Relevant bibliographies by topics / Communication and language development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Communication and language development'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Communication and language development"

1

VOLKOVA, SVETLANA. "LANGUAGE, COMMUNICATION AND PHILOSOPHY OF EDUCATION." Studia Humanitatis 21, no. 4 (December 2021): 4–9. http://dx.doi.org/10.15393/j12.art.2021.3781.

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The author argues that understanding crisis phenomena in an education system, as well as conditions of upgrading this system, is connected with development of a philosophy of education focused on such categories as language and communication. The heuristic and productive nature of theory of communicative action and hermeneutics is shown while comprehending the specific nature of learning environment where a pedagogical interaction between a teacher and students is carried out. Taking into account the ideas of J. Habermas, H. G. Gadamer and L. Wittgenstein, it is shown that education is a process of human development if it is organised as a process of searching for and generating meanings by the students. This educational process model corresponding to essential human need for self-understanding and self-expression.
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Chapman, B. L. M., and P. Lees. "Computer-Assisted Communication for Language Development." British Journal of Educational Technology 17, no. 3 (October 1986): 222–34. http://dx.doi.org/10.1111/j.1467-8535.1986.tb00511.x.

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Griffin, Sue. "Baby talk: Communication and language development." Practical Pre-School 2013, no. 145 (February 2013): 6–7. http://dx.doi.org/10.12968/prps.2013.1.145.6.

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Kuchigina, S. K. "THE LANGUAGE OF SOCIAL NETWORKS: DEVELOPMENT TRENDS." Bulletin of Udmurt University. Series History and Philology 31, no. 5 (October 28, 2021): 1112–16. http://dx.doi.org/10.35634/2412-9534-2021-31-5-1112-1116.

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In our time, the written language is undergoing significant changes, which is associated with the emergence of new technology, equipped with special tools for remote communication. With the help of gadgets, you can send a message at any time without making any efforts, however, this communication format is increasingly reflected in the structure of the statements themselves: they are becoming shorter and more capacious in content, while regulatory requirements, as a rule, are not observed. With the emergence of the sphere of Internet communications we began to observe the transformation of the main types of communication: the boundaries between written and oral forms are increasingly blurred, which is especially clearly seen in the analysis of messages in blogs, chat rooms, on forums when discussing any legislative or regulatory acts. Internet communication is becoming a new form of perception of the general picture of the world, the language game predetermines the trajectory of changing the consciousness of Internet users. In order to identify problem areas in this area, a sociological study was carried out, the results of which are presented in the table.
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Jantassova, D., and Dorin Isoc. "The problems of the development of foreign language communication skills of non-linguistic specialities' students." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 145–54. http://dx.doi.org/10.31489/2020ped4/145-154.

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The article considers the role of foreign language, foreign language learning to students of non-linguistic spe-cialties is valuable for specialist development. Teaching of foreign language in non-linguistic universities has particular relevance, since foreign language communication in the professional activities of modern special-ists is characterized by increasing importance in the context of globalization and providing for the formation of students' ability to speak foreign languages in specific professional, business, scientific fields and situa-tions taking into account the features of professional thinking. Despite the development of the educational process organization, the difficulty of learning is that mastering a foreign language occurs outside the lan-guage environment with a limited number of hours. In the classroom, the task of developing students' speech skills is solved by performing a large number of language and speech exercises. In this regard, it should be noted the importance of extracurricular activities in a foreign language, which is particular relevance in achieving the subject, interdisciplinary and personal results of education. The problem of communicative skills formation of non-linguistic specialties’ students is one of the urgent problems, since graduates must have not only professional, but also experience of social, socio — cultural relations, who are able to show not only knowledge in a certain area, but also social initiative, develop performance in a team work. Teaching foreign languages for students of non-linguistic specialties has a professional-oriented basis. The students of non-linguistic specialties have a professionally-oriented basis for teaching of foreign languages, and the role of digital technologies should be noted too, what are widely used during the classes.
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Zarnikhi, Abolfazl. "Language development and scientific development." Terminology 11, no. 2 (December 5, 2005): 293–309. http://dx.doi.org/10.1075/term.11.2.05zar.

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The article deals with the role of terminology activities in scientific progress. It seems language development is the first step to achieving development. One way of developing a language is to understand subtleties of developed languages. As physics in Iran is an established course, its terminologies have been studied diachronically, over a period of 150 years, to know whether its language is well developed. To measure language evolution some criteria are suggested: terminologization, increasing of precision, standardization, reducing of loan-words and increasing of scientific concepts in native language. The criteria are applied to the data compiled from three distinct periods of the history of the language of physics in Iran. Today’s terminologies represent an improvement in the language of physics, compared with old word-formations. This means that physics has satisfied the precondition of development.
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Kismetova, G. N., and A. B. Baissova. "DEVELOPMENT OF ICT COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS." Chronos: psychology and pedagogy 7, no. 1(27) (June 3, 2022): 3–6. http://dx.doi.org/10.52013/2712-9683-27-1-1.

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This article is devoted to the development of information and communication competence in future teachers of a foreign language. It reveals the role of information and communication technologies (ICT) in teaching foreign languages, shows the components of ICT competence, gives the advantages of using ICT in teaching a foreign language.
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Moore, Richard. "Gricean communication, language development, and animal minds." Philosophy Compass 13, no. 12 (September 20, 2018): e12550. http://dx.doi.org/10.1111/phc3.12550.

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Roberts, Joanne E., Johanna Price, and Cheryl Malkin. "Language and communication development in down syndrome." Mental Retardation and Developmental Disabilities Research Reviews 13, no. 1 (2007): 26–35. http://dx.doi.org/10.1002/mrdd.20136.

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Dubisz, Stanisław. "Ciągłość rozwoju języka polskiego." Poradnik Językowy, no. 1/2022(790) (September 10, 2021): 15–33. http://dx.doi.org/10.33896/porj.2022.1.1.

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In the description of the evolution of the Polish language, there are two basic categories: the sequence of historical events and the sequence of language changes. Both of these categories determine the category of continuity as the basis for evolutionary changes. The mobility (power) of a language depends on intra-lingual and extra-lingual factors the infl uence of which enables the implementation of the basic sociolinguistic functions of that language on the systemic and textual planes. Sources provide evidence for language development continuity, which is realised in forms of public discourse and the assigned speech registers and communication-stylistic variants. The entirety of the processes determining language development continuity follows the trend of optimising it as a form of communication of a certain communication community.
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Dissertations / Theses on the topic "Communication and language development"

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Montero, Micharet Lidia. "Factors affecting second language communication strategies use and development." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/379306.

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The purpose of this dissertation is to contribute to the field of second language (L2) communication strategies (CS) and, particularly, to examine which factors or combinations of factors are involved in the use and development of effective CS in L2 speakers. According to the review of the relevant literature, there is a series of potentially affecting factors that may influence or be connected to CS use, though their role remains controversial. The research questions in the present study are thus formulated with reference to the following factors: learning context (study abroad or SA vs. at-home courses or AH), attention control, analytic ability, language learning strategies (LLS) and proficiency level. Particular attention is paid to learning context as an affecting factor via an exploration of which of the other factors predict CS effectiveness development in each of the contexts under study. The relevant constructs are measured for 65 adult Spanish intermediate to upper-intermediate learners of English as an L2. Within that sample, 33 learners participated in a SA programme in an English-speaking country for four months, while the remaining 32 took around 15 hours of university courses taught in English in Spanish universities (AH group) over the same time period. The use of CS in English L2 communication was assessed both at the beginning (T1) and at the end (T2) of the testing period in order to account for the effect of learning context on the development of effective CS. Effectiveness in CS implementation was measured by means of a double analysis approach, consisting of an in-situ assessment performed by raters, and the application of a systematic CS effectiveness measurement instrument, the mini-Delphi scale (Montero, Serrano & Llanes, 2013). The results of the present study suggest, first, that there is no significant effect of either SA or AH L2 learning context or of proficiency level on the development of effective CS, at least over a period of four months. Second, attention control, analytic ability and LLS do not seem to be connected to the use of effective CS in L2 communication. The correlation between proficiency level and effective CS use seems to align with previous studies in indicating that more proficient L2 learners are more effective CS users. Finally, the results indicate that there are certain interactions between learning context and some of the other factors under analysis. More specifically, the results reveal that participants in the AH context with higher analytic ability develop their CS effectiveness to a greater extent than those with a lower analytic ability over a period of four months. Findings in the present study also suggest that SA students with higher attention control tend to develop more effective CS than those with lower attention control, although this connection is not as clear and therefore needs further research. This dissertation makes an original contribution to the CS research area by studying connections that have presumably not been investigated before, such as the possible influence of attention control and LLS on CS use, and also the possible interactions between L2 learning context (both SA and AH) and other factors with an effect on the development of effective CS. Additionally, this dissertation provides further empirical evidence to other controversial or understudied areas, such as the effect of learning context on CS effectiveness development and the connection between analytic ability and effective CS use.
El propósito de esta tesis doctoral es investigar posibles conexiones entre una serie de factores y combinaciones de estos factores, y el uso y desarrollo de estrategias de comunicación (EC) eficaces para la comunicación en segundas lenguas (L2). Las preguntas de investigación de este estudio se basan en estudios previos que han sugerido posibles conexiones entre el uso de EC y los siguientes factores: contexto de aprendizaje de la L2 (estancia en el extranjero vs. cursos en el país de origen), control de la atención, habilidad analítica, estrategias de aprendizaje de lenguas (EAL) y nivel de competencia en la L2. Se presta especial atención al contexto de aprendizaje al analizar cuáles de los otros factores predicen el desarrollo de EC eficaces en cada contexto. La muestra seleccionada consta de 65 universitarios hispanohablantes con un nivel de intermedio a intermedio-alto de inglés como L2. Entre ellos, 33 han participado en un programa de intercambio con universidades de países angloparlantes durante cuatro meses, mientras que los 32 restantes han tomado unas 15 horas semanales de cursos universitarios impartidos en lengua inglesa en el país de origen durante un periodo similar. Los resultados de este estudio indican que, aparentemente, no hay un efecto significativo de ninguno de los contextos de aprendizaje observados, ni del nivel de competencia inicial, ni del progreso realizado en el nivel de competencia en el desarrollo de EC eficaces en un periodo de cuatro meses. El control de la atención, la habilidad analítica y las EAL tampoco parecen estar conectadas con el uso eficaz de EC. La correlación entre nivel de competencia en L2 y eficacia en el uso de EC parece señalar, como han hecho estudios anteriores, que los hablantes de L2 con un nivel de competencia más alto utilizan EC con más eficacia. Finalmente, se observa que, en el contexto de cursos en el país de origen, aquellos estudiantes con más habilidad analítica son los que desarrollan EC más eficaces. También se revelan indicios, aunque menos claros, de que los estudiantes en el extranjero con más control de la atención podrían ser los que desarrollan EC más eficaces. Esta tesis doctoral contribuye al área de investigación de EC presentando conexiones presumiblemente no estudiadas antes (efecto del control de la atención y las EAL e interacciones entre factores) y aportando más pruebas empíricas a otras discusiones aún abiertas (efecto del contexto de aprendizaje y de la habilidad analítica).
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Robinshaw, Helen Mary. "Communication and language development in deaf and hearing infants." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282934.

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Seyed, Alavi Seyed Mohammad. "Language Development in Personal and Social Systems: Second Language Development from an Autopoietic Systemic Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37135.

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Over the past two decades, holistic and systemic approaches to second language development have begun to draw the attention of scholars in the field of SLA. These studies are primarily informed by complexity theory, which emerged from the general systems theory. General systems theory, however, has another important theoretical offshoot in social sciences, namely autopoietic systems theory. An investigation of conceptual tools drawn from the latter theory has been absent in the field of second language education. This paper seeks to explore how systemic thinking has improved the field’s understanding of the complexity of the L2 development. It then explores the possibilities for incorporating autopoietic systems theory into complexity thinking to better understand the dynamics of L2 development at personal and social levels. Finally, it will highlight two insights from a systemic analysis of language development in L2 classroom groupings. These insights build on each other to describe L2 development from a systemic perspective. By exploring and bringing together these theoretical perspectives, this paper hopes to shed light on how complexity theory can provide a systemic description of L2 development.
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Sequeira, Carlos A. 1968. "Synchronous computer mediated communication and second language proficiency." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10369.

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x, 89 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The primary purpose of this study is to investigate whether the use of textual Synchronous Computer Mediated Communication (SCMC) can help students improve oral language proficiency when compared with a group of students who engage in face-to-face oral and written practice. A second objective is to investigate how the use of synchronous computer mediated written practice motivates and enhances the students' learning of the language. The participants ( N =56) were 9 th and 10 th grade English-speaking students enrolled in a beginning Spanish class. A paired sample t test was conducted to evaluate whether SCM written exchanges or face-to-face written practice influence language production. The results indicated that the mean language production for CMC written exchanges ( M = 1.79, SD = .833) was significantly greater than the mean language production for face-to-face written exchanges ( M = 1.11, SD = .737, p = .002). Qualitative results suggests that engaging learners in authentic interaction with other students of slightly higher language proficiency through the use of textual synchronous technology enhances their language skills as well as their overall learning experience.
Committee in charge: Kathleen Scalise, Chairperson, Educational Leadership; Philip McCullum, Member, Educational Leadership; Paul Yovanoff, Member, Educational Leadership; Robert Davis, Outside Member, Romance Languages
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Chadha, Sanchit. "Supporting Heterogeneous Device Development and Communication." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/64434.

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To increase market penetration, mobile software makers support their popular applications on all major software platforms, which currently include Android, iOS, and Windows Phone. Although these platforms often offer a drastically different look and feel, cross-platform applications deliver the same core functionality to the end user. Maintaining and evolving such applications currently requires replicating all the changes across all supported variants, a laborious and intellectually taxing enterprise. The state-of-the-practice automated source translation tools fall short, as they are incapable of handling the structural and idiomatic differences of the software frameworks driving major mobile platforms. In addition, popular mobile applications increasingly make use of distributed resources. Certain domains, including social networking, productivity enhancement, and gaming, require different application instances to continuously exchange information with each other. The current state of the art in supporting communication across heterogeneous mobile devices requires the programmer to write platform-specific, low-level API calls that are hard not only to develop but also to evolve and maintain. This thesis reports on the findings of two complementary research activities, conducted with the goal of facilitating the development and communication across heterogeneous mobile devices: (1) a programming model and runtime support for heterogeneous device-to-device communication across mobile applications; (2) a source code recommendation system that synthesizes code snippets from web-based programming resources, based on the functionality written for Android or iOS and vice versa. The conceptual and practical advancements of this research have potential to benefit fellow researchers as well as mobile software developers and users.
Master of Science
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Nunn, Roger Charles. "Describing classroom communication in intercultural curricular research and development." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320044.

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Oketch, Omondi. "Language use and mode of communication in community development projects in Nyanza province, Kenya." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2137_1182812003.

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The concept of community development is founded on the premise that changes in the living conditions of people are best effected by the people themselves. The term community evokes the idea of a homogeneous social group who can recognise their common interests and work together harmoniously for their common good. The concerns of the leading development agents and donors in the past two decades have been on empowering communities to participate in their own development by taking control of decisions and initiatives that seek to improve their living conditions. The zeal to address these concerns has in the past decade been pushed with such resounding statements that people&rsquo
s participation in development projects has not only been seen as a basic human right, but also as an imperative condition for human survival. It has been strongly argued in the UNDP reports that the overall development strategy is to enable people to gain access to a much broader range of opportunities.


From this perspective, development as a social activity seeks to ensconce economic liberalisation, freedom of association, good governance and access to free market economy as the guiding tenets of an improved life in all communities in the world. The realization of this dream posed a major challenge to many governments in the Third World and the 1980s saw the emergence of &lsquo
associational revolution&rsquo
&ndash
the proliferation of small-scale non governmental organizations (NGOs) with relative autonomy from the state. The mainstream development agencies perceived the NGOs as the best instruments to instigate changes in the living conditions of the poor and the disadvantaged people. For this reason, NGOs became increasingly instrumental in implementing development objectives in the rural and disadvantaged communities. Development in this sense consists of processes in which various groups are stimulated to improve aspects of their lives particularly by people from outside their community. This has drawn attention to how these outsider- development agents communicate development information particularly due to the sociolinguistic situation in many rural African communities. The real concern is with is that the target majority of the people in the rural areas are not speakers of the dominant languages of the development discourse, in most cases this is the official foreign languages taught in schools.


Communication is a fundamental part in community development programmes and language emerges as a key factor in effective communication and implementation of these programmes. While it is evident that social interactions are sustained by agreeable communicative principles, the role of language and the different mode of communication applied to development interventions have received very little attention from the parties concerned. This has yielded detrimental repercussions in the quality of interaction at the grassroots level. More often than not, it is assumed that once there is a common language, effective communication will take place and for this reason language use and mode of communication are never given much thought in the field of development interaction.

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Rugbeer, Hemduth. "Communicating by ordering electrons : the development of electronic communication as part of a secondary school Communication Science curriculum in the Language, Literacy and Communication learning area." Thesis, University of Zululand, 2001. http://hdl.handle.net/10530/314.

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A thesis submitted in fulfilment of the requirements for the Degree of MA in Communication Science, University of Zululand, 2001.
In this thesis I focus on the introduction of Electronic Cornmunication as part of an envisaged Communication Science curriculum in the Language, Literacy and Communication Learning area of the Further Education and Training band. In the course of my thesis I will show that the requisite elements of verbal and written cornmunication are dispersed throughout the Language, Literacy and Communication learning area in the General Education and Training band, and that they can be utilised as basis for formally introducing Communication Science, as a subject in the Language, literacy and Communication learning area in the Further Education and Train¬ing band. I also show that electronic communication will form a crucial area of study in such a Communication Science curriculum. I argue that due to the diversity of cultures in South Africa, cross-cultural cornmunication is required in such a curriculum. I also argue that by the very na¬ture of Outcomes-Based Education it is necessary to have a subject into our school curriculum that will form an interface with conceptual learning and experiential learning, that will contextu-alise language study within the more comprehensive scope of forms of human communication, and that will form an interface between the humanities and science to prevent the humanities from becoming soft options in Further Education and Training band learning programmes. To this effect I focus on the crucial role of Constructivism as integrating theory to account for vari¬ous approaches to motivational learning, the primary form of learning required in Outcomes-Based Education. I examine the principles of curriculum construction in OBE and its associated culture of learn¬ing against the backdrop of the theory of Situated Cognition. This presents a platform to argue the case for Electronic Communication as part of Communication Science in the Further Edu¬cation and Training band curricula in South African schools.
National Research Foundation
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Howard, Lorraine E. "The context of communication : factors affecting early language, interaction and socioemotional development." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/10851/.

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This thesis focused on two studies designed to investigate the influence of communicative context on parent-child interactions. Study 1 looked at the effects of different communication intervention systems (Baby Sign (BS), Enhanced Verbal (EV), and Enhanced Nonverbal (ENV) techniques) on language acquisition, nonverbal behaviours, and socio-emotional development. Study 2 measured the effects of chronic otitis media with effusion (OME) on interactions between parent and child. The investigative platform for both studies was to ascertain how the environment in which parent-infant interactions occur may be affected positively by the enhancement of communication and/or negatively by constitutional conditions (such as OME). Study 1 compared BS to other types of intervention. Typically-developing infants were recruited between the ages of 9-11 months and followed longitudinally for 20 months. BS was chosen due to its claims of advancement in IQ rates, symbolic development, complex language acquisition and development, as well as self-esteem (for example, www.babysigns.com). Using the MacArthur Bates Communicative Development Inventories (MCDIs) results showed that infants in all the intervention groups (at around 14 months of age) evidenced early language comprehension benefits (for phrases). BS also appeared to have an effect on single word comprehension. This may be a temporary advancement. No single group showed specifically enhanced benefits for language production over the others. Equally, there were no significant differences between the groups for the type of emerging lexicon. By 24 months the BS group evidenced a significant improvement in socioemotional development not evident in other groups, although the mechanism behind this was unclear. It was concluded that effects of BS on language development were restricted to early improvements in comprehension; and that these benefits may impact on subsequent socioemotional development especially around the 24 month age. This impact was not evident in the other intervention groups or in the non intervention control. This study has added to previous literature on BS by embedding the technique in context (taking into consideration the full communicative environment, verbal and nonverbal behaviours of parent and infant; and related areas of development, such as attachment and socioemotional changes). This is important as there are many pressures on parents to optimise their infant’s development and specific methods may be marketed as better than others. Findings here suggest that the quality of the interaction rather than the mode may be the key ingredient, although there are still questions regarding the effects of BS on socioemotional development. Study 2 measured the effects of chronic otitis media with effusion (OME) on interactions between parent and child and how OME impacted on the parent’s quality of life. OME is often asymptomatic; therefore parents can be unaware of the condition’s effects. Previous studies have tended to focus on the full OM spectrum and its effects on language development. Some, however, have shown that behavioural problems can result from persistent episodes of chronic OME (Maw et al., 1999) although many of these studies investigated older children, targeted attention as a behavioural measure, or included aspects such as reading ability as a behavioural outcome. This thesis explored the impact of OME on communicative style through the comparison of three groups: Group 1 - children with chronic OME; Group 2 - children with chronic throat and nose conditions; and Group 3 a non-medical control. Data for Groups 1 and 2 were collected during single appointments and involved dyads sourced from two ENT outpatient departments. Children were between the ages of 17-47 months. Results showed significant differences between the OME group and the other two for nonverbal and socioemotional behaviours. During parent-child play interactions, OME children glanced (with rapid, short glances) towards the parent more often than children in the other groups. One interpretation of this is that children with chronic OME persist in active triadic attention strategies whilst other children locate the topic of reference from the speech signal alone. Secondly, parents of children with OME raised significantly more concerns regarding their child’s socio-emotional development – especially in interacting with others - than parents in the other 2 groups. They also reported more family tension and arguments than in the non-OME ENT group. This suggests that experiencing chronic OME and its associated periods of hearing loss has either a direct or indirect detrimental impact on a child’s socioemotional wellbeing. This may relate to similar socioemotional difficulties reported in children with different types of communication problems e.g. late talkers (van Balkom et al, 2010). These concerns however were not reflected in the Parental QoL Questionnaire - used with the two medical groups. Findings imply the Ages and Stages Questionnaire: Socioemotional (AQS: SE) may be a more accurate measure for assessing parental concerns regarding socioemotional behaviour. Study 2 adds to previous research into the socioemotional development of children with OME by showing that nonverbal and pragmatic skills can be altered by the condition and thereby can affect the communicative context of parent-infant interaction. More research in this area is implicated.
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Mason, Patricia Helen. "Language Acquisition Through Motor Planning (LAMP): Impact on Language & Communication Development for Students with Complex Disabilities." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107283.

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Thesis advisor: Susan Bruce
Augmentative and alternative communication (AAC) is central to the lives of many individuals who are not able to effectively use spoken language. AAC systems are an essential component of a student’s ability to access his/her world, including daily communication and school content. The provision of such systems is a high priority in the field and supports the emancipation of those with limited voice, power, and independence that must function within a social structure that has been designed for the more typically abled. The study employed a single-case multiple staggered baseline design with randomized intervention implementation and intervention schedule using the What Works Clearinghouse (WWC) standards from 2010. Five students with complex disabilities using advanced speech generating devices with the LAMP method, Language Acquisition Through Motor Planning, (Halloran & Halloran, 2006), of picture symbol organization participated in the study. The LAMP method was examined, and the potential impact on language and communication it may have. Specifically, the ability to use print versus picture symbols for communication and literacy was investigated within the context of a highly structured 1:1 literacy lesson facilitated by interventionists. Results indicated that all students made varying degrees of gains in the use of print words. These gains were sustained in the generalization phase. Operational skills were impacted demonstrated by increased skill development in navigation of the speech generating device and the type of vocabulary selected. In addition, communication functions were expanded, and in some cases, there was a significant increase in the complexity of word usage across people and settings. Discussions on interventionists perceptions are presented and integrated within individual student results providing context and direction on training needs
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Books on the topic "Communication and language development"

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Higgins, Louise. Language development. Princeton, N.J: Films for the Humanities & Science, 1995.

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Gestures in language development. Amsterdam: John Benjamins Company, 2010.

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McLaughlin, Scott. Introduction to language development. San Diego: Singular Pub. Group, 1998.

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Introduction to language development. 2nd ed. University of Central Oklahoma: Edmond, 2007.

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Judith, Coupe-O'Kane, and Goldbart Juliet, eds. Communication before speech: Normal development and impaired communication. London: Croom Helm, 1988.

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Introduction to language development. San Diego: Singular Publishing Group, 1998.

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Ruqaiya, Hasan, Martin J. R, and Halliday, M. A. K. 1925-, eds. Language development: Learning language, learning culture. Norwood, N.J: Ablex Pub. Corp., 1989.

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Written language and psychological development. Orlando, Fla: Academic Press, 1986.

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Prior, Jennifer Overend. Activities for oral language development. Westminister, CA: Teacher Created Resources, 2005.

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Prior, Jennifer Overend. Activities for oral language development. Westminister, CA: Teacher Created Resources, 2005.

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Book chapters on the topic "Communication and language development"

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von Tetzchner, Stephen. "Language and Communication." In Typical and Atypical Child and Adolescent Development 5, 1. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003292524-1.

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Snyder, Lynn S., and D. Elise Lindstedt. "Models of Child Language Development." In Communication Problems in Autism, 17–35. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4757-4806-2_2.

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Ludlow, Amanda, and Roberto Gutierrez. "Language and Communication." In Developmental Psychology, 78–91. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32501-3_6.

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Cummings, Louise. "Developmental Language Disorders." In Communication Disorders, 38–59. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40013-0_3.

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von Tetzchner, Stephen. "The Development of Communication and Language." In Child and Adolescent Psychology, 299–337. 1 Edition. | New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315742113-16.

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Parrish, Alex C. "The Development of Persuasive Communication." In The Routledge Handbook of Language and Persuasion, 441–56. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367823658-31.

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Law, James. "The development of early communication." In The Early Identification of Language Impairment in Children, 1–19. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-4445-0_1.

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Csuhaj-Varjú, Erzsébet, and György Vaszil. "Parallel Communicating Grammar Systems with Incomplete Information Communication." In Developments in Language Theory, 359–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-46011-x_32.

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Takezawa, Toshiyuki. "Multilingual Spoken Language Corpus Development for Communication Research." In Chinese Spoken Language Processing, 781–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11939993_78.

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Moore, Richard. "Ontogenetic Constraints on Grice’s Theory of Communication." In Pragmatic Development in First Language Acquisition, 87–104. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.10.06moo.

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Conference papers on the topic "Communication and language development"

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Dadykin, Aliaksei, Vitaly Dibrova, and Imad Tahini. "VISUAL MODELS OF COMMUNICATION AND LANGUAGE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1650.

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Mussayeva, Meruyert, and Gulnaz Tleuzhanova. "FORMATION OF COMMUNICATION SKILLS IN ENGLISH LESSONS OF HIGH SCHOOL STUDENTS." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(24).

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In the modern world, education does not stand still, it is constantly updated and reformed. One of the most important requirements is knowledge of not only Kazakh and Russian languages,but also English. Currently, much attention is paid to the level of preparation for IELTS. High school students should have a good command of the English vocabulary. In order for students to achieve certain success in learning the language, the teacher needs to apply new methods and teaching techniques that will stimulate and motivate students, arouse their interest in the subject. Currently, English lessons require the ability to get information from different sources, use it and create it yourself. Using the discussion method gives the teacher new opportunities in teaching a foreign language.
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Yasuta, Takako, and Evgeny Pyshkin. "MANGA DESIGN AND ROLE LANGUAGE IN THE CONTEXT OF CROSS-CULTURAL COMMUNICATION OF LANGUAGE LEARNERS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0005.

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Nalimova, Irina, and Guzel Eremeeva. "MEDICAL RESIDENTS’ FOREIGN LANGUAGE COMMUNICATION DEVELOPMENT THROUGH BLENDED LEARNING." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2315.

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Nguyen Thi, Nhung, and Minh Thu Nguyen Thi. "Television in the Tay-Nung Language in Vietnam." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-2.

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Broadcasting and television are two popular types of media, with more audience than other types of media in Viet Nam today. Tay-Nung is a common language of two ethnic groups with the largest population of ethnic minorities in Viet Nam. Research on broadcasting and television in the Tay-Nung language is importance research, involving both journalism and the science of language. On the basis of surveys on the state of broadcasting in Tay-Nung language and the attitude, needs and aspirations of the Tay and Nung ethnicity on this activity, this article aims to describe and evaluate the current status of broadcasting in the Tay-Nung language, thereby proposing ways and means to improve the efficiency and effectiveness of broadcasting in Tay- Nung language. The main methods used in this study are a scientific observation method, a sociological survey method (interviews, discussions, investigation by questionnaires), method of description (analytical, statistical, classification, systematization) and a comparison method. Research data is collected from relevant documents and from the use of sociological survey methods. The subject of the article is the broadcast in Tay-Nung language activities in Viet Nam at present. This subject is considered in the following aspects; the places, the levels of broadcasting and television; the choice and use of language / dialect; attitude, needs and aspirations of the recipients, and some ways and solutions to be implemented. Research results of the project will help the Ministry of Information and Communication, in radio and television, to develop specific suggestions on the choice of type and level of communication. At the same time, the Viet Nam has also suggested the development of policies related to communication in ethnic minority languages. Raising the effectiveness of broadcasting in the Tay-Nung language will contribute to the preservation of language and culture; will improve quality of life for the Tay and Nung ethnicity and will contribute to sustainable development of nations in the renewal period. The work will inform work by the State, the Ministry of Information and Communication, should the State and the Ministry of Information and Communications pay attention to this timely guidance. Results will contribute to studies on communication in ethnic minority languages in Viet Nam or on communication in Tày Nùng in Southeast Asia.
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Kadiu, Vahidije, and Tomi Treska. "SECOND LANGUAGE ACQUISITION THROUGH A COMMUNICATION STUDY OF HOW EUROPEAN UNIVERSITY OF TIRANA STUDENTS ACQUIRE THE ENGLISH LANGUAGE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1995.

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Slabouz, Viktoriia, and Nataliia Nikitina. "ENGLISH AS A LANGUAGE OF GLOBAL COMMUNICATION AND DISSEMINATOR OF CULTURE." In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-588-13-6-10.

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Kulagin, Grigory, Ivan Ermakov, and Lyudmila Lyadova. "Ontology-Based Development of Domain-Specific Languages via Customizing Base Language." In 2022 IEEE 16th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2022. http://dx.doi.org/10.1109/aict55583.2022.10013619.

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Balayn, Agathe, Heike Brock, and Kazuhiro Nakadai. "Data-driven development of Virtual Sign Language Communication Agents." In 2018 27th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN). IEEE, 2018. http://dx.doi.org/10.1109/roman.2018.8525717.

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Muktadir, Abdul, Meiselina Irmayanti, and Dionni Ditya Perdana. "Communication, Language Acquisition And Development Of Visit Bengkulu 2020." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.17.

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Reports on the topic "Communication and language development"

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Midford, Nicole. Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6496.

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Denni-Krichel, Nicole, and Laurence Hameury. Effects of Equine Assisted Interventions on Communication and Language Development for Children on the Autism Spectrum. Peeref, October 2022. http://dx.doi.org/10.54985/peeref.2210p6624600.

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Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

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The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).
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Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

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The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3252.

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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an educational blog integrated in a foreign language teaching system contributed to optimization of the process of teaching and learning, development of foreign language communicative competence of students and thereby allowed them to acquire not only communicative but also technological skills.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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Zinenko, Olena. THE SPECIFICITY OF INTERACTION OF JOURNALISTS WITH THE PUBLIC IN COVERAGE OF PUBLIC EVENTS ON SOCIAL TOPICS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11056.

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Consideration of aspects of the functioning of mass media in society requires a comprehensive approach based on universal media theory. The article presents an attempt to consider public events in terms of a functional approach to understanding the media, proposed by media theorist Dennis McQuayl in the theory of mass communication. Public events are analyzed, on the one hand, as a complex object of journalistic reflection and, on the other hand, as a situational media that examines the relationship of agents of the social and media fields in the space of communication interaction. Taking into account philosophical approaches to the interpretation of the concept of event, considering its semantic spectrum, specificity of use and synonyms in the Ukrainian language, a working definition of the concept of public event is given. Based on case-analysis of public events, In accordance with the functions of the media the functions of public events are outlined. This is is promising for the development of study on typology of public events in the context of mass communication theory. The realization of the functions of public events as situational media is illustrated with such vivid examples of cultural events as «Gogolfest» and «Book Forum in Lviv». The author shows that a functional approach to understanding public events in society and their place in the space of mass communication, opens prospects for studying the role of media in reflecting the phenomena of social reality, clarifying the presence and quality of communication between media producers and media consumers.
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