Evolution of Ukrainian Private Higher Education: 1991-2003.

ERIC Educational Resources Information Center

Stetar, Joseph; Panych, Oleksiy; Berezkina, Elena

This paper discusses the evolution of private higher education in the Ukraine. It includes responses to a survey about the future of Ukrainian private higher education. Ukrainian higher education has roots going back to the 17th century. With a higher education system that was deeply and well rooted, the newly independent Ukraine did not face the…

The Ecology of Language in Classrooms at a University in Eastern Ukraine

ERIC Educational Resources Information Center

Tarnopolsky, Oleg B.; Goodman, Bridget A.

2014-01-01

Using an ecology of language framework, the purpose of this study was to examine the degree to which English as a medium of instruction (EMI) at a private university in eastern Ukraine allows for the use of Ukrainian, the state language, or Russian, the predominantly spoken language, in large cities in eastern Ukraine. Uses of English and Russian…

Ukrainians in America: Contributions to America, Relationship to Homeland, Integration into American Life, Retention of Ethnicity in America. Ethnic Heritage in America: Curriculum Materials in Elementary School Social Studies on Greeks, Jews, Lithuanians, and Ukrainians.

ERIC Educational Resources Information Center

Chicago Consortium for Inter-Ethnic Curriculum Development, IL.

This ethnic heritage unit is about Ukrainians in the United States. The first section presents basic facts, such as a map of Ukraine, map of Eastern Europe, facts about Ukraine, principal dates in Ukrainian history, ten outstanding figures in modern Ukrainian history, milestones of Ukrainian communities in the United States, bibliography about…

ALPHABETS OF THE MODERN SLAVIC LANGUAGES.

ERIC Educational Resources Information Center

BIDWELL, CHARLES E.

THE TABLES AND ACCOMPANYING EXPLANATIONS IN THIS OUTLINE ARE INTENDED FOR THE NON-SPECIALIST IN SLAVIC LANGUAGES WHO WISHES TO LEARN THE APPROXIMATE PRONUNCIATION AND TRANSLITERATION OF WORDS WRITTEN IN THE SLAVIC ALPHABET. EACH ALPHABET TREATED (CZECH, RUSSIAN, UKRAINIAN, BIELORUSSIAN, BULGARIAN, SLOVENIAN, SERBO-CROATIAN, POLISH, CHURCH SLAVIC,…

The Prerequisites to Ukrainian Students Participation in Study Abroad Programs at the Canadian Universities and Colleges

ERIC Educational Resources Information Center

Zhukovskyi, Vasyl; Simak, Kateryna

2015-01-01

The problem of outbound mobility of Ukrainian students has been presented in the paper. The data regarding the number of Ukrainian students studying in Canada has been pointed out. This paper examines "push-pull" factors which motivate Ukrainian students to seek higher education overseas and factors which attract Ukrainian students to…

Towards a Multilingual Future: The Ecology of Language at a University in Eastern Ukraine

ERIC Educational Resources Information Center

Goodman, Bridget Ann

2013-01-01

In Ukraine, the Russian and Ukrainian languages have historically alternated in policy and practice in their official status and social prestige. As in many areas of the world, English is emerging in Ukraine as a language of economic value, social prestige, and education though it is not a language of wider communication. The goal of the research…

Russian-Ukrainian Border Region: Negative Cultural and Civilizational Risks of Integration

ERIC Educational Resources Information Center

Babintsev, Valentin P.; Ushamirskaya, Galina F.; Melnikova, Raisa I.; Sapryka, Victor A.; Pastyuk, Alexandr V.

2016-01-01

The paper considers key risks of cultural and civilizational integration of the Russian-Ukrainian border region. Proceeding from the sociological surveys conducted, the following typical cultural and civilizational identities of the population of border regions of Russia and Ukraine are singled out: Russian, Ukrainian, Slavic, European, mondialist…

Preserving a Heritage the Ukranian Way

ERIC Educational Resources Information Center

Skodyn, Celine

1975-01-01

An ethnic studies program, developed at St. Josaphat's Ukrainian Catholic School in Parma, Ohio, was developed in order to instill in students an appreciation of the Byzantine Ukrainian Catholic rite, the Ukrainian language, and the uniqueness of their cultural heritage. (Author/RK)

Comparative Analysis of Linguists' Professional Training at British and Ukrainian Universities

ERIC Educational Resources Information Center

Komochkova, Olga

2017-01-01

We have performed comparative analysis on professional training of linguists at British and Ukrainian universities at administrative and managerial, legislative, organizational and pedagogical, systemic, conceptual, socioeconomic levels. As evidenced above, British and Ukrainian systems of professional training of linguists differ significantly,…

Space Station Commander Discusses Life in Space with Ukrainian Students

NASA Image and Video Library

2017-10-25

Aboard the International Space Station, Expedition 53 Commander Randy Bresnik of NASA discussed life and research aboard the orbital laboratory during an in-flight question and answer session Oct. 25 with Ukrainian students gathered at the America House in Kiev, Ukraine and other Ukrainian students tied in to the event from other locations. Participating in the event in Kiev was the U.S. Ambassador to Ukraine, Marie Yovanovitch.

Heavy metal pollution and forest health in the Ukrainian Carpathians.

PubMed

Shparyk, Y S; Parpan, V I

2004-07-01

The Ukrainian Carpathians are characterized by high air pollution caused by emissions from numerous industries. We have been monitoring the state of forests in this region since 1989. The highest levels of tree defoliation (>30%) are found close to industrial emission sources and in the upper mountain forests of the Ivano-Frankivsk and Chernivtsi regions. This is caused by a combination of strong anthropogenic influences (pollution, illegal uses, recreation) as well as poor site and climatic conditions. In the Ivano-Frankivsk region, Cd and Mo accumulate in forest soils; Cr, Mo and Zn soil concentrations are higher than their limit levels; and Pb concentrations exceed toxic levels close to industrial areas (10% of the region territory). Local background levels of heavy metals are greatly exceeded in snow close to industrial regions. Analysis of correlation matrices shows that the chemical elements Ba, Cd, Co, Cr, Cu, Mo, Ni, Pb, V and Zn occur at pollution levels in natural ecosystems in the Ukrainian Carpathians. Maximum concentrations of toxic elements occur in the oak forest zone; the most industrially developed area of the region. Toxic heavy metals in the Ukrainian Carpathians forests enter with precipitation and dustfall, then become fixed in soil and accumulate in leaves, needles of vascular plants and mosses. Concentrations of these metals decrease with altitude: highest in the oak forests, less in beech, and lowest in the spruce forest zones. However, some chemical elements have the highest concentrations in spruce forests; V in needles, As in snow, and Ba and Al in soils.

Abrikosov receives Ukrainian Gold Medal | Argonne National Laboratory

Science.gov Websites

, Brochures and Reports Summer Science Writing Internship Careers Education Community Diversity Directory and Reports Summer Science Writing Internship Abrikosov receives Ukrainian Gold Medal By Lynn Tefft

Advertising of medical devices: foreign experience and Ukrainian practice.

PubMed

Pashkov, Vitalii; Harkusha, Andrii; Bytiak, Oleksii

Chosen European foreign policy vector for Ukraine establishes its obligation to enforce the process of adaptation of the EU law regulations in the internal legal policy. The approximation of Ukrainian law to the European Union (EU) "acquis communautaire" is not only the instrument for deepening our economic cooperation with the European Union, but also the important measure to enhance further development of Ukraine in general. National legislation, which regulate advertising and promotion of medical devices (MD), is not an exception. Some key points on legal regulation of abovementioned sphere is a base of this study. Ukrainian legislation, European Union`s Law Acts, EU's member-states law, WHO Acts and Recommendations, European Medical Technology Industry Association (EUCOMED) Acts. Article is based on dialectical, comparative, analytic, synthetic and comprehensive research methods. In accordance with Ukrainian legislation, there is no special law that concerns advertising on MD in Ukraine, this sphere is regulated by general law that named ≪About advertisement≫, but it doesn't take into account even main characteristics of such a special object as medical devices (MD). Moreover, the law ≪About advertisement≫ contain discrepancies in terms that are used, these contradictions, in our opinion, must be eliminated by appropriate law reforms. The advertising and promotion of MD in EU is regulated by a combination of EU and national legislation of EU Member States, national advertising and promotion of MD are not harmonized with the EU MDD for now, resulting in a fragmented legal landscape that differs from one EU Member State to the other. Practice of adopting different codes and guides that regulate advertising, including advertising of MD, is widespread in EU and EU Member States and thus must be used in Ukraine with appropriate reformation of national law.

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…

BIBLIOGRAPHY ON LANGUAGE DEVELOPMENT.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Graduate School of Education.

THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF LANGUAGE DEVELOPMENT. APPROXIMATELY 65 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1958 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE THE NATURE OF LANGUAGE, LINGUISTICS, LANGUAGE LEARNING, LANGUAGE SKILLS, LANGUAGE PATTERNS, AND…

Input and language development in bilingually developing children.

PubMed

Hoff, Erika; Core, Cynthia

2013-11-01

Language skills in young bilingual children are highly varied as a result of the variability in their language experiences, making it difficult for speech-language pathologists to differentiate language disorder from language difference in bilingual children. Understanding the sources of variability in bilingual contexts and the resulting variability in children's skills will help improve language assessment practices by speech-language pathologists. In this article, we review literature on bilingual first language development for children under 5 years of age. We describe the rate of development in single and total language growth, we describe effects of quantity of input and quality of input on growth, and we describe effects of family composition on language input and language growth in bilingual children. We provide recommendations for language assessment of young bilingual children and consider implications for optimizing children's dual language development. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Perceived Barriers to Mental Health Services: A Mixed-Method Study with Ukrainian College Students

ERIC Educational Resources Information Center

Burlaka, V.; Churakova, I.; Aavik, O. A.; Goldstein, D.

2014-01-01

We examined perceived barriers to professional help among Ukrainian college students, psychologists and psychiatrists. Students from eight universities and psychologists participated in qualitative stage. A survey of barriers to mental health treatment was developed based on qualitative data and used with psychiatrists to validate understanding of…

George Kuzmycz Training Center : 5 years of American-Ukrainian efforts in the field of material control and accounting

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

Gavrilyuk, V. I.; Gavrylyuk, A. V.; Kirischuk, V. I.

2004-01-01

The George Kuzmycz Training Center for Physical Protection, Control and Accounting of Nuclear Material (GKTC) was established in October 1998 at the Kiev Institute for Nuclear Research. During the past six years, about 700 professionals from all Ukrainian nuclear installations, executive and regulatory bodies were trained at the GKTC. Future Material Control and Accounting (MC&A) training courses are going to be held even more frequently because Ukraine has already signed the Additional Model Protocol and its ratification by Ukrainian Parliament is expected to happen very soon. Additionally, a number of new training courses will be developed. US DOE trough Argonnemore » National Laboratory has made significant efforts to transfer Automated Inventory/Material Accounting System (AIMAS) software to Ukraine. As a result, AIMAS software can be used as a basic code for the development of the Computerized MC&A System for all Ukrainian nuclear facilities despite their differences. In 2003, a new laboratory for Nondestructive Assay (NDA) was established with assistance from the U.S. Department of Energy. As a result, GKTC training capabilities will increase substantially. Furthermore, in order to increase the efficiency of NDA laboratory, it is planned to use the NDA equipment for a program of interdiction of illicit traffic of nuclear materials in Ukraine. American-Ukrainian MC&A efforts for the last 6 years, the problems encountered and the solutions to these problems, as well as comments, suggestions and recommendations for future activity at GKTC to promote and improve the nuclear material management culture in Ukraine are discussed in detail.« less

Building Ukrainian Montessori from the Ground up

ERIC Educational Resources Information Center

Cusack, Ginny

2008-01-01

Ukraine had been under Soviet domination for 75 years. Its institutions, including its educational system, were guided by rules established in Moscow. When the Soviet Union dissolved in 1991, the country had opportunities to reinvent itself. In this article, the author discusses the Ukrainian Montessori Project, a successful partnership between…

A Brief Evaluation to Identify Level of Satisfaction of Art Therapy with Undergraduate Ukrainian Students

ERIC Educational Resources Information Center

Van Lith, Theresa; Bullock, Lindsay; Horbal, Iryna; Lvov, Alexander

2017-01-01

A particular political and social mindset toward mental health support has impacted how and why people seek counseling and therapy in Ukraine. Although a relatively small and developing field, art therapy is beginning to provide a means for assisting cultural and identity development for young adult Ukrainians during a time of civil and political…

Language Planning and Development Aid: The (In)Visibility of Language in Development Aid Discourse

ERIC Educational Resources Information Center

Taylor-Leech, Kerry; Benson, Carol

2017-01-01

Despite the essential role of local, regional, national and international languages in human development, there is little reference to language planning in development aid discourse. Beginning with definitions of development aid and language planning, the paper examines how the two were linked in pre- and post-colonial times, showing how language…

Religion in the National Historical Narrative of the Early Modern Times in Contemporary Ukrainian Schooling

ERIC Educational Resources Information Center

Shevchenko, Tetiana

2015-01-01

This article deals with religious discourse in modern history school textbooks in Ukraine that cover early modern times in Ukrainian history. It analyzes the place of religious discourse within national discourse, the correlation between local Ukrainian religious and more general discourse, and the representation of the relationships between…

Ukrainian Database and Atlas of Light Curves of Artificial Space Objects

NASA Astrophysics Data System (ADS)

Koshkin, N.; Savanevich, V.; Pohorelov, A.; Shakun, L.; Zhukov, V.; Korobeynikova, E.; Strakhova, S.; Moskalenko, S.; Kashuba, V.; Krasnoshchokov, A.

This paper describes the Ukrainian database of long-term photometric observations of resident space objects (RSO). For the purpose of using this database for the outer space monitoring and space situational awareness (SSA) the open internet resource has been developed. The paper shows examples of using the Atlas of light curves of RSO's for analyzing the state of rotation around the center of mass of several active and non-functioning satellites in orbit.

Teaching Place, Assembling the Nation: Local Studies in Soviet Ukrainian Schools during the 1920s

ERIC Educational Resources Information Center

Pauly, Matthew D.

2010-01-01

This study focuses on the Soviet introduction of local studies to Ukrainian schools during the 1920s. It argues that, through their efforts at pedagogical reform, educational planners sought a fundamental re-imagining of place. The Ukrainian Commissariat of Education asked teachers and their students to engage the "productive" world…

Developing language in a developing body: the relationship between motor development and language development.

PubMed

Iverson, Jana M

2010-03-01

ABSTRACTDuring the first eighteen months of life, infants acquire and refine a whole set of new motor skills that significantly change the ways in which the body moves in and interacts with the environment. In this review article, I argue that motor acquisitions provide infants with an opportunity to practice skills relevant to language acquisition before they are needed for that purpose; and that the emergence of new motor skills changes infants' experience with objects and people in ways that are relevant for both general communicative development and the acquisition of language. Implications of this perspective for current views of co-occurring language and motor impairments and for methodology in the field of child language research are also considered.

Establishing Research Universities in Ukrainian Higher Education: The Incomplete Journey of a Structural Reform

ERIC Educational Resources Information Center

Hladchenko, Myroslava; de Boer, Harry F.; Westerheijden, Don F.

2016-01-01

The idea of the research university as a key institution for social and economic development in knowledge-intensive societies has been adopted by the Ukrainian government after the fall of the communist regime. Establishing research universities is a long journey during which many things might happen. To understand this journey better in the case…

Depression, suicide ideation, and thyroid tumors among ukrainian adolescents exposed as children to chernobyl radiation.

PubMed

Contis, George; Foley, Thomas P

2015-05-01

The Chernobyl Childhood Illness Program (CCIP) was a humanitarian assistance effort funded by the United States Congress. Its purpose was to assist the Ukrainian Government to identify and treat adolescents who developed mental and physical problems following their exposure as young children to Chernobyl radiation. Thirteen years after the Chernobyl nuclear plant accident in 1986, the CCIP examined 116,655 Ukrainian adolescents for thyroid diseases. Of these, 115,191 were also screened for depression, suicide ideation, and psychological problems. The adolescents lived in five of Ukraine's seven most Chernobyl radiation contaminated provinces. They were up to 6 years of age or in utero when exposed to nuclear fallout, or were born up to 45 months after Chernobyl. Ukrainian endocrinologist and ultrasonographers used physical examination and ultrasonography of the neck to evaluate the adolescents for thyroid tumors. The adolescents were then screened for depression by the Children's Depression Inventory (CDI). After this, Ukrainian psychologists conducted individual psychological interviews to corroborate the adolescents' CDI responses. Papillary thyroid carcinoma was diagnosed in eight adolescents, a high prevalence rate similar to that reported by other studies from the Soviet Union. Screening identified thyroid nodules in 1,967 adolescents (1.7%). Depression was diagnosed in 15,399 adolescents (13.2%), suicide ideation in 813 (5.3%), and attempted suicide in 354 (2.3%). Underlying components of the participants' depression were negative mood, interpersonal difficulties, negative self-esteem, ineffectiveness, and anhedonia. Depression was greater in females (77%). Those with thyroid and psychological problems were referred for treatment. The adolescents screened by CCIP represent the largest Ukrainian cohort exposed to Chernobyl radiation as children who were evaluated for both thyroid tumors and depression. The group had an increased prevalence of thyroid cancer

Depression, Suicide Ideation, and Thyroid Tumors Among Ukrainian Adolescents Exposed as Children to Chernobyl Radiation

PubMed Central

Contis, George; Foley, Thomas P.

2015-01-01

Background The Chernobyl Childhood Illness Program (CCIP) was a humanitarian assistance effort funded by the United States Congress. Its purpose was to assist the Ukrainian Government to identify and treat adolescents who developed mental and physical problems following their exposure as young children to Chernobyl radiation. Thirteen years after the Chernobyl nuclear plant accident in 1986, the CCIP examined 116,655 Ukrainian adolescents for thyroid diseases. Of these, 115,191 were also screened for depression, suicide ideation, and psychological problems. The adolescents lived in five of Ukraine’s seven most Chernobyl radiation contaminated provinces. They were up to 6 years of age or in utero when exposed to nuclear fallout, or were born up to 45 months after Chernobyl. Methods Ukrainian endocrinologist and ultrasonographers used physical examination and ultrasonography of the neck to evaluate the adolescents for thyroid tumors. The adolescents were then screened for depression by the Children’s Depression Inventory (CDI). After this, Ukrainian psychologists conducted individual psychological interviews to corroborate the adolescents’ CDI responses. Results Papillary thyroid carcinoma was diagnosed in eight adolescents, a high prevalence rate similar to that reported by other studies from the Soviet Union. Screening identified thyroid nodules in 1,967 adolescents (1.7%). Depression was diagnosed in 15,399 adolescents (13.2%), suicide ideation in 813 (5.3%), and attempted suicide in 354 (2.3%). Underlying components of the participants’ depression were negative mood, interpersonal difficulties, negative self-esteem, ineffectiveness, and anhedonia. Depression was greater in females (77%). Those with thyroid and psychological problems were referred for treatment. Conclusions The adolescents screened by CCIP represent the largest Ukrainian cohort exposed to Chernobyl radiation as children who were evaluated for both thyroid tumors and depression. The group

Developing language in a developing body: the relationship between motor development and language development*

PubMed Central

Iverson, Jana M.

2010-01-01

During the first eighteen months of life, infants acquire and refine a whole set of new motor skills that significantly change the ways in which the body moves in and interacts with the environment. In this review article, I argue that motor acquisitions provide infants with an opportunity to practice skills relevant to language acquisition before they are needed for that purpose; and that the emergence of new motor skills changes infants’ experience with objects and people in ways that are relevant for both general communicative development and the acquisition of language. Implications of this perspective for current views of co-occurring language and motor impairments and for methodology in the field of child language research are also considered. PMID:20096145

Pathways of Language Development.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

Prepared by teachers for teachers, this practical classroom guide offers a process of monitoring language development and planning for development within a whole language framework, supported by a compendium of appropriate practice to be drawn on when needed. The guide (1) emphasizes the interdependence of reading, writing, talking, and listening;…

The Correlation between Early Second Language Learning and Native Language Skill Development

ERIC Educational Resources Information Center

Caccavale, Terry

2007-01-01

It has long been the assumption of many in the field of second language teaching that learning a second language helps to promote and enhance native language skill development, and that this correlation is direct and positive. Language professionals have assumed that learning a second language directly supports the development of better skills,…

Ramathibodi Language Development Questionnaire: A Newly Developed Screening Tool for Detection of Delayed Language Development in Children Aged 18-30 Months.

PubMed

Chuthapisith, Jariya; Wantanakorn, Pornchanok; Roongpraiwan, Rawiwan

2015-08-01

To develop a parental questionnaire for screening children with delayed language development in primary care settings. Ramathibodi Language Development (RLD) questionnaire was developed and completed by groups of 40 typically developing children age 18 to 30 months old and 30 children with delayed language development. The mean score was significantly lower in the delay language group (6.7 ± 1.9), comparing with the typically developing group (9.6 ± 0.7). The optimal ROC curve cut-off score was 8 with corresponding sensitivity and specificity were 98% and 72%, respectively. The corresponding area under the curve was 0.96 (95% CI = 0.92-0.99). The RLD questionnaire was the promising language developmental screening instrument that easily utilized in well-child examination settings.

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

The Influence of Western European Humanistic Pedagogy on Forming Ukrainian School in 16th-17th Centuries

ERIC Educational Resources Information Center

Petruk, Nataliia

2017-01-01

The article is dedicated to analysis of the content and the peculiarities of school education in Ukraine in view of disseminating the leading ideas of European humanistic pedagogy during the 16th-17th centuries. It has been noted that during the period of disseminating humanistic ideas the principles of Ukrainian education and Ukrainian school…

Improving Your Child's Listening and Language Skills: A Parent's Guide to Language Development.

ERIC Educational Resources Information Center

Johnson, Ruth; And Others

The parent's guide reviews normal speech and language development and discusses ways in which parents of young children with language problems facilitate that development. Terms such as speech, communication, and receptive and expressive language are defined, and stages in receptive/expressive language development are charted. Implications for…

Aerospace Activities and Language Development

ERIC Educational Resources Information Center

Jones, Robert M.; Piper, Martha

1975-01-01

Describes how science activities can be used to stimulate language development in the elementary grades. Two aerospace activities are described involving liquid nitrogen and the launching of a weather balloon which integrate aerospace interests into the development of language skills. (BR)

Infant and Toddler Language Development.

ERIC Educational Resources Information Center

Fox, Jill Englebright

A child's need for formal communication may be as much an emotional need as a cognitive need. Several theories attempt to explain children's language development, including the theories developed by B. F. Skinner, Noam Chomsky, and J. Bruner. Most children typically follow a standard sequence of language development: crying and cooing, babbling,…

A method to develop vocabulary checklists in new languages and their validity to assess early language development.

PubMed

Prado, Elizabeth L; Phuka, John; Ocansey, Eugenia; Maleta, Kenneth; Ashorn, Per; Ashorn, Ulla; Adu-Afarwuah, Seth; Oaks, Brietta M; Lartey, Anna; Dewey, Kathryn G

2018-05-11

Since the adoption of United Nations' Sustainable Goal 4.2 to ensure that all children have access to quality early child development (ECD) so that they are ready for primary education, the demand for valid ECD assessments has increased in contexts where they do not yet exist. The development of early language ability is important for school readiness. Our objective was to evaluate the validity of a method to develop vocabulary checklists in new languages to assess early language development, based on the MacArthur-Bates Communicative Development Inventories. Through asking mothers of young children what words their children say and through pilot testing, we developed 100-word vocabulary checklists in multilingual contexts in Malawi and Ghana. In Malawi, we evaluated the validity of the vocabulary checklist among 29 children age 17-25 months compared to three language measures assessed concurrently: Developmental Milestones Checklist-II (DMC-II) language scale, Malawi Developmental Assessment Tool (MDAT) language scale, and the number of different words (NDW) in 30-min recordings of spontaneous speech. In Ghana, we assessed the predictive validity of the vocabulary checklist at age 18 months to forecast language, pre-academic, and other skills at age 4-6 years among 869 children. We also compared the predictive validity of the vocabulary checklist scores to that of other developmental assessments administered at age 18 months. In Malawi, the Spearman's correlation of the vocabulary checklist score with DMC-II language was 0.46 (p = 0.049), with MDAT language was 0.66 (p = 0.016) and with NDW was 0.50 (p = 0.033). In Ghana, the 18-month vocabulary checklist score showed the strongest (rho = 0.12-0.26) and most consistent (8/12) associations with preschool scores, compared to the other 18-month assessments. The largest coefficients were the correlations of the 18-month vocabulary score with the preschool cognitive factor score (rho = 0

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…

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…

English Language Development in Tunisia.

ERIC Educational Resources Information Center

Daoud, Mohamed

1996-01-01

Describes English language policy decisions and implementation strategies in Tunisia and highlights the problems accompanying them. The article emphasizes that Tunisia has entered a critical stage in the promotion of English as the language of economic, scientific, and technological development and that the educational system must develop programs…

Language Planning, English Language Education and Development Aid in Bangladesh

ERIC Educational Resources Information Center

Erling, Elizabeth J.

2017-01-01

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

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…

Robust clustering of languages across Wikipedia growth

NASA Astrophysics Data System (ADS)

Ban, Kristina; Perc, Matjaž; Levnajić, Zoran

2017-10-01

Wikipedia is the largest existing knowledge repository that is growing on a genuine crowdsourcing support. While the English Wikipedia is the most extensive and the most researched one with over 5 million articles, comparatively little is known about the behaviour and growth of the remaining 283 smaller Wikipedias, the smallest of which, Afar, has only one article. Here, we use a subset of these data, consisting of 14 962 different articles, each of which exists in 26 different languages, from Arabic to Ukrainian. We study the growth of Wikipedias in these languages over a time span of 15 years. We show that, while an average article follows a random path from one language to another, there exist six well-defined clusters of Wikipedias that share common growth patterns. The make-up of these clusters is remarkably robust against the method used for their determination, as we verify via four different clustering methods. Interestingly, the identified Wikipedia clusters have little correlation with language families and groups. Rather, the growth of Wikipedia across different languages is governed by different factors, ranging from similarities in culture to information literacy.

Robust clustering of languages across Wikipedia growth.

PubMed

Ban, Kristina; Perc, Matjaž; Levnajić, Zoran

2017-10-01

Wikipedia is the largest existing knowledge repository that is growing on a genuine crowdsourcing support. While the English Wikipedia is the most extensive and the most researched one with over 5 million articles, comparatively little is known about the behaviour and growth of the remaining 283 smaller Wikipedias, the smallest of which, Afar, has only one article. Here, we use a subset of these data, consisting of 14 962 different articles, each of which exists in 26 different languages, from Arabic to Ukrainian. We study the growth of Wikipedias in these languages over a time span of 15 years. We show that, while an average article follows a random path from one language to another, there exist six well-defined clusters of Wikipedias that share common growth patterns. The make-up of these clusters is remarkably robust against the method used for their determination, as we verify via four different clustering methods. Interestingly, the identified Wikipedia clusters have little correlation with language families and groups. Rather, the growth of Wikipedia across different languages is governed by different factors, ranging from similarities in culture to information literacy.

Robust clustering of languages across Wikipedia growth

PubMed Central

Ban, Kristina; Levnajić, Zoran

2017-01-01

Wikipedia is the largest existing knowledge repository that is growing on a genuine crowdsourcing support. While the English Wikipedia is the most extensive and the most researched one with over 5 million articles, comparatively little is known about the behaviour and growth of the remaining 283 smaller Wikipedias, the smallest of which, Afar, has only one article. Here, we use a subset of these data, consisting of 14 962 different articles, each of which exists in 26 different languages, from Arabic to Ukrainian. We study the growth of Wikipedias in these languages over a time span of 15 years. We show that, while an average article follows a random path from one language to another, there exist six well-defined clusters of Wikipedias that share common growth patterns. The make-up of these clusters is remarkably robust against the method used for their determination, as we verify via four different clustering methods. Interestingly, the identified Wikipedia clusters have little correlation with language families and groups. Rather, the growth of Wikipedia across different languages is governed by different factors, ranging from similarities in culture to information literacy. PMID:29134106

Transcarpathia - Ukrainian border region at the edge of the EU. Internal and external representations

NASA Astrophysics Data System (ADS)

Jordan, P.

2013-11-01

in wood, its pleasant landscape and mineral waters, its location in the European traffic network, its border location and bridge function, the rich language skills of its population, the region's Central European character. By post-Communist industrialisation (wood processing, food industry, electrotechnical industry) and due to intense transborder relations of the Hungarian minority the region was able to make some progress during the transformation period, but could not yet escape its economically peripheric position. Major obstacles for a better development can be identified in an all but market-conform agriculture, in the Schengen regime cutting Transcarpathia off especially from Slovakia and Hungary as well as in Ukrainian regional governance structures enforcing centralist attitudes at the two levels of regional administration.

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

ERIC Educational Resources Information Center

Tsai, Cheng-Hui; Wang, Chuan Po

2015-01-01

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

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

PubMed Central

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

2015-01-01

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

Developing Language in Digital Natives

ERIC Educational Resources Information Center

Badia, Ingrid C.

2011-01-01

The Foreign Language in the Elementary Schools (FLES) program in Fairfax County Public Schools (FCPS) provides an opportunity for all students in an elementary school to learn a world language at an early age with a focus on developing students' communicative competence. Technology plays a major role in helping students develop communicative…

Componential Skills in Second Language Development of Bilingual Children with Specific Language Impairment

ERIC Educational Resources Information Center

Verhoeven, Ludo; Steenge, Judit; van Leeuwe, Jan; van Balkom, Hans

2017-01-01

In this study, we investigated which componential skills can be distinguished in the second language (L2) development of 140 bilingual children with specific language impairment in the Netherlands, aged 6-11 years, divided into 3 age groups. L2 development was assessed by means of spoken language tasks representing different language skills…

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…

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

ERIC Educational Resources Information Center

Gilliland, Betsy

2015-01-01

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

Tense and Shifting Balance: Bilingualism and Education in Ukraine

ERIC Educational Resources Information Center

Bilaniuk, Laada; Melnyk, Svitlana

2008-01-01

Language policy is a divisive issue in Ukraine, where the Ukrainian and Russian languages coexist in a tenuous balance. Many people see the choice between Russian and Ukrainian as symbolic of two polar political and cultural allegiances: with Russia, or with Europe and the West. Promotion of Ukrainian is meant to counteract its historical…

Some methodological aspects of ethics committees' expertise: the Ukrainian example.

PubMed

Pustovit, Svitlana V

2006-01-01

Today local, national and international ethics committees have become an effective means of social regulation in many European countries. Science itself is an important precondition for the development of bioethical knowledge and ethics expertise. Cultural, social, historical and religious preconditions can facilitate different forms and methods of ethics expertise in each country. Ukrainian ethics expertise has some methodological problems connected with its socio-cultural, historical, science and philosophy development particularities. In this context, clarification of some common legitimacies or methodological approaches to ethics committee (EC) phenomena such as globalization, scientization and the prioritization of an ethics paradigm are very important. On the other hand, elaborate study and critical analysis of international experience by Ukraine and other Eastern European countries will provide the integration of their local and national ethics expertises into a world bioethics ethos.

Distribution, Magnitude and Characterization of the Toxicity of Ukrainian Estuarine Sediments

EPA Science Inventory

During the Soviet era, Ukraine, then called the Ukrainian Soviet Socialist Republic, was one of the largest and most important industrial and agricultural regions of the Soviet Union. This industrial and agricultural activity resulted in the contamination of Ukraine’s environmen...

"Back to the Future" in a Ukrainian Manner: Examining the Impact of the Contradictory 2001 and 2010 Education Reforms on Ukrainian Schools and Science Subjects

ERIC Educational Resources Information Center

Fomichova, Kseniya; Kazama, Futaba; Misonou, Taku

2014-01-01

This study analyses and evaluates the impact of two recent (2001 and 2010) education reforms on Ukrainian secondary schools, and, in particular, on science subjects (physics, chemistry, biology and Earth science), in terms of the structural, quantitative and qualitative characteristics of the reformed disciplines. It also examines societal…

Redefining Individual Growth and Development Indicators: Oral Language

ERIC Educational Resources Information Center

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

2014-01-01

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

Pragmatic Language Development in Language Impaired and Typically Developing Children: Incorrect Answers in Context

ERIC Educational Resources Information Center

Ryder, Nuala; Leinonen, Eeva

2014-01-01

This study focused on young children's incorrect answers to pragmatically demanding questions. Children with specific language impairment (SLI), including a subgroup with pragmatic language difficulties (PLD) and typically developing children answered questions targeting implicatures, based on a storybook and short verbal scenarios.…

Language and Development.

ERIC Educational Resources Information Center

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

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

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

PubMed

Vukovic, Rose K; Lesaux, Nonie K

2013-06-01

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

Parents' and speech and language therapists' explanatory models of language development, language delay and intervention.

PubMed

Marshall, Julie; Goldbart, Juliet; Phillips, Julie

2007-01-01

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. The aims were to describe, explore and explain the thoughts, understandings, perceptions, beliefs, knowledge and feelings held by: a group of parents from East Manchester, UK, whose pre-school children had been referred with suspected language delay; and SLTs working in the same area, in relation to language development, language delay and language intervention. A total of 24 unstructured interviews were carried out: 15 with parents whose children had been referred for speech and language therapy and nine with SLTs who worked with pre-school children. The interviews were transcribed verbatim and coded using Atlas/ti. The data were analysed, subjected to respondent validation, and grounded theories and principled descriptions developed to explain and describe parents' and SLTs' beliefs and views. Parent and SLT data are presented separately. There are commonalities and differences between the parents and the SLTs. Both groups believe that language development and delay are influenced by both external and internal factors. Parents give more weight to the role of gender, imitation and personality and value television and videos, whereas the SLTs value the 'right environment' and listening skills and consider that health/disability and socio-economic factors are important. Parents see themselves as experts on their child and have varied ideas about the role of SLTs, which do not always accord with SLTs' views. The parents and SLTs differ in their views of the roles of imitation and play in intervention. Parents typically try strategies before seeing an SLT. These data suggest that parents' ideas vary and that, although parents and SLTs may share some

Prenatal chemical exposures and child language development.

PubMed

Dzwilewski, Kelsey L C; Schantz, Susan L

2015-01-01

The goal of this review is to summarize the evidence that prenatal and/or early postnatal exposure to certain chemicals, both manmade (insulating materials, flame retardants, pesticides) and naturally occurring (e.g., lead, mercury), may be associated with delays or impairments in language development. We focus primarily on a subset of more extensively studied chemicals-polychlorinated biphenyls (PCBs), lead, and methyl mercury-for which a reasonable body of literature on neurodevelopmental outcomes is available. We also briefly summarize the smaller body of evidence for other chemicals including polybrominated diphenyl ether flame retardants (PBDEs) and organophosphate pesticides. Very few studies have used specific assessments of language development and function. Therefore, we included discussion of aspects of cognitive development such as overall intellectual functioning and verbal abilities that rely on language, as well as aspects of cognition such as verbal and auditory working memory that are critical underpinnings of language development. A high percentage of prospective birth cohort studies of PCBs, lead, and mercury have reported exposure-related reductions in overall IQ and/or verbal IQ that persist into middle or late childhood. Given these findings, it is important that clinicians and researchers in communication sciences and disorders are aware of the potential for environmental chemicals to impact language development. The goal of this review is to summarize the evidence that prenatal and/or early postnatal exposure to certain chemicals may be associated with delays or impairments in language development. Readers will gain an understanding of the literature suggesting that early exposure to polychlorinated biphenyls (PCBs), lead, and mercury may be associated with decrements in cognitive domains that depend on language or are critical for language development. We also briefly summarize the smaller body of evidence regarding polybrominated diphenyl

Child Development and the Language Arts.

ERIC Educational Resources Information Center

Russell, David H., Ed.; And Others

This monograph presents research findings on child development and points out implications for the language arts program, examining both the learner and the learning process. Chapters include "Introduction: The Child Study Movement and the Language Arts Curriculum," which traces the development of child study research and lists five influences on…

The Relationship Between Family, Parent, and Child Characteristics and Intimate-Partner Violence (IPV) Among Ukrainian Mothers.

PubMed

Burlaka, Viktor; Grogan-Kaylor, Andrew; Savchuk, Olena; Graham-Bermann, Sandra A

2017-07-01

To assess the prevalence of intimate partner violence (IPV) in a sample of Ukrainian mothers of schoolchildren, and to examine the relationship between IPV and family, parent, and child characteristics utilizing multilevel models. Mothers of children aged 9-16 (n = 278, 93.5% Ukrainians) answered the Revised Conflict Tactics Scale (CTS2) assessing IPV. We also examined the relationship between IPV and maternal age, education, employment and marital status, family income, and rural or urban residence. Eighty-one percent of women reported psychological violence and 58% reported physical assault. On average, women reported 66 instances of IPV during the last year. Multilevel modeling revealed that lower maternal education, unemployment, not living with the husband or partner, and urban residency were associated with higher IPV victimization. Younger age and family income were not significantly related to IPV. IPV was a significant social problem in the present sample of Ukrainian mothers of school age children. Future policy and violence prevention programming should focus on supporting academic and employment opportunities for women, particularly for those living in urban areas.

Ozone air pollution in the Ukrainian Carpathian Mountains and Kiev region

Treesearch

Oleg Blum; Andrzej Bytnerowicz; William Manning; Ludmila Popovicheva

1998-01-01

Ambient concentrations of ozone (O3) were measured at five highland forest locations in the Ukrainian Carpathians and in two lowland locations in the Kiev region during August to September 1995 by using O3 passive samplers. The ozone passive samplers were calibrated against a Thermo Environmental Model 49 ozone monitor...

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…

Issues in English Language Development. Proceedings of a Conference on Issues in English Language Development for Minority Language Education (Arlington, Virginia, July 24, 1985).

ERIC Educational Resources Information Center

InterAmerica Research Associates, Rosslyn, VA.

Papers presented in this conference report include: "Overview of Theories of Language Learning and Acquisition" (Diane Larsen-Freeman); "A Theory of Strategy-Oriented Language Development" (Michael Canale); "Motivation, Intelligence, and Access: A Theoretical Framework for the Education of Minority Language Students" (Edward De Avila); "Second…

Ear Infections and Language Development.

ERIC Educational Resources Information Center

Roberts, Joanne E.; Zeisel, Susan A.

Ear infections in infants and preschoolers can cause mild or moderate temporary hearing loss, which may in turn affect a child's ability to understand and learn language. Noting that providing children with proper medical treatment for ear infections or middle ear fluid is important in preventing possible problems with language development, this…

ODD and ADHD Symptoms in Ukrainian Children: External Validators and Comorbidity

ERIC Educational Resources Information Center

Drabick, Deborah A. G.; Gadow, Kenneth D.; Carlson, Gabrielle A.; Bromet, Evelyn J.

2004-01-01

Objective: To examine potential external validators for oppositional defiant disorder (ODD) and attention-deficient/hyperactive disorder (ADHD) symptoms in a Ukrainian community-based sample of 600 children age 10 to 12 years old and evaluate the nature of co-occurring ODD and ADHD symptoms using mother- and teacher-defined groups. Method: In…

[Genetic polymorphism of Gentiana lutea L. (Gentianaceae) populations from Chornohora Ridge of Ukrainian Carpathians].

PubMed

Mosula, M Z; Konvaliuk, I I; Mel'nyk, V M; Drobyk, N M; Tsaryk, I V; Nesteruk, Iu I; Kunakh, V A

2014-01-01

The features of genetic structure and level of diversity were investigated for G. lutea populations from Chornohora Ridge of Ukrainian Carpathians using RAPD- and ISSR-PCR. We have shown a high level of genetic diversity for investigated populations. The differences between populations account for 59-72% of the total genetic variation, whereas intrapopulation polymorphism makes up 28-41%. The relationships among genetic variability level and ecological-geographical conditions as well as biological features of the species were assumed to be possible. The obtained results indicate the genetic isolation of G. lutea Chornohora populations from Ukrainian Carpathians. Pozhyzhevska agropopulation was characterized by a high level of polymorphism that means the possibility to use artificial plantings of the investigated species for its conservation.

The Multiple Role of Oral Language Assessment: Language Status, Research, and Curriculum Development.

ERIC Educational Resources Information Center

Matluck, Joseph H.

An oral language assessment test not only can determine the relative proficiency of a child in one or more languages and his or her language preference, but also can provide diagnostic information as to the child's strengths and weaknesses in each language. This information can serve as a guide to curriculum development and to prescriptive…

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

ERIC Educational Resources Information Center

Husbye, Nicholas; Dorner, Lisa M.

2017-01-01

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

Health Information in Ukrainian (українська )

MedlinePlus

... Health Information Translations E Expand Section Ear Infections Middle Ear Infection - English PDF Middle Ear Infection - українська (Ukrainian) Bilingual PDF Health Information Translations ...

When the Test Developer Does Not Speak the Target Language: The Use of Language Informants in the Test Development Process

ERIC Educational Resources Information Center

Ryan, Ève; Brunfaut, Tineke

2016-01-01

It is not unusual for tests in less-commonly taught languages (LCTLs) to be developed by an experienced item writer with no proficiency in the language being tested, in collaboration with a language informant who is a speaker of the target language, but lacks language assessment expertise. How this approach to item writing works in practice, and…

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

One-Parent-One-Language (OPOL) Families: Is the Majority Language-Speaking Parent Instrumental in the Minority Language Development?

ERIC Educational Resources Information Center

Venables, Elizabeth; Eisenchlas, Susana A.; Schalley, Andrea C.

2014-01-01

The aim of this study is to examine the strategies majority language-speaking parents use to support the development of the minority language in families who follow the pattern of exposure known as one-parent-one-language (OPOL). In this particular pattern of raising a child bilingually, each parent speaks only their own native language to their…

Comparative Pedagogical Analysis of Philologists' Professional Training at American and Ukrainian Universities

ERIC Educational Resources Information Center

Bidyuk, Natalya; Ikonnikova, Maryna

2017-01-01

The article deals with comparative and pedagogical analysis of philologists' professional training at American and Ukrainian universities on the conceptual (philosophical and pedagogical paradigms, concepts, theories, approaches, teaching goals and strategies), organizational and pedagogical (tuition fee, training duration and modes, entry…

Language and Communication Development in Down Syndrome

ERIC Educational Resources Information Center

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

2007-01-01

Although there is considerable variability, most individuals with Down syndrome have mental retardation and speech and language deficits, particularly in language production and syntax and poor speech intelligibility. This article describes research findings in the language and communication development of individuals with Down syndrome, first…

Language Development Hinges on Communication: An Emergentist Perspective

ERIC Educational Resources Information Center

Abrar-Ul-Hassan, Shahid

2011-01-01

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

[Structure of the gene pool of eastern Ukrainians from Y-chromosome haplogroups].

PubMed

Khar'kov, V N; Stepanov, V A; Borinskaia, S A; Kozhekbaeva, Zh M; Gusar, V A; Grechanina, E Ia; Puzyrev, V P; Khusnutdinova, E K; Iankovskiĭ, N K

2004-03-01

Y chromosomes from representative sample of Eastern Ukrainians (94 individuals) were analyzed for composition and frequencies of haplogroups, defined by 11 biallelic loci located in non-recombining part of the chromosome (SRY1532, YAP, 92R7, DYF155S2, 12f2, Tat, M9, M17, M25, M89, and M56). In the Ukrainian gene, pool six haplogroups were revealed: E, F (including G and I), J, N3, P, and R1a1. These haplogroups were earlier detected in a study of Y-chromosome diversity on the territory of Europe as a whole. The major haplogroup in the Ukrainian gene pool, haplogroup R1a1 (earlier designated HG3), accounted for about 44% of all Y chromosomes in the sample examined. This haplogroup is thought to mark the migration patterns of the early Indo-Europeans and is associated with the distribution of the Kurgan archaeological culture. The second major haplogroup is haplogroup F (21.3%), which is a combination of the lineages differing by the time of appearance. Haplogroup P found with the frequency of 9.6%, represents the genetic contribution of the population originating from the ancient autochthonous population of Europe. Haplogroups J and E (11.7 and 4.2%, respectively) mark the migration patterns of the Middle-Eastern agriculturists during the Neolithic. The presence of the N3 lineage (9.6%) is likely explained by a contribution of the assimilated Finno-Ugric tribes. The data on the composition and frequencies of Y-chromosome haplogroups in the sample studied substantially supplement the existing picture of the male lineage distribution in the Eastern Slav population.

The Beauty of Teachers' Work in Reflections of Ukrainian and Polish Teachers

ERIC Educational Resources Information Center

Semenog, Olena

2014-01-01

The values of human labor and teacher's work have been reflected on the basis of lexicographical sources and research reflections of famous Ukrainian and Polish pedagogues, such as T. Novatskiy, N. Nychkalo, Pope Paul II, G. Skovoroda, Z. Vyatrovskiy, I. Zyazyun. Among the existing values presented in lexicographical sources the following…

Factors of the medical career choice within the context of ukrainian healthcare reforms.

PubMed

Lymar, Lesia; Omelchuk, Sergii

2018-01-01

Introduction: The article is dedicated to the motives of medical career choice studied by Ukrainian and foreign scientists, and by the authors themselves. The authors define the main motives, grouped into the pragmatic, social, scientific and professional ones, paying particular attention to the proposed reforms of the Healthcare of Ukraine "Health 2020". The aim: The study has been aimed at detection of the medical career choice factor groups and their possible correction during the medical training, defining possible influence of the Ukrainian Healthcare reformation onto alterations of the medical career choice. Materials and methods: This article is based on bibliosemantic, dialectical, comparative, analytic, synthetic and comprehensive research methods. Review and conclusion: The authors have analyzed medical career motives according to the A. Maslow hierarchy of needs, comparing the present motives with the motives to be changed after reforming the Ukrainian healthcare. The authors conclude that according to the Maslow's hierarchy of needs, the medical career choice corresponding to the first, second and third needs level would be directly related to the pragmatic, social and scientific motives, further disappointment in career, low professional performance and professional "burnout". The career choice corresponding to the last levels of the needs hierarchy is related to the professional motives and self-actualization, but, due to the applicants' age and financial status of medical specialists in Ukraine, is not likely to occur. Positive changes in medical specialists' salary rise, social protection offered by the State and state support of the profession will provide for correction of motives onto the higher level, in this way, benefiting the patients.

Russian and Ukrainian literature on the gypsy moth: an annotated bibliography

Treesearch

Yuri N Baranchikov; Galina N. Nikitenko; Michael E. Montgomery

1998-01-01

This bibliography contains 1185 references to literature on the gypsy moth published from 1837 to 1991 in the territory occupied by the former U.S.S.R. The bibliography is designed to assist researchers within and outside the former U.S.S.R. to identify, locate, and correctly cite the original Russian or Ukrainian references in English. The bibliography contains...

Ukrainian network of Optical Stations for man-made space objects observation

NASA Astrophysics Data System (ADS)

Sybiryakova, Yevgeniya

2016-07-01

The Ukrainian Network of Optical Stations (UNOS) for man-made objects research was founded in 2012 as an association of professional astronomers. The main goals of network are: positional and photometric observations of man-made space objects, calculation of orbital elements, research of shape and period of rotation. The network consists of 8 stations: Kiev, Nikolaev, Odesa, Uzhgorod, Lviv, Yevpatoriya, Alchevsk. UNOS has 12 telescopes for observation of man-made space objects. The new original methods of positional observation were developed for optical observation of geosynchronous and low earth orbit satellites. The observational campaigns of LEO satellites held in the network every year. The numerical model of space object motion, developed in UNOS, is using for orbit calculation. The results of orbital elements calculation are represented on the UNOS web-site http://umos.mao.kiev.ua/eng/. The photometric observation of selected objects is also carried out in network.

Developing Oral Language Skills in Middle School English Learners

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2018-01-01

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

Developing a Non-Language Related Span Test for the Use in Language-Specific and Cross-Language Studies

ERIC Educational Resources Information Center

Shahnazari-Dorcheh, Mohammadtaghi; Roshan, Saeed

2012-01-01

Due to the lack of span test for the use in language-specific and cross-language studies, this study provides L1 and L2 researchers with a reliable language-independent span test (math span test) for the measurement of working memory capacity. It also describes the development, validation, and scoring method of this test. This test included 70…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Gum Disease - Multiple Languages

MedlinePlus

... Русский) Somali (Af-Soomaali ) Spanish (español) Ukrainian (українська ) Vietnamese (Tiếng Việt) HealthReach resources will open in a ... Gingivitis - українська (Ukrainian) Bilingual PDF Health Information Translations Vietnamese (Tiếng Việt) Expand Section Gum Disease: A Guide ...

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

PubMed

Paradis, Johanne

2016-02-01

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

25 CFR 39.131 - What is a Language Development Program?

Code of Federal Regulations, 2014 CFR

2014-04-01

... EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.131 What is a Language Development Program? A Language Development program is one that serves students who either: (a...

25 CFR 39.131 - What is a Language Development Program?

Code of Federal Regulations, 2013 CFR

2013-04-01

... EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.131 What is a Language Development Program? A Language Development program is one that serves students who either: (a...

25 CFR 39.131 - What is a Language Development Program?

Code of Federal Regulations, 2012 CFR

2012-04-01

... EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.131 What is a Language Development Program? A Language Development program is one that serves students who either: (a...

Language Development Versus the Teaching of the Standard Language. Lektos: Interdisciplinary Working Papers in Language Sciences, Special Issue.

ERIC Educational Resources Information Center

Valdes-Fallis, Guadalupe

This paper examines the problem of language development and language growth in the English-dominant Spanish-speaking student who intends to increase his total command of Spanish for the purpose of functioning in that language at a level equivalent to that of most educated Latin Americans. Observations are based on the experiences of…

Milestones in Language Planning and Development Aid

ERIC Educational Resources Information Center

Coleman, Hywel

2017-01-01

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

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

Developing Voice through the Language Arts

ERIC Educational Resources Information Center

Henn-Reinke, Kathryn; Chesner, Geralyn A.

2006-01-01

This book shows prospective teachers how to use the language arts to connect diverse students to the world around them and help them develop their own literate voices. It considers the integrated nature of the primary language arts--reading, writing, listening, speaking, viewing, and visually representing. The authors encourage preservice and…

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

PubMed

Schaerlaekens, A

1995-01-01

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

Historical Development of Hong Kong Sign Language

ERIC Educational Resources Information Center

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

2013-01-01

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

Language Preservation and Human Resources Development.

ERIC Educational Resources Information Center

Silverthorne, Joyce A.

Those who work in the field of preserving Native American languages are an assortment of individuals who come to the work as a central career (linguists), through family heritage (fluent speakers), or through a developed passion (language learners). This paper examines the field from the perspective of R. Wayne Pace, Phillip C. Smith, and Gordon…

FLAX: Flexible and Open Corpus-Based Language Collections Development

ERIC Educational Resources Information Center

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

2015-01-01

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

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

PubMed

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

2017-05-01

To investigate the influence of home nurture environment on language development and social emotion in children with developmental language disorder (DLD). The 1-3 Years Child Home Nurture Environment Scale, Gesell Developmental Scale, and Infant-Toddler Social and Emotional Assessment Scale were used for the evaluation of 125 children with DLD. A total of 130 children with normal language development matched for age and sex were enrolled as control group. Compared with the control group, the DLD group had a significantly higher proportion of children in a bad home nurture environment and significantly lower scores of all domains of home nurture environment (P<0.05). In children with DLD, the home nurture environment score was positively correlated with the level of language development (r=0.536, P<0.01) and the score of ability domain in social emotion (r=0.397, P<0.01) and was negatively correlated with the scores of the domains of explicit behavior, covert behavior, and imbalance in social emotion (r=-0.455, -0.438, and -0.390 respectively, P<0.01). Home nurture environment had direct influence on language development in children with DLD and affected their language development via the mediating effect of social emotion. Home nurture environment influences language development and social emotion in children with DLD, and social emotion has a partial mediating effect between home nurture environment and language development.

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

PubMed

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

2017-05-01

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

Detour to Otherness: Cultural Identity Discourse in Contemporary American, Ukrainian, and Polish Literatures

ERIC Educational Resources Information Center

Tkachuk, Yuliya Oleksandrivna

2009-01-01

Within the last decade the phrase "redefinition of identity in the age of globalization" has become yet another rarely elaborated cliche prevalent in literary scholarship that addresses cultural identity politics. In my dissertation I analyze how post-1990s novels in American, Ukrainian, & Polish literatures narrate cultural identity formation,…

Professional Development Needs of English Language Teachers in Malaysia

ERIC Educational Resources Information Center

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

2011-01-01

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

Developing a New Course for Adult Learners. TESOL Language Curriculum Development Series

ERIC Educational Resources Information Center

Snow, Marguerite Ann, Ed.; Kamhi-Stein, Lia, Ed.

2006-01-01

Teachers of English to Speakers of Other Languages, Inc. (TESOL), introduces "Developing a New Course for Adult Learners," edited by Marguerite Ann Snow and Lia Kamhi-Stein. This volume in TESOL's Language Curriculum Development Series presents the stories of teachers, curriculum developers, and administrators from all over the world who…

German and Ukrainian Phonological Isomorphs. Typology: Germanic and Slavic Languages. German-Ukraine-Slavic Contrasting Correspondence Vocabulary

ERIC Educational Resources Information Center

Petryshyn, Ivan

2016-01-01

The works of many scholars on Germanic and Slavic Languages do not really try to contrast the two biggest Indo-European language families, but analyse them seperately, as any close comparison seem to be unconvincible. In many works, we find some parts that usually would deal with loan words/borrowings/barbarisms. And, yet, we noticed that there…

Second Language Literacy Development From Theory to Practice.

ERIC Educational Resources Information Center

Jacobson, Julie

2003-01-01

Discusses instructional strategies to: promote language and literacy development; enhance comprehension of content area material; and make informed decisions that effectively meet the individual needs of each second language student. Reviews six instructional principles in the area of second language learning and a lesson incorporating the…

Introduction: Sign Language, Sustainable Development, and Equal Opportunities

ERIC Educational Resources Information Center

De Clerck, Goedele A. M.

2017-01-01

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

Thread, Web and Tapestry-making: Processes of Development and Language.

ERIC Educational Resources Information Center

Robinson, Clinton D. W.

1999-01-01

Reviews the major features of participatory development, asking how far similar processes are applied in promoting the use of local languages. Argues that language development processes must figure into participatory approaches to develop multilingual environments and that attention to language must proceed along similar participatory lines. (CMK)

Effective Oral Language Development Strategies for Elementary Teachers

ERIC Educational Resources Information Center

Kohler, Karen L.

2016-01-01

This action research study explored first and second grade classroom teachers' knowledge of oral language development and interventions for students at-risk of an oral language delay. This was accomplished through collaboration between a speech-language pathologist and classroom teachers. The data was aligned with assessments, the Response to…

Implications of Bilingual Development for Specific Language Impairments in Turkey

ERIC Educational Resources Information Center

Topbas, Seyhun

2011-01-01

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

Content of Bachelors' in Tourism Informative Training in Ukrainian and Polish Experience: Comparative Study

ERIC Educational Resources Information Center

Zubekhina, Tetiana

2015-01-01

This article provides a comparative analysis of the content of Bachelors' in Tourism informative training in Ukrainian and Polish experience. The content of Bachelors' in Tourism informative training in Ukraine and Poland has been analyzed. The content of subjects, namely, "Information Technologies in Tourism" and "The Foundations…

Current Developments in Language Testing. Anthology Series 25.

ERIC Educational Resources Information Center

Anivan, Sarinee, Ed.

The selection of papers on language testing includes: "Language Testing in the 1990s: How Far Have We Come? How Much Further Have We To Go?" (J. Charles Alderson); "Current Research/Development in Language Testing" (John W. Oller, Jr.); "The Difficulties of Difficulty: Prompts in Writing Assessment" (Liz Hamp-Lyons,…

Foreign Languages: A Guide to Curriculum Development [Revision].

ERIC Educational Resources Information Center

Connecticut State Board of Education, Hartford.

The guide is designed to help school district planners develop and implement suitable foreign language curricula. Focusing on programs in grades K-12, it provides an overview of current philosophies, objectives, methods, and materials in foreign language education; illustrates how these may be implemented in a sequential foreign language program…

Voices from Phnom Penh. Development & Language: Global Influences & Local Effects.

ERIC Educational Resources Information Center

Lo Bianco, Joseph, Ed.

This collection of papers is based on the 5th International Conference on Language and Development: Defining the Role of Language in Development, held in Phnom Penh, Cambodia, in 2001. The 25 papers include the following: (1) "Destitution, Wealth, and Cultural Contest: Language and Development Connections" (Joseph Lo Bianco); (2)…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Validity of the language development survey in infants born preterm.

PubMed

Beaulieu-Poulin, Camille; Simard, Marie-Noëlle; Babakissa, Hélène; Lefebvre, Francine; Luu, Thuy Mai

2016-07-01

Preterm infants are at greater risk of language delay. Early identification of language delay is essential to improve functional outcome in these children. To examine the concurrent validity of Rescorla's Language Development Survey and the Bayley Scales of Infant and Toddler Development (Bayley-III) at 18months corrected age in preterm infants. Test accuracy study. 189 preterm infants born <29weeks were assessed at 18months. The Language Development Survey, a parent-reported screening instrument, was administered in French concurrently with the Language Scales of the Bayley-III. Receiver-Operating-Characteristics curves were used to determine optimal cut-off score on the Language Development Survey to identify Bayley-III score <85. Sensitivity, specificity, positive and negative predictive values, and κ coefficient were calculated. Using Rescorla's original cut-off scores of ≤10 words for boys and ≤24 for girls, sensitivity was 76% and 88% for boys and girls, respectively, and specificity was 73% and 52% for boys and girls, respectively, in identifying language delay as per the Bayley-III. The optimal threshold was ≤10 words for both boys and girls. In girls, lowering the cut-off score decreased sensitivity (79%), but improved specificity (82%), thus lowering the number of false-positives. Our findings support using the Language Development Survey as an expressive language screener in preterm infants. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Language and Literacy Development in Prelingually-Deaf Children

ERIC Educational Resources Information Center

Salmani Nodoushan, Mohammad Ali

2008-01-01

This paper attempts to address the issue of language development in hearing impaired children. It argues that interpreters, teachers or peers can provide deaf children with language exposure so that they can acquire their native languages more easily. It also argues that the provision of a developmentally appropriate print-rich environments is the…

Parents' Role in the Early Head Start Children's Language Development

ERIC Educational Resources Information Center

Griswold, Cecelia Smalls

2014-01-01

The development of language during a child's early years has been linked to parental involvement. While Early Head Start (EHS) researchers have theorized that parental involvement is an important factor in language development, there has been little research on how parents view their roles in the language development process. The purpose of this…

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

ERIC Educational Resources Information Center

Guiberson, Mark

2016-01-01

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

Development of the Tensoral Computer Language

NASA Technical Reports Server (NTRS)

Ferziger, Joel; Dresselhaus, Eliot

1996-01-01

The research scientist or engineer wishing to perform large scale simulations or to extract useful information from existing databases is required to have expertise in the details of the particular database, the numerical methods and the computer architecture to be used. This poses a significant practical barrier to the use of simulation data. The goal of this research was to develop a high-level computer language called Tensoral, designed to remove this barrier. The Tensoral language provides a framework in which efficient generic data manipulations can be easily coded and implemented. First of all, Tensoral is general. The fundamental objects in Tensoral represent tensor fields and the operators that act on them. The numerical implementation of these tensors and operators is completely and flexibly programmable. New mathematical constructs and operators can be easily added to the Tensoral system. Tensoral is compatible with existing languages. Tensoral tensor operations co-exist in a natural way with a host language, which may be any sufficiently powerful computer language such as Fortran, C, or Vectoral. Tensoral is very-high-level. Tensor operations in Tensoral typically act on entire databases (i.e., arrays) at one time and may, therefore, correspond to many lines of code in a conventional language. Tensoral is efficient. Tensoral is a compiled language. Database manipulations are simplified optimized and scheduled by the compiler eventually resulting in efficient machine code to implement them.

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

ERIC Educational Resources Information Center

Casey, Laura Baylot; Bicard, David F.

2009-01-01

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

Assessment of Sediment Contamination, Toxicity and Benthic Community Composition in Ukrainian Part of Danube Delta

EPA Science Inventory

This study focused on identifying impaired and unimpaired areas (i.e., reference) within the Ukrainian portion of the Danube Delta using modern environmental diagnostic approaches and tools. To characterize the state of the areas under study, a triad approach was used including c...

Aesthetic Experience and Early Language and Literacy Development

ERIC Educational Resources Information Center

Johnson, Helen L.

2007-01-01

The present paper explores the connections between theory and research in language development and aesthetic education and their implications for early childhood classroom practice. The present paper posits that arts experiences make a unique and vital contribution to the child's development of language and literacy, as well as to the sense of…

Conversational Language Use as a Predictor of Early Reading Development: Language History as a Moderating Variable

PubMed Central

DeThorne, Laura Segebart; Petrill, Stephen A.; Schatschneider, Chris; Cutting, Laurie

2010-01-01

Purpose The present study examined the nature of concurrent and predictive associations between conversational language use and reading development during early school-age years. Method Language and reading data from 380 twins in the Western Reserve Reading Project were examined via phenotypic correlations and multilevel modeling on exploratory latent factors. Results In the concurrent prediction of children’s early reading abilities, a significant interaction emerged between children’s conversational language abilities and their history of reported language difficulties. Specifically, conversational language concurrently predicted reading development above and beyond variance accounted for by formal vocabulary scores, but only in children with a history of reported language difficulties. A similar trend was noted in predicting reading skills 1 year later, but the interaction was not statistically significant. Conclusions Findings suggest a more nuanced view of the association between spoken language and early reading than is commonly proposed. One possibility is that children with and without a history of reported language difficulties rely on different skills, or the same skills to differing degrees, when completing early reading-related tasks. Future studies should examine the causal link between conversational language and early reading specifically in children with a history of reported language difficulties. PMID:20150410

Risk Factors for Conduct Problems and Depressive Symptoms in a Cohort of Ukrainian Children

ERIC Educational Resources Information Center

Drabick, Deborah A. G.; Beauchaine, Theodore P.; Gadow, Kenneth D.; Carlson, Gabrielle A.; Bromet, Evelyn J.

2006-01-01

Potential risk factors for conduct problems and depressive symptoms were tested in a cohort of 10- to 12-year-old Ukrainian children (N = 544, 47.6% male). Risk factors examined were child emotional lability, child attention problems, poor mother-child communication, coercive maternal discipline, maternal depression, and low marital satisfaction.…

Digital-Gaming Trajectories and Second Language Development

ERIC Educational Resources Information Center

Scholz, Kyle W.; Schulze, Mathias

2017-01-01

Recent research in digital game-based language learning has been encouraging, yet it would benefit from research methods that focus on the gaming processes and second-language development (Larsen-Freeman, 2015) rather than learner/player reflection or individuals' beliefs about the validity of gameplay. This has proven challenging as research…

Ambiguous Aims: English-Language Voluntourism as Development

ERIC Educational Resources Information Center

Jakubiak, Cori

2016-01-01

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

An Exploration of Planning for English-as-Foreign-Language (EFL) Academic Language Development

ERIC Educational Resources Information Center

Walker, Elizabeth

2012-01-01

This paper arises from a concern that in English-as-foreign-language (EFL) curricula there are apparently unsystematic and linguistically under-theorized approaches to language development. The paper explores EFL unit plans across upper primary and lower secondary schooling, in a context where secondary school graduates need English mainly for…

The role of language in mathematical development: evidence from children with specific language impairments.

PubMed

Donlan, Chris; Cowan, Richard; Newton, Elizabeth J; Lloyd, Delyth

2007-04-01

A sample (n=48) of eight-year-olds with specific language impairments is compared with age-matched (n=55) and language matched controls (n=55) on a range of tasks designed to test the interdependence of language and mathematical development. Performance across tasks varies substantially in the SLI group, showing profound deficits in production of the count word sequence and basic calculation and significant deficits in understanding of the place-value principle in Hindu-Arabic notation. Only in understanding of arithmetic principles does SLI performance approximate that of age-matched-controls, indicating that principled understanding can develop even where number sequence production and other aspects of number processing are severely compromised.

25 CFR 39.136 - What is the WSU for Language Development programs?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false What is the WSU for Language Development programs? 39.136... EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.136 What is the WSU for Language Development programs? Language Development programs are funded at 0.13 WSUs per student. ...

Developing a Living Archive of Aboriginal Languages

ERIC Educational Resources Information Center

Bow, Catherine; Christie, Michael; Devlin, Brian

2014-01-01

The fluctuating fortunes of Northern Territory bilingual education programs in Australian languages and English have put at risk thousands of books developed for these programs in remote schools. In an effort to preserve such a rich cultural and linguistic heritage, the Living Archive of Aboriginal Languages project is establishing an open access,…

Language, cognitive flexibility, and explicit false belief understanding: longitudinal analysis in typical development and specific language impairment.

PubMed

Farrant, Brad M; Maybery, Murray T; Fletcher, Janet

2012-01-01

The hypothesis that language plays a role in theory-of-mind (ToM) development is supported by a number of lines of evidence (e.g., H. Lohmann & M. Tomasello, 2003). The current study sought to further investigate the relations between maternal language input, memory for false sentential complements, cognitive flexibility, and the development of explicit false belief understanding in 91 English-speaking typically developing children (M age = 61.3 months) and 30 children with specific language impairment (M age = 63.0 months). Concurrent and longitudinal findings converge in supporting a model in which maternal language input predicts the child's memory for false complements, which predicts cognitive flexibility, which in turn predicts explicit false belief understanding. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Teachers Fostering the Co-Development of Science Literacy and Language Literacy with English Language Learners

ERIC Educational Resources Information Center

Carrejo, David J.; Reinhartz, Judy

2014-01-01

Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science…

Symbolic play and language development.

PubMed

Orr, Edna; Geva, Ronny

2015-02-01

Symbolic play and language are known to be highly interrelated, but the developmental process involved in this relationship is not clear. Three hypothetical paths were postulated to explore how play and language drive each other: (1) direct paths, whereby initiation of basic forms in symbolic action or babbling, will be directly related to all later emerging language and motor outputs; (2) an indirect interactive path, whereby basic forms in symbolic action will be associated with more complex forms in symbolic play, as well as with babbling, and babbling mediates the relationship between symbolic play and speech; and (3) a dual path, whereby basic forms in symbolic play will be associated with basic forms of language, and complex forms of symbolic play will be associated with complex forms of language. We micro-coded 288 symbolic vignettes gathered during a yearlong prospective bi-weekly examination (N=14; from 6 to 18 months of age). Results showed that the age of initiation of single-object symbolic play correlates strongly with the age of initiation of later-emerging symbolic and vocal outputs; its frequency at initiation is correlated with frequency at initiation of babbling, later-emerging speech, and multi-object play in initiation. Results support the notion that a single-object play relates to the development of other symbolic forms via a direct relationship and an indirect relationship, rather than a dual-path hypothesis. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

Oral and Written Language Development of Children Adopted from China

ERIC Educational Resources Information Center

Scott, Kathleen A.; Roberts, Jenny A.; Krakow, Rena

2008-01-01

Purpose: The sharp increase in the number of international adoptions in the United States has prompted a heightened interest in the language development of internationally adopted children. Although recent studies have investigated the early language development of adoptees, little is known about the school-age language and literacy skills of…

Developing Adaptive Systems at Early Stages of Children's Foreign Language Development

ERIC Educational Resources Information Center

Espada, Ana Belen Cumbreno; Garcia, Mercedes Rico; Fuentes, Alejandro Curado; Gomez, Eva Ma Dominguez

2006-01-01

This paper describes the integration of hypermedia adaptive systems for foreign language learners at an early age. Our research project is concerned with exploring the relationship between language learning and information technology according to six different phases: a preliminary study of the plausible adaptive system; the development of lessons…

Examining the Role of Time and Language Type in Reading Development for English Language Learners

ERIC Educational Resources Information Center

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

2009-01-01

The purpose of this study was to examine the development of English reading achievement among English Language Learners (ELLs) and to determine whether the time that an ELL's family was in the United States and the type of native language spoken affected their reading development. Participants were 300 third-grade ELLs from two different native…

Development of Adolescent Reading Comprehension in Language 1 and Language 2: A Longitudinal Analysis of Constituent Components

ERIC Educational Resources Information Center

van Gelderen, Amos; Schoonen, Rob; Stoel, Reinoud; de Glopper, Kees; Hulstijn, Jan

2007-01-01

This study investigated the relationship between reading comprehension development of 389 adolescents in their dominant language (Language 1 [L1], Dutch) and a foreign language (Language 2 [L2], English). In each consecutive year from Grades 8 through 10, a number of measurements were taken. Students' reading comprehension, their linguistic…

Cenozoic structural evolution, thermal history, and erosion of the Ukrainian Carpathians fold-thrust belt

NASA Astrophysics Data System (ADS)

Nakapelyukh, Mykhaylo; Bubniak, Ihor; Bubniak, Andriy; Jonckheere, Raymond; Ratschbacher, Lothar

2018-01-01

The Carpathians are part of the Alpine-Carpathian-Dinaridic orogen surrounding the Pannonian basin. Their Ukrainian part constitutes an ancient subduction-accretion complex that evolved into a foreland fold-thrust belt with a shortening history that was perpendicular to the orogenic strike. Herein, we constrain the evolution of the Ukrainian part of the Carpathian fold-thrust belt by apatite fission-track dating of sedimentary and volcanic samples and cross-section balancing and restoration. The apatite fission-track ages are uniform in the inner―southwestern part of the fold-thrust belt, implying post-shortening erosion since 12-10 Ma. The ages in the leading and trailing edges record provenance, i.e., sources in the Trans-European suture zone and the Inner Carpathians, respectively, and show that these parts of the fold-thrust were not heated to more than 100 °C. Syn-orogenic strata show sediment recycling: in the interior of the fold-thrust belt―the most thickened and most deeply eroded nappes―the apatite ages were reset, eroded, and redeposited in the syn-orogenic strata closer to the fore- and hinterland; the lag times are only a few million years. Two balanced cross sections, one constructed for this study and based on field and subsurface data, reveal an architecture characterized by nappe stacks separated by high-displacement thrusts; they record 340-390 km shortening. A kinematic forward model highlights the fold-thrust belt evolution from the pre-contractional configuration over the intermediate geometries during folding and thrusting and the post-shortening, erosional-unloading configuration at 12-10 Ma to the present-day geometry. Average shortening rates between 32-20 Ma and 20-12 Ma amounted to 13 and 21 km/Ma, respectively, implying a two-phased deformation of the Ukrainian fold-thrust belt.

Jean Piaget's Theory of Equilibration Applied to Dual Language Development.

ERIC Educational Resources Information Center

Chavez, Luisa C.

This paper suggests that one possibility for the lack of study emphasis and unity of understanding in the area of dual language development is that language study in general shows some serious gaps and reveals a need for viewing language development as a holistic endeavor. Noting the failures of Skinnerian theory, Chomskian theory, Soviet…

Investigating the Development of Foreign Language Anxiety: An Autobiographical Approach

ERIC Educational Resources Information Center

Trang, Tran Thi Thu; Baldauf, Richard B., Jr.; Moni, Karen

2013-01-01

Foreign language anxiety (FLA) has been found to exist in tertiary students learning foreign languages in many countries; however, limited research has explored how it develops. This study investigated how anxiety developed in students of English as a foreign language (EFL), focusing on changes in their feelings about EFL learning as they learned,…

The Role of Language in Theory of Mind Development

ERIC Educational Resources Information Center

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

2014-01-01

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

The Mexican American Child: Language, Cognition, and Social Development.

ERIC Educational Resources Information Center

Garcia, Eugene E., Ed.

The nine articles are divided into three general topics: language, cognition, and social development. Eduardo Hernandez-Chavez discusses strategies in early second language acquisition and their implications for bilingual instruction. Eugene E. Garcia, Lento Maez, and Gustavo Gonzales examine the incidence of language switching in Spanish/English…

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

Toward a Context-Specific Language Policy for Developing Countries with an Emphasis on Language-in-Education.

ERIC Educational Resources Information Center

Chandler, Martin Trent

A discussion of language policy and planning in developing nations with diverse student populations focuses on the role of language in education. Through review of the literature, history, and case studies, the relationship between language policy and the integration of ethnolinguistic minorities is examined. The first chapter surveys…

Language development in preschool children born after asymmetrical intrauterine growth retardation.

PubMed

Simić Klarić, Andrea; Kolundžić, Zdravko; Galić, Slavka; Mejaški Bošnjak, Vlatka

2012-03-01

After intrauterine growth retardation, many minor neurodevelopmental disorders may occur, especially in the motor skills domain, language and speech development, and cognitive functions. The assessment of language development and impact of postnatal head growth in preschool children born with asymmetrical intrauterine growth retardation. Examinees were born at term with birth weight below the 10th percentile for gestational age, parity and gender. Mean age at the time of study was six years and four months. The control group was matched according to chronological and gestational age, gender and maternal education with mean age six years and five months. There were 50 children with intrauterine growth retardation and 50 controls, 28 girls and 22 boys in each group. For the assessment of language development Reynell Developmental Language Scale, the Naming test and Mottier test were performed. There were statistically significant differences (p < 0.05) in language comprehension, total expressive language (vocabulary, structure, content), naming skills and non-words repetition. Statistically significant positive correlations were found between relative growth of the head [(Actual head circumference - head circumference at birth)/(Body weight - birth weight)] and language outcome. Children with neonatal complications had lower results (p < 0.05) in language comprehension and total expressive language. Intrauterine growth retardation has a negative impact on language development which is evident in preschool years. Slow postnatal head growth is correlated with poorer language outcome. Neonatal complications were negatively correlated with language comprehension and total expressive language. Copyright © 2011 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

Spatial datasets of radionuclide contamination in the Ukrainian Chernobyl Exclusion Zone

NASA Astrophysics Data System (ADS)

Kashparov, Valery; Levchuk, Sviatoslav; Zhurba, Marina; Protsak, Valentyn; Khomutinin, Yuri; Beresford, Nicholas A.; Chaplow, Jacqueline S.

2018-02-01

The dataset Spatial datasets of radionuclide contamination in the Ukrainian Chernobyl Exclusion Zone was developed to enable data collected between May 1986 (immediately after Chernobyl) and 2014 by the Ukrainian Institute of Agricultural Radiology (UIAR) after the Chernobyl accident to be made publicly available. The dataset includes results from comprehensive soil sampling across the Chernobyl Exclusion Zone (CEZ). Analyses include radiocaesium (134Cs and 134Cs) 90Sr, 154Eu and soil property data; plutonium isotope activity concentrations in soil (including distribution in the soil profile); analyses of hot (or fuel) particles from the CEZ (data from Poland and across Europe are also included); and results of monitoring in the Ivankov district, a region adjacent to the exclusion zone. The purpose of this paper is to describe the available data and methodology used to obtain them. The data will be valuable to those conducting studies within the CEZ in a number of ways, for instance (i) for helping to perform robust exposure estimates to wildlife, (ii) for predicting comparative activity concentrations of different key radionuclides, (iii) for providing a baseline against which future surveys in the CEZ can be compared, (iv) as a source of information on the behaviour of fuel particles (FPs), (v) for performing retrospective dose assessments and (vi) for assessing natural background dose rates in the CEZ. The CEZ has been proposed as a radioecological observatory (i.e. a radioactively contaminated site that will provide a focus for long-term, radioecological collaborative international research). Key to the future success of this concept is open access to data for the CEZ. The data presented here are a first step in this process. The data and supporting documentation are freely available from the Environmental Information Data Centre (EIDC) under the terms and conditions of the Open Government Licence: Beyond Morphosyntax in Developing Bilinguals and "Specific" Language Impairment

ERIC Educational Resources Information Center

Kohnert, Kathryn; Ebert, Kerry Danahy

2010-01-01

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

Development of Web-based Distributed Cooperative Development Environmentof Sign-Language Animation System and its Evaluation

NASA Astrophysics Data System (ADS)

Yuizono, Takaya; Hara, Kousuke; Nakayama, Shigeru

A web-based distributed cooperative development environment of sign-language animation system has been developed. We have extended the system from the previous animation system that was constructed as three tiered system which consists of sign-language animation interface layer, sign-language data processing layer, and sign-language animation database. Two components of a web client using VRML plug-in and web servlet are added to the previous system. The systems can support humanoid-model avatar for interoperability, and can use the stored sign language animation data shared on the database. It is noted in the evaluation of this system that the inverse kinematics function of web client improves the sign-language animation making.

World War II in Ukrainian School History Textbooks: Mapping the Discourse of the Past

ERIC Educational Resources Information Center

Klymenko, Lina

2014-01-01

The main objective of this paper is to illustrate the conceptualisation of a textbook as a site of memory, a discourse and a genre. This paper investigates the semantic and linguistic elements of the discourse of World War II in Ukrainian school history textbooks for the 11th grade, centring on the following distinct key themes: the…

Comparison of Ukrainian and Turkish Law Students' Attitudes towards Democratic Values: Cross-Cultural Study

ERIC Educational Resources Information Center

Kayalar, Fethi

2016-01-01

The aim of this study is to examine Ukrainian and Turkish law students' attitudes towards democratic values and the factors that may affect these values and to compare them in terms of different variables. This study is a descriptive survey model. The research consists of total 226 students from three Schools of Law, two in Turkey and one in…

History and National Identity Construction: The Great Famine in Irish and Ukrainian History Textbooks

ERIC Educational Resources Information Center

Janmaat, Jan Germen

2006-01-01

This paper compares the narratives on the Famine in Irish and Ukrainian history textbooks and examines to what extent these narratives are colored by a nationalist discourse. It argues that the story of the Famine in Irish history textbooks has changed from nationalist propaganda to a more balanced narrative, and that this change was brought about…

A Cognitive Approach to the Development of Early Language

ERIC Educational Resources Information Center

Rose, Susan A.; Feldman, Judith F.; Jankowski, Jeffery J.

2009-01-01

A controversial issue in the field of language development is whether language emergence and growth is dependent solely on processes specifically tied to language or could also depend on basic cognitive processes that affect all aspects of cognitive competence (domain-general processes). The present article examines this issue using a large…

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

PubMed

McMurray, Bob

2016-04-01

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

Temperamental and Joint Attentional Predictors of Language Development

ERIC Educational Resources Information Center

Salley, Brenda J.; Dixon, Wallace E., Jr.

2007-01-01

Individual differences in child temperament have been associated with individual differences in language development. Similarly, relationships have been reported between early nonverbal social communication (joint attention) and both temperament and language. The present study examined whether individual differences in joint attention might…

Visual Compositions and Language Development.

ERIC Educational Resources Information Center

Sinatra, Richard

1981-01-01

Presents an approach for improving verbal development by using organized slide shows to produce visual/verbal interaction in classroom. Suggests strength of visual involvement is that it provides a procedure for language discovery while achieving cooperation between right and left brain processing. (Author/BK)

Early Markers of Vulnerable Language Skill Development in Galactosaemia

ERIC Educational Resources Information Center

Lewis, Fiona M.; Coman, David J.; Syrmis, Maryanne

2014-01-01

There are no known biomedical or genetic markers to identify which infants with galactosaemia (GAL) are most at risk of poor language skill development, yet pre-linguistic communicative "red flag" behaviours are recognised as early identifiers of heightened vulnerability to impaired language development. We report on pre-linguistic…

Vocal Development as a Guide to Modeling the Evolution of Language.

PubMed

Oller, D Kimbrough; Griebel, Ulrike; Warlaumont, Anne S

2016-04-01

Modeling of evolution and development of language has principally utilized mature units of spoken language, phonemes and words, as both targets and inputs. This approach cannot address the earliest phases of development because young infants are unable to produce such language features. We argue that units of early vocal development-protophones and their primitive illocutionary/perlocutionary forces-should be targeted in evolutionary modeling because they suggest likely units of hominin vocalization/communication shortly after the split from the chimpanzee/bonobo lineage, and because early development of spontaneous vocal capability is a logically necessary step toward vocal language, a root capability without which other crucial steps toward vocal language capability are impossible. Modeling of language evolution/development must account for dynamic change in early communicative units of form/function across time. We argue for interactive contributions of sender/infants and receiver/caregivers in a feedback loop involving both development and evolution and propose to begin computational modeling at the hominin break from the primate communicative background. Copyright © 2016 Cognitive Science Society, Inc.

The development of language and literacy: evaluating the stereotypes.

PubMed

Goodman, Judith C; Wagovich, Stacy A

2009-01-01

People hold many stereotypes about the development of language and reading. We review current data concerning three stereotypes: (1) Girls learn language faster than boys; (2) Biological factors determine the time course of language acquisition; and (3) Dyslexia is a visual problem involving the reversal of letters. In each case, recent data leads to a different picture of the acquisition of language and literacy and deepens our understanding of the processes involved.

Otitis Media and Speech/Language Development in Late-Talkers.

ERIC Educational Resources Information Center

Paul, Rhea; And Others

This study examines otitis media as a possible factor associated with increased risk for communicative handicap in a group of children with a possible vulnerability for language delay: "late-talkers." Speech and language outcomes at ages 3 and 4 were examined in 28 late talkers and 24 children with normal language development. Late…

Developing a Maori Language Mathematics Lexicon: Challenges for Corpus Planning in Indigenous Language Contexts

ERIC Educational Resources Information Center

Trinick, Tony; May, Stephen

2013-01-01

Over the last 25 years, there has been significant modernisation and elaboration of the Maori language mathematics lexicon and register to support the teaching of (Western) mathematics as a component of Maori-medium schooling. These developments are situated within the wider Maori language revitalisation movement in Aotearoa/New Zealand, of which…

Probing EFL Students' Language Skill Development in Tertiary Classrooms

ERIC Educational Resources Information Center

Wang, Hong

2008-01-01

Research in second or foreign language learning indicates that for adult learners, the improvement of one language skill facilitates the development of other skills. The purpose of this study was to investigate the correlations among Chinese EFL students' reading, writing, and listening development by examining their test scores on the College…

Supporting Children's Oral Language Development in the Preschool Classroom

ERIC Educational Resources Information Center

Whorrall, Jennifer; Cabell, Sonia Q.

2016-01-01

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

The Concurrent Development of Spelling Skills in Two Languages

ERIC Educational Resources Information Center

Joy, Rhonda

2011-01-01

The study reported on in this paper investigated the concurrent development of spelling in children learning two languages. The study compared over time and between languages the types of spelling errors made in English as a first language and French as a second. Fortyseven grade one English-speaking children completed an English and French…

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

PubMed

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

2013-01-01

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

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

ERIC Educational Resources Information Center

Dayoub, Ruba; Bashiruddin, Ayesha

2012-01-01

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

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.

Beliefs about language development: construct validity evidence.

PubMed

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

2012-01-01

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

Clinical assessment of early language development: a simplified short form of the Mandarin communicative development inventory.

PubMed

Soli, Sigfrid D; Zheng, Yun; Meng, Zhaoli; Li, Gang

2012-09-01

The purpose of this study was to develop a practical mean for clinical evaluation of early pediatric language development by establishing developmental trajectories for receptive and expressive vocabulary growth in children between 6 and 32 months of age using a simple, time-efficient assessment tool. Simplified short form versions of the Words and Gestures and Words and Sentences vocabulary inventories in the Mandarin Communicative Development Inventory [1] were developed and used to assess early language development in developmentally normal children from 6 to 32 months of age during routine health checks. Developmental trajectories characterizing the rate of receptive and expressive vocabulary growth between 6 and 32 months of age are reported. These trajectories allow the equivalent age corresponding to a score to be determined after a brief structured interview with the child's parents that can be conducted in a busy clinical setting. The simplified short forms of the Mandarin Communicative Development Inventories can serve as a clinically useful tool to assess early child language development, providing a practical mean of objectively assessing early language development following early interventions to treat young children with hearing impairment as well as speech and language delays. Objective evidence of language development is essential for achievement of effective (re)habilitation outcomes. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Examining Transcription, Autonomy and Reflective Practice in Language Development

ERIC Educational Resources Information Center

Cooke, Simon D.

2013-01-01

This pilot study explores language development among a class of L2 students who were required to transcribe and reflect upon spoken performances. The class was given tasks for self and peer-evaluation and afforded the opportunity to assume more responsibility for assessing language development of both themselves and their peers. Several studies…

The complex impact of risk and protective factors on suicide mortality: a study of the Ukrainian general population.

PubMed

Yur'yev, Andriy; Yur'yeva, Lyudmyla; Värnik, Peeter; Lumiste, Kaur; Värnik, Airi

2015-01-01

This study assesses the complex impact of risk and protective factors on suicide mortality in the Ukrainian general population. Data on suicide rates and socioeconomic and medical factors were obtained from the Ukrainian State Statistical Office, WHO, and the European Social Survey. Structural equation modeling was used for data analysis. Religion and education were negatively associated with suicide. The relationship between drug addiction/alcoholism and suicide was positive. The association between urbanization and suicide mortality was negative. The relationship between gross regional product (GRP) and female suicide was slightly negative. Religiosity was the protective factor most strongly linked with suicide mortality followed by urbanization. The harmful role of drug addiction and alcoholism was confirmed. The role of education and GRP is controversial. No striking gender differences were found.

New Frontiers in Language Evolution and Development.

PubMed

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

2016-04-01

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

Understanding Individual Differences in Language Development across the School Years. Language and Speech Disorders

ERIC Educational Resources Information Center

Tomblin, J. Bruce, Ed.; Nippold, Marilyn A., Ed.

2014-01-01

This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child's overall success in important aspects of…

Maintaining and Developing Indigenous Languages.

ERIC Educational Resources Information Center

Reyhner, John

Dr. Joshua Fishman, a world renowned sociolinguist and expert on endangered languages, postulates a continuum of eight stages of language loss for indigenous languages. The most-endangered languages are in stage 8 and only have a few elderly speakers. In stage 7 only adults beyond child-bearing age still speak the tribal language. In stage 6 there…

Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

ERIC Educational Resources Information Center

Lucero, Audrey

2015-01-01

This article reports findings from a study that investigated the ways in which first-grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semistructured interviews, and document collection were conducted over a…

Leadership Development and Language Learning: A Foundational Framework

ERIC Educational Resources Information Center

Long, Sheri Spaine; Derby, LeAnn; Scharff, Lauren; LeLoup, Jean W.; Uribe, Daniel

2015-01-01

The ACTFL [American Council on the Teaching of Foreign Languages] 21st Century Skills Map (2011) proposes incorporating "leadership and responsibility" into language learning (LL). This study offers a foundational framework for combined LL and leadership development (LD) and contains a snapshot of the presence of LD in the language…

Accelerating Early Language Development with Multi-Sensory Training

ERIC Educational Resources Information Center

Bjorn, Piia M.; Kakkuri, Irma; Karvonen, Pirkko; Leppanen, Paavo H. T.

2012-01-01

This paper reports the outcome of a multi-sensory intervention on infant language skills. A programme titled "Rhyming Game and Exercise Club", which included kinaesthetic-tactile mother-child rhyming games performed in natural joint attention situations, was intended to accelerate Finnish six- to eight-month-old infants' language development. The…

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.

Language Policies and the Role of Development Agencies in Postcolonial Mozambique

ERIC Educational Resources Information Center

Chimbutane, Feliciano

2017-01-01

This article focuses on the interface between language policy and development in Mozambique. Special attention is devoted to the interplay between language and education and to the role of development agencies in language policy and planning activities in Mozambique. I show that there has now been a discourse shift from homogenizing language…

Oral Language Development

ERIC Educational Resources Information Center

Honig, Alice Sterling

2007-01-01

Language is a fantastic gift: it empowers humans to create new ways of speaking with, for and to others about any topic or experience. Language is a rule-governed, meaningful communication system. It is a symbol system, where a word or phrase stands for or represents something else that can be touched, thought about, seen, heard, felt, done,…

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

PubMed

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

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

Language Problems of Developing Nations.

ERIC Educational Resources Information Center

Fishman, Joshua A., Ed.; And Others

Most of the papers in this collection were presented at a conference on language problems of the developing nations at Airlie House, Warrenton, Virginia in November 1966. This conference was one of the several organized and sponsored by the Committee on Sociolinguistics of the Social Science Research Council in its effort to promote…

Reciprocal Influences between Maternal Language and Children's Language and Cognitive Development in Low-Income Families

ERIC Educational Resources Information Center

Song, Lulu; Spier, Elizabeth T.; Tamis-Lemonda, Catherine S.

2014-01-01

We examined reciprocal associations between early maternal language use and children's language and cognitive development in seventy ethnically diverse, low-income families. Mother-child dyads were videotaped when children were aged 2;0 and 3;0. Video transcripts were analyzed for quantity and lexical diversity of maternal and child language.…

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

PubMed

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

2017-05-01

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

Comprehension: an overlooked component in augmented language development.

PubMed

Sevcik, Rose A

2006-02-15

Despite the importance of children's receptive skills as a foundation for later productive word use, the role of receptive language traditionally has received very limited attention since the focus in linguistic development has centered on language production. For children with significant developmental disabilities and communication impairments, augmented language systems have been devised as a tool both for language input and output. The role of both speech and symbol comprehension skills is emphasized in this paper. Data collected from two longitudinal studies of children and youth with severe disabilities and limited speech serve as illustrations in this paper. The acquisition and use of the System for Augmenting Language (SAL) was studied in home and school settings. Communication behaviors of the children and youth and their communication partners were observed and language assessment measures were collected. Two patterns of symbol learning and achievement--beginning and advanced--were observed. Extant speech comprehension skills brought to the augmented language learning task impacted the participants' patterns of symbol learning and use. Though often overlooked, the importance of speech and symbol comprehension skills were underscored in the studies described. Future areas for research are identified.

Speaking the Same Language: Developing a Language-Aware Feedback Culture

ERIC Educational Resources Information Center

Lazar, Gillian; Ryder, Agi

2018-01-01

Research suggests that feedback as part of assessment is often not delivered effectively. A key aspect of effective feedback delivery is that students need to understand feedback and also feel motivated to act on it. This article explores how educational developers can incorporate a language-aware approach to feedback when working with staff…

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…

What You Don't Know Can Hurt You: The Risk of Language Deprivation by Impairing Sign Language Development in Deaf Children.

PubMed

Hall, Wyatte C

2017-05-01

A long-standing belief is that sign language interferes with spoken language development in deaf children, despite a chronic lack of evidence supporting this belief. This deserves discussion as poor life outcomes continue to be seen in the deaf population. This commentary synthesizes research outcomes with signing and non-signing children and highlights fully accessible language as a protective factor for healthy development. Brain changes associated with language deprivation may be misrepresented as sign language interfering with spoken language outcomes of cochlear implants. This may lead to professionals and organizations advocating for preventing sign language exposure before implantation and spreading misinformation. The existence of one-time-sensitive-language acquisition window means a strong possibility of permanent brain changes when spoken language is not fully accessible to the deaf child and sign language exposure is delayed, as is often standard practice. There is no empirical evidence for the harm of sign language exposure but there is some evidence for its benefits, and there is growing evidence that lack of language access has negative implications. This includes cognitive delays, mental health difficulties, lower quality of life, higher trauma, and limited health literacy. Claims of cochlear implant- and spoken language-only approaches being more effective than sign language-inclusive approaches are not empirically supported. Cochlear implants are an unreliable standalone first-language intervention for deaf children. Priorities of deaf child development should focus on healthy growth of all developmental domains through a fully-accessible first language foundation such as sign language, rather than auditory deprivation and speech skills.

Aboriginal Language Maintenance, Development, and Enhancement: A Review of Literature.

ERIC Educational Resources Information Center

Burnaby, Barbara

This paper offers a general review of literature relating to the maintenance, development, and enhancement of Aboriginal languages in North America, particularly Canada. Drawing primarily on sociolinguistics, several concepts about language usage and change are outlined that are useful for the purposes of thinking about language maintenance. Next,…

School-Community-University Collaborations: The American Indian Language Development Institute.

ERIC Educational Resources Information Center

McCarty, Teresa L.; Watahomigie, Lucille J.; Yamamoto, Akira Y.; Zepeda, Ofelia

This paper describes the American Indian Language Development Institute (AILDI), which can serve as a model for connecting school, community, and university resources to strengthen indigenous languages. Since 1978, AILDI has held annual summer institutes that team community-based native speakers of indigenous languages with academic linguists and…

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…

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

PubMed Central

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

2016-01-01

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

Development of a test and flight engineering oriented language, phase 3

NASA Technical Reports Server (NTRS)

Kamsler, W. F.; Case, C. W.; Kinney, E. L.; Gyure, J.

1970-01-01

Based on an analysis of previously developed test oriented languages and a study of test language requirements, a high order language was designed to enable test and flight engineers to checkout and operate the proposed space shuttle and other NASA vehicles and experiments. The language is called ALOFT (a language oriented to flight engineering and testing). The language is described, its terminology is compared to similar terms in other test languages, and its features and utilization are discussed. The appendix provides the specifications for ALOFT.

Culture and Early Language Development: Implications for Assessment and Intervention

ERIC Educational Resources Information Center

Parada, Patricia M.

2013-01-01

The purpose of this qualitative study--"Culture and Early Language Development: Implications for Assessment and Intervention"--was to explore and describe the perceptions and beliefs of Salvadoran mothers of low socioeconomic status regarding the language development of their young children in order to identify cultural variations in…

Language, Cognitive Flexibility, and Explicit False Belief Understanding: Longitudinal Analysis in Typical Development and Specific Language Impairment

ERIC Educational Resources Information Center

Farrant, Brad M.; Maybery, Murray T.; Fletcher, Janet

2012-01-01

The hypothesis that language plays a role in theory-of-mind (ToM) development is supported by a number of lines of evidence (e.g., H. Lohmann & M. Tomasello, 2003). The current study sought to further investigate the relations between maternal language input, memory for false sentential complements, cognitive flexibility, and the development of…

Language Development and the Integrationist

ERIC Educational Resources Information Center

Taylor, Talbot J.

2011-01-01

Despite the growing body of integrationist literature on the study of language and on a wide range of language-related fields of inquiry, there is as yet no integrationist investigation of the field of language acquisition. This paper argues for the need of an integrationist study of what children learn about language and of how they learn it.…

Potential for technically recoverable unconventional gas and oil resources in the Polish-Ukrainian Foredeep, Poland, 2012

USGS Publications Warehouse

Gautier, Donald L.; Pitman, Janet K.; Charpentier, Ronald R.; Cook, Troy; Klett, Timothy R.; Schenk, Christopher J.

2012-01-01

Using a performance-based geological assessment methodology, the U.S. Geological Survey estimated mean volumes of 1,345 billion cubic feet of potentially technically recoverable gas and 168 million barrels of technically recoverable oil and natural gas liquids in Ordovician and Silurian age shales in the Polish- Ukrainian Foredeep basin of Poland.

Developing an English Language Textbook Evaluation Checklist

ERIC Educational Resources Information Center

Mukundan, Jayakaran; Hajimohammadi, Reza; Nimehchisalem, Vahid

2011-01-01

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

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

ERIC Educational Resources Information Center

Moeller, Aleidine J.; Theiler, Janine

2014-01-01

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

Subjective Social Status in select Ukrainians, Vietnamese, and Mongolians living in the Czech Republic.

PubMed

Vacková, Jitka; Veleminsky, Milos; Brabcová, Iva; Záleská, Veronika

2014-01-01

This article discusses methods of examining subjective social status (SSS), which is based on the concept of social determinants of health described by Wilkinson and Marmot in 1998. SSS research was conducted with Cooperation from the Scientific and Technical Research (COST) program, with financial support from the Czech Ministry of Education, Youth and Sports. This study is part of a project entitled the "Health and Social Status of Immigrants and Asylum Seekers in the Czech Republic" (registration number OC 10031), which was started in 2010 and concluded in May 2011. The study included 246 respondents of which: 69 (28.1%) had emigrated from Vietnam; 93 (37.8%) from the Ukraine; and 84 (34.1%) from Mongolia. In terms of qualitative strategies, 13 individual immigrants and asylum seekers were personally interviewed. This research was thus conceived as being both quantitative-qualitative, which included the use of the appropriate technical tools (i.e., questionnaires and interviews with select immigrants and asylum seekers). SSS was determined using the Pearson's chi-square test, as well as through correspondence and cluster analyzes. Sign schemes were used to detect select significant relationships in contingency tables. The minimum significance level chosen was α ≤ 0.05. When examining the SSS of select nationalities, differences were observed in the perception of subjective social status. The correspondence analysis results clearly show that Ukrainians best perceived their social status (within the selected parameters). One measure of subjectively perceived social status related to Czech language proficiency (i.e., one criterion was the comprehension of spoken Czech; e.g., whether the respondent could read or speak Czech, or how they assessed their own Czech proficiency). The SSS study clearly revealed typical links among select nationalities living in the Czech Republic, and highlighted risks related to the degree of integration (and its relationship to

25 CFR 39.131 - What is a Language Development Program?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What is a Language Development Program? 39.131 Section 39.131 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.131 What is a...

Investigation of language and motor skills in Serbian speaking children with specific language impairment and in typically developing children.

PubMed

Vukovic, Mile; Vukovic, Irena; Stojanovik, Vesna

2010-01-01

Specific language impairment (SLI) is usually defined as a developmental language disorder which does not result from a hearing loss, autism, neurological and emotional difficulties, severe social deprivation, low non-verbal abilities. Children affected with SLI typically have difficulties with the acquisition of different aspects of language and by definition, their impairment is specific to language and no other skills are affected. However, there has been a growing body of literature to suggest that children with SLI also have non-linguistic deficits, including impaired motor abilities. The aim of the current study is to investigate language and motor abilities of a group of thirty children with SLI (aged between 4 and 7) in comparison to a group of 30 typically developing children matched for chronological age. The results showed that the group of children with SLI had significantly more difficulties on the language and motor assessments compared to the control group. The SLI group also showed delayed onset in the development of all motor skills under investigation in comparison to the typically developing group. More interestingly, the two groups differed with respect to which language abilities were correlated with motor abilities, however Imitation of Complex Movements was the unique skill which reliably predicted expressive vocabulary in both typically developing children and in children with SLI. Copyright © 2010 Elsevier Ltd. All rights reserved.

Developing a Language Learning Rationale for African Language Tutorials.

ERIC Educational Resources Information Center

Dwyer, David

1999-01-01

Presents a rationale for the supervised tutorial component of the African language program at Michigan State University. The supervised tutorial is one of two modes through which African languages are offered at Michigan State University. The other, which is teacher led, is offered for high enrollment languages such as Arabic, Swahili, and Hausa.…

The Development of Early Childhood Teachers' Language Knowledge in Different Educational Tracks

ERIC Educational Resources Information Center

Strohmer, Janina; Mischo, Christoph

2015-01-01

Early childhood teachers should have extensive knowledge about language and language development, because these facets of professional knowledge are considered as important requirements for fostering language development in early childhood education settings. It is assumed that early childhood teachers acquire this knowledge during pre-service…

Prevalence of Chronic Disease and Their Risk Factors Among Iranian, Ukrainian, Vietnamese Refugees in California, 2002-2011.

PubMed

Nguyen, Michelle-Linh Thuy; Rehkopf, David H

2016-12-01

Little is known about how the health status of incoming refugees to the United States compares to that of the general population. We used logistic regression to assess whether country of origin is associated with prevalence of hypertension, obesity, type-II diabetes, and tobacco-use among Iranian, Ukrainian and Vietnamese refugees arriving in California from 2002 to 2011 (N = 21,968). We then compared the prevalence among refugees to that of the Californian general population (CGP). Ukrainian origin was positively associated with obesity and negatively with smoking, while the opposite was true for Vietnamese (p < 0.001). Iranian origin was positively associated with type-II diabetes and smoking (p < 0.001). After accounting for age and gender differences, refugees had lower prevalence of obesity and higher prevalence of smoking than CGP. Individually, all refugee groups had lower type-II diabetes prevalence than CGP. Grouping all refugees together can hide distinct health needs associated with country of origin.

PLANNING FOR THE LANGUAGE DEVELOPMENT OF DISADVANTAGED CHILDREN AND YOUTH.

ERIC Educational Resources Information Center

NEWTON, EUNICE S.

THE VERBAL ENVIRONMENT OF THE FIRST YEARS OF LIFE IS CRUCIAL IN THE LANGUAGE DEVELOPMENT OF THE INDIVIDUAL. THERE IS A CLOSE INTERRELATEDNESS AMONG LANGUAGE ARTS. SPEAKING, WRITING, LISTENING, AND READING PERFORM RECIPROCAL FUNCTIONS IN THE COMMUNICATIVE CYCLE. THEREFORE, THERE IS A NEED TO REINFORCE LANGUAGE ARTS IN ALL GRADES AND IN ALL…

Speech and Language Development of the Preschool Child; A Survey.

ERIC Educational Resources Information Center

McElroy, Colleen Wilkinson

Language acquisition and development by the child is explored and related to other areas of maturation and the environment. The nine chapters of the book are: I. Historical Perspective (discusses the student's attitude toward language, the effects of his attitude, factors that might hamper the study of language, and, briefly, various theories of…

The Development of Metaphorical Language Comprehension in Typical Development and in Williams Syndrome

ERIC Educational Resources Information Center

Thomas, Michael S. C.; Van Duuren, Mike; Purser, Harry R. M.; Mareschal, Denis; Ansari, Daniel; Karmiloff-Smith, Annette

2010-01-01

The domain of figurative language comprehension was used to probe the developmental relation between language and cognition in typically developing individuals and individuals with Williams syndrome. Extending the work of Vosniadou and Ortony, the emergence of nonliteral similarity and category knowledge was investigated in 117 typically…

Learning about the Literacy Development of English Language Learners in Asynchronous Online Discussions

ERIC Educational Resources Information Center

De Oliveira, Luciana C.; Olesova, Larisa

2013-01-01

This study examined asynchronous online discussions in the online course "English Language Development" to identify themes related to participants' learning about the language and literacy development of English Language Learners when they facilitated online discussions to determine whether the participants developed sufficient…

Ideas on Moral and Civil Upbringing of Personality in Italian and Ukrainian Pedagogy during the Renaissance

ERIC Educational Resources Information Center

Petruk, Natalia

2015-01-01

Important aspects of moral and civic upbringing of personality based on studying the experience of humanist pedagogy establishment in the Italian Renaissance in XIV-XV centuries and the Ukrainian Renaissance in XVI-XVII centuries have been reviewed in the article. It has been found out that under the influence of Renaissance in XVI-XVII centuries…

Language Preference and Development of Dementia Among Bilingual Individuals

PubMed Central

McMurtray, Aaron; Saito, Erin; Nakamoto, Beau

2015-01-01

In bilingual individuals, regression to a primary language may be associated with development of cognitive impairment and increased risk for development of dementia. This report describes two bilingual patients who presented with early symptoms of dementia after regression to their primary language. The results of this study may help clinicians identify aging bilingual patients who are beginning to develop cognitive impairment or dementia and suggest that further studies on the long term cognitive effects of bilingualism and interactions with the aging process are indicated. PMID:19842364

Language preference and development of dementia among bilingual individuals.

PubMed

McMurtray, Aaron; Saito, Erin; Nakamoto, Beau

2009-10-01

In bilingual individuals, regression to a primary language may be associated with development of cognitive impairment and increased risk for development of dementia. This report describes two bilingual patients who presented with early symptoms of dementia after regression to their primary language. The results of this study may help clinicians identify aging bilingual patients who are beginning to develop cognitive impairment or dementia and suggest that further studies on the long term cognitive effects of bilingualism and interactions with the aging process are indicated.

Epidemiology of Late Health Effects in Ukrainian Chornobyl Cleanup Workers.

PubMed

Bazyka, Dimitry; Prysyazhnyuk, Anatoly; Gudzenko, Natalya; Dyagil, Iryna; Belyi, David; Chumak, Vadim; Buzunov, Volodymyr

2018-07-01

This article summarizes the results of 30 y of follow-up of cancer and noncancer effects in Ukrainian cleanup workers after the Chornobyl accident. The number of power plant employees and first responders with acute radiation syndrome under follow-up by the National Research Center for Radiation Medicine decreased from 179 in 1986-1991 to 105 in 2011-2015. Cancers and leukemia (19) and cardiovascular diseases (21) were the main causes of deaths among acute radiation syndrome survivors (54) during the postaccident period. Increased radiation risks of leukemia in the Ukrainian cohort of 110,645 cleanup workers exposed to low doses are comparable to those among survivors of the atomic bomb explosions in Japan in 1945. Additionally, an excess of chronic lymphocytic leukemia was demonstrated in the cleanup workers cohort for 26 y after the exposure. A significant excess of multiple myeloma incidence [standardized incidence rate (SIR) 1.61 %, 95% confidence interval (CI) 1.01-2.21], thyroid cancer (SIR 4.18, 95% CI 3.76-4.59), female breast cancer (SIR 1.57 CI 1.40-1.73), and all cancers combined (SIR 1.07; 95% CI 1.05-1.09) was registered. High prevalence was demonstrated for cardio- and cerebrovascular diseases and mental health changes. However, the reasons for the increases require further investigation. To monitor other possible late effects of radiation exposure in Chornobyl cleanup workers, analytical cohort and case-control studies need to include cardiovascular pathology, specifically types of potentially radiogenic cancers using a molecular epidemiology approach. Possible effects for further study include increased rates of thyroid, breast, and lung cancers and multiple myeloma; reduction of radiation risks of leukemia to population levels; and increased morbidity and mortality of cleanup workers from cardio- and cerebrovascular pathology.

Language Development of Three- to Twelve-Year-Old Twins Compared to Singletons.

PubMed

Dʼhaeseleer, Evelien; Geenens, Eline; Parmentier, Sarah; Corthals, Paul; Van Lierde, Kristiane

2016-01-01

The language development of twins tends to lag behind in comparison to that of singletons. The purpose of this study was to compare expressive and receptive language skills of 3- to 12-year-old twins with singletons. Secondly, correlations between language differences between twins and singletons and age were investigated. Twenty-four twins with a mean age of 5.1 years participated in the study. The control group consisted of 24 singletons who were matched for gender and age. Language development was investigated using the Clinical Evaluation of Language Fundamentals. Twins scored significantly lower for expressive and receptive language skills compared to singletons. Even when excluding preterm-born children, twins still scored significantly lower for expressive language skills. There was no correlation between age and language differences between twins and their matched singletons. Twins score lower for expressive and receptive language skills compared to singletons, and preterm birth cannot be regarded as the main cause for the language delay. The language delay in twins is rather mild but does not seem to decrease with increasing age. © 2016 S. Karger AG, Basel.

Bahasa Indonesia and Bahasa Malaysia--Parallel Development of Language Siblings.

ERIC Educational Resources Information Center

Bostock, William

1994-01-01

Discusses the historical development of Bahasa Indonesia, the official language of the Republic of Indonesia, and Bahasa Malaysia, the official language of the Federation of Malaysia. (30 references) (Author/CK)

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

NASA Astrophysics Data System (ADS)

Jung, Karl Gerhard

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

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

ERIC Educational Resources Information Center

Bérubé, Daniel; Marinova-Todd, Stefka H.

2014-01-01

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

Innovation and Development of Foreign Language Teaching in China

ERIC Educational Resources Information Center

Zhang, Zheng-dong

2006-01-01

Foreign language teaching has been playing a dominant role in China's curriculum reform, especially in the present globalization of Chinese society and economy. However, the insufficient research into foreign language teaching and blindly adopting western theory demand China learn from its own experience and also develop western foreign language…

Artificial Intelligence and Language Development and Language Usage with the Deaf.

ERIC Educational Resources Information Center

Leach, John Mark

The paper reviews research on the application of artificial intelligence (AI) in language development and/or instruction with the deaf. Contributions of computer assisted instruction are noted, as are the problems resulting from over-dependence on a drill and practice format and from deaf students' difficulties in receiving and understanding new…

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

Code of Federal Regulations, 2010 CFR

2010-04-01

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

25 CFR 39.133 - Who decides how Language Development funds can be used?

Code of Federal Regulations, 2010 CFR

2010-04-01

... INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.133 Who decides how Language Development funds can be used? Tribal governing bodies or local school... 25 Indians 1 2010-04-01 2010-04-01 false Who decides how Language Development funds can be used...

25 CFR 39.133 - Who decides how Language Development funds can be used?

Code of Federal Regulations, 2014 CFR

2014-04-01

... INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.133 Who decides how Language Development funds can be used? Tribal governing bodies or local school... 25 Indians 1 2014-04-01 2014-04-01 false Who decides how Language Development funds can be used...

25 CFR 39.133 - Who decides how Language Development funds can be used?

Code of Federal Regulations, 2013 CFR

2013-04-01

... INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.133 Who decides how Language Development funds can be used? Tribal governing bodies or local school... 25 Indians 1 2013-04-01 2013-04-01 false Who decides how Language Development funds can be used...

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

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Can ISEF funds be used for Language Development Programs... INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.130 Can ISEF funds be used for Language Development Programs? Yes, schools can use ISEF funds to...

25 CFR 39.133 - Who decides how Language Development funds can be used?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Who decides how Language Development funds can be used... INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.133 Who decides how Language Development funds can be used? Tribal governing bodies or local school...

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.

Bimodal Bilingual Language Development of Hearing Children of Deaf Parents

ERIC Educational Resources Information Center

Hofmann, Kristin; Chilla, Solveig

2015-01-01

Adopting a bimodal bilingual language acquisition model, this qualitative case study is the first in Germany to investigate the spoken and sign language development of hearing children of deaf adults (codas). The spoken language competence of six codas within the age range of 3;10 to 6;4 is assessed by a series of standardised tests (SETK 3-5,…

From Language Learner to Language User in English-Medium Higher Education: Language Development Brokers outside the Language Classroom

ERIC Educational Resources Information Center

Blaj-Ward, Lia

2017-01-01

This article explores, from within the social constructivist paradigm and drawing on data from twenty-one semi-structured interviews with international postgraduate university students approaching the end of a one-year full-time taught Masters degree in the UK, the range of language development brokers that have had an impact on these students'…

Infant Language Development Is Related to the Acquisition of Walking

ERIC Educational Resources Information Center

Walle, Eric A.; Campos, Joseph J.

2014-01-01

The present investigation explored the question of whether walking onset is related to infant language development. Study 1 used a longitudinal design (N = 44) to assess infant locomotor and language development every 2 weeks from 10 to 13.5 months of age. The acquisition of walking was associated with a significant increase in both receptive and…

Disability and Development: The Role of Language and E-Learning

ERIC Educational Resources Information Center

Mahama, Edward Salifu

2012-01-01

Purpose: In spite of extensive literature on disability studies, little has been done on disability and development, more so the role of language and learning technologies in all of this. The purpose of this paper therefore is to focus on the crucial role language plays in the inclusion or exclusion of people with disabilities in development and…

Developing a New Curriculum for School-Age Learners. TESOL Language Curriculum Development Series

ERIC Educational Resources Information Center

Graves, Kathleen, Ed.; Lopriore, Lucilla, Ed.

2009-01-01

These are exciting and challenging times for English language curriculum development for school-age learners. The global reach of English has spurred a rethinking of its role in education and, consequently, a rethinking of how to teach it. The accounts in this volume represent differences in educational systems, language teaching traditions,…

Language and reading development in the brain today: neuromarkers and the case for prediction.

PubMed

Buchweitz, Augusto

2016-01-01

The goal of this article is to provide an account of language development in the brain using the new information about brain function gleaned from cognitive neuroscience. This account goes beyond describing the association between language and specific brain areas to advocate the possibility of predicting language outcomes using brain-imaging data. The goal is to address the current evidence about language development in the brain and prediction of language outcomes. Recent studies will be discussed in the light of the evidence generated for predicting language outcomes and using new methods of analysis of brain data. The present account of brain behavior will address: (1) the development of a hardwired brain circuit for spoken language; (2) the neural adaptation that follows reading instruction and fosters the "grafting" of visual processing areas of the brain onto the hardwired circuit of spoken language; and (3) the prediction of language development and the possibility of translational neuroscience. Brain imaging has allowed for the identification of neural indices (neuromarkers) that reflect typical and atypical language development; the possibility of predicting risk for language disorders has emerged. A mandate to develop a bridge between neuroscience and health and cognition-related outcomes may pave the way for translational neuroscience. Copyright © 2016 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

Speech and language development in cognitively delayed children with cochlear implants.

PubMed

Holt, Rachael Frush; Kirk, Karen Iler

2005-04-01

The primary goals of this investigation were to examine the speech and language development of deaf children with cochlear implants and mild cognitive delay and to compare their gains with those of children with cochlear implants who do not have this additional impairment. We retrospectively examined the speech and language development of 69 children with pre-lingual deafness. The experimental group consisted of 19 children with cognitive delays and no other disabilities (mean age at implantation = 38 months). The control group consisted of 50 children who did not have cognitive delays or any other identified disability. The control group was stratified by primary communication mode: half used total communication (mean age at implantation = 32 months) and the other half used oral communication (mean age at implantation = 26 months). Children were tested on a variety of standard speech and language measures and one test of auditory skill development at 6-month intervals. The results from each test were collapsed from blocks of two consecutive 6-month intervals to calculate group mean scores before implantation and at 1-year intervals after implantation. The children with cognitive delays and those without such delays demonstrated significant improvement in their speech and language skills over time on every test administered. Children with cognitive delays had significantly lower scores than typically developing children on two of the three measures of receptive and expressive language and had significantly slower rates of auditory-only sentence recognition development. Finally, there were no significant group differences in auditory skill development based on parental reports or in auditory-only or multimodal word recognition. The results suggest that deaf children with mild cognitive impairments benefit from cochlear implantation. Specifically, improvements are evident in their ability to perceive speech and in their reception and use of language. However, it may

25 CFR 39.133 - Who decides how Language Development funds can be used?

Code of Federal Regulations, 2012 CFR

2012-04-01

... SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.133 Who decides how Language Development funds can be used? Tribal governing bodies or local school boards decide... 25 Indians 1 2012-04-01 2011-04-01 true Who decides how Language Development funds can be used? 39...

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

ERIC Educational Resources Information Center

Duncan, Mary

2016-01-01

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

Chaos, Poverty, and Parenting: Predictors of Early Language Development

ERIC Educational Resources Information Center

Vernon-Feagans, Lynne; Garrett-Peters, Patricia; Willoughby, Michael; Mills-Koonce, Roger

2012-01-01

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…

A Software Development Approach for Computer Assisted Language Learning

ERIC Educational Resources Information Center

Cushion, Steve

2005-01-01

Over the last 5 years we have developed, produced, tested, and evaluated an authoring software package to produce web-based, interactive, audio-enhanced language-learning material. That authoring package has been used to produce language-learning material in French, Spanish, German, Arabic, and Tamil. We are currently working on increasing…

Language Development and Brain Magnetic Resonance Imaging Characteristics in Preschool Children With Cerebral Palsy.

PubMed

Choi, Ja Young; Choi, Yoon Seong; Park, Eun Sook

2017-05-24

The purpose of this study was to investigate characteristics of language development in relation to brain magnetic resonance imaging (MRI) characteristics and the other contributing factors to language development in children with cerebral palsy (CP). The study included 172 children with CP who underwent brain MRI and language assessments between 3 and 7 years of age. The MRI characteristics were categorized as normal, malformation, periventricular white matter lesion (PVWL), deep gray matter lesion, focal infarct, cortical/subcortical lesion, and others. Neurodevelopmental outcomes such as ambulatory status, manual ability, cognitive function, and accompanying impairments were assessed. Both receptive and expressive language development quotients (DQs) were significantly related to PVWL or deep gray matter lesion severity. In multivariable analysis, only cognitive function was significantly related to receptive language development, whereas ambulatory status and cognitive function were significantly associated with expressive language development. More than one third of the children had a language developmental discrepancy between receptive and expressive DQs. Children with cortical/subcortical lesions were at high risk for this discrepancy. Cognitive function is a key factor for both receptive and expressive language development. In children with PVWL or deep gray matter lesion, lesion severity seems to be useful to predict language development.

Sex hormones in early infancy seem to predict aspects of later language development.

PubMed

Schaadt, Gesa; Hesse, Volker; Friederici, Angela D

2015-02-01

Sex differences in the development of cognitive behavior such as language have long been of great research interest. Lately, researchers have started to associate language function and brain differences with diverse sex hormones (e.g., testosterone/estradiol). However, results concerning the impact of early postnatal sex hormone concentration on the child's later language development are rare. Here, we analyze the impact of testosterone and estradiol in girls and boys as well as their neurophysiological phonemic discrimination at age 5months on language development at age 4years. Interestingly, we found strong positive estradiol and negative testosterone impact on later language performance at age 4years, which was true for both girls and boys. These results demonstrate that postnatal sex hormone surge might be viewed as one factor determining later language development, independent of gender. Copyright © 2014 Elsevier Inc. All rights reserved.

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

ERIC Educational Resources Information Center

Rescorla, Leslie; Nyame, Josephine; Dias, Pedro

2016-01-01

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

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

ERIC Educational Resources Information Center

Paradis, Johanne

2016-01-01

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

Neurolinguistic development in deaf children: the effect of early language experience.

PubMed

Leybaert, Jacqueline; D'Hondt, Murielle

2003-07-01

Recent investigations have indicated a relationship between the development of cerebral lateralization for processing language and the level of development of linguistic skills in hearing children. The research on cerebral lateralization for language processing in deaf persons is compatible with this view. We have argued that the absence of appropriate input during a critical time window creates a risk for deaf children that the initial bias for left-hemisphere specialization will be distorted or disappear. Two experiments were conducted to test this hypothesis The results of these investigations showed that children educated early and intensively with cued speech or with sign language display more evidence of left-hemisphere specialization for the processing of their native language than do those who have been exposed later and less intensively to those languages.

Why does parental language input style predict child language development? A twin study of gene-environment correlation.

PubMed

Dale, Philip S; Tosto, Maria Grazia; Hayiou-Thomas, Marianna E; Plomin, Robert

2015-01-01

There are well-established correlations between parental input style and child language development, which have typically been interpreted as evidence that the input style causes, or influences the rate of, changes in child language. We present evidence from a large twin study (TEDS; 8395 pairs for this report) that there are also likely to be both child-to-parent effects and shared genetic effects on parent and child. Self-reported parental language style at child age 3 and age 4 was aggregated into an 'informal language stimulation' factor and a 'corrective feedback' factor at each age; the former was positively correlated with child language concurrently and longitudinally at 3, 4, and 4.5 years, whereas the latter was weakly and negatively correlated. Both parental input factors were moderately heritable, as was child language. Longitudinal bivariate analysis showed that the correlation between the language stimulation factor and child language was significantly and moderately due to shared genes. There is some suggestive evidence from longitudinal phenotypic analysis that the prediction from parental language stimulation to child language includes both evocative and passive gene-environment correlation, with the latter playing a larger role. The reader will understand why correlations between parental language and rate of child language are by themselves ambiguous, and how twin studies can clarify the relationship. The reader will also understand that, based on the present study, at least two aspects of parental language style - informal language stimulation and corrective feedback - have substantial genetic influence, and that for informal language stimulation, a substantial portion of the prediction to child language represents the effect of shared genes on both parent and child. It will also be appreciated that these basic research findings do not imply that parental language input style is unimportant or that interventions cannot be effective. Copyright �

Why does parental language input style predict child language development? A twin study of gene–environment correlation

PubMed Central

Dale, Philip S.; Tosto, Maria Grazia; Hayiou-Thomas, Marianna E.; Plomin, Robert

2015-01-01

There are well-established correlations between parental input style and child language development, which have typically been interpreted as evidence that the input style causes, or influences the rate of, changes in child language. We present evidence from a large twin study (TEDS; 8395 pairs for this report) that there are also likely to be both child-to-parent effects and shared genetic effects on parent and child. Self-reported parental language style at child age 3 and age 4 was aggregated into an ‘informal language stimulation’ factor and a ‘corrective feedback’ factor at each age; the former was positively correlated with child language concurrently and longitudinally at 3, 4, and 4.5 years, whereas the latter was weakly and negatively correlated. Both parental input factors were moderately heritable, as was child language. Longitudinal bivariate analysis showed that the correlation between the language stimulation factor and child language was significantly and moderately due to shared genes. There is some suggestive evidence from longitudinal phenotypic analysis that the prediction from parental language stimulation to child language includes both evocative and passive gene–environment correlation, with the latter playing a larger role. Learning outcomes: The reader will understand why correlations between parental language and rate of child language are by themselves ambiguous, and how twin studies can clarify the relationship. The reader will also understand that, based on the present study, at least two aspects of parental language style – informal language stimulation and corrective feedback – have substantial genetic influence, and that for informal language stimulation, a substantial portion of the prediction to child language represents the effect of shared genes on both parent and child. It will also be appreciated that these basic research findings do not imply that parental language input style is unimportant or that interventions

Concept Formation and the Development of Language. Theoretical Paper No. 37.

ERIC Educational Resources Information Center

Nelson, Gordon K.

This paper examines possible interchanges between cognitive and language processes with particular attention given to concept formation and semantic language development. Aspects of psychological and contemporary linguistic theories are discussed as a way to interrelate the functions of thought and language. The author concludes that while…

Spoken language development in children following cochlear implantation.

PubMed

Niparko, John K; Tobey, Emily A; Thal, Donna J; Eisenberg, Laurie S; Wang, Nae-Yuh; Quittner, Alexandra L; Fink, Nancy E

2010-04-21

Cochlear implantation is a surgical alternative to traditional amplification (hearing aids) that can facilitate spoken language development in young children with severe to profound sensorineural hearing loss (SNHL). To prospectively assess spoken language acquisition following cochlear implantation in young children. Prospective, longitudinal, and multidimensional assessment of spoken language development over a 3-year period in children who underwent cochlear implantation before 5 years of age (n = 188) from 6 US centers and hearing children of similar ages (n = 97) from 2 preschools recruited between November 2002 and December 2004. Follow-up completed between November 2005 and May 2008. Performance on measures of spoken language comprehension and expression (Reynell Developmental Language Scales). Children undergoing cochlear implantation showed greater improvement in spoken language performance (10.4; 95% confidence interval [CI], 9.6-11.2 points per year in comprehension; 8.4; 95% CI, 7.8-9.0 in expression) than would be predicted by their preimplantation baseline scores (5.4; 95% CI, 4.1-6.7, comprehension; 5.8; 95% CI, 4.6-7.0, expression), although mean scores were not restored to age-appropriate levels after 3 years. Younger age at cochlear implantation was associated with significantly steeper rate increases in comprehension (1.1; 95% CI, 0.5-1.7 points per year younger) and expression (1.0; 95% CI, 0.6-1.5 points per year younger). Similarly, each 1-year shorter history of hearing deficit was associated with steeper rate increases in comprehension (0.8; 95% CI, 0.2-1.2 points per year shorter) and expression (0.6; 95% CI, 0.2-1.0 points per year shorter). In multivariable analyses, greater residual hearing prior to cochlear implantation, higher ratings of parent-child interactions, and higher socioeconomic status were associated with greater rates of improvement in comprehension and expression. The use of cochlear implants in young children was

[Early development of language in small children with autism spectrum disorder using alternative systems].

PubMed

Fortea-Sevilla, M Sol; Escandell-Bermúdez, M Olga; Castro-Sánchez, José Juan; Martos-Pérez, Juan

2015-02-25

The latest research findings show the importance of early intervention in children with autism spectrum disorder (ASD) in all areas of development, including language. The use of augmentative and alternative communication systems (AACS) favors linguistic and communicative development. To show the effectiveness of AACS to develop oral language in non-verbal toddlers diagnosed with ASD. Thirty children (25 males and 5 females) diagnosed with ASD when they were between 18 and 30 months of age, through the instruments ADOS and ADIR. None of them displayed oral language development at the time of assessment. An intervention program in the area of language was designed based on the use of total communication by the therapist and training the child in the Picture Exchange Communication System (PECS). One year later, the formal aspects of language were assessed with the PLON-R because oral language had been developed. All the children had developed oral language to some extent over a one-year period. Early intervention and the use of AACS with visual props favor the development of oral language in children with ASD in the first years of life.

Severity of specific language impairment predicts delayed development in number skills

PubMed Central

Durkin, Kevin; Mok, Pearl L. H.; Conti-Ramsden, Gina

2013-01-01

The extent to which mathematical development is dependent upon language is controversial. This longitudinal study investigates the role of language ability in children's development of number skills. Participants were 229 children with specific language impairment (SLI) who were assessed initially at age 7 and again 1 year later. All participants completed measures of psycholinguistic development (expressive and receptive), performance IQ, and the Basic Number Skills subtest of the British Ability Scales. Number skills data for this sample were compared with normative population data. Consistent with predictions that language impairment would impact on numerical development, average standard scores were more than 1 SD below the population mean at both ages. Although the children showed improvements in raw scores at the second wave of the study, the discrepancy between their scores and the population data nonetheless increased over time. Regression analyses showed that, after controlling for the effect of PIQ, language skills explained an additional 19 and 17% of the variance in number skills for ages 7 and 8, respectively. Furthermore, logistic regression analyses revealed that less improvement in the child's language ability over the course of the year was associated with a greater odds of a drop in performance in basic number skills from 7 to 8 years. The results are discussed in relation to the interaction of linguistic and cognitive factors in numerical development and the implications for mathematical education. PMID:24027548

Enhancing English Learners' Language Development Using Wordless Picture Books

ERIC Educational Resources Information Center

Louie, Belinda; Sierschynski, Jarek

2015-01-01

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

Developing Professional-Level Language Proficiency.

ERIC Educational Resources Information Center

Leaver, Betty Lou, Ed.; Shekhtman, Boris, Ed.

This collection of papers examines approaches to teaching near-native ability in foreign languages. The 13 papers focus on the following: (1) "Principles and Practices in Teaching Superior-Level Language Skills: Not Just More of the Same" (Betty Lou Leaver and Boris Shekhtman); (2) "Toward Academic Level Foreign Language Abilities:…

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

ERIC Educational Resources Information Center

Berube, Daniel; Marinova-Todd, Stefka H.

2012-01-01

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

Materials Development for Language Learning and Teaching

ERIC Educational Resources Information Center

Tomlinson, Brian

2012-01-01

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

English Language Development: Guidelines for Instruction

ERIC Educational Resources Information Center

Saunders, William; Goldenberg, Claude; Marcelletti, David

2013-01-01

Having reviewed several bodies of research, the authors provide 14 guidelines for educators to help English learners (ELs) make greater strides in learning English. These guidelines are: (1) Providing English Language Development (ELD) instruction is better than not providing it; (2) ELD instruction should continue at least until ELs attain…

Career Development in Language Education Programs

ERIC Educational Resources Information Center

Shawer, Saad Fathy; Alkahtani, Saad Ali

2013-01-01

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

A Validation of the Ski Hi Language Development Scale.

ERIC Educational Resources Information Center

Tonelson, Stephen W.

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

[Allelic state of the molecular marker for the golden nematode (Globodera rostochiensis) resistance gene H1 among Ukrainian and world cultivars of potato (Solanum tuberosum ssp. tuberosum)].

PubMed

Karelov, A V; Pilipenko, L A; Kozub, N A; Bondus, R A; Borzykh, A U; Sozinov, I A; Blium, Ia B; Sozinov, A A

2013-01-01

The purpose of our investigation was determination of allelic state of the H1 resistance gene against the pathotypes Ro1 and Ro4 of golden potato cyst nematode (Globodera rostochiensis) among Ukrainian and world potato (Solanum tuberosum ssp. tuberosum) cultivars. The allelic condition of the TG689 marker was determined by PCR with DNA samples isolated from tubers of potato and primers, one pair of which flanks the allele-specific region and the other one was used for the control of DNA quality. Among analyzed 77 potato cultivars the allele of marker associated with the H1-type resistance was found in 74% of Ukrainian and 90% foreign ones although some of those cultivars proved to be susceptible to the golden potato nematode in field. The obtained data confirm the presence of H1-resistance against golden nematode pathotypes Ro1 and Ro4 among the Ukrainian potato cultivars and efficiency of the used marker within the accuracy that has been declared by its authors.

Language Use, Language Ability, and Language Development: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1977 (Vol. 38 No. 1 through 6).

ERIC Educational Resources Information Center

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

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 27 titles deal with a variety of topics, including the following: facilitation of language development in disadvantaged preschool children; auditory-visual discrimination skills, language performance, and development of manual…

Development of Mandarin spoken language after pediatric cochlear implantation.

PubMed

Li, Bei; Soli, Sigfrid D; Zheng, Yun; Li, Gang; Meng, Zhaoli

2014-07-01

The purpose of this study was to evaluate early spoken language development in young Mandarin-speaking children during the first 24 months after cochlear implantation, as measured by receptive and expressive vocabulary growth rates. Growth rates were compared with those of normally hearing children and with growth rates for English-speaking children with cochlear implants. Receptive and expressive vocabularies were measured with the simplified short form (SSF) version of the Mandarin Communicative Development Inventory (MCDI) in a sample of 112 pediatric implant recipients at baseline, 3, 6, 12, and 24 months after implantation. Implant ages ranged from 1 to 5 years. Scores were expressed in terms of normal equivalent ages, allowing normalized vocabulary growth rates to be determined. Scores for English-speaking children were re-expressed in these terms, allowing direct comparisons of Mandarin and English early spoken language development. Vocabulary growth rates during the first 12 months after implantation were similar to those for normally hearing children less than 16 months of age. Comparisons with growth rates for normally hearing children 16-30 months of age showed that the youngest implant age group (1-2 years) had an average growth rate of 0.68 that of normally hearing children; while the middle implant age group (2-3 years) had an average growth rate of 0.65; and the oldest implant age group (>3 years) had an average growth rate of 0.56, significantly less than the other two rates. Growth rates for English-speaking children with cochlear implants were 0.68 in the youngest group, 0.54 in the middle group, and 0.57 in the oldest group. Growth rates in the middle implant age groups for the two languages differed significantly. The SSF version of the MCDI is suitable for assessment of Mandarin language development during the first 24 months after cochlear implantation. Effects of implant age and duration of implantation can be compared directly across

Anthropology and Language Science in Educational Development Newsletter, No. 2/3.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Structures and Content of Life-Long Education.

This issue of the ALSED newsletter contains: (1) a description of the Anthropology and Language Science in Educational Development (ALSED) program; (2) information on the meeting of experts on diversification of methods and techniques for teaching a second language or foreign languages (Paris, Unesco, 15-20 September, 1975), which discussed such…

Sit to Talk: Relation between Motor Skills and Language Development in Infancy

PubMed Central

Libertus, Klaus; Violi, Dominic A.

2016-01-01

Relations between walking skills and language development have been reported in 10- to 14-month-old infants. However, whether earlier emerging motor milestones also affect language skills remains unknown. The current research fills this gap by examining the relation between reaching and sitting skills and later language development, respectively. Reaching and sitting were assessed eight times, starting when infants (N = 29) were around 3 months of age. All assessments were completed and recorded remotely via videoconference using Skype or FaceTime. Subsequently, infants’ language and motor skills were assessed via parent questionnaires (Communicative Development Inventories and Early Motor Questionnaire) at 10 and 14 months of age. Results revealed a significant correlation between the emergence of sitting skills and receptive vocabulary size at 10 and 14 months of age. Regression analyses further confirmed this pattern and revealed that the emergence of sitting is a significant predictor of subsequent language development above and beyond influences of concurrent motor skills. These findings suggest that the onset of independent sitting may initiate a developmental cascade that results in increased language learning opportunities. Further, this study also demonstrates how infants’ early motor skills can be assessed remotely using videoconference. PMID:27065934

Sit to Talk: Relation between Motor Skills and Language Development in Infancy.

PubMed

Libertus, Klaus; Violi, Dominic A

2016-01-01

Relations between walking skills and language development have been reported in 10- to 14-month-old infants. However, whether earlier emerging motor milestones also affect language skills remains unknown. The current research fills this gap by examining the relation between reaching and sitting skills and later language development, respectively. Reaching and sitting were assessed eight times, starting when infants (N = 29) were around 3 months of age. All assessments were completed and recorded remotely via videoconference using Skype or FaceTime. Subsequently, infants' language and motor skills were assessed via parent questionnaires (Communicative Development Inventories and Early Motor Questionnaire) at 10 and 14 months of age. Results revealed a significant correlation between the emergence of sitting skills and receptive vocabulary size at 10 and 14 months of age. Regression analyses further confirmed this pattern and revealed that the emergence of sitting is a significant predictor of subsequent language development above and beyond influences of concurrent motor skills. These findings suggest that the onset of independent sitting may initiate a developmental cascade that results in increased language learning opportunities. Further, this study also demonstrates how infants' early motor skills can be assessed remotely using videoconference.

Minority Language Researchers and Their Role in Policy Development

ERIC Educational Resources Information Center

Gorter, Durk

2012-01-01

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

Supporting the Professional Development of Foreign Language Graduate Students: A Focus on Course Development and Program Direction

ERIC Educational Resources Information Center

Enkin, Elizabeth

2015-01-01

The 2007 Modern Language Association report spurred research regarding the professional development of foreign language graduate students. This article first reviews existing proposals for the professional development of graduate students, then addresses the relevance of helping graduate students to develop the knowledge and skills that are needed…

Precursors to Language Development in Typically and Atypically Developing Infants and Toddlers: The Importance of Embracing Complexity

ERIC Educational Resources Information Center

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

2017-01-01

In order to understand how language abilities emerge in typically and atypically developing infants and toddlers, it is important to embrace complexity in development. In this paper, we describe evidence that early language development is an experience-dependent process, shaped by diverse, interconnected, interdependent developmental mechanisms,…

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

PubMed Central

Collins, Brian A.

2014-01-01

Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children (n =163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed. PMID:25264401

Challenges to implementing opioid substitution therapy in Ukrainian prisons: Personnel attitudes toward addiction, treatment, and people with HIV/AIDS.

PubMed

Polonsky, Maxim; Azbel, Lyuba; Wickersham, Jeffrey A; Taxman, Faye S; Grishaev, Evgeny; Dvoryak, Sergey; Altice, Frederick L

2015-03-01

Ukraine is experiencing one of the most volatile HIV epidemics globally, fueled primarily by people who inject drugs (PWIDs), and a parallel incarceration epidemic. Opioid substitution therapy (OST) is internationally recognized as one of the most effective forms of treatment for opioid dependence and is among the most effective HIV prevention strategies available, yet efforts to adopt it in Ukraine's Criminal Justice System (CJS) have been thwarted. To understand the reluctance of the Ukrainian CJS to adopt OST despite the overwhelming evidence pointing to its health benefits and improved criminal justice outcomes, we conducted the first survey of Ukrainian prison administrative, medical and custodial staff (N=243) attitudes towards addiction in general, OST, and people living with HIV/AIDS (PLWHA) in representative regions of Ukraine. Results revealed that Ukrainian CJS workers' attitudes toward OST, PLWHA, and drug addiction were universally negative, but differed substantially along geographic and occupational lines. Whereas geographic and cultural proximity to the European Union drove positive attitudes in the west, in the southern region we observed an identifiability effect, as workers who worked directly with prisoners held the most positive attitudes. We also found that knowledge mediated the effect of drug intolerance on OST attitudes. In Ukraine, adoption of OST is more influenced by myths, biases and ideological prejudices than by existing scientific evidence. By elucidating existing attitudes among CJS personnel, this study will help to direct subsequent interventions to address the barriers to implementing evidence-based HIV prevention treatments. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Challenges to Implementing Opioid Substitution Therapy in Ukrainian Prisons: Personnel Attitudes Toward Addiction, Treatment, and People With HIV/AIDS

PubMed Central

Polonsky, Maxim; Azbel, Lyuba; Wickersham, Jeffrey A.; Taxman, Faye S.; Grishaev, Evgeny; Dvoryak, Sergey; Altice, Frederick L.

2015-01-01

Background Ukraine is experiencing one of the most volatile HIV epidemics globally, fueled primarily by people who inject drugs (PWIDs), and a parallel incarceration epidemic. Opioid substitution therapy (OST) is internationally recognized as one of the most effective forms of treatment for opioid dependence and is among the most effective HIV prevention strategies available, yet efforts to adopt it in Ukraine’s Criminal Justice System (CJS) have been thwarted. Methods To understand the reluctance of the Ukrainian CJS to adopt OST despite the overwhelming evidence pointing to its health benefits and improved criminal justice outcomes, we conducted the first survey of Ukrainian prison administrative, medical and custodial staff (N=243) attitudes towards addiction in general, OST, and people living with HIV/AIDS (PLWHA) in representative regions of Ukraine. Results Results revealed that Ukrainian CJS workers’ attitudes toward OST, PLWHA, and drug addiction were universally negative, but differed substantially along geographic and occupational lines. Whereas geographic and cultural proximity to the European Union drove positive attitudes in the west, in the southern region we observed an identifiability effect, as workers who worked directly with prisoners held the most positive attitudes. We also found that knowledge mediated the effect of drug intolerance on OST attitudes. Conclusion In Ukraine, adoption of OST is more influenced by ideological biases and prejudices than by existing scientific evidence. By elucidating existing attitudes among CJS personnel, this assessment will help direct subsequent interventions to address the barriers to implementing evidence-based HIV prevention treatments. PMID:25620732

Observations on the epidemiology of rotavirus infection among hospitalized children younger than 5 years in 2 Ukrainian hospitals, 2007-2015.

PubMed

Chernyshova, Liudmyla I; Radionova, Nataliya M; Demchyshyna, Iryna V; Kotlik, Liudmyla S; Sadkova, Oleksandra B; Samoilovich, Elena O; Semeiko, Galina V; Daniels, Danni S; Cohen, Adam L; Aliabadi, Negar

2017-11-29

Acute gastroenteritis remains a burden among children under 5 years of age. Ukraine joined the World Health Organization's Global Rotavirus Surveillance Network in 2006, with a goal of providing accurate rotavirus burden data to aid policy makers in planning for rotavirus vaccine introduction. This analysis describes rotavirus epidemiology among Ukrainian children enrolled in Kyiv and Odesa, two large Ukrainian cities. Children 0-59 months of age hospitalized for acute gastroenteritis at 2 sentinel sites in Kyiv and Odesa were enrolled into the active, prospective surveillance program. In Odesa, the surveillance period was during 2007-2015 and in Kyiv, it was during 2011-2015. Acute gastroenteritis was defined as 3 or more episodes of diarrhea per day during a 24 h period, with symptom duration before hospitalization not exceeding 7 days. Guardians of enrolled children completed a questionnaire including demographic, clinical and treatment information. Each child provided a stool specimen within 2 days of hospitalization. Stools were tested for rotavirus using ProSpecT™ Rotavirus Kit (Oxoid Ltd., Great Britain), and positive specimens were genotyped. Descriptive data are reported, as well as comparison of demographic, clinical and treatment data among rotavirus positive and negative children. During July 2007-June 2015, 12,350 children were enrolled in the surveillance programs and had stool specimens collected and tested for rotavirus. Overall, rotavirus infection was diagnosed in 5412/12350 (44%) of children, 929/1734 (54%) of those in Kyiv and 4483/10616 (42%) in Odesa. Rotavirus infections peaked during the winter months. Children with rotavirus acute gastroenteritis displayed more severe clinical symptoms than those without rotavirus. Predominant genotypes identified included G1P[8], G2P[4], G3 P[8], G4 P[8] and G9 P[8]. Active surveillance of acute gastroenteritis in hospitalized children younger 5 years in two large Ukrainian cities reveals a

From Scribbles to Scrabble: Preschool Children's Developing Knowledge of Written Language

ERIC Educational Resources Information Center

Puranik, Cynthia S.; Lonigan, Christopher J.

2011-01-01

The purpose of this study was to concurrently examine the development of written language across different writing tasks and to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers was assessed using numerous writing tasks. The findings from this study indicate that children…

The development of perceptual attention and articulatory skill in one or two languages

NASA Astrophysics Data System (ADS)

Fowler, Carol; Best, Catherine

2002-05-01

Infants acquire properties of their native language especially during the second half of the first year of life. Models, such as Jusczyk's WRAPSA, Best's PAM, Kuhl's NLM, and Werker's account describe changes in perceptual or attentional space that may underlie the perceptual changes that infants exhibit. Unknown is the relation of these changes to changes in speechlike vocalizations that occur at the same time. Future research should address whether the perceptual models predict production learning. Other issues concern how the perceptual and articulatory systems develop for infants exposed to more than one language. Do multiple perceptual spaces develop, or does one space accommodate both languages? For infants exposed to just one language, but living in an environment where the ambient and pedagogical language is different (say, infants in a monolingual Spanish home in the U.S.), early language learning fosters learning the native language, but it may impede learning the ambient language. How much or how little does early exposure to the ambient language allow development of perceptual and articulatory systems for the ambient language? A final issue addresses whether the emergence of lexical, morphological and/or syntactic abilities in the second year is related to further changes in speech perception and production. [Work supported by NICHD.

Developing Oral Language. Learning Package No. 1.

ERIC Educational Resources Information Center

Hong, Zhang; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on developing oral language is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the topic; the full text of several…

Measuring Language Dominance and Bilingual Proficiency Development of Tarahumara Children.

ERIC Educational Resources Information Center

Paciotto, Carla

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

Language in Cognitive Development: The Emergence of the Mediated Mind.

ERIC Educational Resources Information Center

Nelson, Katherine

This book presents an integrated theory of cognitive development in infancy and early childhood, emphasizing the role of language in memory, processing narratives, forming concepts, and understanding others' intentions. Chapter 1, "Language, Cognition, and Culture in Developmental Perspective," presents the experiential theoretical…

Foundational Tuning: How Infants' Attention to Speech Predicts Language Development

ERIC Educational Resources Information Center

Vouloumanos, Athena; Curtin, Suzanne

2014-01-01

Orienting biases for speech may provide a foundation for language development. Although human infants show a bias for listening to speech from birth, the relation of a speech bias to later language development has not been established. Here, we examine whether infants' attention to speech directly predicts expressive vocabulary. Infants…

An Open-Sourced and Interactive Ebook Development Program for Minority Languages

ERIC Educational Resources Information Center

Sheepy, Emily; Sundberg, Ross; Laurie, Anne

2017-01-01

According to Long (2014), genuine task-based pedagogy is centered around the real-world activities that learners need to complete using the target language. We are developing the OurStories mobile application to support learners and instructors of minority languages in the development of personally relevant, task-based learning resources. The…

Development of Markup Language for Medical Record Charting: A Charting Language.

PubMed

Jung, Won-Mo; Chae, Younbyoung; Jang, Bo-Hyoung

2015-01-01

Nowadays a lot of trials for collecting electronic medical records (EMRs) exist. However, structuring data format for EMR is an especially labour-intensive task for practitioners. Here we propose a new mark-up language for medical record charting (called Charting Language), which borrows useful properties from programming languages. Thus, with Charting Language, the text data described in dynamic situation can be easily used to extract information.

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

The Factor Structure of the English Language Development Assessment: A Confirmatory Factor Analysis

ERIC Educational Resources Information Center

Kuriakose, Anju

2011-01-01

This study investigated the internal factor structure of the English language development Assessment (ELDA) using confirmatory factor analysis. ELDA is an English language proficiency test developed by a consortium of multiple states and is used to identify and reclassify English language learners in kindergarten to grade 12. Scores on item…

Language Development and Scaffolding in a Sino-American Telecollaborative Project

ERIC Educational Resources Information Center

Jin, Li

2013-01-01

Previous research (e.g., Belz & Thorne, 2006; Ware & O'Dowd, 2008) has discovered that language learning can be afforded through intercultural telecollaboration. From a sociocultural theoretical perspective, the current study investigated the language development outcomes and process in a 10-week Sino-American telecollaborative project…

Progressive Modularization: Reframing Our Understanding of Typical and Atypical Language Development

ERIC Educational Resources Information Center

D'Souza, Dean; Filippi, Roberto

2017-01-01

The ability to acquire language is a critical part of human development. Yet there is no consensus on how the skill emerges in early development. Does it constitute an innately-specified, language-processing module or is it acquired progressively? One of Annette Karmiloff-Smith's (1938-2016) key contributions to developmental science addresses…

[Language development: psychosocial requirements for communication].

PubMed

Clemente, R A; Villanueva, L

1999-02-01

This work describes the social and psychological characteristics of attachment adults. These features are considered as sociopsychological prerequisites for the child language development. The focus is put on the so-called no formal education, suitable for these attachment adults who are involved affectively and emotionally. Some educational strategies to be practised at home are also presented.

From Scribbles to Scrabble: Preschool Children’s Developing Knowledge of Written Language

PubMed Central

Puranik, Cynthia S.; Lonigan, Christopher J.

2011-01-01

The purpose of this study was to concurrently examine the development of written language across several writing tasks and to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers was assessed using numerous writing tasks. The findings from this study indicate that children possess a great deal of writing knowledge before beginning school. Children appear to progress along a continuum from scribbling to conventional spelling, and this progression is linear and task dependent. There was clear evidence to support the claim that universal writing features develop before language-specific features. Children as young as 3 years possess knowledge regarding universal and language-specific writing features. There is substantial developmental continuity in literacy skills from the preschool period into early elementary grades. Implications of these findings on writing development are discussed. PMID:22448101

Speech and language development in six infants adopted from China

PubMed Central

PRICE, JOHANNA R.; POLLOCK, KAREN E.; OLLER, D. KIMBROUGH

2012-01-01

Children adopted from China currently represent the largest group of newly internationally adopted children in the US. An exploratory investigation of the communicative development of six young females adopted at ages 9 to 17 months from China by US families was conducted. Children were followed longitudinally from approximately three months post-adoption to age three years. English language skills were assessed at approximately three-month intervals, detailed communicative analyses were conducted at six months post-adoption, and outcomes were measured at three years of age. Results indicated wide variability in rates of English language development. Phonological, social-communicative, and lexical bases of communication were intact for each child at six months post-adoption. At age three years, four of the children demonstrated speech and language skills within one standard deviation of standardized test norms, one child demonstrated skills above the normal range, and one child’s skills were below the normal range. This study provides evidence of the resiliency of children’s language learning abilities. PMID:23204925

Speech and language development in six infants adopted from China.

PubMed

Price, Johanna R; Pollock, Karen E; Oller, D Kimbrough

2006-07-01

Children adopted from China currently represent the largest group of newly internationally adopted children in the US. An exploratory investigation of the communicative development of six young females adopted at ages 9 to 17 months from China by US families was conducted. Children were followed longitudinally from approximately three months post-adoption to age three years. English language skills were assessed at approximately three-month intervals, detailed communicative analyses were conducted at six months post-adoption, and outcomes were measured at three years of age. Results indicated wide variability in rates of English language development. Phonological, social-communicative, and lexical bases of communication were intact for each child at six months post-adoption. At age three years, four of the children demonstrated speech and language skills within one standard deviation of standardized test norms, one child demonstrated skills above the normal range, and one child's skills were below the normal range. This study provides evidence of the resiliency of children's language learning abilities.

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.

Saving and Strengthening Languages: Using Them "Right" in Education and Development

ERIC Educational Resources Information Center

Shaeffer, Sheldon

2012-01-01

Language--both oral and written--is an essential driver in the process of individual and national development. But languages are living things; they need to develop, thrive, and be used effectively--and many need to be revitalized and even saved from an early death--in order for all people of the world, especially those most excluded and…

25 CFR 39.132 - Can a school integrate Language Development programs into its regular instructional program?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Can a school integrate Language Development programs into... Language Development Programs § 39.132 Can a school integrate Language Development programs into its regular instructional program? A school may offer Language Development programs to students as part of its...

25 CFR 39.132 - Can a school integrate Language Development programs into its regular instructional program?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Can a school integrate Language Development programs into... Language Development Programs § 39.132 Can a school integrate Language Development programs into its regular instructional program? A school may offer Language Development programs to students as part of its...

Pediatricians' Opinions about Otitis Media and Speech-Language-Hearing Development

ERIC Educational Resources Information Center

Sonnenschein, Esther; Cascella, Paul W.

2004-01-01

Twenty-five pediatricians responded to a confidential survey about their opinions on the relationship between otitis media and children's speech-language-hearing status. Results found that pediatricians did not necessarily agree that otitis media has an impact on speech-language-hearing development. Pediatricians reported that an early otitis…

A Program for Reading and Language Development. An Adopter's Guide.

ERIC Educational Resources Information Center

Carter, Nancy Hay

"Project SAILS" (Symbolic and Innovative Language Systems) is a special program developed by the Portland, Oregon, public schools for training teachers to work with children who have learning and reading difficulties. Teachers are instructed in the use of the Monterey Reading and Language Programs, highly structured and highly…

Language Ability Predicts the Development of Behavior Problems in Children

PubMed Central

Petersen, Isaac T.; Bates, John E.; D’Onofrio, Brian M.; Coyne, Claire A.; Lansford, Jennifer E.; Dodge, Kenneth A.; Pettit, Gregory S.; Van Hulle, Carol A.

2013-01-01

Prior studies have suggested, but not fully established, that language ability is important for regulating attention and behavior. Language ability may have implications for understanding attention-deficit hyperactivity disorder (ADHD) and conduct disorders, as well as subclinical problems. This article reports findings from two longitudinal studies to test (a) whether language ability has an independent effect on behavior problems, and (b) the direction of effect between language ability and behavior problems. In Study 1 (N = 585), language ability was measured annually from ages 7 to 13 years by language subtests of standardized academic achievement tests administered at the children’s schools. Inattentive-hyperactive (I-H) and externalizing (EXT) problems were reported annually by teachers and mothers. In Study 2 (N = 11,506), language ability (receptive vocabulary) and mother-rated I-H and EXT problems were measured biannually from ages 4 to 12 years. Analyses in both studies showed that language ability predicted within-individual variability in the development of I-H and EXT problems over and above the effects of sex, ethnicity, socioeconomic status (SES), and performance in other academic and intellectual domains (e.g., math, reading comprehension, reading recognition, and short-term memory [STM]). Even after controls for prior levels of behavior problems, language ability predicted later behavior problems more strongly than behavior problems predicted later language ability, suggesting that the direction of effect may be from language ability to behavior problems. The findings suggest that language ability may be a useful target for the prevention or even treatment of attention deficits and EXT problems in children. PMID:23713507

Testing Alternative Hypotheses Regarding the Association Between Behavioral Inhibition and Language Development in Toddlerhood

PubMed Central

Watts, Ashley K. Smith; Patel, Deepika; Corley, Robin P.; Friedman, Naomi P.; Hewitt, John K.; Robinson, JoAnn L.; Rhee, Soo H.

2014-01-01

Studies have reported an inverse association between language development and behavioral inhibition or shyness across childhood, but the direction of this association is unclear. The present study tested alternative hypotheses regarding this association in a large sample of toddlers. Data on behavioral inhibition and expressive and receptive language abilities were collected from 816 twins at ages 14, 20, and 24 months. Growth and regression models were fit to the data to assess the longitudinal associations between behavioral inhibition and language development from 14 to 24 months. Overall, there were significant associations between behavioral inhibition and expressive language, and minimal associations with receptive language, indicating that the association is better explained by reticence to respond rather than deficient language development. PMID:24499266

Language development in a 3-year-old boy with Prader-Willi syndrome.

PubMed

Atkin, Keith; Lorch, Marjorie Perlman

2007-04-01

Prader-Willi syndrome (PWS) is a genetic disorder which has widespread developmental consequences including motor, cognitive and language delay. Previous research on PWS children has focused primarily on phonological development and dysfluency. In the present study, the lexical development of a boy with PWS was investigated in a series of 18 play sessions recorded over a 4 month period from the ages 3;7 to 3;11. In comparison to the language development of children with Down syndrome this child with PWS appears to display a distinct developmental pattern. The possibility of detailing a behavioural phenotype of genetic disorders affecting language development is discussed.

Developing Phonological Awareness in Blended-Learning Language Courses

ERIC Educational Resources Information Center

Dell'Aria, Carmela; McLoughlin, Laura Incalcaterra

2013-01-01

This study is based on Second Language Acquisition through blended learning and explores the application of new educational technologies in the development of distance education. In particular, the paper focuses on ways to enhance oral, aural, and intercultural skills through learners' engagement, develop authentic social interaction and…

Ukraine and the Bologna Process: A Case Study of the Impact of the Bologna Process on Ukrainian State Institutions

ERIC Educational Resources Information Center

Kovtun, Olena; Stick, Sheldon

2009-01-01

This paper discusses the results of a case study exploring perceptions of selected administrators and instructors at a Ukrainian state institution regarding the effectiveness of the Bologna Process at their institution. Data were collected from focus group interviews with five volunteer instructors involved in the implementation process. The…

Object Pragmatics and Language Development.

PubMed

Béguin, Marie

2016-12-01

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

Exploring the role of auditory analysis in atypical compared to typical language development.

PubMed

Grube, Manon; Cooper, Freya E; Kumar, Sukhbinder; Kelly, Tom; Griffiths, Timothy D

2014-02-01

The relationship between auditory processing and language skills has been debated for decades. Previous findings have been inconsistent, both in typically developing and impaired subjects, including those with dyslexia or specific language impairment. Whether correlations between auditory and language skills are consistent between different populations has hardly been addressed at all. The present work presents an exploratory approach of testing for patterns of correlations in a range of measures of auditory processing. In a recent study, we reported findings from a large cohort of eleven-year olds on a range of auditory measures and the data supported a specific role for the processing of short sequences in pitch and time in typical language development. Here we tested whether a group of individuals with dyslexic traits (DT group; n = 28) from the same year group would show the same pattern of correlations between auditory and language skills as the typically developing group (TD group; n = 173). Regarding the raw scores, the DT group showed a significantly poorer performance on the language but not the auditory measures, including measures of pitch, time and rhythm, and timbre (modulation). In terms of correlations, there was a tendency to decrease in correlations between short-sequence processing and language skills, contrasted by a significant increase in correlation for basic, single-sound processing, in particular in the domain of modulation. The data support the notion that the fundamental relationship between auditory and language skills might differ in atypical compared to typical language development, with the implication that merging data or drawing inference between populations might be problematic. Further examination of the relationship between both basic sound feature analysis and music-like sound analysis and language skills in impaired populations might allow the development of appropriate training strategies. These might include types of musical

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

Developing Formal Correctness Properties from Natural Language Requirements

NASA Technical Reports Server (NTRS)

Nikora, Allen P.

2006-01-01

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

Data services providing by the Ukrainian NODC (MHI NASU)

NASA Astrophysics Data System (ADS)

Eremeev, V.; Godin, E.; Khaliulin, A.; Ingerov, A.; Zhuk, E.

2009-04-01

At modern stage of the World Ocean study information support of investigation based on ad-vanced computer technologies becomes of particular importance. These abstracts are devoted to presentation of several data services developed in the Ukrainian NODC on the base of the Ma-rine Environmental and Information Technologies Department of MHI NASU. The Data Quality Control Service Using experience of international collaboration in the field of data collection and quality check we have developed the quality control (QC) software providing both preliminary(automatic) and expert(manual) data quality check procedures. The current version of the QC software works for the Mediterranean and Black seas and includes the climatic arrays for hydrological and few hydrochemical parameters based on such products as MEDAR/MEDATLAS II, Physical Oceanography of the Black Sea and Climatic Atlas of Oxygen and Hydrogen Sulfide in the Black sea. The data quality check procedure includes metadata control and hydrological and hydrochemical data control. Metadata control provides checking of duplicate cruises and pro-files, date and chronology, ship velocity, station location, sea depth and observation depth. Data QC procedure includes climatic (or range for parameters with small number of observations) data QC, density inversion check for hydrological data and searching for spikes. Using of cli-matic fields and profiles prepared by regional oceanography experts leads to more reliable results of data quality check procedure. The Data Access Services The Ukrainian NODC provides two products for data access - on-line software and data access module for the MHI NASU local net. This software allows select-ing data on rectangle area, on date, on months, on cruises. The result of query is metadata which are presented in the table and the visual presentation of stations on the map. It is possible to see both metadata and data. For this purpose it is necessary to select station in the table of

Balancing Content & Language in the English Language Development Classroom

ERIC Educational Resources Information Center

Reynolds-Young, Danielle; Hood, Sally

2014-01-01

Although course assignments require English as a Second Language (ESL) teacher candidates to design activities, performance assessments, and lessons that balance the teaching of the English language and academic content, the ESL teacher candidates remain perplexed as to how to teach without a prescribed curriculum. The answer is challenging, given…

A systematic literature review of sex differences in childhood language and brain development.

PubMed

Etchell, Andrew; Adhikari, Aditi; Weinberg, Lauren S; Choo, Ai Leen; Garnett, Emily O; Chow, Ho Ming; Chang, Soo-Eun

2018-06-01

The extent of sex differences in childhood language development is unclear. We conducted a systematic literature review synthesizing results from studies examining sex differences in brain structure and function relevant to language development during childhood. We searched PubMed and Scopus databases, and this returned a total of 46 published studies meeting criteria for inclusion that directly examined sex differences in brain development relevant to language function in children. The results indicate that: (a) sex differences in brain structure or function do not necessarily lead to differences in language task performance; (b) evidence for sex differences in brain and language development are limited; (c) when present, sex differences often interact with a variety of factors such as age and task. Overall, the magnitude of sexual dimorphism of brain developmental trajectories associated with language is not as significant as previously thought. Sex differences were found, however, in studies employing tighter age ranges. This suggests that sex differences may be more prominent during certain developmental stages but are negligible in other stages, likely due to different rates of maturation between the sexes. More research is needed to improve our understanding of how sex differences may arise due to the influence of sex hormones and developmental stages, and how these differences may lead to differences in various language task performance. These studies are expected to provide normative information that may be used in studies examining neurodevelopmental disorders that frequently affect more males than females, and also often affect language development. Copyright © 2018 Elsevier Ltd. All rights reserved.

Language and communication development in preschool children with visual impairment: A systematic review.

PubMed

Mosca, Renata; Kritzinger, Alta; van der Linde, Jeannie

2015-01-01

Language and communication difficulties of young children with visual impairment (VI) are ascribed to intellectual disability, multiple disabilities and autism spectrum disorder (ASD) rather than their sensory impairment. Consequently, the communication difficulties of children with VI may have been underestimated and undertreated. This report aims to critically appraise recent peer reviewed literature relating to communication and language development in children with VI. A systematic search of the literature (2003–2013) was completed using the PRISMA guidelines, and primary and secondary search phrases. Nine publications were reviewed in terms of the strength of recent evidence. Thematic analysis was used to describe the early language and communication characteristics of children with VI. All the selected articles (n = 9) were from developed countries and participants from seven of the studies had congenital VI. Five of the studies received an evidence level rating of III while four articles were rated as IIb. Two main themes emerged from the studies: early intervention, and multiple disabilities and ASD. Language and communication development is affected by VI, especially in the early stages of development. Speech-language therapists should therefore be included in early intervention for children with VI. Recent evidence on the early language and communication difficulties of children with VI exists, but children in developing countries with acquired VI appear to not be investigated. The identified language and communication developmental characteristics may assist speech-language therapists to build a knowledge base for participation in early intervention for young children with VI and their families.

Language and communication development in preschool children with visual impairment: A systematic review

PubMed Central

Kritzinger, Alta; van der Linde, Jeannie

2015-01-01

Background Language and communication difficulties of young children with visual impairment (VI) are ascribed to intellectual disability, multiple disabilities and autism spectrum disorder (ASD) rather than their sensory impairment. Consequently, the communication difficulties of children with VI may have been underestimated and undertreated. Objectives This report aims to critically appraise recent peer reviewed literature relating to communication and language development in children with VI. Method A systematic search of the literature (2003–2013) was completed using the PRISMA guidelines, and primary and secondary search phrases. Nine publications were reviewed in terms of the strength of recent evidence. Thematic analysis was used to describe the early language and communication characteristics of children with VI. Results All the selected articles (n = 9) were from developed countries and participants from seven of the studies had congenital VI. Five of the studies received an evidence level rating of III while four articles were rated as IIb. Two main themes emerged from the studies: early intervention, and multiple disabilities and ASD. Language and communication development is affected by VI, especially in the early stages of development. Speech-language therapists should therefore be included in early intervention for children with VI. Conclusion Recent evidence on the early language and communication difficulties of children with VI exists, but children in developing countries with acquired VI appear to not be investigated. The identified language and communication developmental characteristics may assist speech-language therapists to build a knowledge base for participation in early intervention for young children with VI and their families. PMID:26809155

Successful communication does not drive language development: Evidence from adult homesign.

PubMed

Carrigan, Emily M; Coppola, Marie

2017-01-01

Constructivist accounts of language acquisition maintain that the language learner aims to match a target provided by mature users. Communicative problem solving in the context of social interaction and matching a linguistic target or model are presented as primary mechanisms driving the language development process. However, research on the development of homesign gesture systems by deaf individuals who have no access to a linguistic model suggests that aspects of language can develop even when typical input is unavailable. In four studies, we examined the role of communication in the genesis of homesign systems by assessing how well homesigners' family members comprehend homesign productions. In Study 1, homesigners' mothers showed poorer comprehension of homesign descriptions produced by their now-adult deaf child than of spoken Spanish descriptions of the same events produced by one of their adult hearing children. Study 2 found that the younger a family member was when they first interacted with their deaf relative, the better they understood the homesigner. Despite this, no family member comprehended homesign productions at levels that would be expected if family members co-generated homesign systems with their deaf relative via communicative interactions. Study 3 found that mothers' poor or incomplete comprehension of homesign was not a result of incomplete homesign descriptions. In Study 4 we demonstrated that Deaf native users of American Sign Language, who had no previous experience with the homesigners or their homesign systems, nevertheless comprehended homesign productions out of context better than the homesigners' mothers. This suggests that homesign has comprehensible structure, to which mothers and other family members are not fully sensitive. Taken together, these studies show that communicative problem solving is not responsible for the development of structure in homesign systems. The role of this mechanism must therefore be re-evaluated in

Language development and affecting factors in 3- to 6-year-old children.

PubMed

Muluk, Nuray Bayar; Bayoğlu, Birgül; Anlar, Banu

2014-05-01

The aim of this study was to assess factors affecting language developmental screening test results in 33.0- to 75.0-month-old children. The study group consists of 402 children, 172 (42.8%) boys and 230 (57.2%) girls, aged 33.0-75.0 months who were examined in four age groups: 3 years (33.0-39.0 months), 4 years (45.0-51.0 months), 5 years (57.0-63.0 months) and 6 years (69.0-75.0 months). Demographic data and medical history obtained by a standard questionnaire and Denver II Developmental Test results were evaluated. Maternal factors such as mother's age, educational level, and socioeconomic status (SES) correlated with language items in all age groups. Linear regression analysis indicated a significant effect of mother's education and higher SES on certain expressive and receptive language items at 3 and 4 years. Fine motor items were closely related to language items at all ages examined, while in the younger (3- and 4-year-old) group gross motor items also were related to language development. Maternal and socioeconomic factors influence language development in children: these effects, already discernible with a screening test, can be potential targets for social and educational interventions. The interpretation of screening test results should take into account the interaction between fine motor and language development in preschool children.

Exploring the Synergy between Science Literacy and Language Literacy with English Language Learners: Lessons Learned within a Sustained Professional Development Program

ERIC Educational Resources Information Center

Carrejo, David J.; Reinhartz, Judy

2012-01-01

Thirty-five elementary teachers participated in a yearlong professional development (PD) program whose goal was to foster science content learning while promoting language literacy for English Language Learners (ELL). The researchers utilized an explanatory design methodology to determine the degree to which science and language literacy…

The Construction of a Second Language Acquisition Index of Development.

ERIC Educational Resources Information Center

Larsen-Freeman, Diane; Strom, Virginia

Compositions written by 48 university students of English as a Second Language (ESL) were examined as a step in the development of an index for proficiency in a second language. A feature analysis of the compositions revealed the following tendencies: (1) syntactic sophistication and tense usage improved as proficiency increased, (2) errors in…

Language, Language Development and Teaching English to Emergent Bilingual Users: Challenging the Common Knowledge Theory in Teacher Education & K-12 School Settings

ERIC Educational Resources Information Center

Faltis, Christian

2013-01-01

Popular views about language and how children and youth learn language are based mainly in cognitive approaches in support of a common knowledge theory of language development. This common theory feeds into the efforts to increase teacher and learner accountability as measured on narrow assessments of what it means to use language well and in…

Effects of Embedded and Direct Language Strategies on Prekindergarten Students' Cognitive and Social Emotional Development

ERIC Educational Resources Information Center

Dominy, Matthew L.

2012-01-01

The purpose of this study is to measure the effect of a standard of care embedded language strategies program utilized in combination with direct language strategy instruction on the measured expressive language, cognitive development, social emotional development, and language development of prekindergarten students attending three neighborhood…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Factors Related to Professional Development of English Language University Teachers in Thailand

ERIC Educational Resources Information Center

Wichadee, Saovapa

2012-01-01

Professional development is deemed necessary for university teachers at all levels, as it helps to enhance teaching quality. However, the extent of English language university teachers' professional development might depend on a number of factors. This paper reports on a study investigating English language university teachers' professional…

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

ERIC Educational Resources Information Center

Bunch, George C.; Kibler, Amanda K.

2015-01-01

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

On the Development of Speech Resources for the Mixtec Language

PubMed Central

2013-01-01

The Mixtec language is one of the main native languages in Mexico. In general, due to urbanization, discrimination, and limited attempts to promote the culture, the native languages are disappearing. Most of the information available about the Mixtec language is in written form as in dictionaries which, although including examples about how to pronounce the Mixtec words, are not as reliable as listening to the correct pronunciation from a native speaker. Formal acoustic resources, as speech corpora, are almost non-existent for the Mixtec, and no speech technologies are known to have been developed for it. This paper presents the development of the following resources for the Mixtec language: (1) a speech database of traditional narratives of the Mixtec culture spoken by a native speaker (labelled at the phonetic and orthographic levels by means of spectral analysis) and (2) a native speaker-adaptive automatic speech recognition (ASR) system (trained with the speech database) integrated with a Mixtec-to-Spanish/Spanish-to-Mixtec text translator. The speech database, although small and limited to a single variant, was reliable enough to build the multiuser speech application which presented a mean recognition/translation performance up to 94.36% in experiments with non-native speakers (the target users). PMID:23710134

Vocabulary Development and Language Learning

ERIC Educational Resources Information Center

Strickland, Ruth G.

1972-01-01

Teachers, through raising their eyes from textbooks and looking at living language as it influences the lives of individual people and the course of human events, can help children preserve their early zest for language. (Author)

Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development

ERIC Educational Resources Information Center

Koda, Keiko

2007-01-01

The ultimate goal of reading is to construct text meaning based on visually encoded information. Essentially, it entails converting print into language and then to the message intended by the author. It is hardly accidental, therefore, that, in all languages, reading builds on oral language competence and that learning to read uniformly requires…

Developing Children's Language Learner Strategies at Primary School

ERIC Educational Resources Information Center

Kirsch, Claudine

2012-01-01

This article discusses the strategy repertoires and strategy development of six English children who learned foreign languages at primary school. My study differs from mainstream research, in that it focuses on young children and on the development of their strategies, draws on sociocultural theory and uses ethnographic methods. My findings show…

300 million years of basin evolution - the thermotectonic history of the Ukrainian Donbas Foldbelt

NASA Astrophysics Data System (ADS)

Spiegel, C.; Danisik, M.; Sachsenhofer, R.; Frisch, W.; Privalov, V.

2009-04-01

The Ukrainian-Russian Pripyat-Dniepr-Donets Basin is a large intracratonic rift structure formed during the Late Devonian. It is situated at the southern margin of the Precambrian East European Craton, adjacent to the Hercynian Tethyan belt in the Black Sea area and the Alpine Caucasus orogen. With a sediment thickness of more than 20 km, it is one of the deepest sedimentary basins on earth. The eastern part of the Pripyat-Dniepr-Donets Basin - called Donbas foldbelt - is strongly folded and inverted. Proposed models of basin evolution are often controversial and numerous issues are still a matter of speculation, particularly the erosion history and the timing of basin inversion. Basin inversion may have taken place during the Permian related to the Uralian orogeny, or in response to Alpine tectonics during the Late Cretaceous to Early Tertiary. We investigated the low-temperature thermal history of the Donbas Foldbelt and the adjacent Ukrainian shield by a combination of zircon fission track, apatite fission track and apatite (U-Th)/He thermochronology. Although apatite fission track ages of all sedimentary samples were reset shortly after deposition during the Carboniferous, we took advantage of the fact that samples contained kinetically variable apatites, which are sensitive to different temperatures. By using statistic-based component analysis incorporating physical properties of individual grains we identified several distinct age population, ranging from late Permian (~265 Ma) to the Late Cretaceous (70 Ma). We could thus constrain the thermal history of the Donbas Foldbelt and the adjacent basement during a ~300 Myr long time period. The Precambrian crystalline basement of the Ukrainian shield was affected by a Permo-Triassic thermal event associated with magmatic activity, which also strongly heated the sediments of the Donbas Foldbelt. The basement rocks cooled to near-surface conditions during the Early to Middle Triassic and since then was thermally

Skin Cancer - Multiple Languages

MedlinePlus

... Expand Section Skin Cancer: MedlinePlus Health Topic - English Cáncer de piel: Tema de salud de MedlinePlus - español (Spanish) National Library of Medicine Skin Cancer - español (Spanish) Bilingual PDF Health Information Translations Ukrainian ( ...

Spoken Language Development in Children Following Cochlear Implantation

PubMed Central

Niparko, John K.; Tobey, Emily A.; Thal, Donna J.; Eisenberg, Laurie S.; Wang, Nae-Yuh; Quittner, Alexandra L.; Fink, Nancy E.

2010-01-01

Context Cochlear implantation (CI) is a surgical alternative to traditional amplification (hearing aids) that can facilitate spoken language development in young children with severe-to-profound sensorineural hearing loss (SNHL). Objective To prospectively assess spoken language acquisition following CI in young children with adjustment of co-variates. Design, Setting, and Participants Prospective, longitudinal, and multidimensional assessment of spoken language growth over a 3-year period following CI. Prospective cohort study of children who underwent CI before 5 years of age (n=188) from 6 US centers and hearing children of similar ages (n=97) from 2 preschools recruited between November, 2002 and December, 2004. Follow-up completed between November, 2005 and May, 2008. Main Outcome Measures Performance on measures of spoken language comprehension and expression. Results Children undergoing CI showed greater growth in spoken language performance (10.4;[95% confidence interval: 9.6–11.2] points/year in comprehension; 8.4;[7.8–9.0] in expression) than would be predicted by their pre-CI baseline scores (5.4;[4.1–6.7] comprehension; 5.8;[4.6–7.0] expression). Although mean scores were not restored to age-appropriate levels after 3 years, significantly greater annual rates of language acquisition were observed in children who were younger at CI (1.1;[0.5–1.7] points in comprehension per year younger; 1.0;[0.6–1.5] in expression), and in children with shorter histories of hearing deficit (0.8;[0.2,1.2] points in comprehension per year shorter; 0.6;[0.2–1.0] for expression). In multivariable analyses, greater residual hearing prior to CI, higher ratings of parent-child interactions, and higher SES associated with greater rates of growth in comprehension and expression. Conclusions The use of cochlear implants in young children was associated with better spoken language learning than would be predicted from their pre-implantation scores. However

Individual Differences in Language Development: Relationship with Motor Skill at 21 Months

ERIC Educational Resources Information Center

Alcock, Katherine J.; Krawczyk, Kirsty

2010-01-01

Language development has long been associated with motor development, particularly manual gesture. We examined a variety of motor abilities--manual gesture including symbolic, meaningless and sequential memory, oral motor control, gross and fine motor control--in 129 children aged 21 months. Language abilities were assessed and cognitive and…

Language Policy and Development Aid: A Critical Analysis of an ELT Project

ERIC Educational Resources Information Center

Tupas, Ruanni; Tabiola, Honey

2017-01-01

This paper highlights the political and ideological entanglements of language policy and English language teaching with neocolonialism, neoliberalism, and development aid. It does so by examining the explicit and implicit goals and practices of an educational development aid project in Mindanao, Philippines. The US-funded Job Enabling English…

Does temperament influence language development? Evidence from preterm and full-term children.

PubMed

Pérez-Pereira, Miguel; Fernández, Pilar; Resches, Mariela; Gómez-Taibo, María Luisa

2016-02-01

The aims of this study are: (1) to describe language and temperament characteristics of one group of low risk preterm (PR) children and a group of full-term (FT) children and (2) to identify those factors which can predict language outcomes at 30 months of age, with special attention on temperament. There is evidence of differences between very or extremely PR and FT children in relation to characteristics of temperament and language development. However, not many studies have been carried out with healthy PR children. The participants were 142 low risk PR children (mean gestational age (GA): 32.60 weeks) and 49 FT children (mean GA 39.84 weeks). The temperament of the children was assessed at 10 months of age through the Infant Behavior Questionnaire-Revised (IBQ-R). At 22 months of age the cognitive development of the children was assessed through the Spanish adaptation of the Batelle Developmental Inventory (BDI). In order to assess the children's language development the Galician adaptation of the MacArthur-Bates CDI was applied at 30 months of age. In addition, socio-demographic information about the children and their families was gathered at birth. The results indicate that there were no significant differences in the language measures of interest (word production, MLU3, and sentence complexity) between groups. The only differences found between the PR and the FT children in the IBQ-R were restricted to the smiling and laughter and the fear subscales. Hierarchical regression analyses performed indicate that GA did not have any predictive effect on language measures taken at 30 months. Cognitive scores were an important predictor of language measures, although certain temperament subscales contributed in a significant way to the variance of language measures, particularly low intensity pleasure, approach, high intensity pleasure, sadness, and vocal reactivity. Therefore, extroverted (positive affectivity) temperament seems to be beneficial for language

Investigating the Impact of Professional Development on Teachers' Instructional Time and English Learners' Language Development: A Multilevel Cross-Classified Approach

ERIC Educational Resources Information Center

Tong, Fuhui; Luo, Wen; Irby, Beverly J.; Lara-Alecio, Rafael; Rivera, Hector

2017-01-01

We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers' time allocation in cognitive--academic language proficiency (CALP) and (b) Spanish-speaking English language learners' (ELLs) CALP development from the second to…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Language and Literacy Development of Deaf and Hard-of-Hearing Children: Successes and Challenges

ERIC Educational Resources Information Center

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

2013-01-01

Childhood hearing loss presents challenges to language development, especially spoken language. In this article, we review existing literature on deaf and hard-of-hearing (DHH) children's patterns and trajectories of language as well as development of theory of mind and literacy. Individual trajectories vary significantly, reflecting access to…

Developing Communicative Skills in the Second-Language Classroom: A Preliminary Report.

ERIC Educational Resources Information Center

Papalia, Anthony

1982-01-01

Meaningful, comprehensible instructional materials that take into consideration the student's proficiency level are recommended for teaching communicative skills. Formulae developed for teaching various language functions (forms of socializing, showing emotion, judging, and getting information) and functional language rhetorical strategies are…

Popcorn. A Language Development Unit for Science. Matter and Energy. Grade One.

ERIC Educational Resources Information Center

Gilmour, Margy; McGregor, Cathy, Ed.

One of the basic principles of the Language Development Approach is that students must learn the language necessary to understand, talk, and write about all subject areas in order to succeed in school. This book contains information about teaching primary school science in the Northwest Territories with lessons that emphasize language. The goals…

Talk to Me, Baby! Supporting Language Development in the First 3 Years

ERIC Educational Resources Information Center

Bardige, Betty; Bardige, M. Kori

2008-01-01

In their first few years, almost all children learn at least one language, though not equally well. Differences in the quantity, quality, sources, and variety of language inputs and conversation opportunities have a long-lasting effect. This article provides an overview of early language development and explains how talking with babies promotes…

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

ERIC Educational Resources Information Center

Taylor, Talbot J.

2010-01-01

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

Language, Culture, Development and Politics: Dimensions of Local Agency in Language Development in Africa

ERIC Educational Resources Information Center

Trudell, Barbara

2010-01-01

Support for the use of local languages for learning and communication is currently in fashion among national policy-makers in Africa. This position has been promoted by UNESCO and other local-language advocates for years; more recently it is being seen favourably by a range of influential international institutions. However, even positive language…

The Potential Role(s) of Writing in Second Language Development

ERIC Educational Resources Information Center

Williams, Jessica

2012-01-01

Writing is often seen as having a minor role in second language learning. This article explores recent research that suggests that writing can have a facilitative role in language development. In particular, it focuses on three features of writing: (1) its slower pace, and (2) the enduring record that it leaves, both of which can encourage…

A longitudinal study of auditory evoked field and language development in young children.

PubMed

Yoshimura, Yuko; Kikuchi, Mitsuru; Ueno, Sanae; Shitamichi, Kiyomi; Remijn, Gerard B; Hiraishi, Hirotoshi; Hasegawa, Chiaki; Furutani, Naoki; Oi, Manabu; Munesue, Toshio; Tsubokawa, Tsunehisa; Higashida, Haruhiro; Minabe, Yoshio

2014-11-01

The relationship between language development in early childhood and the maturation of brain functions related to the human voice remains unclear. Because the development of the auditory system likely correlates with language development in young children, we investigated the relationship between the auditory evoked field (AEF) and language development using non-invasive child-customized magnetoencephalography (MEG) in a longitudinal design. Twenty typically developing children were recruited (aged 36-75 months old at the first measurement). These children were re-investigated 11-25 months after the first measurement. The AEF component P1m was examined to investigate the developmental changes in each participant's neural brain response to vocal stimuli. In addition, we examined the relationships between brain responses and language performance. P1m peak amplitude in response to vocal stimuli significantly increased in both hemispheres in the second measurement compared to the first measurement. However, no differences were observed in P1m latency. Notably, our results reveal that children with greater increases in P1m amplitude in the left hemisphere performed better on linguistic tests. Thus, our results indicate that P1m evoked by vocal stimuli is a neurophysiological marker for language development in young children. Additionally, MEG is a technique that can be used to investigate the maturation of the auditory cortex based on auditory evoked fields in young children. This study is the first to demonstrate a significant relationship between the development of the auditory processing system and the development of language abilities in young children. Copyright © 2014 Elsevier Inc. All rights reserved.

Development of a Language Impairment Screener for Spanish Speaking Children--SSLIC: Phase 1--Task Development

ERIC Educational Resources Information Center

Restrepo, M. Adelaida; Gorin, Joanna S.; Gray, Shelley; Morgan, Gareth P.; Barona, Nicole

2010-01-01

The main purpose of this study is to develop a Spanish language screening measure that (a) is valid and reliable for the purpose of identifying Spanish-speaking (SS) children at risk for Language Impairment (LI), (b) is valid and reliable across different Spanish dialects, different socioeconomic groups, and different ethnicities, (c) uses a…

25 CFR 39.137 - May schools operate a language development program without a specific appropriation from Congress?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false May schools operate a language development program... Formula Language Development Programs § 39.137 May schools operate a language development program without a specific appropriation from Congress? Yes, a school may operate a language development program...

Language development of children born following intracytoplasmic sperm injection (ICSI) combined with assisted oocyte activation (AOA).

PubMed

D'haeseleer, Evelien; Vanden Meerschaut, Frauke; Bettens, Kim; Luyten, Anke; Gysels, Hannelore; Thienpont, Ylenia; De Witte, Griet; Heindryckx, Björn; Oostra, Ann; Roeyers, Herbert; Sutter, Petra De; van Lierde, Kristiane

2014-11-01

The effect of assisted reproduction technology (ART) on language development is still unclear. Moreover, different techniques are introduced at rapid pace and are not always accompanied by extensive follow-up programmes. To investigate the language development of 3-10-year-old children born following ART using intracytoplasmic sperm injection (ICSI) combined with assisted oocyte activation (AOA), which is a highly specialized technique applied in cases with a history of fertilization failure following conventional ICSI. Secondly, a comparison is made between the language development of singletons and twins. Twenty children, six boys and 14 girls, born following ICSI combined with AOA and older than 3 years were included in the study. The mean age of the children was 5;4 years (range = 3;1-10;4 years; SD = 1;8 years). Expressive and receptive language development were assessed using the Clinical Evaluation of Language Fundamentals (CELF-IV-NL) for children older than 5 years and the Reynell Developmental Language Scales (RTOS) for children younger than or equal to 5 years. The mean total score for language ability (in percentiles) was 56.8 (SD = 33.6), which corresponds to normal language skills. Significantly higher scores were found for AOA singletons compared with twins. For the general language, none of the children scored within the clinical zone for language disability corresponding with a percentile lower than 5. This study presents the first data concerning language outcome in 3-10-year-old children born following AOA. General language scores of the AOA children in this study are located within the normal ranges. The language development of singletons was significantly better compared with twins. Although the results are reassuring for language development, in future long-term follow-up studies in this population are necessary. © 2014 Royal College of Speech and Language Therapists.

The Integration of English Language Development and Science Instruction in Elementary Classrooms

NASA Astrophysics Data System (ADS)

Zwiep, Susan Gomez; Straits, William J.; Stone, Kristin R.; Beltran, Dolores D.; Furtado, Leena

2011-12-01

This paper explores one district's attempt to implement a blended science and English Language Development (ELD) elementary program, designed to provide English language learners opportunities to develop proficiency in English through participation in inquiry-based science. This process resulted in blended program that utilized a combined science/ELD lesson plan format to structure and guide teachers' efforts to use science as the context for language development. Data, collected throughout the first 2 years of the program, include teacher-generated lesson plans, observation notes, and interviews with teachers and principals. The process by which the blended program was developed, the initial implementation of the program, the resulting science/ELD lesson plan format, and teachers' perceptions about the program and its impact on their students are described.

Supping with the Dismal Scientists: Practical Interdisciplinarity in Language Education and Development Economics.

ERIC Educational Resources Information Center

Bruthiaux, Paul

2000-01-01

Explores historical and intellectual causes for the lack of interdisciplinarity between language education and development economics. Reviews three development settings in Bangladesh, Egypt, and Latin America that illustrate the need to devolve responsibility for development and notes language and literacy play a vital role in this process.…

Frequency of dicentrics and contamination levels in Ukrainian children and adolescents from areas near Chernobyl 20 years after the nuclear plant accident.

PubMed

Montoro, Alegría; Sebastià, Natividad; Candela-Juan, Cristian; Barquinero, Joan Francesc; Soriano, José Miguel; Almonacid, Miguel; Alonso, Oscar; Guasp, Miguel; Marques-Sule, Elena; Cervera, José; Such, Esperanza; Arnal, Clara; Villaescusa, Juan Ignacio

2013-11-01

To survey the possible presence of chromosomal damage and internal contamination in a group of Ukrainian children and adolescents, 20 years after the Chernobyl accident at the Nuclear Power Plant. Cytogenetical procedures were performed according to dicentric assay in 55 Ukrainian children and adolescents (29 boys and 26 girls), living near Chernobyl. In addition, a whole body detector and urinalysis were used to detect internal contamination. 36 dicentrics were found in a total of 53,477 metaphases scored in these children, which reflected a frequency of dicentrics below the background level. On the other hand, internal contamination was not detected in any subject studied. Since the estimated absorbed dose is below the detection limit, according to both biological and physical dosimetry, radiation overexposure during the last 3-5 years has not been detected in the considered subjects.

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

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-18

... Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview... to provide instruction that accelerates ELs' acquisition of language, literacy, and content knowledge.... Rosalinda Barrera, Assistant Deputy Secretary and Director for English Language Acquisition, Language...

Toward a unified account of comprehension and production in language development.

PubMed

McCauley, Stewart M; Christiansen, Morten H

2013-08-01

Although Pickering & Garrod (P&G) argue convincingly for a unified system for language comprehension and production, they fail to explain how such a system might develop. Using a recent computational model of language acquisition as an example, we sketch a developmental perspective on the integration of comprehension and production. We conclude that only through development can we fully understand the intertwined nature of comprehension and production in adult processing.

25 CFR 39.136 - What is the WSU for Language Development programs?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What is the WSU for Language Development programs? 39.136 Section 39.136 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.136 What is the WSU...

Physical Interactive Game for Enhancing Language Cognitive Development of Thai Pre-Schooler

ERIC Educational Resources Information Center

Choosri, Noppon; Pookao, Chompoonut

2017-01-01

The intervention for cognitive language development is required to conduct at the young ages. As children usually gain the skill through their plays, this study proposed a physical interactive game to help children improve their language skill in both Thai and English language for pre-schooler. The motivation of this research is to create a game…

Misplaced: Language, Remitting and Development Practice among Zimbabwean Migrants

ERIC Educational Resources Information Center

Bailey, Adrian J.; Mupakati, Liberty; Magunha, Farai M.

2017-01-01

While skilled migrants make influential contributions to development through remitting cash and exchanging knowledge, we argue for greater scrutiny of the role of language in the so-called "migration-development nexus". Noting the transnational context within which the everyday life of many migrants proceeds, we develop a broader reading…

Professional Development Programs and English Language Instructors: A Critical-Postmodern Study

ERIC Educational Resources Information Center

Arikan, Arda

2004-01-01

In this completed qualitative dissertation research, the nature of the relationship between professional development programs (in-service training programs) and English language instructors was studied with a critical postmodern lense focusing on the narratives of nine English language instructors on their experiences in their professional…

Professional Development Programs and English Language Instructors: A Critical-Postmodern Study

ERIC Educational Resources Information Center

Arikan, Arda

2004-01-01

In this completed qualitative dissertation research, the nature of the relationship between professional development programs (in-service training programs) and English language instructors was studied with a critical postmodern lens focusing on the narratives of nine English language instructors on their experiences in their professional…

Hebrew Language Assessment Measure for Preschool Children: A Comparison between Typically Developing Children and Children with Specific Language Impairment

ERIC Educational Resources Information Center

Katzenberger, Irit; Meilijson, Sara

2014-01-01

The Katzenberger Hebrew Language Assessment for Preschool Children (henceforth: the KHLA) is the first comprehensive, standardized language assessment tool developed in Hebrew specifically for older preschoolers (4;0-5;11 years). The KHLA is a norm-referenced, Hebrew specific assessment, based on well-established psycholinguistic principles, as…

Auditory processing deficits in growth restricted fetuses affect later language development.

PubMed

Kisilevsky, Barbara S; Davies, Gregory A L

2007-01-01

An increased risk for language deficits in infants born growth restricted has been reported in follow-up studies for more than 20 years, suggesting a relation between fetal auditory system development and later language learning. Work with animal models indicate that there are at least two ways in which growth restriction could affect the development of auditory perception in human fetuses: a delay in myelination or conduction and an increase in sensorineural threshold. Systematic study of auditory function in growth restricted human fetuses has not been reported. However, results of studies employing low-risk fetuses delivering as healthy full-term infants demonstrate that, by late gestation, the fetus can hear, sound properties modulate behavior, and sensory information is available from both inside (e.g., maternal vascular) and outside (e.g., noise, voices, music) of the maternal body. These data provide substantive evidence that the auditory system is functioning and that environmental sounds are available for shaping neural networks and laying the foundation for language acquisition before birth. We hypothesize that fetal growth restriction affects auditory system development, resulting in atypical auditory information processing in growth restricted fetuses compared to healthy, appropriately-grown-for-gestational-age fetuses. Speech perception that lays the foundation for later language competence will differ in growth restricted compared to normally grown fetuses and be associated with later language abilities.

A web access script language to support clinical application development.

PubMed

O'Kane, K C; McColligan, E E

1998-02-01

This paper describes the development of a script language to support the implementation of decentralized, clinical information applications on the World Wide Web (Web). The goal of this work is to facilitate construction of low overhead, fully functional clinical information systems that can be accessed anywhere by low cost Web browsers to search, retrieve and analyze stored patient data. The Web provides a model of network access to data bases on a global scale. Although it was originally conceived as a means to exchange scientific documents, Web browsers and servers currently support access to a wide variety of audio, video, graphical and text based data to a rapidly growing community. Access to these services is via inexpensive client software browsers that connect to servers by means of the open architecture of the Internet. In this paper, the design and implementation of a script language that supports the development of low cost, Web-based, distributed clinical information systems for both Inter- and Intra-Net use is presented. The language is based on the Mumps language and, consequently, supports many legacy applications with few modifications. Several enhancements, however, have been made to support modern programming practices and the Web interface. The interpreter for the language also supports standalone program execution on Unix, MS-Windows, OS/2 and other operating systems.

Development of Pointing Gestures in Children with Typical and Delayed Language Acquisition

ERIC Educational Resources Information Center

Lüke, Carina; Ritterfeld, Ute; Grimminger, Angela; Liszkowski, Ulf; Rohlfing, Katharina J.

2017-01-01

Purpose: This longitudinal study compared the development of hand and index-finger pointing in children with typical language development (TD) and children with language delay (LD). First, we examined whether the number and the form of pointing gestures during the second year of life are potential indicators of later LD. Second, we analyzed the…

Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning

ERIC Educational Resources Information Center

Genesee, Fred; Paradis, Johanne; Crago, Martha B.

2004-01-01

This book dispels many myths about dual language development and answers key questions that might arise as you work with children and their parents. Student profiles, definitions of key terms, and "clinical implications" sections for selected chapters make this a valuable reference for in-practice SLPs and educators, an accessible resource for…

Beyond Baby Talk: From Sounds to Sentences--A Parent's Complete Guide to Language Development.

ERIC Educational Resources Information Center

Apel, Kenn; Masterson, Julie J.

Noting that the early years of a child's life are the most critical for speech and language development and that parents are the child's primary language role model, this book is designed to help parents become knowledgeable on the topic of child language development during their first six years. Chapter 1 covers the infant's first year and the…

Dealing with Distinctiveness. Development of Chinese in the "Australian Curriculum: Languages"

ERIC Educational Resources Information Center

Scrimgeour, Andrew; Foster, Marnie; Mao, Weifeng

2013-01-01

This article explores some of the distinctive challenges in Chinese language education in schools and discusses how the development of the "Australian Curriculum: Chinese" has responded to these challenges. It details how the curriculum framework outlined in the "Shape of the Australian Curriculum: Languages" (ACARA, 2011)…

"Those Anime Students": Foreign Language Literacy Development through Japanese Popular Culture

ERIC Educational Resources Information Center

Fukunaga, Natsuki

2006-01-01

Using multiliteracies and sociocultural perspectives on language and literacy learning, this article describes three Japanese as a foreign language (JFL) students' literacy development through involvement with Japanese popular culture. As part of a larger qualitative ethnographic study, the author interviewed JFL learners who have a particular…

When learning a second language does not mean losing the first: bilingual language development in low-income, Spanish-speaking children attending bilingual preschool.

PubMed

Winsler, A; Díaz, R M; Espinosa, L; Rodríguez, J L

1999-01-01

This article discusses two investigations which explored the bilingual language development outcomes of comparable groups of low-income, Spanish-speaking, Mexican American children who either did or did not attended a bilingual (Spanish/English) preschool. Study 1 is a replication of a study by Rodríguez, Díaz, Duran, and Espinosa, involving a new sample of 26 children who attended bilingual preschool for one year and 20 control children who remained at home. Study 2 represents a 1-year, longitudinal follow-up of Rodríguez et al.'s, sample of children during and after the children spent another year at home or in the preschool. In both investigations, standardized, objective measures of three components of children's language proficiency (productive language, receptive language, and language complexity) in English and Spanish were obtained at the beginning and end of the academic year. Contrary to fears that have been expressed by some that early exposure to English would lead to children's native language loss, the results of both studies offered no evidence of Spanish proficiency loss for children attending bilingual preschool. Children who attended bilingual preschool, compared to those who remained at home, showed significant and parallel gains in Spanish language development as well as significant and greater increases in English language proficiency over time. Results are discussed in terms of the need for more systematic research to be conducted in this area to inform policy and practice in the early education and development of language-minority children.

Development and validation of the Spanish-English Language Proficiency Scale (SELPS).

PubMed

Smyk, Ekaterina; Restrepo, M Adelaida; Gorin, Joanna S; Gray, Shelley

2013-07-01

This study examined the development and validation of a criterion-referenced Spanish-English Language Proficiency Scale (SELPS) that was designed to assess the oral language skills of sequential bilingual children ages 4-8. This article reports results for the English proficiency portion of the scale. The SELPS assesses syntactic complexity, grammatical accuracy, verbal fluency, and lexical diversity based on 2 story retell tasks. In Study 1, 40 children were given 2 story retell tasks to evaluate the reliability of parallel forms. In Study 2, 76 children participated in the validation of the scale against language sample measures and teacher ratings of language proficiency. Study 1 indicated no significant differences between the SELPS scores on the 2 stories. Study 2 indicated that the SELPS scores correlated significantly with their counterpart language sample measures. Correlations between the SELPS and teacher ratings were moderate. The 2 story retells elicited comparable SELPS scores, providing a valuable tool for test-retest conditions in the assessment of language proficiency. Correlations between the SELPS scores and external variables indicated that these measures assessed the same language skills. Results provided empirical evidence regarding the validity of inferences about language proficiency based on the SELPS score.

Uneven Expressive Language Development in Mandarin-Exposed Preschool Children with ASD: Comparing Vocabulary, Grammar, and the Decontextualized Use of Language via the PCDI-Toddler Form.

PubMed

Su, Yi Esther; Naigles, Letitia R; Su, Lin-Yan

2018-05-21

Data from children with ASD who are learning Indo-European languages indicate that (a) they vary hugely in their expressive language skills and (b) their pragmatic/socially-based language is more impaired than their structural language. We investigate whether similar patterns of language development exist for Mandarin-exposed children with ASD. Parent report data of the Putonghua Communicative Development Inventory-Toddler Form were collected from 160 17-83-month-old children with ASD. These children with ASD demonstrated similar levels of variability as Western children with ASD. In particular, they could be divided into three distinct subgroups (high verbal, middle verbal, low verbal), all of which manifested relative strengths in lexical and grammatical language compared to pragmatic usage of decontextualized language.

Young Dual Language Learners' Emergent Writing Development

ERIC Educational Resources Information Center

Gillanders, Cristina; Franco, Ximena; Seidel, Kent; Castro, Dina C.; Méndez, Lucía I.

2017-01-01

This study examined how early writing develops in Spanish-English-speaking children of Mexican and Central American descent who are dual language learners (DLLs) in the United States. The emergent writing skills in Spanish and English of 140 preschoolers in a multisite study were assessed using name- and word-writing tasks during the children's…

Forms of expressing anger in hospitalised Ukrainian post-deployed™ service members.

PubMed

Ortenburger, Dorota Elżbieta; Wąsik, Jacek; Tsos, Anatolii; Bielikowa, Natalia; Andrijchuk, Olga; Indykа, Svitlana

2018-03-14

Military actions and injuries sustained make returning to ordinary life and everyday routine a challenge which soldiers need to face. Research on this subject shows that the consequences of post-traumatic stress extends further, beyond the victim's everyday life, resulting in health problems and problems with social relationships. The aim was to gather knowledge of the ways of expressing anger in a group of hospitalized Ukrainian post-deployed servicemen. A research study was conducted concentrating on the two forms of managing anger, i.e. releasing or suppressing anger, and posing the following question: 'How are they manifested in the hospitalized Ukrainian combat veterans? The study included 35 hospitalized soldiers who had taken part in military operations in Ukraine (age: 34.61±9.23; age range: 21-56 years of age). The research was conducted in the hospitals in Lutsk. Measurements were conducted with the use of certified psychological tests, i.e. Anger Expression Scale (AES), medical documentation and oral reports given by the persons conducting the study. The average value of the suppressed anger indicator was 31.57±6.23 (p<0.05); respective value of the released anger 24.37 ±6.34 (p<0.05). For released anger, results at the level of the upper quartile (Q3=28) and above were obtained by 28.57 % of the soldiers in the study, while in the case of repressed anger, the results obtained at the level of the upper quartile (Q3 = 36) and above that value were obtained by 34.27% of the soldiers/patients. The results obtained show that in the group of hospitalized patients/soldiers there is a higher level of repressed anger intensity than in the case of released anger. The study survey suggests that in their case expressing anger is usually a reaction to somebody's inappropriate-in-their-eyes behaviour. Curbing anger takes on various forms, from trying not to express annoyance and/or rage, to trying to keep calm in spite of growing anger caused by other people

Assisted Imitation: First Steps in the Seed Model of Language Development

ERIC Educational Resources Information Center

Zukow-Goldring, Patricia

2012-01-01

In this article, I present the theoretical and empirical grounding for the SEED ("situated", culturally "embodied", "emergent", "distributed") model of early language development. A fundamental prerequisite to the emergence of language behavior/communication is a hands-on, active understanding of everyday events (, and ). At the heart of this…

Language Development Support Systems: Project L.D.S.S. 1988-89. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Velasquez, Clara

Language Development Support Systems (Project LDSS) offered 215 limited English proficient (LEP) students at two New York City elementary schools the opportunity to improve their English skills through special language learning centers. These language learning centers were established at both schools and provided students with instruction in…

Foreign Language Teachers' Professional Development in Information Age

NASA Astrophysics Data System (ADS)

Fan, Xiying; Wu, Gang

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

Novel methodology to examine cognitive and experiential factors in language development: combining eye-tracking and LENA technology

PubMed Central

Odean, Rosalie; Nazareth, Alina; Pruden, Shannon M.

2015-01-01

Developmental systems theory posits that development cannot be segmented by influences acting in isolation, but should be studied through a scientific lens that highlights the complex interactions between these forces over time (Overton, 2013a). This poses a unique challenge for developmental psychologists studying complex processes like language development. In this paper, we advocate for the combining of highly sophisticated data collection technologies in an effort to move toward a more systemic approach to studying language development. We investigate the efficiency and appropriateness of combining eye-tracking technology and the LENA (Language Environment Analysis) system, an automated language analysis tool, in an effort to explore the relation between language processing in early development, and external dynamic influences like parent and educator language input in the home and school environments. Eye-tracking allows us to study language processing via eye movement analysis; these eye movements have been linked to both conscious and unconscious cognitive processing, and thus provide one means of evaluating cognitive processes underlying language development that does not require the use of subjective parent reports or checklists. The LENA system, on the other hand, provides automated language output that describes a child’s language-rich environment. In combination, these technologies provide critical information not only about a child’s language processing abilities but also about the complexity of the child’s language environment. Thus, when used in conjunction these technologies allow researchers to explore the nature of interacting systems involved in language development. PMID:26379591

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

PubMed

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

2018-03-15

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

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

ERIC Educational Resources Information Center

Zascerinska, Jelena

2010-01-01

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

The Professional Development of Future Professors of Foreign Languages: Looking Back, Looking Forward

ERIC Educational Resources Information Center

Allen, Heather Willis; Negueruela-Azarola, Eduardo

2010-01-01

Although the professional development of graduate students in foreign language (FL) departments is of critical importance, discussion of its significance and evolution was all but absent in the 2007 Modern Language Association report "Foreign Languages and Higher Education: New Structures for a Changed World," a document advocating curricular and…

An Understanding of Language Development Models--Pidginization from the Perspective of Chaos Theory

ERIC Educational Resources Information Center

Zhao, Guodong

2010-01-01

With the accelerated globalization, domestic and international communications become more frequent than ever before. As the major media of international communication, languages contact with each other more actively by day. And in the active contact any language would gradually develop and change. Pidgin language is a unique linguistic phenomenon…

From Concepts to Design in Developing Languages in the Australian Curriculum

ERIC Educational Resources Information Center

Scarino, Angela

2013-01-01

Developing curricula for languages in the context of the Australian Curriculum is a complex undertaking that needs to address a number of demands. These include: the nature of language-and-culture learning for contemporary times within an increasingly diverse linguistic and cultural world; the goals of mainstream education and the…

Later Language Development: The School-Age and Adolescent Years. Second Edition.

ERIC Educational Resources Information Center

Nippold, Marilyn A.

This book focuses on the more advanced language abilities of upper grade youth and adolescents. It discusses how language develops from childhood to adulthood. The book compiles, integrates, and interprets the extensive research on this population for numerous topics. It is useful to anyone seeking an increased understanding of the relationships…

Developing Pedagogical Practices for English-Language Learners: A Design-Based Approach

ERIC Educational Resources Information Center

Iddings, Ana Christina DaSilva; Rose, Brian Christopher

2012-01-01

This study draws on the application of sociocultural theory to second-language learning and teaching to examine the impact of a design-based research approach on teacher development and literacy instruction to English-language learners (ELLs). Design-based research methodology was employed to derive theoretical suppositions relating to the process…

Development and Validation of the Spanish-English Language Proficiency Scale (SELPS)

ERIC Educational Resources Information Center

Smyk, Ekaterina; Restrepo, M. Adelaida; Gorin, Joanna S.; Gray, Shelley

2013-01-01

Purpose: This study examined the development and validation of a criterion-referenced Spanish-English Language Proficiency Scale (SELPS) that was designed to assess the oral language skills of sequential bilingual children ages 4-8. This article reports results for the English proficiency portion of the scale. Method: The SELPS assesses syntactic…

Language development in a non-vocal child.

PubMed

Rogow, S M

1994-01-01

Many children who cannot speak, comprehend both oral and written language. Having knowledge of language is not the same as being able to use language for social transactions. Non-vocal children learn to use augmented and assisted systems, but they experience specific difficulties in initiating and maintaining conversations and making use of the pragmatic functions of language. The purpose of this study was to investigate the semantic and syntactic knowledge of a child with severe multiple disabilities who can read and write and comprehend two languages, but does not initiate conversation. The study demonstrates that high levels of language comprehension and ability to read and write do not automatically transfer to conversational competence or narrative ability.

Promoting Language in under 3s. Assessing Language Development and the Quality of Adult Intervention

ERIC Educational Resources Information Center

Laevers, Ferre; Buyse, Evelien; Willekens, Annemieke; Janssen, Tine

2011-01-01

This research aims to develop instruments to assess language development in under-3s and the adult interventions that support it. After an extensive literature search, observations were conducted in 17 groups of children spread over two day-care centres. In total 42 children were observed during a 30-minute slot and 25 adults during a half day.…

Loss of Language in Early Development of Autism and Specific Language Impairment

ERIC Educational Resources Information Center

Pickles, Andrew; Simonoff, Emily; Conti-Ramsden, Gina; Falcaro, Milena; Simkin, Zoe; Charman, Tony; Chandler, Susie; Loucas, Tom; Baird, Gillian

2009-01-01

Background: Several authors have highlighted areas of overlap in symptoms and impairment among children with autism spectrum disorder (ASD) and children with specific language impairment (SLI). By contrast, loss of language and broadly defined regression have been reported as relatively specific to autism. We compare the incidence of language loss…

The irreversibility of sensitive period effects in language development: evidence from second language acquisition in international adoptees.

PubMed

Norrman, Gunnar; Bylund, Emanuel

2016-05-01

The question of a sensitive period in language acquisition has been subject to extensive research and debate for more than half a century. While it has been well established that the ability to learn new languages declines in early years, the extent to which this outcome depends on biological maturation in contrast to previously acquired knowledge remains disputed. In the present study, we addressed this question by examining phonetic discriminatory abilities in early second language (L2) speakers of Swedish, who had either maintained their first language (L1) (immigrants) or had lost it (international adoptees), using native speaker controls. Through this design, we sought to disentangle the effects of the maturational state of the learner on L2 development from the effects of L1 interference: if additional language development is indeed constrained by an interfering L1, then adoptees should outperform immigrant speakers. The results of an auditory lexical decision task, in which fine vowel distinctions in Swedish had been modified, showed, however, no difference between the L2 groups. Instead, both L2 groups scored significantly lower than the native speaker group. The three groups did not differ in their ability to discriminate non-modified words. These findings demonstrate that L1 loss is not a crucial condition for successfully acquiring an L2, which in turn is taken as support for a maturational constraints view on L2 acquisition. A video abstract of this article can be viewed at: https://youtu.be/1J9X50aePeU. © 2015 John Wiley & Sons Ltd.

Teacher Educators' Conceptualization of Ongoing Language Development in Professional Learning and Teaching

ERIC Educational Resources Information Center

Swart, Fenna; de Graaff, Rick; Onstenk, Jeroen; Knèzic, Dubravka

2018-01-01

Sociocultural and dialogic theories of education have identified the need to integrate both pedagogical content and language knowledge into teachers' professional development to promote effective interaction with students about subject content. In this intervention study, a meta-perspective on language was developed to understand how experienced…

Implications of family environment and language development: comparing typically developing children to those with spina bifida.

PubMed

Vachha, B; Adams, R

2009-09-01

This study examines the effect of family environment on language performance in children with myelomeningocele compared with age- and education-matched controls selected from the same geographic region. Seventy-five monolingual (English) speaking children with myelomeningocele [males: 30; ages: 7-16 years; mean age: 10 years 1 month, standard deviation (SD) 2 years 7 months] and 35 typically developing children (males: 16; ages 7-16 years; mean age: 10 years 9 months, SD 2 years 6 months) participated in the study. The Comprehensive Assessment of Spoken Language (CASL) and the Wechsler tests of intelligence were administered individually to all participants. The CASL measures four subsystems: lexical, syntactic, supralinguistic and pragmatic. Parents completed the Family Environment Scale (FES) questionnaire and provided background demographic information. Standard independent sample t-tests, chi-squared and Fisher's exact tests were used to make simple comparisons between groups for age, socio-economic status, gender and ethnicity. Spearman correlation coefficients were used to detect associations between language and FES data. Group differences for the language and FES scores were analysed with a multivariate analysis of variance at a P-value of 0.05. For the myelomeningocele group, both Spearman correlation and partial correlation analyses revealed statistically significant positive relationships for the FES 'intellectual-cultural orientation' (ICO) variable and language performance in all subsystems (P < 0.01). For controls, positive associations were seen between: (1) ICO and lexical/semantic and syntactic subsystems; and (2) FES 'independence' and lexical/semantic and supralinguistic tasks. The relationship between language performance and family environment appears statistically and intuitively sound. As in our previous study, the positive link between family focus on intellectually and culturally enhancing activities and language performance among children

The Development of Reference Realization and Narrative in an Australian Contact Language, Wumpurrarni English

PubMed Central

Disbray, Samantha

2016-01-01

The development of narrative skill has been investigated extensively in a wide range of languages, cross-linguistically and in multilingual settings (Berman and Slobin, 1994b; Severing and Verhoeven, 2001; Hickmann, 2004; Strömqvist and Verhoeven, 2004). The present study investigates the development of reference realization in narrative among Indigenous children in a remote urban township in Central Australia. The children, aged between 5 and 14 years, are speakers of a contact language, Wumpurrarni English. Language development is rarely investigated among speakers of minority languages, whose language development is often appraised in the majority language, with little attention to language performance in the speaker's home variety. The present study addresses this gap through a fine-grained qualitative analysis of the development of reference in narrative, drawing on a complex stimulus and a model of discourse strategy. The results show (a) a developmental trajectory similar to that found in other languages, with children aged eight and under producing simpler and less globally organized narratives than older speaker groups, and (b) vulnerability to the changing demands of the stimulus among these younger speakers. In addition, a subset of narrations were produced in “school variety,” a style more like Standard Australian English. The results for this set showed that the narrative content and global organization of the productions by 10- and 12-year-olds were more similar to the productions of younger children, than like-aged speakers, who narrated in their home variety. Analysis of speaker responses to two factors of complexity, the stimulus and code choice, illuminated mechanisms for discourse production and development, and suggest that constructing discourse requires co-ordination of an underlying schema and on-line construction of a particular story, through the deployment of linguistic devices in a particular narrative context. The analysis showed

Echolalia in the language development of autistic individuals: a bibliographical review.

PubMed

Saad, Andressa Gouveia de Faria; Goldfeld, Marcia

2009-01-01

echolalia is one of the most common symptoms among the language characteristics in Autism. to provide a detailed literature revision about the role of echolalia in the language development process of autistic individuals, and to discuss the use of this language feature in the speech-language clinical practice. The researches show classifications and analysis criterions of echolalia in a discursive context. A few of the analyzed studies are against the use of echolalia, pointing that it has no communicative function, and therefore should be discouraged. On the other hand, other studies indicate that echolalia has a communicative value and can be used as a communicative in speech-language intervention. this bibliographical review raises the issue about the importance of evaluating the conditions in which echolalia might occur before considering it as having a communicative value or not.

Development of clinical contents model markup language for electronic health records.

PubMed

Yun, Ji-Hyun; Ahn, Sun-Ju; Kim, Yoon

2012-09-01

To develop dedicated markup language for clinical contents models (CCM) to facilitate the active use of CCM in electronic health record systems. Based on analysis of the structure and characteristics of CCM in the clinical domain, we designed extensible markup language (XML) based CCM markup language (CCML) schema manually. CCML faithfully reflects CCM in both the syntactic and semantic aspects. As this language is based on XML, it can be expressed and processed in computer systems and can be used in a technology-neutral way. CCML HAS THE FOLLOWING STRENGTHS: it is machine-readable and highly human-readable, it does not require a dedicated parser, and it can be applied for existing electronic health record systems.

Spelling Development in Arabic as a Foreign Language among Native Hebrew Speaking Pupils

ERIC Educational Resources Information Center

Russak, Susie; Fragman, Alon

2014-01-01

It has been suggested that linguistic proximity affects the ease of acquisition between typologically similar languages, due to the fact that the languages have shared phonological and orthographic properties (Koda, 2008). Thus, a native Hebrew speaker learning Arabic as a foreign language (AFL) would be expected to easily develop linguistic…

Language Development and Impairment in Children with Mild to Moderate Sensorineural Hearing Loss

ERIC Educational Resources Information Center

Halliday, Lorna F.; Tuomainen, Outi; Rosen, Stuart

2017-01-01

Purpose: The goal of this study was to examine language development and factors related to language impairments in children with mild to moderate sensorineural hearing loss (MMHL). Method: Ninety children, aged 8-16 years (46 children with MMHL; 44 aged-matched controls), were administered a battery of standardized language assessments, including…

Developing Language in a Developing Body: The Relationship between Motor Development and Language Development

ERIC Educational Resources Information Center

Iverson, Jana M.

2010-01-01

During the first eighteen months of life, infants acquire and refine a whole set of new motor skills that significantly change the ways in which the body moves in and interacts with the environment. In this review article, I argue that motor acquisitions provide infants with an opportunity to practice skills relevant to language acquisition before…

The Impact of Early Social Interactions on Later Language Development in Spanish-English Bilingual Infants

ERIC Educational Resources Information Center

Ramírez-Esparza, Nairán; García-Sierra, Adrián; Kuhl, Patricia K.

2017-01-01

This study tested the impact of child-directed language input on language development in Spanish-English bilingual infants (N = 25, 11- and 14-month-olds from the Seattle metropolitan area), across languages and independently for each language, controlling for socioeconomic status. Language input was characterized by social interaction variables,…

The development of executive function and language skills in the early school years.

PubMed

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

2016-02-01

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 whether these skills independently predict children's attention/behaviour skills. Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N = 90) or because of concerns regarding their language development (LI; N = 79) or as typically developing controls (TD; N = 74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children's attention/behaviour skills. There was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and EF skills: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. Children's EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5. There is a strong concurrent association between language and EF skills during the preschool and early school years, when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour. © 2015 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

Advanced software development workstation project: Engineering scripting language. Graphical editor

NASA Technical Reports Server (NTRS)

1992-01-01

Software development is widely considered to be a bottleneck in the development of complex systems, both in terms of development and in terms of maintenance of deployed systems. Cost of software development and maintenance can also be very high. One approach to reducing costs and relieving this bottleneck is increasing the reuse of software designs and software components. A method for achieving such reuse is a software parts composition system. Such a system consists of a language for modeling software parts and their interfaces, a catalog of existing parts, an editor for combining parts, and a code generator that takes a specification and generates code for that application in the target language. The Advanced Software Development Workstation is intended to be an expert system shell designed to provide the capabilities of a software part composition system.

Spanish Native Language Arts Staff Development Turnkey Training Program, Spring 1989. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.

The Spanish Native Language Arts Development Turnkey Training Program attempted to create a network of secondary school administrators and teachers of Spanish acquainted with current research and methodology and able to provide staff development in native language arts for teachers of native Spanish speakers of limited English proficiency. Nine…

Auditory and language development in Mandarin-speaking children after cochlear implantation.

PubMed

Lu, Xing; Qin, Zhaobing

2018-04-01

To evaluate early auditory performance, speech perception and language skills in Mandarin-speaking prelingual deaf children in the first two years after they received a cochlear implant (CI) and analyse the effects of possible associated factors. The Infant-Toddler Meaningful Auditory Integration Scale (ITMAIS)/Meaningful Auditory Integration Scale (MAIS), Mandarin Early Speech Perception (MESP) test and Putonghua Communicative Development Inventory (PCDI) were used to assess auditory and language outcomes in 132 Mandarin-speaking children pre- and post-implantation. Children with CIs exhibited an ITMAIS/MAIS and PCDI developmental trajectory similar to that of children with normal hearing. The increased number of participants who achieved MESP categories 1-6 at each test interval showed a significant improvement in speech perception by paediatric CI recipients. Age at implantation and socioeconomic status were consistently associated with both auditory and language outcomes in the first two years post-implantation. Mandarin-speaking children with CIs exhibit significant improvements in early auditory and language development. Though these improvements followed the normative developmental trajectories, they still exhibited a gap compared with normative values. Earlier implantation and higher socioeconomic status are consistent predictors of greater auditory and language skills in the early stage. Copyright © 2018 Elsevier B.V. All rights reserved.

Effects of Academic and Non-Academic Instructional Approaches on Preschool English Language Learners' Classroom Engagement and English Language Development

ERIC Educational Resources Information Center

Markova, Ivana

2017-01-01

This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic)…

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

PubMed

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

2013-01-01

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

Defining Spoken Language Benchmarks and Selecting Measures of Expressive Language Development for Young Children With Autism Spectrum Disorders

PubMed Central

Tager-Flusberg, Helen; Rogers, Sally; Cooper, Judith; Landa, Rebecca; Lord, Catherine; Paul, Rhea; Rice, Mabel; Stoel-Gammon, Carol; Wetherby, Amy; Yoder, Paul

2010-01-01

Purpose The aims of this article are twofold: (a) to offer a set of recommended measures that can be used for evaluating the efficacy of interventions that target spoken language acquisition as part of treatment research studies or for use in applied settings and (b) to propose and define a common terminology for describing levels of spoken language ability in the expressive modality and to set benchmarks for determining a child’s language level in order to establish a framework for comparing outcomes across intervention studies. Method The National Institute on Deafness and Other Communication Disorders assembled a group of researchers with interests and experience in the study of language development and disorders in young children with autism spectrum disorders. The group worked for 18 months through a series of conference calls and correspondence, culminating in a meeting held in December 2007 to achieve consensus on these aims. Results The authors recommend moving away from using the term functional speech, replacing it with a developmental framework. Rather, they recommend multiple sources of information to define language phases, including natural language samples, parent report, and standardized measures. They also provide guidelines and objective criteria for defining children’s spoken language expression in three major phases that correspond to developmental levels between 12 and 48 months of age. PMID:19380608

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Relationship between the linguistic environments and early bilingual language development of hearing children in deaf-parented families.

PubMed

Kanto, Laura; Huttunen, Kerttu; Laakso, Marja-Leena

2013-04-01

We explored variation in the linguistic environments of hearing children of Deaf parents and how it was associated with their early bilingual language development. For that purpose we followed up the children's productive vocabulary (measured with the MCDI; MacArthur Communicative Development Inventory) and syntactic complexity (measured with the MLU10; mean length of the 10 longest utterances the child produced during videorecorded play sessions) in both Finnish Sign Language and spoken Finnish between the ages of 12 and 30 months. Additionally, we developed new methodology for describing the linguistic environments of the children (N = 10). Large variation was uncovered in both the amount and type of language input and language acquisition among the children. Language exposure and increases in productive vocabulary and syntactic complexity were interconnected. Language acquisition was found to be more dependent on the amount of exposure in sign language than in spoken language. This was judged to be related to the status of sign language as a minority language. The results are discussed in terms of parents' language choices, family dynamics in Deaf-parented families and optimal conditions for bilingual development.

Maternal Gesture Use and Language Development in Infant Siblings of Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Talbott, Meagan R.; Nelson, Charles A.; Tager-Flusberg, Helen

2015-01-01

Impairments in language and communication are an early-appearing feature of autism spectrum disorders (ASD), with delays in language and gesture evident as early as the first year of life. Research with typically developing populations highlights the importance of both infant and maternal gesture use in infants' early language development.…

A tutorial on aphasia test development in any language: Key substantive and psychometric considerations

PubMed Central

Ivanova, Maria V.; Hallowell, Brooke

2013-01-01

Background There are a limited number of aphasia language tests in the majority of the world's commonly spoken languages. Furthermore, few aphasia tests in languages other than English have been standardized and normed, and few have supportive psychometric data pertaining to reliability and validity. The lack of standardized assessment tools across many of the world's languages poses serious challenges to clinical practice and research in aphasia. Aims The current review addresses this lack of assessment tools by providing conceptual and statistical guidance for the development of aphasia assessment tools and establishment of their psychometric properties. Main Contribution A list of aphasia tests in the 20 most widely spoken languages is included. The pitfalls of translating an existing test into a new language versus creating a new test are outlined. Factors to consider in determining test content are discussed. Further, a description of test items corresponding to different language functions is provided, with special emphasis on implementing important controls in test design. Next, a broad review of principal psychometric properties relevant to aphasia tests is presented, with specific statistical guidance for establishing psychometric properties of standardized assessment tools. Conclusions This article may be used to help guide future work on developing, standardizing and validating aphasia language tests. The considerations discussed are also applicable to the development of standardized tests of other cognitive functions. PMID:23976813

"UNICERT," or: Towards the Development of a Unified Language Certificate for German Universities.

ERIC Educational Resources Information Center

Voss, Bernd

The standardization of second language proficiency levels for university students in Germany is discussed. Problems with the current system, in which each university has developed its own program of study and proficiency certification, are examined and a framework for development of a unified language certificate for all universities is outlined.…

Education Course Syllabus Development, Thai Language Major According to Buddhism Way of Thailand

ERIC Educational Resources Information Center

Waree, Chaiwat

2016-01-01

This research aims to develop Education Course Syllabus, Thai language major, according to Buddhism way of Thailand by using Taba's Approach and to evaluate the efficiency of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand. This research was conducted according to research and development format and its…

Examining Samoan Language Development in Samoan Bilingual Students' Understanding of Texts in English

ERIC Educational Resources Information Center

Amituanai-Toloa, Meaola; McNaughton, Stuart; Kuin Lai, Mei

2009-01-01

This paper examines language development of Samoan students in bilingual contexts in Aotearoa, New Zealand. In the absence of valid and standardized assessments tools in Samoan, one was designed to test reading comprehension and oral language development for Samoan students using common narratives as a base. For reading comprehension, the tool…

A Longitudinal Study of Pragmatic Language Development in Three Children with Cochlear Implants

ERIC Educational Resources Information Center

Dammeyer, Jesper

2012-01-01

Research has shown how cochlear implants (CIs), in children with hearing impairments, have improved speech perception and production, but very little is known about the children's pragmatic language development. During a 4-year longitudinal study of three children with CIs, certain aspects of pragmatic language development were observed in free…

English Language Teacher Development with and without a Teacher Trainer: ELT Instructors' Perceptions

ERIC Educational Resources Information Center

Turhan, Ide Evre; Arikan, Arda

2009-01-01

Research on opinions and beliefs of English language teachers in relation to their professional development is seriously needed to improve professional development practices situated at Turkish universities. The purpose of this study is to analyze, compare and contrast the opinions of university level English language instructors (n=30) before and…

A Case Study of Developing Student-Teachers' Language Awareness through Online Discussion Forums

ERIC Educational Resources Information Center

Mok, Jane

2013-01-01

A major challenge for language teacher educators working in the area of teacher language awareness (TLA) is to develop pedagogical approaches that will go beyond merely enhancing L2 teachers' knowledge about language by enabling them to make the bridge between the declarative and procedural dimensions of TLA. This paper sets out to investigate the…

Implementation of Flipped Instruction in Language Classrooms: An Alternative Way to Develop Speaking Skills of Pre-Service English Language Teachers

ERIC Educational Resources Information Center

Köroglu, Zeynep Çetin; Çakir, Abdulvahit

2017-01-01

Flipped Instruction is overemphasized in recent years that has a significant impact in language education. In this context, the current research investigates the effects of Flipped Instruction on pre-service English language teachers' speaking skills development. The research covers subskills of speaking skills. In this study quantitative data…

The Language Use Inventory for Young Children: A Parent-Report Measure of Pragmatic Language Development for 18- to 47-Month-Old Children

ERIC Educational Resources Information Center

O'Neill, Daniela K.

2007-01-01

Purpose: To demonstrate the internal reliability and discriminative validity of the Language Use Inventory for Young Children (LUI; D. K. O'Neill, 2002), a newly developed parent-report measure designed to assess pragmatic language development in 18-47-month-olds. Method: To examine internal reliability, the LUI was completed by mail by 177…

Facilitating Professional Development for Teachers of English Language Learners

ERIC Educational Resources Information Center

Molle, Daniella

2013-01-01

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

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

ERIC Educational Resources Information Center

Haug, Tobias

2015-01-01

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

Development of Clinical Contents Model Markup Language for Electronic Health Records

PubMed Central

Yun, Ji-Hyun; Kim, Yoon

2012-01-01

Objectives To develop dedicated markup language for clinical contents models (CCM) to facilitate the active use of CCM in electronic health record systems. Methods Based on analysis of the structure and characteristics of CCM in the clinical domain, we designed extensible markup language (XML) based CCM markup language (CCML) schema manually. Results CCML faithfully reflects CCM in both the syntactic and semantic aspects. As this language is based on XML, it can be expressed and processed in computer systems and can be used in a technology-neutral way. Conclusions CCML has the following strengths: it is machine-readable and highly human-readable, it does not require a dedicated parser, and it can be applied for existing electronic health record systems. PMID:23115739

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

ERIC Educational Resources Information Center

Haebig, Eileen; Sterling, Audra; Hoover, Jill

2016-01-01

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

New Evidence About Language and Cognitive Development Based on a Longitudinal Study: Hypotheses for Intervention