Dual Language and ENL Comprehension: A First Grade Study for Students at Risk for Delayed English Language Development

This research began by asking how dual language programming impacts English comprehension for ENL students. Research was conducted within one first grade dual language cohort with five bilingual students. The data was collected by interviewing teachers and students, utilizing historical comprehension data, observing read alouds, and assessing student comprehension. Findings revealed that comprehension in a participant’s first language was positively related to English comprehension. However, individual student differences impacted the extent of the correlation. Furthermore, dual language teachers implemented common instructional practices to scaffold ENL student comprehension. Therefore, the data implied that native language instruction is integral, student backgrounds and differences need to be analyzed, and dual language educators need adequate professional development to best aid ENL comprehension

What absent switch costs and mixing costs during bilingual language comprehension can tell us about language control.

Epub 2019 Mar 28.In the current study, we set out to investigate language control, which is the process that minimizes cross-language interference, during bilingual language comprehension. According to current theories of bilingual language comprehension, language-switch costs, which are a marker for reactive language control, should be observed. However, a closer look at the literature shows that this is not always the case. Furthermore, little to no evidence for language-mixing costs, which are a marker for proactive language control, has been observed in the bilingual language comprehension literature. This is in line with current theories of bilingual language comprehension, as they do not explicitly account for proactive language control. In the current study, we further investigated these two markers of language control and found no evidence for comprehension-based language-switch costs in six experiments, even though other types of switch costs were observed with the exact same setup (i.e., task-switch costs, stimulus modality-switch costs, and production-based language-switch costs). Furthermore, only one out of three experiments showed comprehension-based language-mixing costs, providing the first tentative evidence for proactive language control during bilingual language comprehension. The implications of the absence and occurrence of these costs are discussed in terms of processing speed and parallel language activation. (PsycINFO Database Record (c) 2019 APA, all rights reserved)This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Sklodowska-Curie grant agreement No 706128. This research was also supported by grants ANR-11-LABX-0036 (BLRI), ANR-16-CONV-0002 (ILCB), and ANR-11-IDEX-0001-02 from the French National Research Council (ANR)

Cognitive control and discourse comprehension in schizophrenia.

Cognitive deficits across a wide range of domains have been consistently observed in schizophrenia and are linked to poor functional outcome (Green, 1996; Carter, 2006). Language abnormalities are among the most salient and include disorganized speech as well as deficits in comprehension. In this review, we aim to evaluate impairments of language processing in schizophrenia in relation to a domain-general control deficit. We first provide an overview of language comprehension in the healthy human brain, stressing the role of cognitive control processes, especially during discourse comprehension. We then discuss cognitive control deficits in schizophrenia, before turning to evidence suggesting that schizophrenia patients are particularly impaired at processing meaningful discourse as a result of deficits in control functions. We conclude that domain-general control mechanisms are impaired in schizophrenia and that during language comprehension this is most likely to result in difficulties during the processing of discourse-level context, which involves integrating and maintaining multiple levels of meaning. Finally, we predict that language comprehension in schizophrenia patients will be most impaired during discourse processing. We further suggest that discourse comprehension problems in schizophrenia might be mitigated when conflicting information is absent and strong relations amongst individual words are present in the discourse context."There is no "centre of Speech" in the brain any more than there is a faculty of Speech in the mind.The entire brain, more or less, is at work in a man who uses language"William JamesFrom The Principles of Psychology, 1890"The mind in dementia praecox is like an orchestra without a conductor"Kraepelin, 1919

Asymmetric switch costs in numeral naming and number word reading: Implications for models of bilingual language production

One approach used to gain insight into the processes underlying bilingual language comprehension and production examines the costs that arise from switching languages. For unbalanced bilinguals, asymmetric switch costs are reported in speech production, where the switch cost for Ll is larger than the switch cost for L2, whereas, symmetric switch costs are reported in language comprehension tasks, where the cost of switching is the same for L1 and L2. Presently, it is unclear why asymmetric switch costs are observed in speech production, but not in language comprehension. Three experiments are reported that simultaneously examine methodological explanations of task related differences in the switch cost asymmetry and the predictions of three accounts of the switch cost asymmetry in speech production. The results of these experiments suggest that (1) the type of language task (comprehension vs. production) determines whether an asymmetric switch cost is observed and (2) at least some of the switch cost asymmetry arises within the language system

Investigating speech and language impairments in delirium: a preliminary case-control study

<div><p>Introduction</p><p>Language impairment is recognized as as part of the delirium syndrome, yet there is little neuropsychological research on the nature of this dysfunction. Here we hypothesized that patients with delirium show impairments in language formation, coherence and comprehension.</p><p>Methods</p><p>This was a case-control study in 45 hospitalized patients (aged 65–97 years) with delirium, dementia without delirium, or no cognitive impairment (N = 15 per group). DSM-5 criteria were used for delirium. Speech was elicited during (1) structured conversational questioning, and (2) the "Cookie Theft" picture description task. Language comprehension was assessed through standardized verbal and written commands. Interviews were audio-recorded and transcribed.</p><p>Results</p><p>Delirium and dementia groups scored lower on the conversational assessment than the control group (p<0.01, moderate effect sizes (r) of 0.48 and 0.51, resp.). In the Cookie Theft task, the average length of utterances (i.e. unit of speech), indicating language productivity and fluency, distinguished patients with delirium from those with dementia (p<0.01, r = 0.50) and no cognitive impairment (p<0.01, r = 0.55). Patients with delirium performed worse on written comprehension tests compared to cognitively unimpaired patients (p<0.01, r = 0.63), but not compared to the dementia group.</p><p>Conclusions</p><p>Production of spontaneous speech, word quantity, speech content and verbal and written language comprehension are impaired in delirious patients compared to cognitively unimpaired patients. Additionally, patients with delirium produced significantly less fluent speech than those with dementia. These findings have implications for how speech and language are evaluated in delirium assessments, and also for communication with patients with delirium. A study limitation was that the delirium group included patients with co-morbid dementia, which precludes drawing conclusions about the specific language profile of delirium.</p></div

Overcoming Language Dichotomies: Toward Effective Program Comprehension for Mobile App Development

Mobile devices and platforms have become an established target for modern software developers due to performant hardware and a large and growing user base numbering in the billions. Despite their popularity, the software development process for mobile apps comes with a set of unique, domain-specific challenges rooted in program comprehension. Many of these challenges stem from developer difficulties in reasoning about different representations of a program, a phenomenon we define as a "language dichotomy". In this paper, we reflect upon the various language dichotomies that contribute to open problems in program comprehension and development for mobile apps. Furthermore, to help guide the research community towards effective solutions for these problems, we provide a roadmap of directions for future work.Comment: Invited Keynote Paper for the 26th IEEE/ACM International Conference on Program Comprehension (ICPC'18

The relationship between listening and other language skills in international English language testing system

Listening comprehension is the primary channel of learning a language. Yet of the four dominant macro-skills (listening, speaking, reading and writing), it is often difficult and inaccessible for second and foreign language learners due to its implicit process. The secondary skill, speaking, proceeds listening cognitively. Aural/oral skills precede the graphic skills, such as reading and writing, as they form the circle of language learning process. However, despite the significant relationship with other language skills, listening comprehension is treated lightly in the applied linguistics research. Half of our daily conversation and three quarters of classroom interaction are virtually devoted to listening comprehension. To examine the relationship of listening skill with other language skills, the outcome of 1800 Iranian participants undertaking International English Language Testing System (IELTS) in Tehran indicates the close correlation between listening comprehension and the overall language proficiency