical issues, this paper also evaluates the primary approaches recently joining the endeavor of studying language foundations and evolution, including human experiments and computer simulations. Most of the evidence surveyed in this paper comes from a variety of disciplines, and methodology therein complements each other to form a global picture of language foundations. These reflect the complexity of the issue of language foundations and the necessity of taking a multidisciplinary perspective to address it. Copyright © 2018 Elsevier B.V. All rights reserved.

Language-specific memory for everyday arithmetic facts in Chinese-English bilinguals.

PubMed

Chen, Yalin; Yanke, Jill; Campbell, Jamie I D

2016-04-01

The role of language in memory for arithmetic facts remains controversial. Here, we examined transfer of memory training for evidence that bilinguals may acquire language-specific memory stores for everyday arithmetic facts. Chinese-English bilingual adults (n = 32) were trained on different subsets of simple addition and multiplication problems. Each operation was trained in one language or the other. The subsequent test phase included all problems with addition and multiplication alternating across trials in two blocks, one in each language. Averaging over training language, the response time (RT) gains for trained problems relative to untrained problems were greater in the trained language than in the untrained language. Subsequent analysis showed that English training produced larger RT gains for trained problems relative to untrained problems in English at test relative to the untrained Chinese language. In contrast, there was no evidence with Chinese training that problem-specific RT gains differed between Chinese and the untrained English language. We propose that training in Chinese promoted a translation strategy for English arithmetic (particularly multiplication) that produced strong cross-language generalization of practice, whereas training in English strengthened relatively weak, English-language arithmetic memories and produced little generalization to Chinese (i.e., English training did not induce an English translation strategy for Chinese language trials). The results support the existence of language-specific strengthening of memory for everyday arithmetic facts.

40 CFR 141.154 - Required additional health information.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 24 2012-07-01 2012-07-01 false Required additional health information... Required additional health information. (a) All reports must prominently display the following language... from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of...

40 CFR 141.154 - Required additional health information.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 23 2011-07-01 2011-07-01 false Required additional health information... Required additional health information. (a) All reports must prominently display the following language... from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of...

40 CFR 141.154 - Required additional health information.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 22 2010-07-01 2010-07-01 false Required additional health information... Required additional health information. (a) All reports must prominently display the following language... from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of...

40 CFR 141.154 - Required additional health information.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 24 2013-07-01 2013-07-01 false Required additional health information... Required additional health information. (a) All reports must prominently display the following language... from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of...

A Year-Round Professional Development Model for World Language Educators

ERIC Educational Resources Information Center

Steele, Tracy M.; Peterson, Margaret D.; Silva, Duarte M.; Padilla, Amado M.

2009-01-01

The Bay Area Foreign Language Program (BAFLP), one of nine regional sites of the California Foreign Language Project, offers ongoing, year-round professional development programs for world language educators. In addition, its leadership program prepares selected educators to assume leadership positions at their school sites, building capacity for…

Age of second language acquisition in multilinguals has an impact on gray matter volume in language-associated brain areas.

PubMed

Kaiser, Anelis; Eppenberger, Leila S; Smieskova, Renata; Borgwardt, Stefan; Kuenzli, Esther; Radue, Ernst-Wilhelm; Nitsch, Cordula; Bendfeldt, Kerstin

2015-01-01

Numerous structural studies have established that experience shapes and reshapes the brain throughout a lifetime. The impact of early development, however, is still a matter of debate. Further clues may come from studying multilinguals who acquired their second language at different ages. We investigated adult multilinguals who spoke three languages fluently, where the third language was learned in classroom settings, not before the age of 9 years. Multilinguals exposed to two languages simultaneously from birth (SiM) were contrasted with multinguals who acquired their first two languages successively (SuM). Whole brain voxel based morphometry revealed that, relative to SuM, SiM have significantly lower gray matter volume in several language-associated cortical areas in both hemispheres: bilaterally in medial and inferior frontal gyrus, in the right medial temporal gyrus and inferior posterior parietal gyrus, as well as in the left inferior temporal gyrus. Thus, as shown by others, successive language learning increases the volume of language-associated cortical areas. In brains exposed early on and simultaneously to more than one language, however, learning of additional languages seems to have less impact. We conclude that - at least with respect to language acquisition - early developmental influences are maintained and have an effect on experience-dependent plasticity well into adulthood.

Teaching English as a Language Not Subject by Employing Formative Assessment

ERIC Educational Resources Information Center

Chandio, Muhammad Tufail; Jafferi, Saima

2015-01-01

English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional…

Developing Interactional Competence by Using TV Series in "English as an Additional Language" Classrooms

ERIC Educational Resources Information Center

Sert, Olcay

2009-01-01

This paper uses a combined methodology to analyse the conversations in supplementary audio-visual materials to be implemented in language teaching classrooms in order to enhance the Interactional Competence (IC) of the learners. Based on a corpus of 90.000 words (Coupling Corpus), the author tries to reveal the potentials of using TV series in …

Towards optimal intraoperative conditions in esophageal surgery: A review of literature for the prevention of esophageal anastomotic leakage.

PubMed

Bootsma, Boukje Titia; Huisman, Daitlin Esmee; Plat, Victor Dirk; Schoonmade, Linda Jeanne; Stens, Jurre; Hubens, Guy; van der Peet, Donald Leonard; Daams, Freek

2018-04-30

Esophageal anastomotic leakage (EAL) is a severe complication following gastric and esophageal surgery for cancer. Several non-modifiable, patient or surgery related risk factors for EAL have been identified, however, the contribution of modifiable intraoperative parameters remains undetermined. This review provides an overview of current literature on potentially modifiable intraoperative risk factors for EAL. The PubMed, EMBASE and Cochrane databases were searched by two researchers independently. Clinical studies published in English between 1970 and January 2017 that evaluated the effect of intraoperative parameters on the development of EAL were included. Levels of evidence as defined by the Centre of Evidence Based Medicine (CEBM) were assigned to the studies. A total of 25 articles were included in the final analysis. These articles show evidence that anemia, increased amount of blood loss, low pH and high pCO2 values, prolonged duration of procedure and lack of surgical experience independently increase the risk of EAL. Supplemental oxygen therapy, epidural analgesia and selective digestive decontamination seem to have a beneficial effect. Potential risk factors include blood pressure, requirement of blood products, vasopressor use and glucocorticoid administration, however the results are ambiguous. Apart from fixed surgical and patient related factors, several intraoperative factors that can be modified in clinical practice can influence the risk of developing EAL. More prospective, observational studies are necessary focusing on modifiable intraoperative parameters to assess more evidence and to elucidate optimal values of these factors. Copyright © 2018 IJS Publishing Group Ltd. Published by Elsevier Ltd. All rights reserved.

A Case Study of Dual Language Program Administrators: The Teachers We Need

ERIC Educational Resources Information Center

Lachance, Joan R.

2017-01-01

In support of growing numbers of dual language programs nation-wide, dual language school administrators seek to find teachers who are specifically prepared to work with dual language learners for additive biliteracy. For this research the author utilized a case study design to explore practicing dual language administrators' perspectives…

Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports

NASA Astrophysics Data System (ADS)

Jung, Karl G.; Brown, Julie C.

2016-12-01

To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students' language development. To support pre-service elementary science teachers (PSTs) in making language planning an explicit part of their science lessons, we created the Academic Language Planning Organizer (ALPO). The purpose of this study was to determine the effectiveness of the ALPO on two levels: first, by examining participants' interactions with the ALPO as they identified academic language features, objectives and supports; and second, by exploring the ways that participants translated identified language supports to planned science activities. Findings indicated that, when using the ALPO, PSTs identified clear language functions and relevant vocabulary terms, and also frequently developed clear, observable and measurable language objectives. When lesson planning, PSTs were largely successful in translating previously identified language supports to their lesson plans, and often planned additional language supports beyond what was required. We also found, however, that the ALPO did not meet its intended use in supporting PSTs in identifying discourse and syntax demands associated with specific academic language functions, suggesting that revisions to the ALPO could better support PSTs in identifying these academic language demands. Implications for supporting PSTs' planning for and scaffolding of science academic language use are presented.

Language choice in bimodal bilingual development.

PubMed

Lillo-Martin, Diane; de Quadros, Ronice M; Chen Pichler, Deborah; Fieldsteel, Zoe

2014-01-01

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 community language.

Language choice in bimodal bilingual development

PubMed Central

Lillo-Martin, Diane; de Quadros, Ronice M.; Chen Pichler, Deborah; Fieldsteel, Zoe

2014-01-01

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 community language. PMID

The Effect on Cumulative Language Acquisition Increase for English Language Learner Students in Kindergarten through Third Grade Who Attended Multiple Years of Summer Remediation Programs

ERIC Educational Resources Information Center

Baker, Gregory A.

2013-01-01

Already academically at risk, students in the rapidly growing English Language Learner (ELL) student population in the United States face additional challenges due to regression of English language acquisition over the average ten-week agrarian summer break when they return to homes in which Spanish was the primary language spoken. While the…

Native language change during early stages of second language learning.

PubMed

Bice, Kinsey; Kroll, Judith F

2015-11-11

Research on proficient bilinguals has demonstrated that both languages are always active, even when only one is required. The coactivation of the two languages creates both competition and convergence, facilitating the processing of cognate words, but slowing lexical access when there is a requirement to engage control mechanisms to select the target language. Critically, these consequences are evident in the native language (L1) as well as in the second language (L2). The present study questioned whether L1 changes can be detected at early stages of L2 learning and how they are modulated by L2 proficiency. Native English speakers learning Spanish performed an English (L1) lexical decision task that included cognates while event-related potentials were recorded. They also performed verbal fluency, working memory, and inhibitory control tasks. A group of matched monolinguals performed the same tasks in English only. The results revealed that intermediate learners demonstrate a reduced N400 for cognates compared with noncognates in English (L1), and an emerging effect is visually present in beginning learners as well; however, no behavioral cognate effect was present for either group. In addition, slower reaction times in English (L1) are related to a larger cognate N400 magnitude in English (L1) and Spanish (L2), and to better inhibitory control for learners but not for monolinguals. The results suggest that contrary to the claim that L2 affects L1 only when L2 speakers are highly proficient, L2 learning begins to impact L1 early in the development of the L2 skill.

Accelerating language acquisition.

PubMed

Fowler, W; Ogston, K; Roberts-Fiati, G; Swenson, A

1993-01-01

How much can the development of language and other skills be accelerated in the general population? High correlations between early verbal and mental competencies and parent and teacher language socialization practices suggest enormous potential for widespread improvement. Here we report follow-up research in progress in studies of late adolescent children from diverse ethnic and educational backgrounds who participated in a language enrichment programme during infancy in the home or day-care. In 39 of 44 home-stimulated children located to date (nearly all from college-educated families) 62-93% were: in gifted or advanced programmes, obtaining high grades, avid readers and skilled in writing (over half read before school and wrote creative material independently) and generally highly skilled in verbal, mathematical and other academic domains. They also excelled socially and in sports, and showed intellectual independence. Additional subjects and data (on competence, later experiences and Scholastic Aptitude Test [SAT] scores) are currently being collected. Preliminary data analyses suggest that although early language enrichment can in the short term easily increase competence in all groups well beyond norms generated by current socialization practices, long-term outcomes are a complex function of developmental dynamics between the early, complex, foundation of high skills and motivation for learning, and the interaction with facilitative parental resources.

Recent language experience influences cross-language activation in bilinguals with different scripts

PubMed Central

Li, Chuchu; Wang, Min; Lin, Candise Y

2017-01-01

Purpose This study aimed to examine whether the phonological information in the non-target language is activated and its influence on bilingual processing. Approach Using the Stroop paradigm, Mandarin-English bilinguals named the ink color of Chinese characters in English in Experiment 1 and named the Chinese characters in addition to the color naming in English in Experiment 2. Twenty-four participants were recruited in each experiment. In both experiments, the visual stimuli included color characters (e.g. 红, hong2, red), homophones of the color characters (e.g. 洪, hong2, flood), characters that only shared the same syllable segment with the color characters (S+T−, e.g. 轰, hong1, boom), characters that shared the same tone but differed in segments with the color characters (S−T+, e.g. 瓶, ping2, bottle), and neutral characters (e.g. 牵, qian1, leading through). Data and analysis Planned t-tests were conducted in which participants’ naming accuracy rate and naming latency in each phonological condition were compared with the neutral condition. Findings Experiment 1 only showed the classic Stroop effect in the color character condition. In Experiment 2, in addition to the classic Stroop effect, the congruent homophone condition (e.g. 洪in red) showed a significant Stroop interference effect. These results suggested that for bilingual speakers with different scripts, phonological information in the non-target language may not be automatically activated even though the written words in the non-target language were visually presented. However, if the phonological information of the non-target language is activated in advance, it could lead to competition between the two languages, likely at both the phonological and lemma levels. Originality and significance This study is among the first to investigate whether the translation of a word is phonologically encoded in bilinguals using the Stroop paradigm. The findings improve our understanding of the

An improved model for teaching use of electronic apex locators.

PubMed

Tchorz, J P; Hellwig, E; Altenburger, M J

2012-04-01

To develop a simple, practical and inexpensive model, which enables the use of electronic apex locators (EALs) during pre-clinical and continuing education. Extracted teeth were placed in a mould and embedded in acrylic resin. The resin was applied in two consecutive steps to form a cavity around the root apices. A closable plastic tube serves as a valve, and a steel wire connects to the EAL. With its semi-closed reservoir for conductive fluids surrounding the root apices, the new model enables working length measurements of root canals using EALs. The model simulates the clinical situation for endodontic teaching purposes, as it allows working length determination of root canals as recommended. The measuring results of the EAL can be verified by radiography. At the same time, the roots are not directly visible and accessible to the user, allowing a precise evaluation and grading of the treatment. © 2011 International Endodontic Journal.

Open access for the non-English-speaking world: overcoming the language barrier

PubMed Central

Fung, Isaac CH

2008-01-01

This editorial highlights the problem of language barrier in scientific communication in spite of the recent success of Open Access Movement. Four options for English-language journals to overcome the language barrier are suggested: 1) abstracts in alternative languages provided by authors, 2) Wiki open translation, 3) international board of translator-editors, and 4) alternative language version of the journal. The Emerging Themes in Epidemiology announces that with immediate effect, it will accept translations of abstracts or full texts by authors as Additional files. Editorial note: In an effort towards overcoming the language barrier in scientific publication, ETE will accept translations of abstracts or the full text of published articles. Each translation should be submitted separately as an Additional File in PDF format. ETE will only peer review English-language versions. Therefore, translations will not be scrutinized in the review-process and the responsibility for accurate translation rests with the authors. PMID:18173854

Spoken language skills and educational placement in Finnish children with cochlear implants.

PubMed

Lonka, Eila; Hasan, Marja; Komulainen, Erkki

2011-01-01

This study reports the demographics, and the auditory and spoken language development as well as educational settings, for a total of 164 Finnish children with cochlear implants. Two questionnaires were employed: the first, concerning day care and educational placement, was filled in by professionals for rehabilitation guidance, and the second, evaluating language development (categories of auditory performance, spoken language skills, and main mode of communication), by speech and language therapists in audiology departments. Nearly half of the children were enrolled in normal kindergartens and 43% of school-aged children in mainstream schools. Categories of auditory performance were observed to grow in relation to age at cochlear implantation (p < 0.001) as well as in relation to proportional hearing age (p < 0.001). The composite scores for language development moved to more diversified ones in relation to increasing age at cochlear implantation and proportional hearing age (p < 0.001). Children without additional disorders outperformed those with additional disorders. The results indicate that the most favorable age for cochlear implantation could be earlier than 2. Compared to other children, spoken language evaluation scores of those with additional disabilities were significantly lower; however, these children showed gradual improvements in their auditory perception and language scores. Copyright © 2011 S. Karger AG, Basel.

Lexical diversity and omission errors as predictors of language ability in the narratives of sequential Spanish-English bilinguals: a cross-language comparison.

PubMed

Jacobson, Peggy F; Walden, Patrick R

2013-08-01

This study explored the utility of language sample analysis for evaluating language ability in school-age Spanish-English sequential bilingual children. Specifically, the relative potential of lexical diversity and word/morpheme omission as predictors of typical or atypical language status was evaluated. Narrative samples were obtained from 48 bilingual children in both of their languages using the suggested narrative retell protocol and coding conventions as per Systematic Analysis of Language Transcripts (SALT; Miller & Iglesias, 2008) software. An additional lexical diversity measure, VocD, was also calculated. A series of logistical hierarchical regressions explored the utility of the number of different words, VocD statistic, and word and morpheme omissions in each language for predicting language status. Omission errors turned out to be the best predictors of bilingual language impairment at all ages, and this held true across languages. Although lexical diversity measures did not predict typical or atypical language status, the measures were significantly related to oral language proficiency in English and Spanish. The results underscore the significance of omission errors in bilingual language impairment while simultaneously revealing the limitations of lexical diversity measures as indicators of impairment. The relationship between lexical diversity and oral language proficiency highlights the importance of considering relative language proficiency in bilingual assessment.

UMass at TREC 2002: Cross Language and Novelty Tracks

DTIC Science & Technology

2002-01-01

resources – stemmers, dictionaries , machine translation, and an acronym database. We found that proper names were extremely important in this year’s queries...data by manually annotating 48 additional topics. 1. Cross Language Track We submitted one monolingual run and four cross-language runs. For the... monolingual run, the technology was essentially the same as the system we used for TREC 2001. For the cross-language run, we integrated some new

The Role of Native-Language Knowledge in the Perception of Casual Speech in a Second Language

PubMed Central

Mitterer, Holger; Tuinman, Annelie

2012-01-01

Casual speech processes, such as /t/-reduction, make word recognition harder. Additionally, word recognition is also harder in a second language (L2). Combining these challenges, we investigated whether L2 learners have recourse to knowledge from their native language (L1) when dealing with casual speech processes in their L2. In three experiments, production and perception of /t/-reduction was investigated. An initial production experiment showed that /t/-reduction occurred in both languages and patterned similarly in proper nouns but differed when /t/ was a verbal inflection. Two perception experiments compared the performance of German learners of Dutch with that of native speakers for nouns and verbs. Mirroring the production patterns, German learners’ performance strongly resembled that of native Dutch listeners when the reduced /t/ was part of a word stem, but deviated where /t/ was a verbal inflection. These results suggest that a casual speech process in a second language is problematic for learners when the process is not known from the leaner’s native language, similar to what has been observed for phoneme contrasts. PMID:22811675

Video Dubbing Projects in the Foreign Language Curriculum

ERIC Educational Resources Information Center

Burston, Jack

2005-01-01

The dubbing of muted video clips offers an excellent opportunity to develop the skills of foreign language learners at all linguistic levels. In addition to its motivational value, soundtrack dubbing provides a rich source of activities in all language skill areas: listening, reading, writing, speaking. With advanced students, it also lends itself…

GESTURE'S ROLE IN CREATING AND LEARNING LANGUAGE.

PubMed

Goldin-Meadow, Susan

2010-09-22

Imagine a child who has never seen or heard language. Would such a child be able to invent a language? Despite what one might guess, the answer is "yes". This chapter describes children who are congenitally deaf and cannot learn the spoken language that surrounds them. In addition, the children have not been exposed to sign language, either by their hearing parents or their oral schools. Nevertheless, the children use their hands to communicate--they gesture--and those gestures take on many of the forms and functions of language (Goldin-Meadow 2003a). The properties of language that we find in these gestures are just those properties that do not need to be handed down from generation to generation, but can be reinvented by a child de novo. They are the resilient properties of language, properties that all children, deaf or hearing, come to language-learning ready to develop. In contrast to these deaf children who are inventing language with their hands, hearing children are learning language from a linguistic model. But they too produce gestures, as do all hearing speakers (Feyereisen and de Lannoy 1991; Goldin-Meadow 2003b; Kendon 1980; McNeill 1992). Indeed, young hearing children often use gesture to communicate before they use words. Interestingly, changes in a child's gestures not only predate but also predict changes in the child's early language, suggesting that gesture may be playing a role in the language-learning process. This chapter begins with a description of the gestures the deaf child produces without speech. These gestures assume the full burden of communication and take on a language-like form--they are language. This phenomenon stands in contrast to the gestures hearing speakers produce with speech. These gestures share the burden of communication with speech and do not take on a language-like form--they are part of language.

Codeswitching in Bilingual Children with Specific Language Impairment

PubMed Central

Gutiérrez-Clellen, Vera F.; Cereijido, Gabriela Simon; Leone, Angela Erickson

2009-01-01

Children with specific language impairment (SLI) exhibit limited grammatical skills compared to their peers with typical language. These difficulties may be revealed when alternating their two languages (i.e., codeswitching) within sentences. Fifty-eight Spanish-English speaking children with and without SLI produced narratives using wordless picture books and conversational samples. The results indicated no significant differences in the proportion of utterances with codeswitching (CS) across age groups or contexts of elicitation. There were significant effects for language dominance, language of testing, and a significant dominance by language of testing interaction. The English-dominant children demonstrated more CS when tested in their nondominant language (Spanish) compared to the Spanish-dominant children tested in their weaker English. The children with SLI did not display more CS or more instances of atypical CS patterns compared to their typical peers. The findings indicate that children with SLI are capable of using grammatical CS, in spite of their language difficulties. In addition, the analyses suggest that CS is sensitive to sociolinguistic variables such as when the home language is not socially supported in the larger sociocultural context. In these cases, children may refrain from switching to the home language, even if that is their dominant language. PMID:22611333

An Alternative Approach to Identifying a Dimension in Second Language Proficiency.

ERIC Educational Resources Information Center

Griffin, Patrick E.; And Others

Current practice in language testing has not yet integrated classical test theory with assessment of language skills. In addition, language testing needs to be part of theory development. Lack of sound testing procedures can lead to problems in research design and ultimately, inappropriate theory development. The debate over dimensionality of…

Language and Language-in-Education Planning in Multilingual India: A Minoritized Language Perspective

ERIC Educational Resources Information Center

Groff, Cynthia

2017-01-01

This article explores India's linguistic diversity from a language policy perspective, emphasizing policies relevant to linguistic minorities. The Kumaun region of Utterakhand provides a local, minority-language perspective on national-level language planning. A look at the complexity of counting India's languages reveals language planning…

Dynamic assessment of narrative ability in English accurately identifies language impairment in English language learners.

PubMed

Peña, Elizabeth D; Gillam, Ronald B; Bedore, Lisa M

2014-12-01

To assess the identification accuracy of dynamic assessment (DA) of narrative ability in English for children learning English as a 2nd language. A DA task was administered to 54 children: 18 Spanish-English-speaking children with language impairment (LI); 18 age-, sex-, IQ- and language experience-matched typical control children; and an additional 18 age- and language experience-matched comparison children. A variety of quantitative and qualitative measures were collected in the pretest phase, the mediation phase, and the posttest phase of the study. Exploratory discriminant analysis was used to determine the set of measures that best differentiated among this group of children with and without LI. A combination of examiner ratings of modifiability (compliance, metacognition, and task orientation), DA story scores (setting, dialogue, and complexity of vocabulary), and ungrammaticality (derived from the posttest narrative sample) classified children with 80.6% to 97.2% accuracy. DA conducted in English provides a systematic means for measuring learning processes and learning outcomes, resulting in a clinically useful procedure for identifying LIs in bilingual children who are in the process of learning English as a second language.

Do Inclusion Practices for Pupils with Special Educational Needs in the English as a Foreign Language Class in Israel Reflect Inclusion Laws and Language Policy Requirements?

ERIC Educational Resources Information Center

Russak, Susie

2016-01-01

The study of additional languages is mandatory for all pupils in most European countries. Usually, the first foreign language is English. This is due to the status of English as a global language. According to inclusion laws, pupils with special educational needs (SEN) should be taught in regular classes with support services by teachers with…

Endangered Languages: Language Loss and Community Response.

ERIC Educational Resources Information Center

Grenoble, Lenore A., Ed.; Whaley, Lindsay J., Ed.

This edited volume provides an overview of issues surrounding language loss from sociological, economic, and linguistic perspectives. Four parts cover general issues in language loss; language-community responses, including native language instruction in school, community, and home; the value of language diversity and what is lost when a language…

Technology in Language Use, Language Teaching, and Language Learning

ERIC Educational Resources Information Center

Chun, Dorothy; Smith, Bryan; Kern, Richard

2016-01-01

This article offers a capacious view of technology to suggest broad principles relating technology and language use, language teaching, and language learning. The first part of the article considers some of the ways that technological media influence contexts and forms of expression and communication. In the second part, a set of heuristic…

Analgesic and physiological effect of electroacupuncture combined with epidural lidocaine in goats.

PubMed

Cui, Lu-Ying; Guo, Ni-Ni; Li, Yu-Lin; Li, Meng; Ding, Ming-Xing

2017-07-01

To investigate physiological and antinociceptive effects of electroacupuncture (EA) with lidocaine epidural nerve block in goats. Prospective experimental trial. Forty-eight hybrid male goats weighing 27 ± 2 kg. The goats were randomly assigned to six groups: L2.2, epidural lidocaine (2.2 mg kg -1 ); L4.4, epidural lidocaine (4.4 mg kg -1 ); EA; EA-L1.1, EA with epidural lidocaine (1.1 mg kg -1 ); EA-L2.2, EA with epidural lidocaine (2.2 mg kg -1 ); and EA-L4.4, EA with epidural lidocaine (4.4 mg kg -1 ). EA was administered for 120 minutes. Epidural lidocaine was administered 25 minutes after EA started. Nociceptive thresholds of flank and thigh regions, abdominal muscle tone, mean arterial pressure (MAP), heart rate (HR), respiratory frequency (f R ) and rectal temperature were recorded at 30, 60, 90, 120, 150 and 180 minutes. Lidocaine dose-dependently increased nociceptive thresholds. There were no differences in nociceptive thresholds between L4.4 and EA from 30 to 120 minutes. The threshold in EA-L2.2 was lower than in EA-L4.4 from 30 to 120 minutes, but higher than in EA-L1.1 from 30 to 150 minutes or in L4.4 from 30 to 180 minutes. The abdominal muscle tone in EA-L2.2 was higher at 30 minutes, but lower at 90 and 120 minutes than at 0 minutes. There were no differences in muscle tone between L4.4 and L2.2 or EA-L4.4, and between any two of the three EA-lidocaine groups from 0 to 180 minutes. The f R and HR decreased in L4.4 at 60 and 90 minutes compared with 0 minutes. No differences in f R , HR, MAP and temperature among the groups occurred from 30 to 180 minutes. EA combined with 2.2 mg kg -1 epidural lidocaine provides better antinociceptive effect than 4.4 mg kg -1 epidural lidocaine alone in goats. EA provided antinociception and allowed a decrease in epidural lidocaine dose. Copyright © 2017 Association of Veterinary Anaesthetists and American College of Veterinary Anesthesia and Analgesia. Published by Elsevier Ltd. All rights

Genetics Home Reference: FOXP2-related speech and language disorder

MedlinePlus

... relatively uncommon cause of problems with speech and language development. The total prevalence of childhood apraxia of speech ... in their activity lead to abnormal speech and language development. Additional features that are sometimes associated with FOXP2 - ...

SSME structural dynamic model development, phase 2

NASA Technical Reports Server (NTRS)

Foley, M. J.; Wilson, V. L.

1985-01-01

A set of test correlated mathematical models of the SSME High Pressure Oxygen Turbopump (HPOTP) housing and rotor assembly was produced. New analysis methods within the EISI/EAL and SPAR systems were investigated and runstreams for future use were developed. The LOX pump models have undergone extensive modification since the first phase of this effort was completed. The rotor assembly from the original model was abandoned and a new, more detailed model constructed. A description of the new rotor math model is presented. Also, the pump housing model was continually modified as additional test data have become available. This model is documented along with measured test results. Many of the more advanced features of the EAL/SPAR finite element analysis system were exercised. These included the cyclic symmetry option, the macro-element procedures, and the fluid analysis capability. In addition, a new tool was developed that allows an automated analysis of a disjoint structure in terms of its component modes. A complete description of the implementation of the Craig-Bampton method is given along with two worked examples.

What Is the Human Language Faculty? Two Views

ERIC Educational Resources Information Center

Jackendoff, Ray

2011-01-01

In addition to providing an account of the empirical facts of language, a theory that aspires to account for language as a biologically based human faculty should seek a graceful integration of linguistic phenomena with what is known about other human cognitive capacities and about the character of brain computation. The present discussion note…

Report on the Formal Trialling of the Australian Second Language Proficiency Ratings (ASLPR).

ERIC Educational Resources Information Center

Ingram, D. E.

Results of testing the validity and reliability of the Australian second language proficiency ratings (ASLPR) are presented. In addition to providing a framework for planning English as a second language programs for immigrants to Australia, the ASLPR was developed to specify second language proficiency in terms of practical language skills. The…

Mathematics for Language, Language for Mathematics

ERIC Educational Resources Information Center

Prochazkova, Lenka Tejkalova

2013-01-01

The author discusses the balance and mutual influence of the language of instruction and mathematics in the context of CLIL, Content and Language Integrated Learning. Different aspects of the relationship of language and Mathematics teaching and learning are discussed: the benefits of using a foreign language of instruction, as well as the…

Perception of Paralinguistic Intonational Meaning in a Second Language

ERIC Educational Resources Information Center

Chen, Aoju

2009-01-01

Recent studies of paralinguistic intonational meaning show that languages differ systematically in how pitch range is used to signal meaning differences, contra previous claims. This poses an additional challenge to second language learners, who generally receive little tutoring on intonation. This study investigates learners' competence and…

Language Nests and Language Acquisition: An Empirical Analysis

ERIC Educational Resources Information Center

Okura, Eve K.

2017-01-01

This dissertation presents the findings from interviews conducted with language nest workers, teachers, language nest coordinators, administrators of language revitalization programs, principals and directors of language immersion schools that work in close proximity with language nests, and linguists involved in language revitalization efforts.…

Language affects symbolic arithmetic in children: the case of number word inversion.

PubMed

Göbel, Silke M; Moeller, Korbinian; Pixner, Silvia; Kaufmann, Liane; Nuerk, Hans-Christoph

2014-03-01

Specific language influences have been observed in basic numerical tasks such as magnitude comparison, transcoding, and the number line estimation task. However, so far language influences in more complex calculations have not been reported in children. In this translingual study, 7- to 9-year-old German- and Italian-speaking children were tested on a symbolic addition task. Whereas the order of tens and units in Italian number words follows the order of the Arabic notation, the order is inverted in German number words. For both language groups, addition problems were more difficult when a carry operation was needed, that is, when a manipulation within the place-value structure of the Arabic number system was particularly important. Most important, this carry effect was more pronounced in response latencies for children speaking German, a language with inverted verbal mapping of the place-value structure. In addition, independent of language group, the size of the carry effect was significantly related to verbal working memory. The current study indicates that symbolic arithmetic and the carry effect in particular are modulated by language-specific characteristics. Our results underline the fact that the structure of the language of instruction is an important factor in children's mathematical education and needs to be taken into account even for seemingly nonverbal symbolic Arabic tasks. Copyright © 2013 Elsevier Inc. All rights reserved.

Speech-Language Dissociations, Distractibility, and Childhood Stuttering

PubMed Central

Conture, Edward G.; Walden, Tedra A.; Lambert, Warren E.

2015-01-01

Purpose This study investigated the relation among speech-language dissociations, attentional distractibility, and childhood stuttering. Method Participants were 82 preschool-age children who stutter (CWS) and 120 who do not stutter (CWNS). Correlation-based statistics (Bates, Appelbaum, Salcedo, Saygin, & Pizzamiglio, 2003) identified dissociations across 5 norm-based speech-language subtests. The Behavioral Style Questionnaire Distractibility subscale measured attentional distractibility. Analyses addressed (a) between-groups differences in the number of children exhibiting speech-language dissociations; (b) between-groups distractibility differences; (c) the relation between distractibility and speech-language dissociations; and (d) whether interactions between distractibility and dissociations predicted the frequency of total, stuttered, and nonstuttered disfluencies. Results More preschool-age CWS exhibited speech-language dissociations compared with CWNS, and more boys exhibited dissociations compared with girls. In addition, male CWS were less distractible than female CWS and female CWNS. For CWS, but not CWNS, less distractibility (i.e., greater attention) was associated with more speech-language dissociations. Last, interactions between distractibility and dissociations did not predict speech disfluencies in CWS or CWNS. Conclusions The present findings suggest that for preschool-age CWS, attentional processes are associated with speech-language dissociations. Future investigations are warranted to better understand the directionality of effect of this association (e.g., inefficient attentional processes → speech-language dissociations vs. inefficient attentional processes ← speech-language dissociations). PMID:26126203

Preparing English as a Second Language Students for College Level Math

ERIC Educational Resources Information Center

Valenzuela, Hector

2014-01-01

In a diverse classroom, there are students who are in need of both mathematics and English as a second language instruction. One of the challenges faced at Lake Washington Institute of Technology (LWIT) was the development of a pathway for English language learners into core academic courses at the college. In addition, English language learners…

Dosage effects of X and Y chromosomes on language and social functioning in children with supernumerary sex chromosome aneuploidies: Implications for idiopathic language impairment and autism spectrum disorders

PubMed Central

Lee, Nancy Raitano; Wallace, Gregory L.; Adeyemi, Elizabeth I.; Lopez, Katherine C.; Blumenthal, Jonathan D.; Clasen, Liv S.; Giedd, Jay N.

2012-01-01

Background Supernumerary sex chromosome aneuploidies (X/Y-aneuploidies), the presence of extra X- and/or Y-chromosomes, are associated with heightened rates of language impairments and social difficulties. However, no single study has examined different language domains and social functioning in the same sample of children with tri-, tetra-, and pentasomy X/Y-aneuploidy. The current research sought to fill this gap in the literature and to examine dosage effects of X- and Y-chromosomes on language and social functioning. Methods Participants included 110 youth with X/Y-aneuploidies (32 female) and 52 with typical development (25 female) matched on age (mean~12 years; range 4–22) and maternal education. Participants completed the Wechsler intelligence scales and parents completed the Children’s Communication Checklist-2 and the Social Responsiveness Scale to assess language skills and autistic traits, respectively. Results Both supernumerary X- and Y-chromosomes were related to depressed structural and pragmatic language skills and increased autistic traits. The addition of a Y-chromosome had a disproportionately greater impact on pragmatic language; the addition of one or more X-chromosomes had a disproportionately greater impact on structural language. Conclusions Given that we link extra X-chromosomes with structural language impairments and an extra Y-chromosome with pragmatic language impairments, X/Y-aneuploidies may provide clues to genetic mechanisms contributing to idiopathic language impairment and autism spectrum disorders. PMID:22827287

The Helping Horse: How Equine Assisted Learning Contributes to the Wellbeing of First Nations Youth in Treatment for Volatile Substance Misuse

PubMed Central

Adams, Cindy; Arratoon, Cheryl; Boucher, Janice; Cartier, Gail; Chalmers, Darlene; Dell, Colleen Anne; Dell, Debra; Dryka, Dominique; Duncan, Randy; Dunn, Kathryn; Hopkins, Carol; Longclaws, Loni; MacKinnon, Tamara; Sauve, Ernie; Spence, Serene; Wuttunee, Mallory

2015-01-01

There has been recent interest in Canada exploring the benefits of equine assisted interventions in the treatment of First Nations youth who misuse volatile substances. Using the richness of an exploratory case study involving the White Buffalo Youth Inhalant Treatment Centre and the Cartier Equine Learning Center, our community-based study examined the question of how an Equine Assisted Learning (EAL) program contributes to the wellbeing of First Nations female youth who misuse volatile substances. Both programs are grounded in a holistic bio-psycho-social-spiritual framework of healing. Our study shares how the EAL horses, facilitators and program content contributed to youths’ wellbeing in each area of the healing framework (bio-psycho-social-spiritual), with emphasis on the cultural significance of the horse and its helping role. The horse is a helper in the girls’ journeys toward improved wellbeing—the horse helps through its very nature as a highly instinctive animal, it helps the facilitators do their jobs, and it also helps put the treatment program activities into practice. In addition, the role of First Nations culture in the girls’ lives was enhanced through their encounters with the horses. The findings support the limited literature on equine assisted interventions and add important insights to the youth addictions treatment literature. Key implications to consider for EAL and volatile substance misuse policy, practice and research are identified. PMID:26793794

Research into Practice: The Task-Based Approach to Instructed Second Language Acquisition

ERIC Educational Resources Information Center

East, Martin

2017-01-01

This article discusses the phenomenon of task-based language teaching (TBLT) in instructed additional language settings. It begins from the premise that, despite considerable theoretical and empirical support, TBLT remains a contested endeavour. Critics of TBLT argue that, particularly with regard to time-limited foreign language instructional…

The Rediscovery of Heritage and Community Language Education in the United States

ERIC Educational Resources Information Center

Lee, Jin Sook; Wright, Wayne E.

2014-01-01

Language and cultural preservation efforts among different communities of language speakers in the United States have received increasing attention as interest in linguistic rights and globalization continues to deepen. In addition to mounting evidence of the cognitive, psychological, and academic benefits of heritage language/community language…

The Impact of Teacher Responsivity Education on Preschoolers' Language and Literacy Skills

ERIC Educational Resources Information Center

Cabell, Sonia Q.; Justice, Laura M.; Piasta, Shayne B.; Curenton, Stephanie M.; Wiggins, Alice; Turnbull, Khara Pence; Petscher, Yaacov

2011-01-01

Purpose: This study examined the extent to which teacher responsivity education affected preschoolers' language and literacy development over an academic year. Additional aims were to determine whether children's initial language abilities and teachers' use of responsivity strategies were associated with language outcomes, in particular. Method:…

Differences in Language Skills: Heritage Language Learner Subgroups and Foreign Language Learners

ERIC Educational Resources Information Center

Kondo-Brown, Kimi

2005-01-01

Using both proficiency tests and self-assessment measures, this study investigated (a) whether 3 subgroups of Japanese heritage language (JHL) learners would demonstrate language behaviors distinctively different from those of traditional Japanese as a foreign language (JFL) learners, and (b) which domains of language use and skills would…

Language Acquisition and Language Revitalization

ERIC Educational Resources Information Center

O'Grady, William; Hattori, Ryoko

2016-01-01

Intergenerational transmission, the ultimate goal of language revitalization efforts, can only be achieved by (re)establishing the conditions under which an imperiled language can be acquired by the community's children. This paper presents a tutorial survey of several key points relating to language acquisition and maintenance in children,…

Language Alternation and Language Norm in Vocational Content and Language Integrated Learning

ERIC Educational Resources Information Center

Kontio, Janne; Sylvén, Liss Kerstin

2015-01-01

The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are…

Teaching English as a "Second Language" in Kenya and the United States: Convergences and Divergences

ERIC Educational Resources Information Center

Roy-Campbell, Zaline M.

2015-01-01

English is spoken in five countries as the native language and in numerous other countries as an official language and the language of instruction. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all domains of life of that country. In many…

The Potential of Music in Promoting Oracy in Students with English as an Additional Language

ERIC Educational Resources Information Center

McCormack, Brittany A.; Klopper, Christopher

2016-01-01

The ways in which we are able to communicate are, most of the time, dominated through speaking and listening. The ability to speak, listen and understand speech is the basis of oracy; a necessity within society today. The purpose of this study was to examine the interconnectedness of music and language to identify if music can assist in the…

Identification of a common language describing paediatric physiotherapy practice for children with additional support needs, to support communication with those outside the physiotherapy profession.

PubMed

Hunter, Cathleen; Maciver, Donald; Howden, Stella; Forsyth, Kirsty; Adamson, Amanda; Bremner, Lynne

2013-03-01

Children with additional support needs (ASNs) often require physiotherapy intervention to help maximise their participation within the primary school setting. The aim of this research was to investigate paediatric physiotherapy practice in supporting primary school aged children with ASNs, in order to identify a language to describe this, which could be used to support communication with teachers, parents and others outside the profession. Using a qualitative research multiple methods design, 2 focus groups and 5 structured interviews were held to investigate physiotherapy practice for this group. Senior paediatric physiotherapists (n=13) from a range of specialities, with experience of supporting primary school aged children with ASNs. Focus groups and interviews were digitally recorded, transcribed verbatim and analysed to establish links and patterns: followed by a cyclical process of respondent validation, and expert review. Eight targets for physiotherapy intervention and twelve technique headings were synthesised from the data. The language used for labelling and description of these was aimed to be easily understood by colleagues outside the profession. The findings clearly identified the role of the paediatric physiotherapist as being to support primary school aged children with ASNs to acquire aspects of postural control, mobility and cardio-respiratory function. By grouping the data into eight areas of challenge as the focus of intervention, and twelve commonly used techniques, the researchers generated a language which can be used by paediatric physiotherapists to support communication with teachers, parents and others outside the profession, when describing their intent and interactions regarding these children. Copyright © 2012 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Foreign Language Teachers' Language Proficiency and Their Language Teaching Practice

ERIC Educational Resources Information Center

Richards, Heather; Conway, Clare; Roskvist, Annelies; Harvey, Sharon

2013-01-01

Teachers' subject knowledge is recognized as an essential component of effective teaching. In the foreign language context, teachers' subject knowledge includes language proficiency. In New Zealand high schools, foreign languages (e.g. Chinese, French, German, Japanese and Spanish) have recently been offered to learners earlier in their schooling,…

Europe's Babylon: Towards a Single European Language? Esperanto Documents 41A.

ERIC Educational Resources Information Center

Fettes, Mark

Discussion of the establishment of a single language for Europe's many countries and cultures focuses on the debate over English versus Esperanto as the language of choice. It is argued that the notion that language has not been a major barrier to intellectual exchange is a myth. In addition, while the main European political institutions support…

POS-Tagging for informal language (study in Indonesian tweets)

NASA Astrophysics Data System (ADS)

Suryawati, Endang; Munandar, Devi; Riswantini, Dianadewi; Fatchuttamam Abka, Achmad; Arisal, Andria

2018-03-01

This paper evaluates Part-of-Speech Tagging for the formal Indonesian language can be used for the tagging process of Indonesian tweets. In this study, we add five additional tags which reflect to social media attributes to the existing original tagset. Automatic POS tagging process is done by stratified training process with 1000, 1600, and 1800 of annotated tweets. It shows that the process can achieve up to 66.36% accuracy. The experiment with original tagset gives slightly better accuracy (67.39%) than the experiment with five additional tags, but will lose important informations which given by the five additional tagset.POS-Tagging for Informal Language (Study in Indonesian Tweets).

Operationalization of Sign Language Phonological Similarity and Its Effects on Lexical Access

ERIC Educational Resources Information Center

Williams, Joshua T.; Stone, Adam; Newman, Sharlene D.

2017-01-01

Cognitive mechanisms for sign language lexical access are fairly unknown. This study investigated whether phonological similarity facilitates lexical retrieval in sign languages using measures from a new lexical database for American Sign Language. Additionally, it aimed to determine which similarity metric best fits the present data in order to…

Informed Additive Literacy Instruction for ELLs

ERIC Educational Resources Information Center

Bauer, Eurydice Bouchereau

2009-01-01

There are numerous reasons why schools struggle to provide English-language learners (ELLs) with additive literacy instruction. One reason for this is the lack of available trained bilingual teachers, mainstream teachers who have not received adequate training on how to teach ELLs, and the current political climate that appears to support an…

Predictors of language service availability in U.S. hospitals

PubMed Central

Schiaffino, Melody K.; Al-Amin, Mona; Schumacher, Jessica R.

2014-01-01

Background: Hispanics comprise 17% of the total U.S. population, surpassing African-Americans as the largest minority group. Linguistically, almost 60 million people speak a language other than English. This language diversity can create barriers and additional burden and risk when seeking health services. Patients with Limited English Proficiency (LEP) for example, have been shown to experience a disproportionate risk of poor health outcomes, making the provision of Language Services (LS) in healthcare facilities critical. Research on the determinants of LS adoption has focused more on overall cultural competence and internal managerial decision-making than on measuring LS adoption as a process outcome influenced by contextual or external factors. The current investigation examines the relationship between state policy, service area factors, and hospital characteristics on hospital LS adoption. Methods: We employ a cross-sectional analysis of survey data from a national sample of hospitals in the American Hospital Association (AHA) database for 2011 (N= 4876) to analyze hospital characteristics and outcomes, augmented with additional population data from the American Community Survey (ACS) to estimate language diversity in the hospital service area. Additional data from the National Health Law Program (NHeLP) facilitated the state level Medicaid reimbursement factor. Results: Only 64% of hospitals offered LS. Hospitals that adopted LS were more likely to be not-for-profit, in areas with higher than average language diversity, larger, and urban. Hospitals in above average language diverse counties had more than 2-fold greater odds of adopting LS than less language diverse areas [Adjusted Odds Ratio (AOR): 2.26, P< 0.01]. Further, hospitals with a strategic orientation toward diversity had nearly 2-fold greater odds of adopting LS (AOR: 1.90, P< 0.001). Conclusion: Our findings support the importance of structural and contextual factors as they relate to healthcare

Rethinking the Connection between Working Memory and Language Impairment

ERIC Educational Resources Information Center

Archibald, Lisa M. D.; Harder Griebeling, Katherine

2016-01-01

Background: Working memory deficits have been found for children with specific language impairment (SLI) on tasks imposing increasing short-term memory load with or without additional, consistent (and simple) processing load. Aims: To examine the processing function of working memory in children with low language (LL) by employing tasks imposing…

Discriminating Children with Language Impairment among English-Language Learners from Diverse First-Language Backgrounds

ERIC Educational Resources Information Center

Paradis, Johanne; Schneider, Phyllis; Duncan, Tamara Sorenson

2013-01-01

Purpose: In this study, the authors sought to determine whether a combination of English-language measures and a parent questionnaire on first-language development could adequately discriminate between English-language learners (ELLs) with and without language impairment (LI) when children had diverse first-language backgrounds. Method:…

Expressive and receptive language in Prader-Willi syndrome: report on genetic subtype differences.

PubMed

Dimitropoulos, Anastasia; Ferranti, Angela; Lemler, Maria

2013-01-01

Prader-Willi syndrome (PWS), most recognized for the hallmark hyperphagia and food preoccupations, is caused by the absence of expression of the paternally active genes in the q11-13 region of chromosome 15. Since the recognition of PWS as a genetic disorder, most research has focused primarily on the medical, genetic, and behavioral aspects of the syndrome. Extensive research has not been conducted on the cognitive, speech, and language abilities in PWS. In addition, language differences with regard to genetic mechanism of PWS have not been well investigated. To date, research indicates overall language ability is markedly below chronological age with expressive language more impaired than receptive language in people with PWS. Thus, the aim of the present study was to further characterize expressive and receptive language ability in 35 participants with PWS and compare functioning by genetic subtype using the Clinical Evaluation of Language Fundamentals-4 (CELF-IV). Results indicate that core language ability is significantly impaired in PWS and both expressive and receptive abilities are significantly lower than verbal intelligence. In addition, participants with the maternal uniparental disomy (mUPD) genetic subtype exhibit discrepant language functioning with higher expressive vs. receptive language abilities. Future research is needed to further examine language functioning in larger genetic subtype participant samples using additional descriptive measures. Further work should also delineate findings with respect to size of the paternal deletion (Type 1 and Type 2 deletions) and explore how overexpression of maternally expressed genes in the 15q11-13 region may relate to verbal ability. After reading this article, the reader will be able to: (1) summarize primary characteristics of Prader-Willi syndrome (PWS), (2) describe differentiating characteristics for the PWS genetic subtypes, (3) recall limited research regarding language functioning in PWS to date

Neural signatures of second language learning and control.

PubMed

Bartolotti, James; Bradley, Kailyn; Hernandez, Arturo E; Marian, Viorica

2017-04-01

Experience with multiple languages has unique effects on cortical structure and information processing. Differences in gray matter density and patterns of cortical activation are observed in lifelong bilinguals compared to monolinguals as a result of their experience managing interference across languages. Monolinguals who acquire a second language later in life begin to encounter the same type of linguistic interference as bilinguals, but with a different pre-existing language architecture. The current study used functional magnetic resonance imaging to explore the beginning stages of second language acquisition and cross-linguistic interference in monolingual adults. We found that after English monolinguals learned novel Spanish vocabulary, English and Spanish auditory words led to distinct patterns of cortical activation, with greater recruitment of posterior parietal regions in response to English words and of left hippocampus in response to Spanish words. In addition, cross-linguistic interference from English influenced processing of newly-learned Spanish words, decreasing hippocampus activity. Results suggest that monolinguals may rely on different memory systems to process a newly-learned second language, and that the second language system is sensitive to native language interference. Copyright © 2016 Elsevier Ltd. All rights reserved.

From language identification to language distance

NASA Astrophysics Data System (ADS)

Gamallo, Pablo; Pichel, José Ramom; Alegria, Iñaki

2017-10-01

In this paper, we define two quantitative distances to measure how far apart two languages are. The distance measure that we have identified as more accurate is based on the perplexity of n-gram models extracted from text corpora. An experiment to compare forty-four European languages has been performed. For this purpose, we computed the distances for all the possible language pairs and built a network whose nodes are languages and edges are distances. The network we have built on the basis of linguistic distances represents the current map of similarities and divergences among the main languages of Europe.

Do the early development of gestures and receptive and expressive language predict language skills at 5;0 in prematurely born very-low-birth-weight children?

PubMed

Stolt, S; Lind, A; Matomäki, J; Haataja, L; Lapinleimu, H; Lehtonen, L

2016-01-01

It is unclear what the predictive value of very early development of gestures and language is on later language ability in prematurely born very-low-birth-weight (VLBW; birth weight ≤1500g) children. The aim of the present study was to analyse the predictive value of early gestures and a receptive lexicon measured between the ages of 0;9 and 1;3, as well as the predictive value of receptive and expressive language ability at 2;0 for language skills at 5;0 in VLBW children. The subjects were 29 VLBW children and 28 full-term children whose language development has been followed intensively between the ages of 0;9 and 2;0 using the Finnish version of the MacArthur Developmental Inventory and the Reynell Developmental Language Scales (RDLS III). At 5;0, five selected verbal subtests of the Nepsy II test and the Boston Naming Test (BNT) were used to assess children's language skills. For the first time in VLBW children, the development of gestures measured between the ages of 0;9 and 1;3 was shown to correlate significantly and positively with language skills at 5;0. In addition, both receptive and expressive language ability measured at 2;0 correlated significantly and positively with later language skills in both groups. Moreover, according to the hierarchical regression analysis, the receptive language score of the RDLS III at 2;0 was a clear and significant predictor for language skills at 5;0 in both groups. The findings particularly underline the role of early receptive language as a significant predictor for later language ability in VLBW children. The results provide evidence for a continuity between early language development and later language skills. After reading this article, readers will understand the associations between the very early (≤2 years of age) development of gestures and language (i.e. early receptive lexicon, expressive lexicon at 2;0, receptive and expressive language ability at 2;0) and the language skills at 5;0 in prematurely born

How much of the interannual variability of East Asian summer rainfall is forced by SST?

NASA Astrophysics Data System (ADS)

He, Chao; Wu, Bo; Li, Chunhui; Lin, Ailan; Gu, Dejun; Zheng, Bin; Zhou, Tianjun

2016-07-01

It is widely accepted that the interannual variability of East Asian summer rainfall is forced by sea surface temperature (SST), and SST anomalies are widely used as predictors of East Asian summer rainfall. But it is still not very clear what percentage of the interannual rainfall variability is contributed by SST anomalies. In this study, Atmospheric general circulation model simulations forced by observed interannual varying SST are compared with those forced by the fixed annual cycle of SST climatology, and their ratios of interannual variance (IAV) are analyzed. The output of 12 models from the 5th Phase of Coupled Model Intercomparison Project (CMIP5) are adopted, and idealized experiments are done by Community Atmosphere Model version 4 (CAM4). Both the multi-model median of CMIP5 models and CAM4 experiments show that only about 18 % of the IAV of rainfall over East Asian land (EAL) is explained by SST, which is significantly lower than the tropical western Pacific, but comparable to the mid-latitude western Pacific. There is no significant difference between the southern part and the northern part of EAL in the percentages of SST contribution. The remote SST anomalies regulates rainfall over EAL probably by modulating the horizontal water vapor transport rather than the vertical motion, since the horizontal water vapor transport into EAL is strongly modulated by SST but the vertical motion over EAL is not. Previous studies argued about the relative importance of tropical Indian Ocean and tropical Pacific Ocean to East Asian summer rainfall anomalies. Our idealized experiments performed by CAM4 suggest that the contributions from these two ocean basins are comparable to each other, both of which account for approximately 6 % of the total IAV of rainfall over EAL.

Adverse childhood experiences are associated with irritable bowel syndrome and gastrointestinal symptom severity.

PubMed

Park, S H; Videlock, E J; Shih, W; Presson, A P; Mayer, E A; Chang, L

2016-08-01

Early adverse life events (EALs) are associated with irritable bowel syndrome (IBS). Exposure to EALs as assessed by the Adverse Childhood Experiences (ACE) questionnaire is associated with greater disease prevalence, but ACE has not been studied in gastrointestinal disorders. Study aims were to: (i) Estimate the prevalence of EALs in the IBS patients using the ACE questionnaire; (ii) Determine correlations between ACE and Early Trauma Inventory Self Report-Short Form (ETI-SR) scores to confirm its validity in IBS; and (iii) Correlate ACE scores with IBS symptom severity. A total of 148 IBS (73% women, mean age = 31 years) and 154 HCs (59% women, mean age = 30 years) completed the ACE and ETI-SR between June 2010 and April 2015. These surveys measured EALs before age 18 in the domains of physical, sexual, and emotional abuse, and general trauma. IBS and abdominal pain severity was measured by a 20-point scale (0 = none, 20 = worst symptoms). The ACE score increased the odds of having IBS (odds ratio [OR] = 2.05, 95% confidence interval [CI]: 1.21-3.48, p = 0.008). Household mental illness (p < 0.001), emotional abuse (p = 0.004), and incarcerated household member (p = 0.019) were significant predictors of IBS. Adverse childhood experiences and ETI-SR scores were strongly correlated (r = 0.59, p < 0.001). ACE, but not ETI-SR, modestly correlated with IBS severity (r = 0.17, p = 0.036) and abdominal pain (r = 0.20, p = 0.015). The ACE questionnaire is a useful instrument to measure EALs in IBS based on its use in large studies, its ability to measure prevalence across different EAL domains, and its correlation with symptom severity. © 2016 John Wiley & Sons Ltd.

How language production shapes language form and comprehension

PubMed Central

MacDonald, Maryellen C.

2012-01-01

Language production processes can provide insight into how language comprehension works and language typology—why languages tend to have certain characteristics more often than others. Drawing on work in memory retrieval, motor planning, and serial order in action planning, the Production-Distribution-Comprehension (PDC) account links work in the fields of language production, typology, and comprehension: (1) faced with substantial computational burdens of planning and producing utterances, language producers implicitly follow three biases in utterance planning that promote word order choices that reduce these burdens, thereby improving production fluency. (2) These choices, repeated over many utterances and individuals, shape the distributions of utterance forms in language. The claim that language form stems in large degree from producers' attempts to mitigate utterance planning difficulty is contrasted with alternative accounts in which form is driven by language use more broadly, language acquisition processes, or producers' attempts to create language forms that are easily understood by comprehenders. (3) Language perceivers implicitly learn the statistical regularities in their linguistic input, and they use this prior experience to guide comprehension of subsequent language. In particular, they learn to predict the sequential structure of linguistic signals, based on the statistics of previously-encountered input. Thus, key aspects of comprehension behavior are tied to lexico-syntactic statistics in the language, which in turn derive from utterance planning biases promoting production of comparatively easy utterance forms over more difficult ones. This approach contrasts with classic theories in which comprehension behaviors are attributed to innate design features of the language comprehension system and associated working memory. The PDC instead links basic features of comprehension to a different source: production processes that shape language form

It's Not in the Curriculum: Adult English Language Teachers and LGBQ Topics

ERIC Educational Resources Information Center

Rhodes, Christy M.; Coda, James

2017-01-01

For adult English language learners, the English language classroom provides a space for students to examine cultural as well other identities. However, discussions often center on racial, rather than sexual identities. In addition, attention to how adult English language instructors engage in classroom practices that focus on sexual identities is…

Te Rita Papesch: Case Study of an Exemplary Learner of Maori as an Additional Language

ERIC Educational Resources Information Center

Ratima, Matiu Tai; Papesch, Te Rita

2014-01-01

This paper presents a case study of the life experiences of one exemplar adult second language Maori learner--Te Rita Papesch. Te Rita was one of 17 participants who were interviewed as a part of the first author's PhD study which sought to answer the question: what factors lead to the development of proficiency in te reo Maori amongst adult…

Electrophysiological study of the basal temporal language area: a convergence zone between language perception and production networks.

PubMed

Trébuchon-Da Fonseca, Agnès; Bénar, Christian-G; Bartoloméi, Fabrice; Régis, Jean; Démonet, Jean-François; Chauvel, Patrick; Liégeois-Chauvel, Catherine

2009-03-01

Regions involved in language processing have been observed in the inferior part of the left temporal lobe. Although collectively labelled 'the Basal Temporal Language Area' (BTLA), these territories are functionally heterogeneous and are involved in language perception (i.e. reading or semantic task) or language production (speech arrest after stimulation). The objective of this study was to clarify the role of BTLA in the language network in an epileptic patient who displayed jargonaphasia. Intracerebral evoked related potentials to verbal and non-verbal stimuli in auditory and visual modalities were recorded from BTLA. Time-frequency analysis was performed during ictal events. Evoked potentials and induced gamma-band activity provided direct evidence that BTLA is sensitive to language stimuli in both modalities, 350 ms after stimulation. In addition, spontaneous gamma-band discharges were recorded from this region during which we observed phonological jargon. The findings emphasize the multimodal nature of this region in speech perception. In the context of transient dysfunction, the patient's lexical semantic processing network is disrupted, reducing spoken output to meaningless phoneme combinations. This rare opportunity to study the BTLA "in vivo" demonstrates its pivotal role in lexico-semantic processing for speech production and its multimodal nature in speech perception.

The Colonial Legacy and Language Planning in Sub-Saharan Africa: The Case of Zaire.

ERIC Educational Resources Information Center

Kamwangamalu, Nkonko M.

1997-01-01

Attempts to determine why a highly multilingual country such as Zaire has not yet chosen an indigenous language for official use. Argues that should Zaire choose such a language, Swahili, it should become an additional language rather than a substitute for the incumbent official language, French. (47 references) (Author/CK)

Language-learning impairments: a 30-year follow-up of language-impaired children with and without psychiatric, neurological and cognitive difficulties.

PubMed

Elbro, Carsten; Dalby, Mogens; Maarbjerg, Stine

2011-01-01

This study investigated the long-term consequences of language impairments for academic, educational and socio-economic outcomes. It also assessed the unique contributions of childhood measures of speech and language, non-verbal IQ, and of psychiatric and neurological problems. The study was a 30-year follow-up of 198 participants originally diagnosed with language impairments at 3-9 years. Childhood diagnoses were based on language and cognitive abilities, social maturity, motor development, and psychiatric and neurological signs. At follow-up the participants responded to a questionnaire about literacy, education, employment, economic independence and family status. The response rate was 42% (198/470). At follow-up a majority of the participants reported literacy difficulties, unemployment and low socio-economic status-at rates significantly higher than in the general population. Participants diagnosed as children with specific language impairments had significantly better outcomes than those with additional diagnoses, even when non-verbal IQ was normal or statistically controlled. Childhood measures accounted for up to 52% of the variance in adult outcomes. Psychiatric and neurological comorbidity is relevant for adult outcomes of language impairments even when non-verbal IQ is normal. © 2011 Royal College of Speech & Language Therapists.

Influence of Linguistic Environment on Children's Language Development: Flemish versus Dutch Children

ERIC Educational Resources Information Center

Wiefferink, C. H.; Spaai, G. W. G.; Uilenburg, N.; Vermeij, B. A. M.; De Raeve, L.

2008-01-01

In the present study, language development of Dutch children with a cochlear implant (CI) in a bilingual educational setting and Flemish children with a CI in a dominantly monolingual educational setting is compared. In addition, we compared the development of spoken language with the development of sign language in Dutch children. Eighteen…

Fuel Line Study

DTIC Science & Technology

1994-08-01

prevea.ied the destruction of both an ONA DC-10 following an engine explosion and fire during takeoff at JFK Airport , and the EAL DC-9 following failure of...explosion and fire during takeoff at JFK Airport , and the EAL DC-9, following failure of the fuselage at the aft pressure bulkhead on landing at Fort

Own-Language Use in Language Teaching and Learning

ERIC Educational Resources Information Center

Hall, Graham; Cook, Guy

2012-01-01

Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students' own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to…

Sing a Song Please: Musical Contexts and Language Learning.

ERIC Educational Resources Information Center

Howarth, Lisa M.; Conti-Ramsden, Gina

1987-01-01

Six language-impaired children, aged 4-7, were studied in two routinized contexts (a lesson without music and a singing session) and child-teacher talk was analyzed. Results showed that the addition of music to a routinized context has the potential to increase the language-impaired child's ability to interact non-verbally. (Author/JDD)

Lexical quality and executive control predict children's first and second language reading comprehension.

PubMed

Raudszus, Henriette; Segers, Eliane; Verhoeven, Ludo

2018-01-01

This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD  = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available ( n  = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension.

Complexity in language learning and treatment.

PubMed

Thompson, Cynthia K

2007-02-01

To introduce a Clinical Forum focused on the Complexity Account of Treatment Efficacy (C. K. Thompson, L. P. Shapiro, S. Kiran, & J. Sobecks, 2003), a counterintuitive but effective approach for treating language disorders. This approach espouses training complex structures to promote generalized improvement of simpler, linguistically related structures. Three articles are included, addressing complexity in treatment of phonology, lexical-semantics, and syntax. Complexity hierarchies based on models of normal language representation and processing are discussed in each language domain. In addition, each article presents single-subject controlled experimental studies examining the complexity effect. By counterbalancing treatment of complex and simple structures across participants, acquisition and generalization patterns are examined as they emerge. In all language domains, cascading generalization occurs from more to less complex structures; however, the opposite pattern is rarely seen. The results are robust, with replication within and across participants. The construct of complexity appears to be a general principle that is relevant to treating a range of language disorders in both children and adults. While challenging the long-standing clinical notion that treatment should begin with simple structures, mounting evidence points toward the facilitative effects of using more complex structures as a starting point for treatment.

Language Policing: Micro-Level Language Policy-in-Process in the Foreign Language Classroom

ERIC Educational Resources Information Center

Amir, Alia; Musk, Nigel

2013-01-01

This article examines what we call "micro-level language policy-in-process"--that is, how a target--language-only policy emerges "in situ" in the foreign language classroom. More precisely, we investigate the role of "language policing", the mechanism deployed by the teacher and/or pupils to (re-)establish the…

Language Planning and Language Policy in Australia.

ERIC Educational Resources Information Center

Liddicoat, Anthony, Ed.

1991-01-01

A five-year period of particular activity in Australian language policy and language planning culminated with the 1991 publication of the White Paper called Australia's Language, which outlines proposed government programs in languages until 1994. Many of the papers in this theme issue of the journal of the Applied Linguistics Association of…

What sign language creation teaches us about language.

PubMed

Brentari, Diane; Coppola, Marie

2013-03-01

How do languages emerge? What are the necessary ingredients and circumstances that permit new languages to form? Various researchers within the disciplines of primatology, anthropology, psychology, and linguistics have offered different answers to this question depending on their perspective. Language acquisition, language evolution, primate communication, and the study of spoken varieties of pidgin and creoles address these issues, but in this article we describe a relatively new and important area that contributes to our understanding of language creation and emergence. Three types of communication systems that use the hands and body to communicate will be the focus of this article: gesture, homesign systems, and sign languages. The focus of this article is to explain why mapping the path from gesture to homesign to sign language has become an important research topic for understanding language emergence, not only for the field of sign languages, but also for language in general. WIREs Cogn Sci 2013, 4:201-211. doi: 10.1002/wcs.1212 For further resources related to this article, please visit the WIREs website. Copyright © 2012 John Wiley & Sons, Ltd.

Effect of the Affordances of a Virtual Environment on Second Language Oral Proficiency

ERIC Educational Resources Information Center

Carruthers, Heidy P. Cuervo

2013-01-01

The traditional language laboratory consists of computer-based exercises in which students practice the language individually, working on language form drills and listening comprehension activities. In addition to the traditional approach to the laboratory requirement, students in the study participated in a weekly conversation hour focusing on…

Concepts and implementations of natural language query systems

NASA Technical Reports Server (NTRS)

Dominick, Wayne D. (Editor); Liu, I-Hsiung

1984-01-01

The currently developed user language interfaces of information systems are generally intended for serious users. These interfaces commonly ignore potentially the largest user group, i.e., casual users. This project discusses the concepts and implementations of a natural query language system which satisfy the nature and information needs of casual users by allowing them to communicate with the system in the form of their native (natural) language. In addition, a framework for the development of such an interface is also introduced for the MADAM (Multics Approach to Data Access and Management) system at the University of Southwestern Louisiana.

Timing of translation in cross-language qualitative research.

PubMed

Santos, Hudson P O; Black, Amanda M; Sandelowski, Margarete

2015-01-01

Although there is increased understanding of language barriers in cross-language studies, the point at which language transformation processes are applied in research is inconsistently reported, or treated as a minor issue. Differences in translation timeframes raise methodological issues related to the material to be translated, as well as for the process of data analysis and interpretation. In this article we address methodological issues related to the timing of translation from Portuguese to English in two international cross-language collaborative research studies involving researchers from Brazil, Canada, and the United States. One study entailed late-phase translation of a research report, whereas the other study involved early phase translation of interview data. The timing of translation in interaction with the object of translation should be considered, in addition to the language, cultural, subject matter, and methodological competencies of research team members. © The Author(s) 2014.

Complex regulatory network encompassing the Csr, c-di-GMP and motility systems of Salmonella Typhimurium.

PubMed

Jonas, Kristina; Edwards, Adrianne N; Ahmad, Irfan; Romeo, Tony; Römling, Ute; Melefors, Ojar

2010-02-01

Bacterial survival depends on the ability to switch between sessile and motile lifestyles in response to changing environmental conditions. In many species, this switch is governed by (3'-5')-cyclic-diguanosine monophosphate (c-di-GMP), a signalling molecule, which is metabolized by proteins containing GGDEF and/or EAL domains. Salmonella Typhimurium contains 20 such proteins. Here, we show that the RNA-binding protein CsrA regulates the expression of eight genes encoding GGDEF, GGDEF-EAL and EAL domain proteins. CsrA bound directly to the mRNA leaders of five of these genes, suggesting that it may regulate these genes post-transcriptionally. The c-di-GMP-specific phosphodiesterase STM3611, which reciprocally controls flagella function and production of biofilm matrix components, was regulated by CsrA binding to the mRNA, but was also indirectly regulated by CsrA through the FlhDC/FliA flagella cascade and STM1344. STM1344 is an unconventional (c-di-GMP-inactive) EAL domain protein, recently identified as a negative regulator of flagella gene expression. Here, we demonstrate that CsrA directly downregulates expression of STM1344, which in turn regulates STM3611 through fliA and thus reciprocally controls motility and biofilm factors. Altogether, our data reveal that the concerted and complex regulation of several genes encoding GGDEF/EAL domain proteins allows CsrA to control the motility-sessility switch in S. Typhimurium at multiple levels.

Language Contact.

ERIC Educational Resources Information Center

Nelde, Peter Hans

1995-01-01

Examines the phenomenon of language contact and recent trends in linguistic contact research, which focuses on language use, language users, and language spheres. Also discusses the role of linguistic and cultural conflicts in language contact situations. (13 references) (MDM)

Students who are deaf and hard of hearing and use sign language: considerations and strategies for developing spoken language and literacy skills.

PubMed

Nussbaum, Debra; Waddy-Smith, Bettie; Doyle, Jane

2012-11-01

There is a core body of knowledge, experience, and skills integral to facilitating auditory, speech, and spoken language development when working with the general population of students who are deaf and hard of hearing. There are additional issues, strategies, and challenges inherent in speech habilitation/rehabilitation practices essential to the population of deaf and hard of hearing students who also use sign language. This article will highlight philosophical and practical considerations related to practices used to facilitate spoken language development and associated literacy skills for children and adolescents who sign. It will discuss considerations for planning and implementing practices that acknowledge and utilize a student's abilities in sign language, and address how to link these skills to developing and using spoken language. Included will be considerations for children from early childhood through high school with a broad range of auditory access, language, and communication characteristics. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Cues, quantification, and agreement in language comprehension.

PubMed

Tanner, Darren; Bulkes, Nyssa Z

2015-12-01

We investigated factors that affect the comprehension of subject-verb agreement in English, using quantification as a window into the relationship between morphosyntactic processes in language production and comprehension. Event-related brain potentials (ERPs) were recorded while participants read sentences with grammatical and ungrammatical verbs, in which the plurality of the subject noun phrase was either doubly marked (via overt plural quantification and morphological marking on the noun) or singly marked (via only plural morphology on the noun). Both acceptability judgments and the ERP data showed heightened sensitivity to agreement violations when quantification provided an additional cue to the grammatical number of the subject noun phrase, over and above plural morphology. This is consistent with models of grammatical comprehension that emphasize feature prediction in tandem with cue-based memory retrieval. Our results additionally contrast with those of prior studies that showed no effects of plural quantification on agreement in language production. These findings therefore highlight some nontrivial divergences in the cues and mechanisms supporting morphosyntactic processing in language production and comprehension.

The language growth of spanish-speaking English language learners.

PubMed

Rojas, Raúl; Iglesias, Aquiles

2013-01-01

Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples (6,516 Spanish; 5,732 English) produced by 1,723 ELLs during the first 3 years of formal schooling (M age at first observation = 5 years 7 months). Results indicated distinct trajectories of language growth over time for each language differentially impacted by summer vacation and gender, significant intra- and interindividual differences in initial status and growth rates across both languages, and language-specific relations between language growth and initial status. Implications of ELLs' language growth are discussed. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

CA for SLA: Arguments from the Chinese Language Classroom

ERIC Educational Resources Information Center

He, Agnes Weiyun

2004-01-01

When the seminal article on the organization of turn-taking by Sacks, Schegloff, and Jefferson (1974) was published 30 years ago, I started learning English as a foreign language. In addition to being a learner of the English language for many years, I was also trained in the traditions of Conversation Analysis (CA) and linguistic anthropology…

48 CFR 970.1100-2 - Additional considerations.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Additional considerations. 970.1100-2 Section 970.1100-2 Federal Acquisition Regulations System DEPARTMENT OF ENERGY AGENCY... considerations. (a) While it is not feasible to set forth standard language which would apply to every contract...

48 CFR 970.1100-2 - Additional considerations.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 5 2012-10-01 2012-10-01 false Additional considerations. 970.1100-2 Section 970.1100-2 Federal Acquisition Regulations System DEPARTMENT OF ENERGY AGENCY... considerations. (a) While it is not feasible to set forth standard language which would apply to every contract...

48 CFR 970.1100-2 - Additional considerations.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 5 2011-10-01 2011-10-01 false Additional considerations. 970.1100-2 Section 970.1100-2 Federal Acquisition Regulations System DEPARTMENT OF ENERGY AGENCY... considerations. (a) While it is not feasible to set forth standard language which would apply to every contract...

48 CFR 970.1100-2 - Additional considerations.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 48 Federal Acquisition Regulations System 5 2014-10-01 2014-10-01 false Additional considerations. 970.1100-2 Section 970.1100-2 Federal Acquisition Regulations System DEPARTMENT OF ENERGY AGENCY... considerations. (a) While it is not feasible to set forth standard language which would apply to every contract...

48 CFR 970.1100-2 - Additional considerations.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 5 2013-10-01 2013-10-01 false Additional considerations. 970.1100-2 Section 970.1100-2 Federal Acquisition Regulations System DEPARTMENT OF ENERGY AGENCY... considerations. (a) While it is not feasible to set forth standard language which would apply to every contract...

The Development of Executive Function and Language Skills in the Early School Years

ERIC Educational Resources Information Center

Gooch, Debbie; Thompson, Paul; Nash, Hannah M.; Snowling, Margaret J.; Hulme, Charles

2016-01-01

Background: The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated…

Predicting Language Outcome and Recovery After Stroke (PLORAS)

PubMed Central

Price, CJ; Seghier, ML; Leff, AP

2013-01-01

The ability of comprehend and produce speech after stroke depends on whether the areas of the brain that support language have been damaged. Here we review two different ways to predict language outcome after stroke. The first depends on understanding the neural circuits that support language. This model-based approach is a challenging endeavor because language is a complex cognitive function that involves the interaction of many different brain areas. The second approach does not require an understanding of why a lesion impairs language, instead, predictions are made on the basis of how previous patients with the same lesion recovered. This requires a database storing the speech and language abilities of a large population of patients who have, between them, incurred a comprehensive range of focal brain damage. In addition it requires a system that converts an MRI scan from a new patient into a 3D description of the lesion and then compares this lesion to all others on the database. The outputs of this system are the longitudinal language outcomes of corresponding patients in the database. This will provide a new patient, their carers and the clinician team managing them the range of likely recovery patterns over a variety of language measures. PMID:20212513

Language Learners' and Teachers' Perceptions of Task Repetition

ERIC Educational Resources Information Center

Ahmadian, Mohammad Javad; Mansouri, Seyyed Abbas; Ghominejad, Shiva

2017-01-01

This study examined how English language learners and teachers perceive and interpret task repetition (TR), and whether teachers' and learners' views about this pedagogic practice correspond. In addition, the study explored learners' cognitive and affective engagement with TR. We asked eight experienced language teachers to use a structured…

Speech and Language Therapy Intervention in Schizophrenia: A Case Study

ERIC Educational Resources Information Center

Clegg, Judy; Brumfitt, Shelagh; Parks, Randolph W.; Woodruff, Peter W. R.

2007-01-01

Background: There is a significant body of evidence documenting the speech and language abnormalities found in adult psychiatric disorders. These speech and language impairments can create additional social barriers for the individual and may hinder effective communication in psychiatric treatment and management. However, the role of speech and…

Simulated learning environments in speech-language pathology: an Australian response.

PubMed

MacBean, Naomi; Theodoros, Deborah; Davidson, Bronwyn; Hill, Anne E

2013-06-01

The rising demand for health professionals to service the Australian population is placing pressure on traditional approaches to clinical education in the allied health professions. Existing research suggests that simulated learning environments (SLEs) have the potential to increase student placement capacity while providing quality learning experiences with comparable or superior outcomes to traditional methods. This project investigated the current use of SLEs in Australian speech-language pathology curricula, and the potential future applications of SLEs to the clinical education curricula through an extensive consultative process with stakeholders (all 10 Australian universities offering speech-language pathology programs in 2010, Speech Pathology Australia, members of the speech-language pathology profession, and current student body). Current use of SLEs in speech-language pathology education was found to be limited, with additional resources required to further develop SLEs and maintain their use within the curriculum. Perceived benefits included: students' increased clinical skills prior to workforce placement, additional exposure to specialized areas of speech-language pathology practice, inter-professional learning, and richer observational experiences for novice students. Stakeholders perceived SLEs to have considerable potential for clinical learning. A nationally endorsed recommendation for SLE development and curricula integration was prepared.

Cross-Language Distributions of High Frequency and Phonetically Similar Cognates

PubMed Central

Schepens, Job; Dijkstra, Ton; Grootjen, Franc; van Heuven, Walter J. B.

2013-01-01

The coinciding form and meaning similarity of cognates, e.g. ‘flamme’ (French), ‘Flamme’ (German), ‘vlam’ (Dutch), meaning ‘flame’ in English, facilitates learning of additional languages. The cross-language frequency and similarity distributions of cognates vary according to evolutionary change and language contact. We compare frequency and orthographic (O), phonetic (P), and semantic similarity of cognates, automatically identified in semi-complete lexicons of six widely spoken languages. Comparisons of P and O similarity reveal inconsistent mappings in language pairs with deep orthographies. The frequency distributions show that cognate frequency is reduced in less closely related language pairs as compared to more closely related languages (e.g., French-English vs. German-English). These frequency and similarity patterns may support a better understanding of cognate processing in natural and experimental settings. The automatically identified cognates are available in the supplementary materials, including the frequency and similarity measurements. PMID:23675449

A perspective on the advancement of natural language processing tasks via topological analysis of complex networks. Comment on "Approaching human language with complex networks" by Cong and Liu

NASA Astrophysics Data System (ADS)

Amancio, Diego Raphael

2014-12-01

Concepts and methods of complex networks have been applied to probe the properties of a myriad of real systems [1]. The finding that written texts modeled as graphs share several properties of other completely different real systems has inspired the study of language as a complex system [2]. Actually, language can be represented as a complex network in its several levels of complexity. As a consequence, morphological, syntactical and semantical properties have been employed in the construction of linguistic networks [3]. Even the character level has been useful to unfold particular patterns [4,5]. In the review by Cong and Liu [6], the authors emphasize the need to use the topological information of complex networks modeling the various spheres of the language to better understand its origins, evolution and organization. In addition, the authors cite the use of networks in applications aiming at holistic typology and stylistic variations. In this context, I will discuss some possible directions that could be followed in future research directed towards the understanding of language via topological characterization of complex linguistic networks. In addition, I will comment the use of network models for language processing applications. Additional prospects for future practical research lines will also be discussed in this comment.

Discussion: Imagining the Languaged Worker's Language

ERIC Educational Resources Information Center

Urciuoli, Bonnie

2016-01-01

What people perceive as "a language"--a named entity--is abstracted from practices and notions about those practices. People take for granted that language is somehow a "thing," an objectively distinct and bounded entity. How languages come to be thus imagined indexes the conditions under which they are imagined. The articles…

Unlocking the Grid: Language-in-Education Policy Realisation in Post-Apartheid South Africa

ERIC Educational Resources Information Center

Plüddemann, Peter

2015-01-01

This paper reflects on the state of educational language policy two decades into a post-Apartheid South Africa caught between official multilingualism and English. The focus is on the national language-in-education policy (LiEP) that advocates additive bi/multilingualism, and a provincial counterpart, the language transformation plan (LTP). Using…

Neural Language Processing in Adolescent First-Language Learners

PubMed Central

Ferjan Ramirez, Naja; Leonard, Matthew K.; Torres, Christina; Hatrak, Marla; Halgren, Eric; Mayberry, Rachel I.

2014-01-01

The relation between the timing of language input and development of neural organization for language processing in adulthood has been difficult to tease apart because language is ubiquitous in the environment of nearly all infants. However, within the congenitally deaf population are individuals who do not experience language until after early childhood. Here, we investigated the neural underpinnings of American Sign Language (ASL) in 2 adolescents who had no sustained language input until they were approximately 14 years old. Using anatomically constrained magnetoencephalography, we found that recently learned signed words mainly activated right superior parietal, anterior occipital, and dorsolateral prefrontal areas in these 2 individuals. This spatiotemporal activity pattern was significantly different from the left fronto-temporal pattern observed in young deaf adults who acquired ASL from birth, and from that of hearing young adults learning ASL as a second language for a similar length of time as the cases. These results provide direct evidence that the timing of language experience over human development affects the organization of neural language processing. PMID:23696277

Bidirectional Associations among Sensitive Parenting, Language Development, and Social Competence

ERIC Educational Resources Information Center

Barnett, Melissa A.; Gustafsson, Hanna; Deng, Min; Mills-Koonce, W. Roger; Cox, Martha

2012-01-01

Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers' sensitive parenting and children's language skills and social competence from 24 to 36?months in a community sample of 174 families. In addition,…

Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies

ERIC Educational Resources Information Center

Hinton, Leanne

2011-01-01

Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization.…

Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

NASA Astrophysics Data System (ADS)

Yang, Eunah

This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education.

Natural language processing and the Now-or-Never bottleneck.

PubMed

Gómez-Rodríguez, Carlos

2016-01-01

Researchers, motivated by the need to improve the efficiency of natural language processing tools to handle web-scale data, have recently arrived at models that remarkably match the expected features of human language processing under the Now-or-Never bottleneck framework. This provides additional support for said framework and highlights the research potential in the interaction between applied computational linguistics and cognitive science.

Second Language Acquisition Research and Second Language Teaching.

ERIC Educational Resources Information Center

Corder, S. Pit

1985-01-01

Discusses second language acquisition, the importance of comprehensible input to this acquisition, and the inadequacy of the theory of language interference as an explanation for errors in second language speech. The role of the teacher in the language classroom and the "procedural syllabus" are described. (SED)

Chine: Les Chances du Francais (The Fortunes of the French Language in China).

ERIC Educational Resources Information Center

Shuning, Zhang

1996-01-01

Examines the current situation in China surrounding the teaching of French as a Foreign Language. After the decline of French teaching subsequent to the Cultural Revolution, the language returned to favor around 1970. Chinese students are infatuated with French; many study it as a first or second foreign language. Additionally, French literature…

The effects of ethnicity, musicianship, and tone language experience on pitch perception.

PubMed

Zheng, Yi; Samuel, Arthur G

2018-02-01

Language and music are intertwined: music training can facilitate language abilities, and language experiences can also help with some music tasks. Possible language-music transfer effects are explored in two experiments in this study. In Experiment 1, we tested native Mandarin, Korean, and English speakers on a pitch discrimination task with two types of sounds: speech sounds and fundamental frequency (F0) patterns derived from speech sounds. To control for factors that might influence participants' performance, we included cognitive ability tasks testing memory and intelligence. In addition, two music skill tasks were used to examine general transfer effects from language to music. Prior studies showing that tone language speakers have an advantage on pitch tasks have been taken as support for three alternative hypotheses: specific transfer effects, general transfer effects, and an ethnicity effect. In Experiment 1, musicians outperformed non-musicians on both speech and F0 sounds, suggesting a music-to-language transfer effect. Korean and Mandarin speakers performed similarly, and they both outperformed English speakers, providing some evidence for an ethnicity effect. Alternatively, this could be due to population selection bias. In Experiment 2, we recruited Chinese Americans approximating the native English speakers' language background to further test the ethnicity effect. Chinese Americans, regardless of their tone language experiences, performed similarly to their non-Asian American counterparts in all tasks. Therefore, although this study provides additional evidence of transfer effects across music and language, it casts doubt on the contribution of ethnicity to differences observed in pitch perception and general music abilities.

The Language Growth of Spanish-Speaking English Language Learners

ERIC Educational Resources Information Center

Rojas, Raul; Iglesias, Aquiles

2013-01-01

Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples…

NAPLaN Test Data, ESL Bandscales and the Validity of EAL/D Teacher Judgement of Student Performance

ERIC Educational Resources Information Center

Creagh, Sue

2014-01-01

Teachers are now experiencing the age of quantitative test-driven assessment, in which there is little weight accorded to teacher-based judgement about student progress. In the Australian context, the NAPLaN test has become a driving force in school and teacher accountability. The language of NAPLaN is one of bands and numerical scores and…

Cross-language Activation and the Phonetics of Code-switching

NASA Astrophysics Data System (ADS)

Piccinini, Page Elizabeth

It is now well established that bilinguals have both languages activated to some degree at all times. This cross-language activation has been documented in several research paradigms, including picture naming, reading, and electrophysiological studies. What is less well understood is how the degree a language is activated can vary in different language environments or contexts. Furthermore, when investigating effects of order of acquisition and language dominance, past research has been mixed, as the two variables are often conflated. In this dissertation, I test how degree of cross-language activation can vary according to context by examining phonetic productions in code-switching speech. Both spontaneous speech and scripted speech are analyzed. Follow-up perception experiments are conducted to see if listeners are able to anticipate language switches, potentially due to the phonetic cues in the signal. Additionally, by focusing on early bilinguals who are L1 Spanish but English dominant, I am able to see what plays a greater role in cross-language activation, order of acquisition or language dominance. I find that speakers do have intermediate phonetic productions in code-switching contexts relative to monolingual contexts. Effects are larger and more consistent in English than Spanish. Similar effects are found in speech perception. Listeners are able to anticipate language switches from English to Spanish but not Spanish to English. Together these results suggest that language dominance is a more important factor than order of acquisition in cross-language activation for early bilinguals. Future models on bilingual language organization and access should take into account both context and language dominance when modeling degrees of cross-language activation.

Adolescent Second Language Literacy: Language-Culture, Literature, and Identity.

ERIC Educational Resources Information Center

McCafferty, Steven G.

2002-01-01

Suggests adolescent second language speakers of English can better understand the second culture as embedded in the language, and feel more comfortable with expressing their sense of self through language, by discussing language and its use in the contexts of literary texts. Examines elements of the interface between language, culture, and…

The Metapedagogic Function of Language: Language for Language Teaching (Cases from the Nepalese Context)

ERIC Educational Resources Information Center

Poudel, Kamal Kumar

2017-01-01

The metalingual (also called "metalinguistic") function of language is a well-discussed concept in the literature of functional linguistics. It is often conceived as a purpose in which language is used to define or talk about language itself. Similarly, the purpose in which language is used for teaching in general is explained as the…

Lipid Involvement in Neurodegenerative Diseases of the Motor System: Insights from Lysosomal Storage Diseases.

PubMed

Dodge, James C

2017-01-01

Lysosomal storage diseases (LSDs) are a heterogeneous group of rare inherited metabolic diseases that are frequently triggered by the accumulation of lipids inside organelles of the endosomal-autophagic-lysosomal system (EALS). There is now a growing realization that disrupted lysosomal homeostasis (i.e., lysosomal cacostasis) also contributes to more common neurodegenerative disorders such as Parkinson disease (PD). Lipid deposition within the EALS may also participate in the pathogenesis of some additional neurodegenerative diseases of the motor system. Here, I will highlight the lipid abnormalities and clinical manifestations that are common to LSDs and several diseases of the motor system, including amyotrophic lateral sclerosis (ALS), atypical forms of spinal muscular atrophy, Charcot-Marie-Tooth disease (CMT), hereditary spastic paraplegia (HSP), multiple system atrophy (MSA), PD and spinocerebellar ataxia (SCA). Elucidating the underlying basis of intracellular lipid mislocalization as well as its consequences in each of these disorders will likely provide innovative targets for therapeutic research.

Language Ideologies of Arizona Voters, Language Managers, and Teachers

ERIC Educational Resources Information Center

Fitzsimmons-Doolan, Shannon

2014-01-01

Arizona is the site of many explicit language policies as well as ongoing scholarly discussions of related language ideologies--beliefs about the role of language in society. This study adds a critical piece to the investigation of the role of ideologies in language policy processes by thoroughly documenting language ideologies expressed by a…

Does Equal Access Mean Treat the Same? From Theory to Practice in the Classroom of English as an Additional Language Learner in Ireland--Towards a Transformative Agenda

ERIC Educational Resources Information Center

Kelly, Niamh

2014-01-01

While a substantial body of research exists on First- and Second-Language Acquisition (SLA), research on the language acquisition process that a language minority student goes through when they are acquiring a second language has been largely unexplored. Pedagogical practices that espouse language learning theories facilitate both the language…

Predictors of spoken language development following pediatric cochlear implantation.

PubMed

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

2012-01-01

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 make an estimation of the optimal age at implantation to provide maximal opportunities for the child to achieve good language skills afterward. The third aim was to gain more insight into the causes of variability to set recommendations for optimizing the rehabilitation process of prelingually deaf children with CIs. Receptive and expressive language development of 288 children who received CIs by age five was analyzed in a retrospective multicenter study. Outcome measures were language quotients (LQs) on the Reynell Developmental Language Scales and Schlichting Expressive Language Test at 1, 2, and 3 years after implantation. Independent predictive variables were nine child-related, environmental, and auditory factors. A series of multiple regression analyses determined the amount of variance in expressive and receptive language outcomes attributable to each predictor when controlling for the other variables. Simple linear regressions with age at first fitting and independent samples t tests demonstrated that children implanted before the age of two performed significantly better on all tests than children who were implanted at an older age. The mean LQ was 0.78 with an SD of 0.18. A child with an LQ lower than 0.60 (= 0.78-0.18) within 3 years after implantation was labeled as a weak performer compared with other deaf children implanted before the age of two. Contralateral stimulation with a second CI or a hearing aid and the absence of additional disabilities were related to better language outcomes. The effect of environmental factors, comprising multilingualism, parental involvement, and communication mode increased over time. Three years after implantation, the total multiple

Shaving Bridges and Tuning Kitaraa: The Effect of Language Switching on Semantic Processing

PubMed Central

Hut, Suzanne C. A.; Leminen, Alina

2017-01-01

Language switching has been repeatedly found to be costly. Yet, there are reasons to believe that switches in language might benefit language comprehension in some groups of people, such as less proficient language learners. This study therefore investigated the interplay between language switching and semantic processing in groups with varying language proficiency. EEG was recorded while L2 learners of English with intermediate and high proficiency levels read semantically congruent or incongruent sentences in L2. Translations of congruent and incongruent target words were additionally presented in L1 to create intrasentential language switches. A control group of English native speakers was tested in order to compare responses to non-switched stimuli with those of L2 learners. An omnibus ANOVA including all groups revealed larger N400 responses for non-switched incongruent stimuli compared to congruent stimuli. Additionally, despite switches to L1 at target word position, semantic N400 responses were still elicited in both L2 learner groups. Further switching effects were reflected by an N400-like effect and a late positivity complex, pointing to possible parsing efforts after language switches. Our results therefore show that although language switches are associated with increased mental effort, switches may not necessarily be costly on the semantic level. This finding contributes to the ongoing discussion on language inhibition processes, and shows that, in these intermediate and high proficient L2 learners, semantic processes look similar to those of native speakers of English. PMID:28900402

Recognising Words in Three Languages: Effects of Language Dominance and Language Switching

ERIC Educational Resources Information Center

Aparicio, Xavier; Lavaur, Jean-Marc

2014-01-01

This study aims to examine language dominance and language switching effects in a series of monolingual and multilingual lexical decisions in which participants have to decide if the presented letter string is a word or not, regardless of language. Thirty participants (12 French-English bilinguals and 18 French-English-Spanish trilinguals) were…

The missing link in language development of deaf and hard of hearing children: pragmatic language development.

PubMed

Goberis, Dianne; Beams, Dinah; Dalpes, Molly; Abrisch, Amanda; Baca, Rosalinda; Yoshinaga-Itano, Christine

2012-11-01

This article will provide information about the Pragmatics Checklist, which consists of 45 items and is scored as: (1) not present, (2) present but preverbal, (3) present with one to three words, and (4) present with complex language. Information for both children who are deaf or hard of hearing and those with normal hearing are presented. Children who are deaf or hard of hearing are significantly older when demonstrating skill with complex language than their normal hearing peers. In general, even at the age of 7 years, there are several items that are not mastered by 75% of the deaf or hard of hearing children. Additionally, the article will provide some suggestions of strategies that can be considered as a means to facilitate the development of these pragmatic language skills for children who are deaf or hard of hearing. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Language Mapping in Multilingual Patients: Electrocorticography and Cortical Stimulation During Naming

PubMed Central

Cervenka, Mackenzie C.; Boatman-Reich, Dana F.; Ward, Julianna; Franaszczuk, Piotr J.; Crone, Nathan E.

2011-01-01

Multilingual patients pose a unique challenge when planning epilepsy surgery near language cortex because the cortical representations of each language may be distinct. These distinctions may not be evident with routine electrocortical stimulation mapping (ESM). Electrocorticography (ECoG) has recently been used to detect task-related spectral perturbations associated with functional brain activation. We hypothesized that using broadband high gamma augmentation (HGA, 60–150 Hz) as an index of cortical activation, ECoG would complement ESM in discriminating the cortical representations of first (L1) and second (L2) languages. We studied four adult patients for whom English was a second language, in whom subdural electrodes (a total of 358) were implanted to guide epilepsy surgery. Patients underwent ECoG recordings and ESM while performing the same visual object naming task in L1 and L2. In three of four patients, ECoG found sites activated during naming in one language but not the other. These language-specific sites were not identified using ESM. In addition, ECoG HGA was observed at more sites during L2 versus L1 naming in two patients, suggesting that L2 processing required additional cortical resources compared to L1 processing in these individuals. Post-operative language deficits were identified in three patients (one in L2 only). These deficits were predicted by ECoG spectral mapping but not by ESM. These results suggest that pre-surgical mapping should include evaluation of all utilized languages to avoid post-operative functional deficits. Finally, this study suggests that ECoG spectral mapping may potentially complement the results of ESM of language. PMID:21373361

Language Schemes--A Useful Policy Tool for Language Planning?

ERIC Educational Resources Information Center

Ó Flatharta, Peadar

2015-01-01

The Irish language is recognised in Bunreacht na hÉireann [The Constitution of Ireland] as the national and first official language, and provisions to support the language are to found in c.120 specific enactments in Irish legislation. In 2007, the Irish language was designated as an official working language of the European Union. In 2003, the…

Combining Natural Language Processing and Statistical Text Mining: A Study of Specialized versus Common Languages

ERIC Educational Resources Information Center

Jarman, Jay

2011-01-01

This dissertation focuses on developing and evaluating hybrid approaches for analyzing free-form text in the medical domain. This research draws on natural language processing (NLP) techniques that are used to parse and extract concepts based on a controlled vocabulary. Once important concepts are extracted, additional machine learning algorithms,…

HAL/S - The programming language for Shuttle

NASA Technical Reports Server (NTRS)

Martin, F. H.

1974-01-01

HAL/S is a higher order language and system, now operational, adopted by NASA for programming Space Shuttle on-board software. Program reliability is enhanced through language clarity and readability, modularity through program structure, and protection of code and data. Salient features of HAL/S include output orientation, automatic checking (with strictly enforced compiler rules), the availability of linear algebra, real-time control, a statement-level simulator, and compiler transferability (for applying HAL/S to additional object and host computers). The compiler is described briefly.

Language Revitalization.

ERIC Educational Resources Information Center

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)

Global health language and culture competency.

PubMed

Beadling, Charles; Maza, John; Nakano, Gregg; Mahmood, Maysaa; Jawad, Shakir; Al-Ameri, Ali; Zuerlein, Scott; Anderson, Warner

2012-01-01

This article presents findings from a survey conducted to examine the availability of foreign language and culture training to Civil Affairs health personnel and the relevance of that training to the tasks they perform. Civil Affairs forces recognize the value of cross-cultural communication competence because their missions involve a significant level of interaction with foreign governments? officials, military, and civilians. Members of the 95th Civil Affairs Brigade (Airborne) who had a health-related military occupational specialty code were invited to participate in the survey. More than 45% of those surveyed were foreign language qualified. Many also received predeployment language and culture training specific to the area of deployment. Significantly more respondents reported receiving cultural training and training on how to work effectively with interpreters than having received foreign language training. Respondents perceived interpreters as important assets and were generally satisfied with their performance. Findings from the survey highlight a need to identify standard requirements for predeployment language training that focuses on medical and health terminology and to determine the best delivery platform(s). Civil Affairs health personnel would benefit from additional cultural training that focuses on health and healthcare in the country or region of deployment. Investing in the development of distance learning capabilities as a platform for delivering health-specific language and culture training may help ease the time and resources constraints that limit the ability of Civil Affairs health personnel to access the training they need. 2012.

Writing through Two Languages: First Language Expertise in a Language Minority Classroom

ERIC Educational Resources Information Center

Kibler, Amanda

2010-01-01

Language minority students' writing is often measured solely in terms of its distance from native speaker norms, yet doing so may ignore the process through which these texts are realized and the role that the first language plays in their creation. This study analyzes oral interactions among adolescent second language writers during an extended…

Quantifying the driving factors for language shift in a bilingual region

PubMed Central

Prochazka, Katharina; Vogl, Gero

2017-01-01

Many of the world’s around 6,000 languages are in danger of disappearing as people give up use of a minority language in favor of the majority language in a process called language shift. Language shift can be monitored on a large scale through the use of mathematical models by way of differential equations, for example, reaction–diffusion equations. Here, we use a different approach: we propose a model for language dynamics based on the principles of cellular automata/agent-based modeling and combine it with very detailed empirical data. Our model makes it possible to follow language dynamics over space and time, whereas existing models based on differential equations average over space and consequently provide no information on local changes in language use. Additionally, cellular automata models can be used even in cases where models based on differential equations are not applicable, for example, in situations where one language has become dispersed and retreated to language islands. Using data from a bilingual region in Austria, we show that the most important factor in determining the spread and retreat of a language is the interaction with speakers of the same language. External factors like bilingual schools or parish language have only a minor influence. PMID:28298530

Quantifying the driving factors for language shift in a bilingual region.

PubMed

Prochazka, Katharina; Vogl, Gero

2017-04-25

Many of the world's around 6,000 languages are in danger of disappearing as people give up use of a minority language in favor of the majority language in a process called language shift. Language shift can be monitored on a large scale through the use of mathematical models by way of differential equations, for example, reaction-diffusion equations. Here, we use a different approach: we propose a model for language dynamics based on the principles of cellular automata/agent-based modeling and combine it with very detailed empirical data. Our model makes it possible to follow language dynamics over space and time, whereas existing models based on differential equations average over space and consequently provide no information on local changes in language use. Additionally, cellular automata models can be used even in cases where models based on differential equations are not applicable, for example, in situations where one language has become dispersed and retreated to language islands. Using data from a bilingual region in Austria, we show that the most important factor in determining the spread and retreat of a language is the interaction with speakers of the same language. External factors like bilingual schools or parish language have only a minor influence.

Correlations in the population structure of music, genes and language.

PubMed

Brown, Steven; Savage, Patrick E; Ko, Albert Min-Shan; Stoneking, Mark; Ko, Ying-Chin; Loo, Jun-Hun; Trejaut, Jean A

2014-01-07

We present, to our knowledge, the first quantitative evidence that music and genes may have coevolved by demonstrating significant correlations between traditional group-level folk songs and mitochondrial DNA variation among nine indigenous populations of Taiwan. These correlations were of comparable magnitude to those between language and genes for the same populations, although music and language were not significantly correlated with one another. An examination of population structure for genetics showed stronger parallels to music than to language. Overall, the results suggest that music might have a sufficient time-depth to retrace ancient population movements and, additionally, that it might be capturing different aspects of population history than language. Music may therefore have the potential to serve as a novel marker of human migrations to complement genes, language and other markers.

Correlations in the population structure of music, genes and language

PubMed Central

Brown, Steven; Savage, Patrick E.; Ko, Albert Min-Shan; Stoneking, Mark; Ko, Ying-Chin; Loo, Jun-Hun; Trejaut, Jean A.

2014-01-01

We present, to our knowledge, the first quantitative evidence that music and genes may have coevolved by demonstrating significant correlations between traditional group-level folk songs and mitochondrial DNA variation among nine indigenous populations of Taiwan. These correlations were of comparable magnitude to those between language and genes for the same populations, although music and language were not significantly correlated with one another. An examination of population structure for genetics showed stronger parallels to music than to language. Overall, the results suggest that music might have a sufficient time-depth to retrace ancient population movements and, additionally, that it might be capturing different aspects of population history than language. Music may therefore have the potential to serve as a novel marker of human migrations to complement genes, language and other markers. PMID:24225453

The Influence of Bilingualism on Third Language Acquisition: Focus on Multilingualism

ERIC Educational Resources Information Center

Cenoz, Jasone

2013-01-01

This paper focuses on the advantages that bilinguals have over monolinguals when acquiring an additional language. Bilinguals are more experienced language learners and have potentially developed learning strategies to a larger extent than monolinguals. They also have a larger linguistic and intercultural repertoire at their disposal. In this…

Parents' and Speech and Language Therapists' Explanatory Models of Language Development, Language Delay and Intervention

ERIC Educational Resources Information Center

Marshall, Julie; Goldbart, Juliet; Phillips, Julie

2007-01-01

Background: Parental and speech and language therapist (SLT) explanatory models may affect engagement with speech and language therapy, but there has been dearth of research in this area. This study investigated parents' and SLTs' views about language development, delay and intervention in pre-school children with language delay. Aims: The aims…

The Efficacy of Early Language Intervention in Mainstream School Settings: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Fricke, Silke; Burgoyne, Kelly; Bowyer-Crane, Claudine; Kyriacou, Maria; Zosimidou, Alexandra; Maxwell, Liam; Lervåg, Arne; Snowling, Margaret J.; Hulme, Charles

2017-01-01

Background: Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. Methods: We conducted a randomized controlled…

Investigating the Influence of the Open Court Language Arts Curriculum on Standardized Test Scores

ERIC Educational Resources Information Center

Eastman, Denise Nicole

2012-01-01

Language Arts is one of the most important subjects for students to learn. Encompassing reading, writing, and comprehension, skills learned through Language Arts instruction influence student ability to reach levels of academic achievement in all subjects. Additionally, Language Arts skills reach far past the classroom and into the workplace. In…

Evaluation of Language Function under Awake Craniotomy

PubMed Central

KANNO, Aya; MIKUNI, Nobuhiro

2015-01-01

Awake craniotomy is the only established way to assess patients’ language functions intraoperatively and to contribute to their preservation, if necessary. Recent guidelines have enabled the approach to be used widely, effectively, and safely. Non-invasive brain functional imaging techniques, including functional magnetic resonance imaging and diffusion tensor imaging, have been used preoperatively to identify brain functional regions corresponding to language, and their accuracy has increased year by year. In addition, the use of neuronavigation that incorporates this preoperative information has made it possible to identify the positional relationships between the lesion and functional regions involved in language, conduct functional brain mapping in the awake state with electrical stimulation, and intraoperatively assess nerve function in real time when resecting the lesion. This article outlines the history of awake craniotomy, the current state of pre- and intraoperative evaluation of language function, and the clinical usefulness of such functional evaluation. When evaluating patients’ language functions during awake craniotomy, given the various intraoperative stresses involved, it is necessary to carefully select the tasks to be undertaken, quickly perform all examinations, and promptly evaluate the results. As language functions involve both input and output, they are strongly affected by patients’ preoperative cognitive function, degree of intraoperative wakefulness and fatigue, the ability to produce verbal articulations and utterances, as well as perform synergic movement. Therefore, it is essential to appropriately assess the reproducibility of language function evaluation using awake craniotomy techniques. PMID:25925758

Evaluation of Language Function under Awake Craniotomy.

PubMed

Kanno, Aya; Mikuni, Nobuhiro

2015-01-01

Awake craniotomy is the only established way to assess patients' language functions intraoperatively and to contribute to their preservation, if necessary. Recent guidelines have enabled the approach to be used widely, effectively, and safely. Non-invasive brain functional imaging techniques, including functional magnetic resonance imaging and diffusion tensor imaging, have been used preoperatively to identify brain functional regions corresponding to language, and their accuracy has increased year by year. In addition, the use of neuronavigation that incorporates this preoperative information has made it possible to identify the positional relationships between the lesion and functional regions involved in language, conduct functional brain mapping in the awake state with electrical stimulation, and intraoperatively assess nerve function in real time when resecting the lesion. This article outlines the history of awake craniotomy, the current state of pre- and intraoperative evaluation of language function, and the clinical usefulness of such functional evaluation. When evaluating patients' language functions during awake craniotomy, given the various intraoperative stresses involved, it is necessary to carefully select the tasks to be undertaken, quickly perform all examinations, and promptly evaluate the results. As language functions involve both input and output, they are strongly affected by patients' preoperative cognitive function, degree of intraoperative wakefulness and fatigue, the ability to produce verbal articulations and utterances, as well as perform synergic movement. Therefore, it is essential to appropriately assess the reproducibility of language function evaluation using awake craniotomy techniques.

Language identification from visual-only speech signals

PubMed Central

Ronquest, Rebecca E.; Levi, Susannah V.; Pisoni, David B.

2010-01-01

Our goal in the present study was to examine how observers identify English and Spanish from visual-only displays of speech. First, we replicated the recent findings of Soto-Faraco et al. (2007) with Spanish and English bilingual and monolingual observers using different languages and a different experimental paradigm (identification). We found that prior linguistic experience affected response bias but not sensitivity (Experiment 1). In two additional experiments, we investigated the visual cues that observers use to complete the language-identification task. The results of Experiment 2 indicate that some lexical information is available in the visual signal but that it is limited. Acoustic analyses confirmed that our Spanish and English stimuli differed acoustically with respect to linguistic rhythmic categories. In Experiment 3, we tested whether this rhythmic difference could be used by observers to identify the language when the visual stimuli is temporally reversed, thereby eliminating lexical information but retaining rhythmic differences. The participants performed above chance even in the backward condition, suggesting that the rhythmic differences between the two languages may aid language identification in visual-only speech signals. The results of Experiments 3A and 3B also confirm previous findings that increased stimulus length facilitates language identification. Taken together, the results of these three experiments replicate earlier findings and also show that prior linguistic experience, lexical information, rhythmic structure, and utterance length influence visual-only language identification. PMID:20675804

Moving Language Around: Helping Students Become Aware of Language Structure.

ERIC Educational Resources Information Center

Hutson, Barbara A.

1980-01-01

Presents a perspective on the system of language levels and logical operations that effective language users employ. Offers a rational for teaching this language system. Suggests activities for "moving language around" to help students develop concepts about language structures. (RL)

Foreign Language Day--A Living Language Experience.

ERIC Educational Resources Information Center

Wood, Paul W.

St. Bonaventure University holds a Language Day each spring, hosting some 3,900 area junior high and high school students. The buildings and facilities of the university campus are used, and activities include language competitions (exhibits, interpretative readings, language productions, audio-visual presentations and essays); a fiesta; foreign…

Language Assessment Literacy: Implications for Language Teachers

ERIC Educational Resources Information Center

Giraldo, Frank

2018-01-01

Recently, the applied linguistics field has examined the knowledge, skills, and principles needed for assessment, defined as language assessment literacy. Two major issues in language assessment literacy have been addressed but not fully resolved--what exactly language assessment literacy is and how it differs among stakeholders (e.g., students…

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

ERIC Educational Resources Information Center

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…

A comparison of common programming languages used in bioinformatics.

PubMed

Fourment, Mathieu; Gillings, Michael R

2008-02-05

The performance of different programming languages has previously been benchmarked using abstract mathematical algorithms, but not using standard bioinformatics algorithms. We compared the memory usage and speed of execution for three standard bioinformatics methods, implemented in programs using one of six different programming languages. Programs for the Sellers algorithm, the Neighbor-Joining tree construction algorithm and an algorithm for parsing BLAST file outputs were implemented in C, C++, C#, Java, Perl and Python. Implementations in C and C++ were fastest and used the least memory. Programs in these languages generally contained more lines of code. Java and C# appeared to be a compromise between the flexibility of Perl and Python and the fast performance of C and C++. The relative performance of the tested languages did not change from Windows to Linux and no clear evidence of a faster operating system was found. Source code and additional information are available from http://www.bioinformatics.org/benchmark/. This benchmark provides a comparison of six commonly used programming languages under two different operating systems. The overall comparison shows that a developer should choose an appropriate language carefully, taking into account the performance expected and the library availability for each language.

A comparison of common programming languages used in bioinformatics

PubMed Central

Fourment, Mathieu; Gillings, Michael R

2008-01-01

Background The performance of different programming languages has previously been benchmarked using abstract mathematical algorithms, but not using standard bioinformatics algorithms. We compared the memory usage and speed of execution for three standard bioinformatics methods, implemented in programs using one of six different programming languages. Programs for the Sellers algorithm, the Neighbor-Joining tree construction algorithm and an algorithm for parsing BLAST file outputs were implemented in C, C++, C#, Java, Perl and Python. Results Implementations in C and C++ were fastest and used the least memory. Programs in these languages generally contained more lines of code. Java and C# appeared to be a compromise between the flexibility of Perl and Python and the fast performance of C and C++. The relative performance of the tested languages did not change from Windows to Linux and no clear evidence of a faster operating system was found. Source code and additional information are available from Conclusion This benchmark provides a comparison of six commonly used programming languages under two different operating systems. The overall comparison shows that a developer should choose an appropriate language carefully, taking into account the performance expected and the library availability for each language. PMID:18251993

Is Lhasa Tibetan Sign Language emerging, endangered, or both?

PubMed

Hofer, Theresia

2017-05-24

This article offers the first overview of the recent emergence of Tibetan Sign Language (TibSL) in Lhasa, capital of the Tibet Autonomous Region (TAR), China. Drawing on short anthropological fieldwork, in 2007 and 2014, with people and organisations involved in the formalisation and promotion of TibSL, the author discusses her findings within the nine-fold UNESCO model for assessing linguistic vitality and endangerment. She follows the adaptation of this model to assess signed languages by the Institute of Sign Languages and Deaf Studies (iSLanDS) at the University of Central Lancashire. The appraisal shows that TibSL appears to be between "severely" and "definitely" endangered, adding to the extant studies on the widespread phenomenon of sign language endangerment. Possible future influences and developments regarding the vitality and use of TibSL in Central Tibet and across the Tibetan plateau are then discussed and certain additions, not considered within the existing assessment model, suggested. In concluding, the article places the situation of TibSL within the wider circumstances of minority (sign) languages in China, Chinese Sign Language (CSL), and the post-2008 movement to promote and use "pure Tibetan language".

Perspectives on Europe: Language Issues and Language Planning in Europe.

ERIC Educational Resources Information Center

Liddicoat, Anthony J., Ed.; Muller, Karis, Ed.

This collection of papers includes the following: "Language Issues and Language Planning in Europe" (Anthony J. Liddicoat and Karis Muller); "Language and National Identity" (Peter M. Hill); "Language Planning, Linguistic Diversity and Democracy in Europe" (Anthony J. Liddicoat); "Language Competition in European…

Language Emergence

PubMed Central

Brentari, Diane; Goldin-Meadow, Susan

2017-01-01

Language emergence describes moments in historical time when nonlinguistic systems become linguistic. Because language can be invented de novo in the manual modality, this offers insight into the emergence of language in ways that the oral modality cannot. Here we focus on homesign, gestures developed by deaf individuals who cannot acquire spoken language and have not been exposed to sign language. We contrast homesign with (a) gestures that hearing individuals produce when they speak, as these cospeech gestures are a potential source of input to homesigners, and (b) established sign languages, as these codified systems display the linguistic structure that homesign has the potential to assume. We find that the manual modality takes on linguistic properties, even in the hands of a child not exposed to a language model. But it grows into full-blown language only with the support of a community that transmits the system to the next generation.* PMID:29034268

Factors involved in the identification of stuttering severity in a foreign language.

PubMed

Cosyns, Marjan; Einarsdóttir, Jóhanna T; Van Borsel, John

2015-01-01

Speech-language pathologists nowadays are more and more confronted with clients who speak a language different from their own mother tongue. The assessment of persons who speak a foreign language poses particular challenges. The present study investigated the possible role and interplay of factors involved in the identification of stuttering severity in a foreign language. Nineteen speech-language pathologists from five different countries (i.e. Iceland, Sweden, Norway, Finland, and Belgium) rated stuttering severity of speech samples featuring persons who stutter speaking Icelandic, Swedish, Norwegian, or Dutch. Additionally, they were asked to score how easy they found it to rate the samples. Accuracy of rating stuttering severity in another language appeared to be foremost determined by the client's stuttering severity, while experienced ease of rating stuttering severity was essentially related to closeness of the language of the clinician to that of the client and familiarity of the clinician with the client's language. Stuttering measurement training programmes in different languages are needed.

The Weaker Language in Early Child Bilingualism: Acquiring a First Language as a Second Language?

ERIC Educational Resources Information Center

Meisel, Jurgen M.

2007-01-01

Past research demonstrates that first language (L1)-like competence in each language can be attained in simultaneous acquisition of bilingualism by mere exposure to the target languages. The question is whether this is also true for the "weaker" language (WL). The WL hypothesis claims that the WL differs fundamentally from monolingual L1 and…

Epigenetics: the language of the cell?

PubMed

Huang, Biao; Jiang, Cizhong; Zhang, Rongxin

2014-02-01

Epigenetics is one of the most rapidly developing fields of biological research. Breakthroughs in several technologies have enabled the possibility of genome-wide epigenetic research, for example the mapping of human genome-wide DNA methylation. In addition, with the development of various high-throughput and high-resolution sequencing technologies, a large number of functional noncoding RNAs have been identified. Massive studies indicated that these functional ncRNA also play an important role in epigenetics. In this review, we gain inspiration from the recent proposal of the ceRNAs hypothesis. This hypothesis proposes that miRNAs act as a language of communication. Accordingly, we further deduce that all of epigenetics may functionally acquire such a unique language characteristic. In summary, various epigenetic markers may not only participate in regulating cellular processes, but they may also act as the intracellular 'language' of communication and are involved in extensive information exchanges within cell.

Language/culture/mind/brain. Progress at the margins between disciplines.

PubMed

Kuhl, P K; Tsao, F M; Liu, H M; Zhang, Y; De Boer, B

2001-05-01

At the forefront of research on language are new data demonstrating infants' strategies in the early acquisition of language. The data show that infants perceptually "map" critical aspects of ambient language in the first year of life before they can speak. Statistical and abstract properties of speech are picked up through exposure to ambient language. Moreover, linguistic experience alters infants' perception of speech, warping perception in a way that enhances native-language speech processing. Infants' strategies are unexpected and unpredicted by historical views. At the same time, research in three additional disciplines is contributing to our understanding of language and its acquisition by children. Cultural anthropologists are demonstrating the universality of adult speech behavior when addressing infants and children across cultures, and this is creating a new view of the role adult speakers play in bringing about language in the child. Neuroscientists, using the techniques of modern brain imaging, are revealing the temporal and structural aspects of language processing by the brain and suggesting new views of the critical period for language. Computer scientists, modeling the computational aspects of childrens' language acquisition, are meeting success using biologically inspired neural networks. Although a consilient view cannot yet be offered, the cross-disciplinary interaction now seen among scientists pursuing one of humans' greatest achievements, language, is quite promising.

Estimated effects of in utero cocaine exposure on language development through early adolescence.

PubMed

Bandstra, Emmalee S; Morrow, Connie E; Accornero, Veronica H; Mansoor, Elana; Xue, Lihua; Anthony, James C

2011-01-01

The potential longitudinal effects of prenatal cocaine exposure (PCE) on language functioning were estimated from early childhood through early adolescence in a large, well-retained urban sample of 451 full-term children (242 cocaine-exposed, 209 non-cocaine-exposed) participating in the Miami Prenatal Cocaine Study (MPCS). The sample was enrolled prospectively at birth, with documentation of prenatal drug exposure status through maternal interview, and toxicology assays of maternal and infant urine, and infant meconium. Age-appropriate versions of the Clinical Evaluation of Language Fundamentals (CELF) were used to measure total, expressive, and receptive language at ages 3, 5, and 12years. Longitudinal latent growth curve (LLGC) modeling of the data revealed an association between PCE (measured dichotomously as yes/no) and lower functioning in expressive and total language scores, after considering other sources of variation including child's age at testing, sex, prenatal exposure to alcohol, marijuana, and tobacco, and additional medical and social-demographic covariates. Analyses of level of PCE showed a gradient, i.e. dose-dependent, relationship between PCE level and expressive, receptive, and total language scores in the models controlling for age, child's sex, and other prenatal drug exposures. With additional covariate control these findings were most stable for the total language score. The evidence supports an inference about an enduring stable cocaine-specific effect on children's language abilities, with no effect on language growth over time in the longitudinal trajectory of language development. Copyright © 2010 Elsevier Inc. All rights reserved.

Free Language Selection in the Bilingual Brain: An Event-Related fMRI Study

PubMed Central

Zhang, Yong; Wang, Tao; Huang, Peiyu; Li, Dan; Qiu, Jiang; Shen, Tong; Xie, Peng

2015-01-01

Bilingual speakers may select between two languages either on demand (forced language selection) or on their own volition (free language selection). However, the neural substrates underlying free and forced language selection may differ. While the neural substrates underlying forced language selection have been well-explored with language switching paradigms, those underlying free language selection have remained unclear. Using a modified digit-naming switching paradigm, we addressed the neural substrates underlying free language selection by contrasting free language switching with forced language switching. For a digit-pair trial, Chinese-English bilinguals named each digit in Chinese or English either on demand under forced language selection condition or on their own volition under free language selection condition. The results revealed activation in the frontoparietal regions that mediate volition of language selection. Furthermore, a comparison of free and forced language switching demonstrated differences in the patterns of brain activation. Additionally, free language switching showed reduced switching costs as compared to forced language switching. These findings suggest differences between the mechanism(s) underlying free and forced language switching. As such, the current study suggests interactivity between control of volition and control of language switching in free language selection, providing insights into a model of bilingual language control. PMID:26177885

Language Flowering, Language Empowering for Young Children.

ERIC Educational Resources Information Center

Honig, Alice Sterling

Based upon the view that parents, home visitors, and teachers in early childhood settings need tools for empowering young children to develop language, this paper examines what adults need to know to guide young children's language development and presents 20 suggestions for enhancing language growth. The paper maintains that adults need to know…

Language![R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"LANGUAGE!"[R] is a language arts intervention designed for struggling learners in grades 3-12 who score below the 40th percentile on standardized literacy tests. The curriculum integrates English literacy acquisition skills into a six-step lesson format. During a daily lesson, students work on six key literacy strands (which the…

Dynamical Languages

NASA Astrophysics Data System (ADS)

Xie, Huimin

The following sections are included: * Definition of Dynamical Languages * Distinct Excluded Blocks * Definition and Properties * L and L″ in Chomsky Hierarchy * A Natural Equivalence Relation * Symbolic Flows * Symbolic Flows and Dynamical Languages * Subshifts of Finite Type * Sofic Systems * Graphs and Dynamical Languages * Graphs and Shannon-Graphs * Transitive Languages * Topological Entropy

Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language

ERIC Educational Resources Information Center

Bartolotti, James; Marian, Viorica

2017-01-01

Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts…

Seamless Language Learning: Second Language Learning with Social Media

ERIC Educational Resources Information Center

Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh

2017-01-01

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. it promotes social…

Exploring Language Awareness through Students' Engagement in Language Play

ERIC Educational Resources Information Center

Ahn, So-Yeon

2016-01-01

The present study explores Korean students' demonstration of language awareness through their engagement in language play. Grounded in the understanding of the relationship between language play and an "engagement with language" (EWL) perspective, this ethnographic and discourse analytic study investigates how Korean students aged 11-15…

Language Networks as Models of Cognition: Understanding Cognition through Language

NASA Astrophysics Data System (ADS)

Beckage, Nicole M.; Colunga, Eliana

Language is inherently cognitive and distinctly human. Separating the object of language from the human mind that processes and creates language fails to capture the full language system. Linguistics traditionally has focused on the study of language as a static representation, removed from the human mind. Network analysis has traditionally been focused on the properties and structure that emerge from network representations. Both disciplines could gain from looking at language as a cognitive process. In contrast, psycholinguistic research has focused on the process of language without committing to a representation. However, by considering language networks as approximations of the cognitive system we can take the strength of each of these approaches to study human performance and cognition as related to language. This paper reviews research showcasing the contributions of network science to the study of language. Specifically, we focus on the interplay of cognition and language as captured by a network representation. To this end, we review different types of language network representations before considering the influence of global level network features. We continue by considering human performance in relation to network structure and conclude with theoretical network models that offer potential and testable explanations of cognitive and linguistic phenomena.

Language Contact Means Language Conflict.

ERIC Educational Resources Information Center

Nelde, Peter H.

1987-01-01

Describes the characteristics of language conflict and examines the areas of emphasis in the literature, including multilingualism and linguistic identity, glottophagia and minority/majority relations, the danger of reliance on language censuses, conflict resolution/avoidance, and the importance of ecolinguistics in conflict description and for…

Reframing Language Allocation Policy in Dual Language Bilingual Education

ERIC Educational Resources Information Center

Sánchez, María Teresa; García, Ofelia; Solorza, Cristian

2018-01-01

This article addresses language allocation policies in what is increasingly called "Dual Language Education" (DLE) in the U.S., offering a challenge to the strict language separation policies in those programs and a proposal for flexibility that transforms them into "Dual Language Bilingual Education" (DLBE). The article offers…

Practical Evaluation of a Mobile Language Learning Tool in Higher Education

ERIC Educational Resources Information Center

Kétyi, András

2015-01-01

Following on preliminary research (Kétyi, 2013), in this project we looked for a mobile language learning solution, which combines computers and mobile devices. Our main idea was to explore whether by integrating mobile devices in our language teaching practice, our students at the Budapest Business School would gain valuable additional learning…

Evolution: Language Use and the Evolution of Languages

NASA Astrophysics Data System (ADS)

Croft, William

Language change can be understood as an evolutionary process. Language change occurs at two different timescales, corresponding to the two steps of the evolutionary process. The first timescale is very short, namely, the production of an utterance: this is where linguistic structures are replicated and language variation is generated. The second timescale is (or can be) very long, namely, the propagation of linguistic variants in the speech community: this is where certain variants are selected over others. At both timescales, the evolutionary process is driven by social interaction and the role language plays in it. An understanding of social interaction at the micro-level—face-to-face interactions—and at the macro-level—the structure of speech communities—gives us the basis for understanding the generation and propagation of language structures, and understanding the nature of language itself.

Language knowledge and event knowledge in language use

PubMed Central

Willits, Jon A.; Amato, Michael S.; MacDonald, Maryellen C.

2018-01-01

This paper examines how semantic knowledge is used in language comprehension and in making judgments about events in the world. We contrast knowledge gleaned from prior language experience (“language knowledge”) and knowledge coming from prior experience with the world (“world knowledge”). In two corpus analyses, we show that previous research linking verb aspect and event representations have confounded language and world knowledge. Then, using carefully chosen stimuli that remove this confound, we performed four experiments that manipulated the degree to which language knowledge or world knowledge should be salient and relevant to performing a task, finding in each case that participants use the type of knowledge most appropriate to the task. These results provide evidence for a highly context-sensitive and interactionist perspective on how semantic knowledge is represented and used during language processing. PMID:25791750

Language knowledge and event knowledge in language use.

PubMed

Willits, Jon A; Amato, Michael S; MacDonald, Maryellen C

2015-05-01

This paper examines how semantic knowledge is used in language comprehension and in making judgments about events in the world. We contrast knowledge gleaned from prior language experience ("language knowledge") and knowledge coming from prior experience with the world ("world knowledge"). In two corpus analyses, we show that previous research linking verb aspect and event representations have confounded language and world knowledge. Then, using carefully chosen stimuli that remove this confound, we performed four experiments that manipulated the degree to which language knowledge or world knowledge should be salient and relevant to performing a task, finding in each case that participants use the type of knowledge most appropriate to the task. These results provide evidence for a highly context-sensitive and interactionist perspective on how semantic knowledge is represented and used during language processing. Copyright © 2015. Published by Elsevier Inc.

Food marketing to children on U.S. Spanish-language television.

PubMed

Kunkel, Dale; Mastro, Dana; Ortiz, Michelle; McKinley, Christopher

2013-01-01

Latino children in particular are at risk of childhood obesity. Because exposure to televised food marketing is a contributor to childhood obesity, it is important to examine the nutritional quality of foods advertised on Spanish-language children's programming. The authors analyzed a sample of 158 Spanish-language children's television programs for its advertising content and compared them with an equivalent sample of English-language advertising. The authors evaluated nutritional quality of each advertised product using a food rating system from the U.S. Department of Health and Human Services. In addition, the authors assessed compliance with industry self-regulatory pledges. The authors found that amount of food advertising on Spanish-language channels (M = 2.2 ads/hour) was lower than on English-language programs, but the nutritional quality of food products on Spanish-language channels was substantially poorer than on English channels. Industry self-regulation was less effective on Spanish-language channels. The study provides clear evidence of significant disparities. Food advertising targeted at Spanish-speaking children is more likely to promote nutritionally poor food products than advertising on English-language channels. Industry self-regulation is less effective on Spanish-language television channels. Given the disproportionately high rate of childhood obesity among Latinos, the study's findings hold important implications for public health policy.

Speech-language pathologists' assessment and intervention practices with multilingual children.

PubMed

Williams, Corinne J; McLeod, Sharynne

2012-06-01

Within predominantly English-speaking countries such as the US, UK, Canada, New Zealand, and Australia, there are a significant number of people who speak languages other than English. This study aimed to examine Australian speech-language pathologists' (SLPs) perspectives and experiences of multilingualism, including their assessment and intervention practices, and service delivery methods when working with children who speak languages other than English. A questionnaire was completed by 128 SLPs who attended an SLP seminar about cultural and linguistic diversity. Approximately one half of the SLPs (48.4%) reported that they had at least minimal competence in a language(s) other than English; but only 12 (9.4%) reported that they were proficient in another language. The SLPs spoke a total of 28 languages other than English, the most common being French, Italian, German, Spanish, Mandarin, and Auslan (Australian sign language). Participants reported that they had, in the past 12 months, worked with a mean of 59.2 (range 1-100) children from multilingual backgrounds. These children were reported to speak between two and five languages each; the most common being: Vietnamese, Arabic, Cantonese, Mandarin, Australian Indigenous languages, Tagalog, Greek, and other Chinese languages. There was limited overlap between the languages spoken by the SLPs and the children on the SLPs' caseloads. Many of the SLPs assessed children's speech (50.5%) and/or language (34.2%) without assistance from others (including interpreters). English was the primary language used during assessments and intervention. The majority of SLPs always used informal speech (76.7%) and language (78.2%) assessments and, if standardized tests were used, typically they were in English. The SLPs sought additional information about the children's languages and cultural backgrounds, but indicated that they had limited resources to discriminate between speech and language difference vs disorder.

Modeling Coevolution between Language and Memory Capacity during Language Origin

PubMed Central

Gong, Tao; Shuai, Lan

2015-01-01

Memory is essential to many cognitive tasks including language. Apart from empirical studies of memory effects on language acquisition and use, there lack sufficient evolutionary explorations on whether a high level of memory capacity is prerequisite for language and whether language origin could influence memory capacity. In line with evolutionary theories that natural selection refined language-related cognitive abilities, we advocated a coevolution scenario between language and memory capacity, which incorporated the genetic transmission of individual memory capacity, cultural transmission of idiolects, and natural and cultural selections on individual reproduction and language teaching. To illustrate the coevolution dynamics, we adopted a multi-agent computational model simulating the emergence of lexical items and simple syntax through iterated communications. Simulations showed that: along with the origin of a communal language, an initially-low memory capacity for acquired linguistic knowledge was boosted; and such coherent increase in linguistic understandability and memory capacities reflected a language-memory coevolution; and such coevolution stopped till memory capacities became sufficient for language communications. Statistical analyses revealed that the coevolution was realized mainly by natural selection based on individual communicative success in cultural transmissions. This work elaborated the biology-culture parallelism of language evolution, demonstrated the driving force of culturally-constituted factors for natural selection of individual cognitive abilities, and suggested that the degree difference in language-related cognitive abilities between humans and nonhuman animals could result from a coevolution with language. PMID:26544876

Modeling Coevolution between Language and Memory Capacity during Language Origin.

PubMed

Gong, Tao; Shuai, Lan

2015-01-01

Memory is essential to many cognitive tasks including language. Apart from empirical studies of memory effects on language acquisition and use, there lack sufficient evolutionary explorations on whether a high level of memory capacity is prerequisite for language and whether language origin could influence memory capacity. In line with evolutionary theories that natural selection refined language-related cognitive abilities, we advocated a coevolution scenario between language and memory capacity, which incorporated the genetic transmission of individual memory capacity, cultural transmission of idiolects, and natural and cultural selections on individual reproduction and language teaching. To illustrate the coevolution dynamics, we adopted a multi-agent computational model simulating the emergence of lexical items and simple syntax through iterated communications. Simulations showed that: along with the origin of a communal language, an initially-low memory capacity for acquired linguistic knowledge was boosted; and such coherent increase in linguistic understandability and memory capacities reflected a language-memory coevolution; and such coevolution stopped till memory capacities became sufficient for language communications. Statistical analyses revealed that the coevolution was realized mainly by natural selection based on individual communicative success in cultural transmissions. This work elaborated the biology-culture parallelism of language evolution, demonstrated the driving force of culturally-constituted factors for natural selection of individual cognitive abilities, and suggested that the degree difference in language-related cognitive abilities between humans and nonhuman animals could result from a coevolution with language.

Spatial Language Learning

ERIC Educational Resources Information Center

Fu, Zhengling

2016-01-01

Spatial language constitutes part of the basic fabric of language. Although languages may have the same number of terms to cover a set of spatial relations, they do not always do so in the same way. Spatial languages differ across languages quite radically, thus providing a real semantic challenge for second language learners. The essay first…

Establishing Language Benchmarks for Children with Typically Developing Language and Children with Language Impairment

ERIC Educational Resources Information Center

Schmitt, Mary Beth; Logan, Jessica A. R.; Tambyraja, Sherine R.; Farquharson, Kelly; Justice, Laura M.

2017-01-01

Purpose: Practitioners, researchers, and policymakers (i.e., stakeholders) have vested interests in children's language growth yet currently do not have empirically driven methods for measuring such outcomes. The present study established language benchmarks for children with typically developing language (TDL) and children with language…

Concept-based query language approach to enterprise information systems

NASA Astrophysics Data System (ADS)

Niemi, Timo; Junkkari, Marko; Järvelin, Kalervo

2014-01-01

In enterprise information systems (EISs) it is necessary to model, integrate and compute very diverse data. In advanced EISs the stored data often are based both on structured (e.g. relational) and semi-structured (e.g. XML) data models. In addition, the ad hoc information needs of end-users may require the manipulation of data-oriented (structural), behavioural and deductive aspects of data. Contemporary languages capable of treating this kind of diversity suit only persons with good programming skills. In this paper we present a concept-oriented query language approach to manipulate this diversity so that the programming skill requirements are considerably reduced. In our query language, the features which need technical knowledge are hidden in application-specific concepts and structures. Therefore, users need not be aware of the underlying technology. Application-specific concepts and structures are represented by the modelling primitives of the extended RDOOM (relational deductive object-oriented modelling) which contains primitives for all crucial real world relationships (is-a relationship, part-of relationship, association), XML documents and views. Our query language also supports intensional and extensional-intensional queries, in addition to conventional extensional queries. In its query formulation, the end-user combines available application-specific concepts and structures through shared variables.

Norm comparisons of the Spanish-language and English-language WAIS-III: Implications for clinical assessment and test adaptation.

PubMed

Funes, Cynthia M; Rodriguez, Juventino Hernandez; Lopez, Steven Regeser

2016-12-01

This study provides a systematic comparison of the norms of 3 Spanish-language Wechsler Adult Intelligence Scales (WAIS-III) batteries from Mexico, Spain, and Puerto Rico, and the U.S. English-language WAIS-III battery. Specifically, we examined the performance of the 4 normative samples on 2 identical subtests (Digit Span and Digit Symbol-Coding) and 1 nearly identical subtest (Block Design). We found that across most age groups the means associated with the Spanish-language versions of the 3 subtests were lower than the means of the U.S. English-language version. In addition, we found that for most age ranges the Mexican subsamples scored lower than the Spanish subsamples. Lower educational levels of Mexicans and Spaniards compared to U.S. residents are consistent with the general pattern of findings. These results suggest that because of the different norms, applying any of the 3 Spanish-language versions of the WAIS-III generally risks underestimating deficits, and that applying the English-language WAIS-III norms risks overestimating deficits of Spanish-speaking adults. There were a few exceptions to these general patterns. For example, the Mexican subsample ages 70 years and above performed significantly better on the Digit Symbol and Block Design than did the U.S. and Spanish subsamples. Implications for the clinical assessment of U.S. Spanish-speaking Latinos and test adaptation are discussed with an eye toward improving the clinical care for this community. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Sign language comprehension: the case of Spanish sign language.

PubMed

Rodríguez Ortiz, I R

2008-01-01

This study aims to answer the question, how much of Spanish Sign Language interpreting deaf individuals really understand. Study sampling included 36 deaf people (deafness ranging from severe to profound; variety depending on the age at which they learned sign language) and 36 hearing people who had good knowledge of sign language (most were interpreters). Sign language comprehension was assessed using passages of secondary level. After being exposed to the passages, the participants had to tell what they had understood about them, answer a set of related questions, and offer a title for the passage. Sign language comprehension by deaf participants was quite acceptable but not as good as that by hearing signers who, unlike deaf participants, were not only late learners of sign language as a second language but had also learned it through formal training.

Language in Science Classrooms: An Analysis of Physics Teachers' Use of and Beliefs about Language

ERIC Educational Resources Information Center

Oyoo, Samuel Ouma

2012-01-01

The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language--often written (as in science texts) or oral…

Multilingual Learners and Foreign Language Acquisition: Insights into the Effects of Prior Linguistic Knowledge

ERIC Educational Resources Information Center

de la Fuente, Anahí Alba; Lacroix, Hugues

2015-01-01

In foreign language classrooms we often find that, in addition to their mother tongue (L1), learners already speak--or are learning--at least one other language. As a result, they already have an array of linguistic and cognitive skills that may prove very useful if they are adequately exploited during the language learning process. However, in…

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

PubMed

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.

Exploring Podcasting in English as a Foreign Language Learners' Writing Performance

ERIC Educational Resources Information Center

Bamanger, Ebrahim Mohammed; Alhassan, Riyadh Abdulrahman

2015-01-01

The purpose of the present study was to determine whether giving English as a foreign language learners podcast lectures in addition to the traditional lectures help them to enhance their English language writing, and to explore and discover useful information regarding the adoption of podcasting as a learning or training tool in order to better…

Pragmatics in the Post-TESL Certificate Course "Language Teaching for Employment"

ERIC Educational Resources Information Center

Bartel, Joan

2013-01-01

For those immigrants to Canada who need some language training in order to access employment in their field, occupational ESL classes have been available in Ontario for several years. Recent additions to Occupation-Specific Language Training and Bridging programs, as well as a new emphasis on work-related content in LINC classes, have created a…

Second Language Learners' Divergence from Target Language Pragmatic Norms

ERIC Educational Resources Information Center

Gomez-Laich, Maria Pia

2016-01-01

Pragmatic competence is an indispensable aspect of language ability in order for second and foreign language (L2/FL) learners to understand and be understood in their interactions with both native and nonnative speakers of the target language. Without a proper understanding of the pragmatic rules in the target language, learners may run the risk…

Language Sample Measures and Language Ability in Spanish English Bilingual Kindergarteners

PubMed Central

Bedore, Lisa M.; Peña, Elizabeth D.; Gillam, Ronald B.; Ho, Tsung-Han

2010-01-01

Measures of productivity and sentence organization are useful metrics for quantifying language development and language impairments in monolingual and bilingual children. It is not yet known what measures within and across languages are most informative when evaluating the language skills of bilingual children. The purpose of this study was to evaluate how measures of language productivity and organization in two languages converge with children’s measured language abilities on the Bilingual English Spanish Assessment (BESA), a standardized measure of language ability. 170 kindergarten age children who produced narrative language samples in Spanish and in English based on a wordless picture book were included in the analysis. Samples were analyzed for number of utterances, number of different words, mean length of utterance, and percentage of grammatical utterances. The best predictors of language ability as measured by the BESA scores were English MLU, English grammaticality, and Spanish grammaticality. Results are discussed in relationship to the nature of the measures in each of the languages and in regard to their potential utility for identifying low language ability in bilingual children. PMID:20955835

Tone Language Speakers and Musicians Share Enhanced Perceptual and Cognitive Abilities for Musical Pitch: Evidence for Bidirectionality between the Domains of Language and Music

PubMed Central

Bidelman, Gavin M.; Hutka, Stefanie; Moreno, Sylvain

2013-01-01

Psychophysiological evidence suggests that music and language are intimately coupled such that experience/training in one domain can influence processing required in the other domain. While the influence of music on language processing is now well-documented, evidence of language-to-music effects have yet to be firmly established. Here, using a cross-sectional design, we compared the performance of musicians to that of tone-language (Cantonese) speakers on tasks of auditory pitch acuity, music perception, and general cognitive ability (e.g., fluid intelligence, working memory). While musicians demonstrated superior performance on all auditory measures, comparable perceptual enhancements were observed for Cantonese participants, relative to English-speaking nonmusicians. These results provide evidence that tone-language background is associated with higher auditory perceptual performance for music listening. Musicians and Cantonese speakers also showed superior working memory capacity relative to nonmusician controls, suggesting that in addition to basic perceptual enhancements, tone-language background and music training might also be associated with enhanced general cognitive abilities. Our findings support the notion that tone language speakers and musically trained individuals have higher performance than English-speaking listeners for the perceptual-cognitive processing necessary for basic auditory as well as complex music perception. These results illustrate bidirectional influences between the domains of music and language. PMID:23565267

Media, Information Technology, and Language Planning: What Can Endangered Language Communities Learn from Created Language Communities?

ERIC Educational Resources Information Center

Schreyer, Christine

2011-01-01

The languages of Klingon and Na'vi, both created for media, are also languages that have garnered much media attention throughout the course of their existence. Speakers of these languages also utilize social media and information technologies, specifically websites, in order to learn the languages and then put them into practice. While teaching a…

Number word structure in first and second language influences arithmetic skills

PubMed Central

Prior, Anat; Katz, Michal; Mahajna, Islam; Rubinsten, Orly

2015-01-01

Languages differ in how they represent numerical information, and specifically whether the verbal notation of numbers follows the same order as the symbolic notation (in non-inverted languages, e.g., Hebrew, “25, twenty-five”) or whether the two notations diverge (in inverted languages, e.g., Arabic, “25, five-and-twenty”). We examined how the structure of number–words affects how arithmetic operations are processed by bilingual speakers of an inverted and a non-inverted language. We examined Arabic–Hebrew bilinguals’ performance in the first language, L1 (inverted) and in the second language, L2 (non-inverted). Their performance was compared to that of Hebrew L1 speakers, who do not speak an inverted language. Participants judged the accuracy of addition problems presented aurally in L1, aurally in L2 or in visual symbolic notation. Problems were presented such that they matched or did not match the structure of number words in the language. Arabic–Hebrew bilinguals demonstrated both flexibility in processing and adaptation to the language of aural–verbal presentation – they were more accurate for the inverted order of presentation in Arabic, but more accurate for non-inverted order of presentation in Hebrew, thus exhibiting the same pattern found for native Hebrew speakers. In addition, whereas native Hebrew speakers preferred the non-inverted order in visual symbolic presentation as well, the Arabic–Hebrew bilinguals showed enhanced flexibility, without a significant preference for one order over the other, in either speed or accuracy. These findings suggest that arithmetic processing is sensitive to the linguistic representations of number words. Moreover, bilinguals exposed to inverted and non-inverted languages showed influence of both systems, and enhanced flexibility in processing. Thus, the L1 does not seem to have exclusive power in shaping numerical mental representations, but rather the system remains open to influences from a

Analyzing Learner Language: Towards a Flexible Natural Language Processing Architecture for Intelligent Language Tutors

ERIC Educational Resources Information Center

Amaral, Luiz; Meurers, Detmar; Ziai, Ramon

2011-01-01

Intelligent language tutoring systems (ILTS) typically analyze learner input to diagnose learner language properties and provide individualized feedback. Despite a long history of ILTS research, such systems are virtually absent from real-life foreign language teaching (FLT). Taking a step toward more closely linking ILTS research to real-life…

Body language in health care: a contribution to nursing communication.

PubMed

de Rezende, Rachel de Carvalho; de Oliveira, Rosane Mara Pontes; de Araújo, Sílvia Teresa Carvalho; Guimarães, Tereza Cristina Felippe; do Espírito Santo, Fátima Helena; Porto, Isaura Setenta

2015-01-01

to classify body language used in nursing care, and propose "Body language in nursing care" as an analytical category for nursing communication. quantitative research with the systematic observation of 21:43 care situations, with 21 members representing the nursing teams of two hospitals. Empirical categories: sound, facial, eye and body expressions. sound expressions emphasized laughter. Facial expressions communicated satisfaction and happiness. Eye contact with members stood out in visual expressions. The most frequent body expressions were head movements and indistinct touches. nursing care team members use body language to establish rapport with patients, clarify their needs and plan care. The study classified body language characteristics of humanized care, which involves, in addition to technical, non-technical issues arising from nursing communication.

Plagiarism Detection for Indonesian Language using Winnowing with Parallel Processing

NASA Astrophysics Data System (ADS)

Arifin, Y.; Isa, S. M.; Wulandhari, L. A.; Abdurachman, E.

2018-03-01

The plagiarism has many forms, not only copy paste but include changing passive become active voice, or paraphrasing without appropriate acknowledgment. It happens on all language include Indonesian Language. There are many previous research that related with plagiarism detection in Indonesian Language with different method. But there are still some part that still has opportunity to improve. This research proposed the solution that can improve the plagiarism detection technique that can detect not only copy paste form but more advance than that. The proposed solution is using Winnowing with some addition process in pre-processing stage. With stemming processing in Indonesian Language and generate fingerprint in parallel processing that can saving time processing and produce the plagiarism result on the suspected document.

Language Development: Understanding Language Diversity in the Classroom

ERIC Educational Resources Information Center

Levey, Sandra; Polirstok, Susan

2010-01-01

Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected…

The Effects of Multisensory Structured Language Instruction on Native Language and Foreign Language Aptitude Skills of At-Risk High School Foreign Language Learners.

ERIC Educational Resources Information Center

Sparks, Richard; And Others

1992-01-01

A multisensory structured language (MSL) approach was utilized with two groups of at-risk high school students (n=63), taught in either English and Spanish (MSL/ES) or Spanish only. Foreign language aptitude improved for both groups and native language skills for the MSL/ES group. A group receiving traditional foreign language instruction showed…

Sign language processing and the mirror neuron system.

PubMed

Corina, David P; Knapp, Heather

2006-05-01

In this paper we review evidence for frontal and parietal lobe involvement in sign language comprehension and production, and evaluate the extent to which these data can be interpreted within the context of a mirror neuron system for human action observation and execution. We present data from three literatures--aphasia, cortical stimulation, and functional neuroimaging. Generally, we find support for the idea that sign language comprehension and production can be viewed in the context of a broadly-construed frontal-parietal human action observation/execution system. However, sign language data cannot be fully accounted for under a strict interpretation of the mirror neuron system. Additionally, we raise a number of issues concerning the lack of specificity in current accounts of the human action observation/execution system.

Foreign Language Attrition.

ERIC Educational Resources Information Center

de Bot, Kees; Weltens, Bert

1995-01-01

Reviews recent research on language maintenance and language loss, focusing on the loss of a second language in a first language environment, the linguistic aspects of loss, and relearning a "lost" language. An annotated bibliography discusses nine important works in the field. (43 references) (MDM)

Knowledge, Skills, and Training in Second Language Acquisition: A Comparative Study of Preservice Teachers' Perceptions

ERIC Educational Resources Information Center

Wilson, Christine

2017-01-01

Preservice teachers must have opportunities in their university teaching programs to apply theories of second language learning. Courses in second language acquisition and English as a second language methodology are essential to prepare mainstream teachers for teaching culturally and linguistically diverse learners. Additionally, creating a…

Culturally/Linguistically Different Children: Report Writing Guidelines for Speech-Language Pathologists [and] Summary of Project Communicate.

ERIC Educational Resources Information Center

Schloff, Rose-Laurie; Martinez, Silvia

Guidelines for writing assessments of the English language skills of minority, bilingual, preschool and elementary school children are presented for monolingual speech-language pathologists. In addition, a project (Project Communicate) providing direct client services and training of speech-language pathologists is briefly described. With regard…

Language learning, language use and the evolution of linguistic variation

PubMed Central

Perfors, Amy; Fehér, Olga; Samara, Anna; Swoboda, Kate; Wonnacott, Elizabeth

2017-01-01

Linguistic universals arise from the interaction between the processes of language learning and language use. A test case for the relationship between these factors is linguistic variation, which tends to be conditioned on linguistic or sociolinguistic criteria. How can we explain the scarcity of unpredictable variation in natural language, and to what extent is this property of language a straightforward reflection of biases in statistical learning? We review three strands of experimental work exploring these questions, and introduce a Bayesian model of the learning and transmission of linguistic variation along with a closely matched artificial language learning experiment with adult participants. Our results show that while the biases of language learners can potentially play a role in shaping linguistic systems, the relationship between biases of learners and the structure of languages is not straightforward. Weak biases can have strong effects on language structure as they accumulate over repeated transmission. But the opposite can also be true: strong biases can have weak or no effects. Furthermore, the use of language during interaction can reshape linguistic systems. Combining data and insights from studies of learning, transmission and use is therefore essential if we are to understand how biases in statistical learning interact with language transmission and language use to shape the structural properties of language. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872370

Language learning, language use and the evolution of linguistic variation.

PubMed

Smith, Kenny; Perfors, Amy; Fehér, Olga; Samara, Anna; Swoboda, Kate; Wonnacott, Elizabeth

2017-01-05

Linguistic universals arise from the interaction between the processes of language learning and language use. A test case for the relationship between these factors is linguistic variation, which tends to be conditioned on linguistic or sociolinguistic criteria. How can we explain the scarcity of unpredictable variation in natural language, and to what extent is this property of language a straightforward reflection of biases in statistical learning? We review three strands of experimental work exploring these questions, and introduce a Bayesian model of the learning and transmission of linguistic variation along with a closely matched artificial language learning experiment with adult participants. Our results show that while the biases of language learners can potentially play a role in shaping linguistic systems, the relationship between biases of learners and the structure of languages is not straightforward. Weak biases can have strong effects on language structure as they accumulate over repeated transmission. But the opposite can also be true: strong biases can have weak or no effects. Furthermore, the use of language during interaction can reshape linguistic systems. Combining data and insights from studies of learning, transmission and use is therefore essential if we are to understand how biases in statistical learning interact with language transmission and language use to shape the structural properties of language.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Authors.

Chaos, Poverty, and Parenting: Predictors of Early Language Development

PubMed Central

Vernon-Feagans, Lynne; Garrett-Peters, Patricia; Willoughby, Mike; Mills-Koonce, Roger

2011-01-01

Studies have shown that distal family risk factors like poverty and maternal education are strongly related to children's early language development. Yet, few studies have examined these risk factors in combination with more proximal day-to-day experiences of children that might be critical to understanding variation in early language. Young children's exposure to a chronically chaotic household may be one critical experience that is related to poorer language, beyond the contribution of SES and other demographic variables. In addition, it is not clear whether parenting might mediate the relationship between chaos and language. The purpose of this study was to understand how multiple indicators of chaos over children's first three years of life, in a representative sample of children living in low wealth rural communities, were related to child expressive and receptive language at 36 months. Factor analysis of 10 chaos indicators over five time periods suggested two factors that were named household disorganization and instability. Results suggested that after accounting for thirteen covariates like maternal education and poverty, one of two chaos composites (household disorganization) accounted for significant variance in receptive and expressive language. Parenting partially mediated this relationship although household disorganization continued to account for unique variance in predicting early language. PMID:23049162

Making Room for Second Language Phonotactics: Effects of L2 Learning and Environment on First Language Speech Perception.

PubMed

Carlson, Matthew T

2018-04-01

Language-specific restrictions on sound sequences in words can lead to automatic perceptual repair of illicit sound sequences. As an example, no Spanish words begin with /s/-consonant sequences ([#sC]), and where necessary (e.g., foreign loanwords) [#sC] is repaired by inserting an initial [e], (e.g. foreign loanwords, cf., esnob, from English snob). As a result, Spanish speakers tend to perceive an illusory [e] before [#sC] sequences. Interestingly, this perceptual illusion is weaker in early Spanish-English bilinguals, whose other language, English, allows [#sC]. The present study explored whether this apparent influence of the English language on Spanish is restricted to early bilinguals, whose early language experience includes a mixture of both languages, or whether later learning of second language (L2) English can also induce a weakening of the first language (L1) perceptual illusion. Two groups of late Spanish-English bilinguals, immersed in Spanish or English, were tested on the same Spanish AX (same-different) discrimination task used in a study by Carlson et al., (2016) and their results compared with the Spanish monolinguals from Carlson et al.'s study. Like early bilinguals, late bilinguals exhibited a reduced impact of perceptual prothesis on discrimination accuracy. Additionally, late bilinguals, particularly in English immersion, were slowest when responding against the Spanish perceptual illusion. Robust L1 perceptual illusions thus appear to be malleable in the face of later L2 learning. It is argued that these results are consonant with the need for late bilinguals to navigate alternative, conflicting representations of the same acoustic material, even in unilingual L1 speech perception tasks.

How language shapes the cultural inheritance of categories

PubMed Central

Gelman, Susan A.; Roberts, Steven O.

2017-01-01

It is widely recognized that language plays a key role in the transmission of human culture, but relatively little is known about the mechanisms by which language simultaneously encourages both cultural stability and cultural innovation. This paper examines this issue by focusing on the use of language to transmit categories, focusing on two universal devices: labels (e.g., shark, woman) and generics (e.g., “sharks attack swimmers”; “women are nurturing”). We propose that labels and generics each assume two key principles: norms and essentialism. The normative assumption permits transmission of category information with great fidelity, whereas essentialism invites innovation by means of an open-ended, placeholder structure. Additionally, we sketch out how labels and generics aid in conceptual alignment and the progressive “looping” between categories and cultural practices. In this way, human language is a technology that enhances and expands the categorization capacities that we share with other animals. PMID:28739931

Inquiry Science: The Gateway to English Language Proficiency

NASA Astrophysics Data System (ADS)

Zwiep, Susan Gomez; Straits, William J.

2013-12-01

This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students' English and science achievement was compared to a similar group of students who were using the district's established English language development curriculum. Student performance on statemandated English and science assessments were analyzed using Mann-Whitney U tests for overall performance and by number of years of treatment. Modest but statistically significant improvement was found for students who participated in the blended program. Results from this study suggest that restricting instructional minutes for science to provide additional time for ELD and English language arts may be unnecessary. Rather, allowing consistent time for science instruction that incorporates ELD instruction along with inquiry science experiences may provide the authentic and purposeful context students need to develop new language without restricting access to science content.

Isolation of New Gravitropic Mutants under Hypergravity Conditions.

PubMed

Mori, Akiko; Toyota, Masatsugu; Shimada, Masayoshi; Mekata, Mika; Kurata, Tetsuya; Tasaka, Masao; Morita, Miyo T

2016-01-01