3,220,006 research outputs found

    Does Motor Development Influence Language Development?

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    The emergence of language in infants is one of biggest achievements in their first two years of life. At the present, there is a great deal of information available regarding the precursors that influence the onset of language in both typically and atypically developing children. It is commonly acknowledged that achievements in cognitive development during these stages of life widely influence the emerging language system. However, one of the other precursors that require additional attention is motor development. The implications that this system has on future language development is something that needs further consideration in the study of both typically and atypically developing populations with deficits in these areas

    The language teacher’s development

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    This paper provides a commentary on recent contributions to the subject of teacher development and growth, focusing particularly on our understanding of some of the processes and tools that have been identified as instrumental and supportive in teacher development. Implicit in the notions of ‘reflective practice’, ‘exploratory teaching’, and ‘practitioner inquiry’ is the view that teachers develop by studying their own practice, collecting data and using reflective processes as the basis for evaluation and change. Such processes have a reflexive relationship with the construction of teacher knowledge and beliefs. Collaborative and co-operative processes can help sustain individual reflection and development

    Is literary language a development of ordinary language?

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    Contemporary literary linguistics is guided by the 'Development Hypothesis' which says that literary language is formed and regulated by developing only the elements, rules and constraints of ordinary language. Six ways of differentiating literary language from ordinary language are tested against the Development Hypothesis, as are various kinds of superadded constraint including metre, rhyme and alliteration and parallelism. Literary language differs formally, but is unlikely to differ semantically from ordinary language. The article concludes by asking why the Development Hypothesis might hold

    Language growth in very young siblings at risk for autism spectrum disorder

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    Background Children with autism spectrum disorder (ASD) show substantial variability in their language development. Language problems are highly prevalent in these children. In addition, the quality of early language abilities contributes to the overall development of these children and is highly predictive of their adult outcome. Yet, little is known about language development in children at risk of ASD during the first years of life. Aims To compare early receptive language (RL) and expressive language (EL) development in children at risk of ASD and determine predictors of language development. Methods & Procedures Developmental trajectories of RL and EL were investigated from 10 to 36 months of age in younger siblings of typically developing children (LR-sibs, N = 30) and in younger siblings of children with ASD (HR-sibs, N = 31) using the Mullen Scales of Early Learning. Furthermore, both child and demographic characteristics were examined as possible predictors of language development. Outcomes & Results Both groups showed similar growth curves for RL and EL and the majority of the children showed average (within +/- 1.5 SD of the mean) or above-average language abilities. Nevertheless, the mean growth of EL was lower and the variation in growth of both RL and EL was higher in HR-sibs than in LR-sibs. Furthermore, early child characteristics were predictive of language development in both groups. Yet, some child characteristics seemed to be of more importance in HR-sibs than in LR-sibs. Consequently, lower non-verbal abilities at 10 months in both groups and a higher degree of ASD characteristics at 14 months in HR-sibs may be indicative of difficulties in language development. Conclusions & Implications HR-sibs show more variation in their language development than LR-sibs during the first 3 years of life. The majority of HR-sibs, however, did not present with below-average language abilities. Yet, early characteristics of ASD may be a red flag for difficulties in the language development of HR-sibs

    Enhancing the Early Literacy Development of Children at Risk for Reading Difficulties

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    This paper reviews the dynamic and interactive links between the development of children’s language phonological awareness, and reading. Some of the key issues explored are procedures to enhance children’s language development, decoding and word recognition skills, along with some relevant assessment and programming strategies that can facilitate children’s early reading development. In particular, the paper supports the suggestion that deficits in phonological awareness are often a consequence of slow vocabulary development (a classic marker of language delay) and that teachers need to be able to adapt their language and dialogue interactions for children with language delays

    Second Language Development of Indonesian Learners of English

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    Setiap individu memperoleh bahasa kedua dengan caranya sendiri-sendiri. Pemerolehan bahasa kedua yang terjadi secara alamiah adalah cara terbaik dalam pemerolehan bahasa kedua/asing, yang terjadi dalam komunikasi sehari-hari, bebas dari pengajaran atau pimpinan maupun guru. Tidak ada keseragaman cara, melalui interaksi spontan yang terjadi dalam komunikasi sehari-hari, bebas dari pimpinan sistematis yang disengaja. Interaksi ini memicu komunikasi bahasa dan mendorong pemerolehan bahasa kedua. Faktor-faktor afektif berperan sebagai penentu akuisisi input di mana lingkungan formal lebih banyak memberikan peranan dalam proses pemerolehan bahasa kedua daripada lingkungan informal

    Identity formation, cross-cultural attitudes and language maintenance in the Hungarian Diaspora of Queensland

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    [Abstract]: The purpose of this paper is to discuss some cultural factors influencing the language maintenance and shift patterns of the Hungarian community of Brisbane. This paper examines language shift in the context of language use in the family domain and discusses the connections between the development of cross-cultural attitudes (attitudes to the host society as well as the home culture), identity development and language maintenance and shift. The empirical evidence based on a sociolinguistic survey suggests that Hungarians attach great value to their language. Keeping a strong Hungarian identity is a strong factor in intergenerational language maintenance, and the development of dual identities does not necessarily lead to language shift. Dual identity can be an additive rather than a subtractive force in the development of Hungarian-English bilinguality
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