Relevant bibliographies by topics / Decontextualized language

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

Academic literature on the topic 'Decontextualized language'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Decontextualized language"

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Cho, Minkyung. "Discourse Knowledge in English Education: The Key to Understanding Academic Language and Decontextualized Language." SNU Journal of Education Research 32, no. 2 (2023): 55–70. http://dx.doi.org/10.54346/sjer.2023.32.2.55.

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The ability to adjust one’s language according to discourse context is important for all English learners. Prior literature has operationalized two distinct types of language used in contexts: academic language and decontextualized language. Despite their similarities, academic language and decontextualized language have been studied in different strands of research. To bring together the discussion around language use in diverse contexts, this study investigated the commonalities between the two constructs by emphasizing the role of discourse knowledge. In doing this, the current study advanc
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Seven, Yagmur, John Ferron, and Howard Goldstein. "Effects of Embedding Decontextualized Language Through Book-Sharing Delivered by Mothers and Fathers in Coparenting Environments." Journal of Speech, Language, and Hearing Research 63, no. 12 (2020): 4062–81. http://dx.doi.org/10.1044/2020_jslhr-20-00206.

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Purpose This experiment investigated the effects of a book-sharing intervention implemented in coparenting homes on the conversations of preschoolers with their parents. Method A multiple baseline design across behaviors was used to evaluate the effects of embedding decontextualized language utterances during book-sharing delivered by four families. A visual analysis, a two-level mixed-effects model, and a social validity evaluation were used to examine the varying effects of the program on mothers and fathers' storybook conversations. Results Embedding decontextualized language prompts in boo
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Hilvert, Elizabeth, Emily Lorang, and Audra Sterling. "Maternal Use of Decontextualized and Contextualized Talk: An In-Depth Investigation of Early Parent–Child Interactions in Down Syndrome." American Journal of Speech-Language Pathology 30, no. 4 (2021): 1767–80. http://dx.doi.org/10.1044/2021_ajslp-20-00190.

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Purpose The goal of this study was to characterize and quantify maternal use of decontextualized and contextualized input during mother–child interactions including young children with Down syndrome (DS). Method Participants included 22 mother–child dyads with DS ( M age = 42.8 months) and 22 mother–child dyads with typical development ( M age = 44.0 months). Parent–child language samples were collected during free-play, book reading, and snack time, and coded for maternal decontextualized (i.e., pretend, explanatory, and narrative talk) and contextualized input (i.e., descriptions, conversati
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Norris, Janet A., and Roger H. Bruning. "Cohesion in the Narratives of Good and Poor Readers." Journal of Speech and Hearing Disorders 53, no. 4 (1988): 416–24. http://dx.doi.org/10.1044/jshd.5304.416.

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Reading requires the ability to process language in a manner that is decontextualized from any ongoing event. One hundred and fifty high and low achieving kindergarten and first-grade children were evaluated for differences in the use of decontextualized language. Subjects were required to retell a story to a listener. The cohesion present in the stories was evaluated for (a) propositional completeness and relevance (unity) and (b) clarity (coherence). Results indicated that low achievers in reading, irrespective of grade level, exhibit less cohesion in their use of decontextualized language.
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Gee, James Paul. "Decontextualized Language: A Problem, Not a Solution." International Multilingual Research Journal 8, no. 1 (2014): 9–23. http://dx.doi.org/10.1080/19313152.2014.852424.

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Rowe, Meredith. "Decontextualized Language Input and Preschoolers' Vocabulary Development." Seminars in Speech and Language 34, no. 04 (2013): 260–66. http://dx.doi.org/10.1055/s-0033-1353444.

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KANG, JENNIFER YUSUN. "Decontextualized language production in two languages: An investigation of children's word definition skills in Korean and English." Applied Psycholinguistics 34, no. 2 (2011): 211–31. http://dx.doi.org/10.1017/s0142716411000671.

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ABSTRACTThis study aimed to identify factors that contribute to bilingual children's decontextualized language production and investigate how schooling experience and bilingualism affect the development of this skill. The word definition skills of seventy Korean–English bilingual children whose first language was Korean, yet who had been schooled in English, were analyzed. The findings indicate that contrary to the results from previous studies, the participants' decontextualized language production was much better in their home language than in their school language, when considering both the
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Dosi, Ifigeneia. "Decontextualized Language Skills in Children with Developmental Language Disorder and Developmental Dyslexia: Evidence from a Word Definition Task." European Journal of Education and Pedagogy 3, no. 5 (2022): 80–85. http://dx.doi.org/10.24018/ejedu.2022.3.5.399.

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The present study investigates the development of decontextualized language skills, by means of a word definition task, in children with Developmental Language Disorder (DLD) & Developmental Dyslexia (DD). Although these disorders have a common basis and have studied for different aspects of language abilities, no studies, to date, have compared them in terms of their word definitional skills. Addressing this gap, the present study examined thirty-six children with DLD, or DD or typically developing (TD) age-matched children. All participants were tested on their expressive vocabulary, non
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Nippold, Marilyn A. "School-Age Children and Adolescents." Language, Speech, and Hearing Services in Schools 26, no. 4 (1995): 320–25. http://dx.doi.org/10.1044/0161-1461.2604.320.

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Word definition, as it is usually examined, is a prime example of decontextualized language use. Current trends in speech-language pathology emphasize the use of contextualized activities for assessing language development, and increasingly view decontextualized activities as outmoded. Word definition, however, should represent an exception to this trend, particularly with respect to school-age children and adolescents. This article describes various types of word definitions, explains the importance of the ability to define words, and reviews the growth of word definition during the school-ag
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Curenton, Stephanie M., and Laura M. Justice. "African American and Caucasian Preschoolers’ Use of Decontextualized Language." Language, Speech, and Hearing Services in Schools 35, no. 3 (2004): 240–53. http://dx.doi.org/10.1044/0161-1461(2004/023).

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Purpose: Low-income preschoolers’ use of literate language features in oral narratives across three age groups (3-, 4-, and 5-year-olds) and two ethnic groups (Caucasian and African American) was examined. Method: Sixty-seven preschoolers generated a story using a wordless picture book. The literate language features examined were simple and complex elaborated noun phrases, adverbs, conjunctions, and mental/linguistic verbs. Results: Literate language features occurred at measurable rates for 3- to 5-year-old children. Conjunction use was positively associated with the use of complex elaborate
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Dissertations / Theses on the topic "Decontextualized language"

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Davis, Shanna Dee. "The role of decontextualized narrative discourse in the development of general spoken language /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055683.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 123-130). Also available for download via the World Wide Web; free to University of Oregon users.
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Luitel, Bal Chandra. "Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/682.

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This thesis portrays my multifaceted and emergent inquiry into the protracted problem of culturally decontextualised mathematics education faced by students of Nepal, a culturally diverse country of south Asia with more than 90 language groups. I generated initial research questions on the basis of my history as a student of primary, secondary and university levels of education in Nepal, my Master’s research project, and my professional experiences as a teacher educator working in a university of Nepal between 2004 and 2006. Through an autobiographical excavation of my experiences of culturall
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Books on the topic "Decontextualized language"

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Foley, Kathryn Shred. Decontextualized language skills and literacy development among Spanish-speaking children. 1992.

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Foley, Kathryn Ellen Shred. Decontextualized language skills and literacy development among Spanish-speaking children. 1992.

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Thacker, Peter. Exploring the interrelationships of text cohesion, reading comprehension, and decontextualized writing. 1986.

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Huber, Judith. Problems with historical data. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190657802.003.0003.

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Chapter 3 discusses the challenges presented by the historical data used in the study and how they are dealt with in the book: (a) the evidence, particularly for Old English, is limited and does not represent the genres and registers normally used in motion-encoding typology studies; (b) establishing the decontextualized meaning of verbs from earlier stages of a language can be problematic, including in view of the highly detailed entries in period dictionaries, which aim at listing all the contextualized meanings of a verb. Exemplary analyses illustrate how this problem is approached in the p
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Book chapters on the topic "Decontextualized language"

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Nicolopoulou, Ageliki. "Chapter 12. Using a storytelling/story-acting practice to promote narrative and other decontextualized language skills in disadvantaged children." In Studies in Narrative. John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/sin.25.13nic.

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Irwin, Julia, and Dina Moore. "CHAPTER 7. DECONTEXTUALIZED LANGUAGE." In Preparing Children for Reading Success. Rowman & Littlefield Publishers, 2014. https://doi.org/10.5771/9780810892545-75.

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Plummer, Bonnie A., and Malia D. Pulido-Dahal. "Building Toddlers' Language/Literacy Proficiency Through Parental Interventions During the Pandemic." In Educational Recovery for PK-12 Education During and After a Pandemic. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6952-8.ch008.

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This chapter will review research on early language development of toddlers from casual talk (CT) used in the home. Around age two there is the transition to academic talk (AT), which has a significant effect on later academic performance. AT requires embedding academic vocabulary (word level), complex syntax (sentence level), decontextualized topics (discourse level), and analytic and reflective discourse. The process of reading to toddlers embedding written academic language (WAL) can be expanded through encouraging storytelling narratives (STN).
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Easterbrooks, Susan R. "Teaching Vocabulary and Morphosyntax." In Language Learning in Children Who Are Deaf and Hard of Hearing. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197524886.003.0006.

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This chapter takes a deep dive into the intricacies of vocabulary and grammar that DHH children must understand and use. The chapter explores the depth and breadth of vocabulary, its abstract and concrete nature, content and function words, Theory of Mind language, super verbs, academic language, and decontextualized language, and provides a review of vocabulary programs. It describes how to teach grammatical structures, including grammatical morphemes and syntax, from exposure through production, focusing on supralexical chunks or word bundles. Finally, it explores such strategies as bootstra
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"Taking Advantage of Read-Alouds to Help Children Make Sense of Decontextualized Language." In On Reading Books to Children. Routledge, 2003. http://dx.doi.org/10.4324/9781410607355-14.

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Clavijo Olarte, Amparo, Rosa Alejandra Medina, Daniel Calderon-Aponte, Alejandra Rodríguez, Kewin Prieto, and María Clara Náder. "Raising Awareness of the City as a Text." In Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5022-2.ch013.

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In this chapter, the authors explore the semiotic landscape of the city to analyze multimodal, multicultural, and multilingual resources for language and literacy education. In this ethnographic study, teacher-researchers explore urban literacies as social, artistic, political, cultural, and pedagogical practices that connect different community actors, diverse texts, and local realities. Data were collected through community tours, photographs (a corpus of 387 photographs), and semi-structured interviews with graffiti artists and community inhabitants. The findings reveal that semiotic and li
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Hines, Caitlin. "Rebaking the Pie: The WOMAN AS DESSERT Metaphor." In Reinventing Identities. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195126297.003.0008.

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Abstract venerable approach in language and gender scholarship has been to analyze the ways in which sexism is built into a language (usually English). Muriel Schulz’s classic article “The Semantic Derogation of Women” (1975) is one such careful deconstruction of linguistic chauvinism, using the tools of dictionary definitions and etymology. Despite much solid work, this entire line of inquiry was trivialized and branded as “radical feminism” based on the misunderstood and decontextualized claims of a few researchers in the 1970s (see especially Penelope 1990 (reprint of 1975 work); Todasco 19
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Dix, Alan, Steve Gill, Jo Hare, and Devina Ramduny-Ellis. "Reproducibility." In TouchIT. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780198718581.003.0016.

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Abstract An idea externalized once is transient or maybe cabalistic, but once reproduced it becomes the driver of culture whether through print in books, or industrial processes in plastic toys. This chapter discusses how the need to reproduce in symbols and language naturally leads to discretization: each ‘A’, whilst written differently is the same letter, each LEGO brick needs to be the same to connect to the next. Reproducibility led to the emergence of industrial and consumer culture, and was essential for the growth of Amazon, and yet in an age of reproduction, scarcity is often the core
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Auer, Peter, Elizabeth Couper-Kuhlen, and Frank Müller. "A Summary and Some Conclusions." In Language in Time. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195109283.003.0008.

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Abstract In contrast to the dominant tradition within linguistics, which decontextualizes and at the same time detemporalizes language into ‘langue’ or ‘competence’, we have advocated a thoroughly pragmatic, contextual and dynamic approach to language in this book, in which structure and usage are not separate but are seen as complementing each other. We have argued that the retemporalization of language requires a break with a number of metalinguistic presuppositionsin Western thinking about language-lay and professional-particularly a break with its referential representational bias.
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Tikly, Leon, Rafael Mitchell, Angeline M. Barrett, et al. "Teacher Professionalism and the Coloniality of Knowledge." In Teacher Professionalism in the Global South. Policy Press, 2024. https://doi.org/10.1332/policypress/9781529242669.003.0005.

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This chapter draws on the concept of ‘coloniality of knowledge’ to demonstrate the ways in which hierarchies of knowledge which privilege Eurocentric epistemologies and worldviews continue to exert a dominating influence on schooling in the global South. The effects of this on teacher professionalism are considered in relation to decontextualized and irrelevant curricula, the status of global versus local languages, challenges relating to the digitization of teaching and learning, and the availability of relevant pre- and in-service professional development opportunities.
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Conference papers on the topic "Decontextualized language"

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Demir-Vegter, Serpil. "Decontextualized Language Use in Early Mother-Child Interactions." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1579963.

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Wang, Ruyu, Jiangbo Hu, and Fangfang Zhao. "The Use of Decontextualized Language by Chinese Preschools Children in Different Activity Contexts." In Canada International Conference on Education. Infonomics Society, 2023. http://dx.doi.org/10.20533/cice.2023.0023.

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Carvalho, Gleyde Márcia Teixeira Borges, and Darlene Pereira dos Santos. "Intermolecular forces: a methodological proposal of teaching based on experimentation." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-022.

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Abstract Most high school students consider chemistry to be one of the most difficult subjects to understand. Whether by its very specific language, by abstraction, with glasses, or even by the way it is transmitted: in a repetitive and decontextualized way, being only memorized by the student and with practical applications far from everyday life.
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Farrow, JeanMarie. "Exploring Teachers' Language Features: Is Decontextualized Content or Linguistic Structure Related to Children's Vocabulary Learning?" In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1889494.

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Journal articles
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