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Mooneyham, John C. "Oral Language Development Workshops." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5923.
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Wallin, Janni. "Storytelling and language development." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36337.
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Since storytelling is a growing form of teaching we wanted to interview teachers to see what their experiences and opinions were on the subject. Our purpose was to investigate how teachers find working with storytelling and how it is related to language development. With help from our supervisor we were able to decide our interview questions that would help us answer our research question. After our interviews we reviewed the answers and analyzed them. We chose to have thematic rubrics in our results section. This enabled us to compare the different answers and analyze them. When we compiled the interviews we noticed that many of the teachers had the same opinion when it came to storytelling and how it can be used in school. In this degree project we found it relevant to analyze one part before going on to the next, therefore our analysis is integrated in our results section. We have done four qualitative interviews with four different teachers of the subject storytelling. The interviews concern their experiences with the subject and how they use it in their classrooms. We have found that teachers have a positive attitude towards storytelling since they experience that their students benefit from this in their language development and overall motivation in school.In my degree project I also have a section with English as a ESL perspective, how storytelling is used and how it can be used to develop students language in an ESL perspective. I chose to do the same as in the other parts, I present the result and then the analyze is integrated in the result part.
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Vaughn, Jennifer Sykes. "Facilitating language and literacy development: A dual language perspective." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10647.
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With an increasingly bilingual population, children have more opportunities for dual language education. Literacy activities at home have been correlated with reading and writing success; however, helping a child learn in a language in which the parent is not fluent could create challenges. Parents of students who attend a K-8 dual language school completed a survey asking how they help their child obtain literacy skills in both languages. Over 200 surveys from both English and Spanish speaking households were analyzed to determine what strategies parents utilize. Follow up interviews were conducted by the investigator to ask additional questions about parent activities and learn if parents had special concerns about the dual language school environment. Reading books was widely chosen by parents when asked what activities they used to help facilitate literacy and language learning in both the home language and secondary language. English speaking families tended to rely more on school functions to help facilitate learning and literacy in Spanish. The Spanish speaking families reported a high usage of TV shows and movies as a tool to help their children develop their second language, English. Although some reported feeling concerned about their children learning two languages at once, the benefits that they saw from the experience outweighed any academic concerns.<br>Thesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Communication Sciences and Disorders
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Bakhsh, Jameel. "SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHOD." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent160042669071272.
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Nogwina, Mnoneleli. "Development of a stemmer for the isiXhosa language." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2611.
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IsiXhosa language is one of the eleven official languages and the second most widely spoken language in South Africa. However, in terms of computational linguistics, the language did not get attention and natural language related work is almost non-existent. Document retrieval using unstructured queries requires some kind of language processing, and an efficient retrieval of documents can be achieved if we use a technique called stemming. The area that involves document storage and retrieval is called Information Retrieval (IR). Basically, IR systems make use of a Stemmer to index document representations and also terms in users’ queries to retrieve matching documents. In this dissertation, we present the developed Stemmer that can be used in both conditions. The Stemmer is used in IR systems, like Google to retrieve documents written in isiXhosa. In the Eastern Cape Province of South Africa many public schools take isiXhosa as a subject and also a number of Universities in South Africa teach isiXhosa. Therefore, for a language important such as this, it is important to make valuable information that is available online accessible to users through the use of IR systems. In our efforts to develop a Stemmer for the isiXhosa language, an investigation on how others have developed Stemmers for other languages was carried out. From the investigation we came to realize that the Porter stemming algorithm in particular was the main algorithm that many of other Stemmers make use of as a reference. We found that Porter’s algorithm could not be used in its totality in the development of the isiXhosa Stemmer because of the morphological complexity of the language. We developed an affix removal that is embedded with rules that determine which order should be followed in stripping the affixes. The rule is that, the word under consideration is checked against the exceptions, if it’s not in the exceptions list then the stripping continue in the following order; Prefix removal, Suffix removal and finally save the result as stem. The Stemmer was successfully developed and was tested and evaluated in a sample data that was randomly collected from the isiXhosa text books and isiXhosa dictionary. From the results obtained we concluded that the Stemmer can be used in IR systems as it showed 91 percent accuracy. The errors were 9 percent and therefore these results are within the accepted range and therefore the Stemmer can be used to help in retrieval of isiXhosa documents. This is only a noun Stemmer and in the future it can be extended to also stem verbs as well. The Stemmer can also be used in the development of spell-checkers of isiXhosa.
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Herman, Rosalind. "Assessing British sign language development." Thesis, City University London, 2002. http://openaccess.city.ac.uk/8446/.
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Sign bilingualism is one of several approaches to the education of deaf children in the UK Sign bilingualism seeks to introduce British Sign Language (BSL) to deaf children from an early age in order to establish a first language from which English, the majority language, can be acquired. However, there is little concensus on how deaf children's BSL development should be measured and no practical tools available to assist practitioners in this task. BSL assessments are needed to make baseline assessments, facilitate identification of language difficulties, indicate targets for remediation and evaluate the outcome of educational and therapy programmes for deaf children. This study describes the development of an assessment of British Sign Language development. Issues relating to the type of test required and which aspects of BSL to include are raised. Selection of subjects upon whom to base test development and standardisation are discussed. The BSL test of receptive grammar was initially piloted on 40 children from native signing backgrounds. Revisions were made to the test procedure and a number of unsuccessful items were eliminated prior to standardising the test on 135 children aged 3-13 years. Subjects were carefully selected from the wider population of deaf children as being those who were in optimal language learning contexts. Although this may be considered a small sample for standardising a test, it reflects a high proportion of the population of children who are developing BSL under ideal conditions. Following publication of the test, analysis of data from its use with a larger unselected sample of deaf children allowed comparisons to be made with those in the standardisation study. The results provide insights into the conditions under which deaf children may acquire BSL naturally, even when BSL is not the home language. Areas explored by the study include the comparative language acquisition paths, as measured by the test, of deaf and hearing children from deaf families and deaf children from hearing families with diverse experiences of BSL input.
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Bloom, Paul 1963. "Semantic structure and language development." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/13686.
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Tamm, Lessa de Sá Carlos. "Autistic functioning and language development." Thesis, University of East London, 2014. http://roar.uel.ac.uk/4597/.
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This thesis is a retrospective qualitative study based on psychotherapy sessions with children presenting autistic features who use language in atypical ways. The aim was to understand, through the transferential relationship, what psychological context in terms of anxieties and defences prevents the child from using language efficiently. Hypotheses concerning children‘s use of language in the context of their emotional oscillation and evolution during the course of treatment were noted and checked against subsequent developments. They were also triangulated with the outcome of a grounded theory analysis. The grounded theory analysis led to the emergence of higher-level themes that were compared within and across cases and allowed factors surrounding the children‘s use of language to be conceptualized. The grounded theory method was used in parallel with the usual process of evaluation of the dynamics of each session and patient used by psychoanalysts a posteriori and which is part of the researcher‘s background. This procedure was enhanced by the use of Bion‘s Grid, here in a version adapted to the aims of the research. This approach is discussed in detail in the Methodology chapter. The psychoanalytic theoretical background that supported the research was mainly based on the tradition of Object-Relations Theory, particularly the evolution of Kleinian thinking represented by Bion‘s works, and as far as autism is concerned, by Frances Tustin and Donald Meltzer‘s formulations. Concerning the subject of language development, Meltzer‘s explorations on the necessary conditions for its development and the philosopher Wittgenstein‘s investigations on the social function of language were the main influences of this work. The evolution of the children‘s use of language in parallel with their emotional development in the context of their psychotherapies was analyzed and some hypotheses about the oscillations in their emotional and mental functioning were made. The oscillation in the children‘s emotional state, language use and thinking processes was also studied in terms of a general fluctuation between different mental states that was considered to be present in different degrees and quality in mental life and more strongly when there are limitations in communication skills and social interaction. A few excerpts from notes on adolescent and adult cases with autistic features were included in the Discussion Chapters to briefly illustrate this aspect.
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Jay, Jason T. "Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5707.
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Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and participating in sharing activities. Affordances included opportunities for using vocabulary and language structures, developing and expressing ideas, and reflecting on meaning of texts. Student actions included various forms of engagement in the activities and content such as speaking up during sharing activities, showing interest in what other students had to say, and not wanting the activities to end. This study helps to inform educators of the potential of literacy events to support both language and literacy development for adolescent ELLs.
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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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Fritz, Dana R. "The nature of parent language prompts in early language development /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988660.
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Salley, Brenda J., and Wallace E. Jr Dixon. "Temperamental and Joint Attentional Predictors of Language Development." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4898.
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Individual differences in child temperament have been associated with individual differences in language development. Similarly, relationships have been reported between early nonverbal social communication (joint attention) and both temperament and language. The present study examined whether individual differences in joint attention might mediate temperament-language relationships. Temperament, language, and joint attention were assessed in 51 21-month-olds. Results indicated an inverse relationship between aspects of temperamental difficulty, including low executive control and high negative affect, and language development. Temperamental aspects of negative affect were also inversely predictive of joint attention. However, the utility of a model in which joint attention mediates the relationship between temperament and language during the second year was not supported.
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VAN, CLEAVE MATTHEW JAMES. "THE ROLE OF LANGUAGE IN COGNITIVE DEVELOPMENT." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1186060901.
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Weikum, Whitney Marie. "Visual language discrimination." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/481.
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Recognizing and learning one’s native language requires knowledge of the phonetic and rhythmical characteristics of the language. Few studies address the rich source of language information available in a speaker’s face. Solely visual speech permits language discrimination in adults (Soto-Faraco et al., 2007). This thesis tested infants and adults on their ability to use only information available in a speaker’s face to discriminate rhythmically dissimilar languages.
Monolingual English infants discriminated French and English using only visual speech at 4 and 6 months old, but failed this task at 8 months old. To test the role of language experience, bilingual (English/French) 6 and 8-month-old infants were tested and successfully discriminated the languages. An optimal period for sensitivity to visual language information necessary for discriminating languages may exist in early life.
To confirm an optimal period, adults who had acquired English as a second language were tested. If English was learned before age 6 years, adults discriminated English and French, but if English was learned after age 6, adults performed at chance. Experience with visual speech information in early childhood influences adult performance.
To better understand the developmental trajectory of visual language discrimination, visual correlates of phonetic segments and rhythmical information were examined. When clips were manipulated to remove rhythmical information, infants used segmental visual phonetic cues to discriminate languages at 4, but not 8 months old. This suggests that a decline in non-native visual phonetic discrimination (similar to the decline seen for non-native auditory phonetic information; Werker & Tees, 1984), may be impairing language discrimination at 8 months.
Infants as young as newborn use rhythmical auditory information to discriminate languages presented forward, but not backward (Mehler et al., 1988). This thesis showed that both 4 and 8-month-old infants could discriminate French from English when shown reversed language clips. Unlike auditory speech, reversed visual speech must conserve cues that permit language discrimination.
Infants’ abilities to distinguish languages using visual speech parallel auditory speech findings, but also diverge to highlight unique characteristics of visual speech. Together, these studies further enrich our understanding of how infants come to recognize and learn their native language(s).
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Lin, Hui-Ju. "Bilingualism, feedback, cognitive capacity, and learning strategies in L3 development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453905362/viewonline.
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Quay, Suzanne. "Language choice in early bilingual development." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282854.
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Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreiko. "Professional Development of English Language Teachers." Thesis, Севастополь: Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/58865.
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Розглядаються такі аспекти професійного розвитку викладача англійської мови як володіння предметом, методикою та знання потреб студентів.<br>The article deals with such aspects of professional development of English language teachers as knowing about the subjetc matter, theories of learning and teaching , and the students.
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Suzuki, Sakae. "Language Learners' Beliefs: Development and Change." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/175672.
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CITE/Language Arts<br>Ed.D.<br>This longitudinal study was designed to provide an orderly account of how
beliefs about English language learning develop among seven Japanese high school
students, identify beliefs that are beneficial and interfering for language learning and the
routes by which these beliefs are reached, and identify belief changes and their sources.
Beliefs are defined as a cognitive representation about self and the world. They are
situated in experiences and social context. Learner beliefs pertain to many aspects of
language learning and come from multiple sources, including educational background,
experience living overseas, peers, teachers, and persons met in chance encounters.
The data for the study were collected from seven students attending a Japanese
public high school. Beginning when the students were first-year high school students
(10th graders), the data, which were drawn from in-depth interviews, journals, written
reports, observations, and school records, form a qualitative multiple-case-study. Data
gathering ended when the students chose a university in the third year of high school.
There were five major findings. First, learners develop and modify their beliefs
based on their life experiences inside and outside the classroom. This finding suggests
that providing learning experiences is important, but teachers should be aware that
learners with different learning backgrounds and personal traits will likely respond to
those experiences differently. Experiences that most influence learners’ beliefs seem to
be those that learners choose themselves. Second, beliefs are usually implicit, and thus,
learners are not always aware of their beliefs until they are asked to verbalize them.
Thus, one role for researchers and teachers is to find effective ways to elicit learner
beliefs and make them explicit. Third, beliefs can be placed in three categories:
beneficial beliefs, indeterminate beliefs, and interfering beliefs. Beneficial beliefs
enhance learners’ motivation to learn, while interfering beliefs concern negative
thoughts that hinder them from learning and from engaging in challenging tasks.
Indeterminate beliefs can be either beneficial or interfering depending on the context in
which they occur. Those beliefs are context-sensitive; thus, they are not necessarily
shared by all learners. Individual learners have different beneficial and interfering
beliefs depending on their learning context. Fourth, adolescent learners’ beliefs change
over time because adolescents are in the process of growing and changing physically
and mentally. This suggests that there is great potential for modifying their beliefs in
positive ways. Fifth, learners develop personal theories about learning based on their
beliefs. Considering that learners behave according to their theories of learning,
eliciting learners’ beliefs can bring benefits for researchers and teachers because they
can anticipate learners’ behavior by knowing their beliefs.<br>Temple University--Theses
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Silva, Frank L. "ENHANCING LANGUAGE DEVELOPMENT FOR ENGLISH LEARNERS." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/253.
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Previously accepted and current research has been reviewed regarding the development of English proficiency for English Language Learners. The particular areas of concern deemed crucial for language development are the domains of reading, writing, listening and speaking. The critical components for effective English Language Development instruction as well as the strategies considered the most effective and efficient were also investigated. The review resulted in the creation of an English Language Development unit that includes the essential components and various strategies that are considered effective in developing English proficiency for English Language Learners.
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Maggiore, Giuseppe <1985>. "Casanova: a language for game development." Doctoral thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3046.
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In this work we present Casanova, a programming language. Its novelty lies in the
fact that it was designed with an exclusive focus on making games.
The goal of Casanova is to change the landscape of game development, by show-ing how programming languages, and not game engines and game development sys-tems, are the real frontier to explore in order to make game development truly
easier.
In this work we do not just show Casanova. We also present an extensive eval-uation of our own experience in using the current implementation of Casanova in
order to build games and simulations.
We conclude that Casanova is not just capable of making games, but that it also
makes it easier to create games and to avoid bugs and common pitfalls.<br>In questo lavoro presentiamo Casanova, un linguaggio di programmazione. La novità sta nel fatto che è stato progettato con un focus esclusivo sul realizzare videogiochi. L'obiettivo di Casanova è quello di cambiare lo sviluppo di giochi, mostrando come linguaggi di programmazione, e non motori di gioco e sistemi di sviluppo del gioco siano la vera frontiera da esplorare al fine di rendere più facile lo sviluppo di giochi. In questo lavoro non ci limitiamo a mostrare Casanova. Presentiamo anche una valutazione approfondita della nostra esperienza nell'utilizzo dell'implementazione corrente di Casanova per costruire giochi e simulazioni. Concludiamo che Casanova non è solo in grado di supportare la realizzazione di giochi, ma anche che rende più facile evitare errori e difficoltà comuni.
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Georgali, Konstantina. "Greek teachers' understandings of typical language development and of language difficulties." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10038677/.
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Language is a dynamic learning mechanism for children. Oral language skills are pivotal to all children and should be practiced in schools. However, not all children develop language typically and some may experience language difficulties at differing levels and degrees of severity. As the concept of inclusion has gained currency in many countries, it is expected that larger numbers of students whose difficulties are not severe enough to be admitted to a special school, will be educated in mainstream classrooms alongside children with typical language development. Thus, teachers are increasingly faced with the challenge of teaching students with differing profiles of needs. However, research has paid little attention so far to teachers’ views and to their preparedness to cope with such challenges. This study was based on a Sequential Exploratory Mixed Methods Design deployed in three consecutive and integrative phases. The first phase involved 18 exploratory interviews with teachers. Its findings informed the second phase involving a questionnaire survey with 119 respondents. Contradictory questionnaire results were further investigated in a third phase employing a formal testing procedure with 60 children attending Y1, Y2 and Y3 of primary school. Results showed both strengths and weaknesses in teachers’ awareness of language related issues and of language difficulties and gaps in their expertise to meet the needs of children with language difficulties. However, they also provided a different perspective of children’s language needs and of language teaching approaches. This perspective reflected current advances in language problems and synchronous conceptualizations of inclusion and opened a new window on how to optimize existing teaching approaches so as to promote language development for all students in class while at the same time supporting the specific needs of children with language difficulties in an inclusive ethos.
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Panzeri-Alvarez, Christina. "Metacognition and language transfer for an English language development transitional program." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1780.
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Collins, Anna. "Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/metapragmatic-awareness-in-children-with-typical-language-development-pragmatic-language-impairment-and-specific-language-impairment(67bb77e7-bda0-40d2-ac62-772bbab8bb25).html.
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Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of development of a novel clinical assessment of MPA for school-aged children called the Assessment of Metapragmatics (AMP). The AMP task is a set of 13 Video Items each depicting a conversation between pairs of school-aged children. Each Video Item portrays a different pragmatic rule violation. After viewing each AMP Video Item the participants were asked a set of Assessor Questions designed to measure MPA. The AMP Video Items were shown to 40 children with typical language development (cwTLD), 34 cwPLI and 14 cwSLI. Preliminary analyses revealed the AMP to be sensitive to age-related changes in MPA and to demonstrate good internal reliability. For the cwTLD there was a distinct developmental shift in MPA ability around seven years of age. At this age there was an increase in the child’s ability to use explicit metapragmatic vocabulary to describe a pragmatic rule violation. CwTLD demonstrated superior MPA ability in comparison to the cwPLI and the cwSLI. No differential impairment in MPA abilities was present between the cwPLI and cwSLI. Considerable variability in MPA abilities occurred for both the cwPLI and cwSLI and this was associated with language ability. This suggests that where MPA is found to be impaired, the child’s language ability should be taken into account and that language ability should be remediated before MPA is targeted in intervention. Where MPA is impaired, raising awareness of pragmatic rule may be the first step for intervention. Where MPA is age-appropriate, the child’s ability to monitor their use of the pragmatic rule, or their motivation to use the pragmatic rule, may be a more effective target of intervention in order to change behaviour. The relationship between MPA and social understanding for the pragmatic rule violation is also discussed and further studies of MPA are considered.
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Dardis, Leah M., and Leah M. Dardis. "Language Orientations and Leadership Amidst Arizona's Restrictive Language Policies." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624316.
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This critical case study examines elementary school principals' perceptions of language and how those perceptions influence educational opportunities (i.e. curriculum and instruction) provided for English language learners in Southern Arizona elementary schools in two school districts. These schools have an above state average population of second language learners, high levels of student achievement according to the state letter grade and the four-hour English Language Development (ELD) block. This study draws heavily on the notion of language orientations as a conceptual model as proposed by Richard Ruiz (1984, 1994) to better comprehend the complexity of the bilingual education debate, however in this study, the focus is the four-hour ELD block from Arizona’s law ARS 15-752—English Language Education Law. Implications from the research indicate that there is limited principal mediation and inconsistent curriculum and instruction for English Language Learners in the four-hour ELD block. Recommendations for school leadership call for continued professional development on effective second language acquisition practices that are research based and not district initiated, resistance to the alternative language program and advocacy for ELLs.
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Terrell, LaTrenda. "Head Start Teacher Professional Development on Language Modeling and Children's Language Development: A Sequential Mixed Methods Design." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/590.
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Poverty is known to affect many areas of life for poor children, particularly young children’s language development. To address language development issues as well as other educational needs, the Head Start Program was created. The purpose of this sequential mixed-methods study was to describe the professional development experiences of Head Start teachers on language modeling. In addition, this study sought to explore teachers’ views on language modeling and the activities they find most effective to support student learning.
Analysis of the data revealed that teachers wanted more training and workshops, to be paired with a mentor/coach, pay raises for achieving higher education, strategies for working with children, and encouragement from administration to effectively achieve their professional development plans and goals. Additionally, teachers demonstrated an understanding of the importance of language modeling for children to build vocabulary, to improve school readiness goals, and to communicate and express their needs. Finally, teachers felt very strongly that they use frequent conversations, wait for student responses during conversations, use back and forth conversations, encourage peer conversations, use more than one word as well as a variety of words to support children’s language development.
Findings from this study may be utilized to provide the necessary support teachers need to improve their language modeling skills and to help programs in their planning and evaluation of an ongoing professional development model. This study adds to the literature on bridging the gap between learning about practices and using them in the classroom to improve children’s language development by including teacher voices into their professional development and how to effectively implement coaching practices to promote teacher knowledge and skills.
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Rioux, Robyn. "English language learners and the development of the English language learner curriculum." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.
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Wood, David. "Formulaic language in speech fluency development in English as a second language." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29274.
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This thesis is an investigation of the role of formulaic language in second language (L2) speech fluency development, within a cognitive and information processing framework. Fluency has been studied and defined in terms of temporal variables of speech such as rate of speech, pause frequency and distribution, and the length of fluent runs between pauses. It has been suggested by several researchers that the key to fluency in spontaneous speech is mastery of a repertoire of formulaic language sequences, multiword strings processed mentally as single words (Schmidt, 1991; Towell, Hawkins, and Bazergui, 1996; Chambers, 1998). If formulaic sequences are automatized or stored and retrieved as wholes from long term memory so as to allow longer lexical units to be produced within the limits of controlled processing (McLaughlin, Rossman, and McLeod, 1983; Kahnemann and Treismann, 1984; DeKeyser, 2001) and short term memory (Anderson, 1983; Baddeley, 1988), then they may facilitate spontaneous speech under the constraints of real time. The present study was designed to examine whether this could be so.
The study draws on a synthesis of research from three areas: fluency and its development in second language (L2) speech; formulaic language, multi-word lexical units which are stored and retrieved in long-term memory so as to be retrieved as wholes; social and cultural factors related to fluency development and formulaic language use, including first language and culture, voice, and identity. The research was interpreted in light of psycholinguistic knowledge about mental processes underlying L2 speech production, particularly the growing evidence that formulaic language sequences are fundamental to fluent language production as they allow production to occur despite the restrictions of controlled processing and the constraints of short term memory capacity.
The hypotheses which frame the research centre around the idea that increased use of formulaic language units by learners over time facilitates the development of speech fluency as measured by temporal variables such as speech rate, pause phenomena, and the length of fluent runs occurring between pauses. Specifically, it was hypothesized that, with continued learning and experience, L2 speech would exhibit a faster rate of production, a greater proportion of production time spent speaking as opposed to pausing, longer runs between pauses, and that formulaic sequences would appear more frequently in the longer runs between pauses. (Abstract shortened by UMI.)
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McGinnis, Amanda Marie. "The role of attention in second language development implications for language classrooms /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05312007-125934/.
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Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.
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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.
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Alofi, Ibrahim A. "Professional Development of Computer Assisted Language Learning (CALL): Saudi Arabia Language Teachers." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1403625998.
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Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.
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<p> As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.</p>
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Gauthier, Karine. "Language development in internationally-adopted children acquiring French as a "second first language"." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86603.
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Investigating the development of internationally-adopted (IA) children makes it possible to examine how early life experiences might affect later development and, in particular, the extent to which the language faculty is flexible and can adapt to a new language after interruption in acquisition of the birth language. The general purpose of the present research program was to study the ability of IA children to acquire their "second first language" and to identify factors that might favor or impede the development of their new language, French in the case of the studies presented in this thesis. In contrast with other studies, except for Cohen, Lojkasek, Zadeh, Pugliese and Kiefer (2008), variables that have been shown to have an impact on language development, namely familial socio-economic status, and sex, were carefully controlled in the present studies. To our knowledge, these are the first studies to examine the acquisition of French in IA children.<br>Study 1 is a longitudinal study in which the language skills, non-verbal intelligence, socio-emotional adjustment, and general health of Chinese-born children adopted into Canadian French-speaking families were compared to those of matched non-adopted monolingual French-speaking children. The children were assessed a first time at 4 years of age, on average, and again 16 months later. They had been in their adoptive families for 3 and 4 years, on average, respectively. The results of the initial assessment showed that the two groups did not differ with respect to socio-emotional adjustment or non-verbal intelligence. Moreover, the IA children performed in the average range on most language tests when compared to test norms, suggesting resiliency in their language acquisition abilities. However, an important percentage of IA children performed significantly below the norms on the Recalling Sentences subtest of the Clinical Evaluation of Language Fundamentals-Revised. Also, as a group, the IA children performed significantly lower than their non-adopted peers particularly on expressive language tests (lexical and grammatical).<br>To better characterize the language abilities of the IA children, spontaneous language samples of a subgroup of the IA children from Study 1 were analyzed in detail in Study 2. Results of Study 2 indicated that the IA children had a remarkable capacity to catch-up to their non-adopted peers with respect to diverse features of language, such as mean length of utterance, lexical diversity, and tense morphology; but, they made significantly more errors with complement clitics.<br>Study 3 was undertaken in order to examine IA children's very early communicative and language development and the nature of adoptive mothers' language input and attention regulation strategies with their adoptive children soon after adoption. The results support the conclusion that adoptive mothers play an active role in promoting and maintaining joint attention with their adopted children and that the interaction strategy they use most, redirecting their child's attentional focus, contrasts with what has been shown to be effective for biological children raised in Western cultures (Baldwin, 1991; Tomasello & Farrar, 1986) but was, nevertheless positively associated with the internationally-adopted children's later lexical development.<br>Overall, the findings suggest that IA children exhibited accelerated development in diverse domains of their second first language; but, however, there were significant differences in specific aspects of their language development in comparison to matched control children that suggest the possibility of very early age of acquisition effects.<br>L'adoption internationale engendre une expérience linguistique unique dans laquelle les enfants adoptés ont à apprendre une nouvelle langue alors que l'exposition à leur langue première prend fin brusquement. L'objectif principal du présent programme de recherches était d'étudier les capacités des enfants adoptés de Chine à acquérir leur « seconde langue première » et d'identifier les facteurs influençant le développement de leur nouvelle langue. Contrairement aux autres études effectuées dans ce domaine, à l'exception de Cohen (2008), des variables reconnues comme ayant une influence sur le développement du langage, soit le statut socio-économique et le sexe, ont été contrôlées dans les présentes études. À notre connaissance, il s'agit des premières études portant spécifiquement sur l'acquisition du français chez les enfants adoptés.<br>La première étude est une étude longitudinale visant à comparer les habiletés langagières, le fonctionnement intellectuel non-verbal et l'ajustement socio-émotionnel d'enfants adoptés de Chine par des familles québécoises francophones à celles d'enfants non-adoptés et unilingues francophones du même niveau socio-économique. Les enfants ont été évalués une première fois vers l'âge de 4 ans et ensuite 16 mois plus tard. Les résultats de l'évaluation initiale ont démontré que les deux groupes étaient similaires quant à leur niveau d'ajustement socio-émotionnel et à leur fonctionnement intellectuel non-verbal. De plus, les enfants adoptés ont performé dans la moyenne des normes dans la majorité des tests de langage, ce qui suggère de la résilience au plan de leur capacité d'acquisition du langage. Toutefois, un pourcentage important des enfants adoptés ont performé significativement sous les normes au sous-test Répétition de phrases du Clinical Evaluation of Language Fundamentals-Revised (CELF-R). En tant que groupe, la performance des enfants adoptés était significativement plus faible que celle des enfants non-adoptés notamment aux tests évaluant le langage expressif (vocabulaire et grammaire).<br>Afin de mieux caractériser le profil langagier des enfants adoptés, des échantillons de langage naturel provenant d'un sous-groupe d'enfants adoptés évalués lors de la première étude ont été analysés en détail dans le cadre de la seconde étude. Les résultats de la deuxième étude ont démontré que les enfants adoptés présentent une capacité remarquable de récupération leur permettant de rattraper leurs pairs non-adoptés dans plusieurs sphères langagières, notamment au plan de la longueur moyenne des énoncés produits, de la diversité lexicale et de la morphologie des verbes. Cependant, les enfants adoptés ont fait significativement plus d'erreurs en utilisant les clitiques.<br>La troisième étude a été entreprise afin d'examiner le développement des habiletés de communication et de langage chez les enfants nouvellement adoptés ainsi que la nature du langage et des stratégies de régulation de l'attention utilisées par les mères adoptives. Les résultats suggèrent que les mères adoptives ont joué un rôle actif dans l'initiation et le maintien des épisodes d'« attention conjointe » avec leur enfant. Par ailleurs, la stratégie d'interaction qu'elles utilisent le plus fréquemment, rediriger l'attention de leur enfant, était reliée positivement au développement lexical ultérieur des enfants adoptés, ce qui contraste avec les résultats d'études effectuées auprès d'enfants non-adoptés élevés au sein de familles occidentales (Baldwin, 1991; Tomasello & Farrar, 1986).<br>Globalement, les résultats suggèrent que les enfants adoptés présentent un développement accéléré dans plusieurs sphères relatives à l'apprentissage de leur « seconde langue première »; toutefois, des différences significatives sont présentes au plan de certains aspects de leur développement langagier en comparaison avec des enfants non-adoptés du même niveau socio-économique et du même sexe, suggérant la possibilité d'effets reliés à l'âge d'acquisition.
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Matsui, Shiro. "The relevance of the native language in foreign language acquisition : the critical period hypothesis for foreign language pronunciation /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Driggers-Jones, Lauren P. "A Tactful Conceptualization of Joint Attention: Joint Haptic Attention and Language Development." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3607.
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Research investigating associations between joint attention and language development have thus far only investigated joint attention by way of visual perceptions while neglecting the potential effects of joint attention engaged through other sensory modalities. In the present study, I aimed to investigate the joint attention-language development relationship by investigating the possible links between joint haptic attention and language development, while also exploring the likely contributions of joint visual attention through a mediation analysis. Using video recordings from an archival dataset, measures of joint haptic attention and joint visual attention were derived from behavioral tasks, and measures of vocabulary development were attained from a caregiver reported measure. Analyses revealed that joint haptic attention was associated with joint visual attention, and that joint visual attention was related to language development; however, there were no significant associations between joint haptic attention and language development. Study limitations, future directions, and conclusions are discussed.
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Igualada, Pérez Alfonso. "Gesture-speech temporal integration in language development." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/670094.
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In everyday interactions, speakers integrate gestures and speech sounds at a temporal level. One of the linguistic functions of temporally synchronous gesture-speech combinations is to provide prominence to specific parts of a discourse. While a bulk of evidence has explored the gesture-speech co-expressiveness at a semantic level, little is known about the children’s ability to use synchronized gestural and prosodic prominences in the benefit of language. This PhD thesis investigates gesture-speech temporal integration abilities in development and its beneficial impact for children’s language.
The dissertation includes three independent studies at different time points in development, each one described in one chapter. The first two studies aim at investigating the role of perceiving gesture-speech temporal synchronizations functioning as markers of prominence, and its linkage to language abilities. First, a study investigated whether three- to- five- year- old children responded better to a word recall task when the word was presented with a contrast of prominence expressed with a synchronous beat gesture (i.e., a hand gesture synchronized with prominence in speech). The results indicated a beneficial local effect of the beat gesture on the recall of the temporally synchronous word. Second, a study examined whether six- to- eight- year-old children processed pragmatic inferences online more rapidly when the relevant information was presented together with a beat gesture. Additionally, this study investigated whether these potential benefits were due to the prominence expressed in the gesture or to its concomitant prosodic prominence. Results showed that children’s processing of a pragmatic inference was improved by both prosodic and beat gesture prominence contributions to the discourse. The last study focused on the predictive role of the first infant’s uses of temporally synchronous gesture-speech combinations on later language development. To do so, a longitudinal study correlated the infants’ production of synchronous pointing gesture-speech combinations during controlled socio-communicative interactions at 12 months with linguistic measures at 18 months. Results demonstrated that synchronous productions positively correlated with lexical and grammatical development at 18 months of age.
Overall, the three studies show evidence that infant's synchronous gesture-speech abilities (a) function as multimodal markers of prominence; (b) when perceived in a discourse context synchronies have positive impact on children’s word recall (Study 1) and pragmatic inference resolution (Study 2); and (c) infants’ first productions of synchronous gesture-speech combinations serve a communicative strategy which is correlated to later language abilities (Study 3). The findings of the studies presented in this thesis point out the importance of synchronous gesture-speech combinations in highlighting information, as well as their beneficial effects in language acquisition.
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Noland, Andrea. "Strategy development and the role of language." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31908.
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This study investigated the role of language in the frequency and nature of preschool
children's memory strategies. Twenty children, aged 18-33 months, were observed during a memory-for-location task for their use of potentially strategic behaviors. Each child
accompanied the researcher while she hid a stuffed toy in a natural location (e.g., under a
pillow). The children were told to remember the toy's location, in order to retrieve the toy when a bell rang after a delay of 3 minutes. During the delay interval, six behaviors occurred: looking, pointing, approaching, attempting to retrieve, peeking, and verbalizations. These behaviors could be used by the child in order to aid their memory of the hiding place. A control trial was also included and was like the experimental trial in all respects except that the toy remained visible during the delay interval. Frequencies of the target behaviors were compared among themselves and also were correlated with scores on two standardized language measures. There were three main findings, (1) these young preschool children produced more of the target behaviors when memory was required than when it was not, (2) non-verbal strategies were used more often than verbal ones, and (3) verbal proficiency predicted the use of memory strategies. Post-hoc tests indicated that children who had more advanced language skills were less likely to use overt memory strategies but, as the task progressed, children who earned higher percentile scores on the language tests talked more during the experiment. These
results are consistent with developmental theories that emphasize the initial cost of using
memory strategies to solve a problem and the constraints inherent in low language knowledge. They also point to the importance of attending to non-verbal behaviors when evaluating cognitive skills in very young children.<br>Medicine, Faculty of<br>Audiology and Speech Sciences, School of<br>Graduate
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Weinert, Regina. "A study of classroom second language development." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/27632.
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The nature of the relationship between the teaching and learning of second languages in the classroom has rarely been the subject of empirical investigation. The teaching profession tends to regard this relationship as a relatively direct one. Teaching which is based on a language syllabus explicitly or implicitly assumes that, given sufficiently frequent presentation and practice, learning will take place in a linear, cumulative fashion, although actual teaching practices may intuitively respond to learning being different. Since teachers are concerned with establishing which methods bring about the desired learner outcomes, interest in the learner is generally restricted to observations of what it is he has learnt and what he still has to learn, rather than how he learns. Second language acquisition research, on the other hand, has tended to focus on the learner, without necessarily relating his behaviour to the learning context. It has also involved mainly informal or only partially formal learners. Relatively few studies have considered learners who were exposed to the second language only in the classroom. At the same time the results of studies with informal or mixed learners have often been assumed to apply also to classroom-only learners. In particular it has been suggested that second language development follows its own principles and therefore cannot be influenced by instruction. The purpose of the present study is to investigate the acquisition of a second language by classroom-only learners in relation to the teaching learners were exposed to. Subjects of the study are 42 child and 6 adult learners of German, all native speakers of English. The study examines the development of negation and interrogation. We will find that the relationship between learning and teaching is not always a direct one and will interpret this as the result of learners' organic, creative interlanguage construction. At the same time we will consider the operation of linear, imitative learning processes, which result in the use of formulaic language, as a more direct outcome of the teaching. We will conclude that the acquisition of a second language in the classroom involves both organic, creative and linear, imitative processes.
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Barnhart, Lindsay J. "Development of sign language for young children." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006barnhartl.pdf.
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Estraikh, Gennady. "Soviet Yiddish : language planning and linguistic development /." Oxford [u.a.] : Clarendon Press, 1999. http://www.loc.gov/catdir/enhancements/fy0606/98044256-d.html.
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Wagha, Muhammad Ahsan. "The development of Siraiki language in Pakistan." Thesis, SOAS, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267685.
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Brown, Thomas John. "Language development for transputer based image processing." Thesis, Queen's University Belfast, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317493.
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Siebert, J. P. "The development of a control oriented language." Thesis, University of Glasgow, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372414.
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Cooper, Ezra. "Programming language features for Web application development." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/29069.
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Web programming remains difficult, even with cutting-edge libraries, because the execution model of the web environment is essentially different from the classic models. Unlike a batch program which sits between input and output streams, a web program sits between user activity in the browser and serverside resources such as a database. Furthermore the use of URLs as durable entry points to an application makes the environment fundamentally concurrent and re-entrant, a challenge and opportunity for supporting web programmers. This thesis makes four principal contributions to the technology for expressing web applications. First, it describes the features of Links, a new programming language with a unified model of the web environment, encompassing client and server. Among other things, the Links compiler can slice the program, generating JavaScript to run on the client and other code to run on the server, so that they interact transparently. To allow programmers to control the location of code, Links offers syntactic client and server annotations. The second contribution is a formal semantics of these client/server annotations, in the form of an "RPC calculus." Along with the calculus is provided a compilation technique that shows how these location annotations can be implemented in the web's asymmetrical client/server setting, where the server acts only in response to the client's requests. The third contribution is a description of a language feature, 'formlets,' which is an abstraction of HTML forms; as an abstraction, it allows reusing bundles of form elements, composing them hierarchically, and viewing their submitted data at an appropriate abstract type. And the fourth and final major contribution shows how to integrate relational database query expressions into a programming language while also extending those queries to allow nested data structures and functional abstraction.
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Glen, Andrew Gordon. "A probability programming language: Development and applications." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539623920.
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A probability programming language is developed and presented; applications illustrate its use. Algorithms and generalized theorems used in probability are encapsulated into a programming environment with the computer algebra system Maple to provide the applied community with automated probability capabilities. Algorithms of procedures are presented and explained, including detailed presentations on three of the most significant procedures. Applications that encompass a wide range of applied topics including goodness-of-fit testing, probabilistic modeling, central limit theorem augmentation, generation of mathematical resources, and estimation are presented.
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Andrèn, Ludowyke Eva, and Hiba Diab. "Språkutveckling genom bild / Language development through picture." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29754.
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Vi har undersökt i vilken utsträckning bild används som språkutveckling på skolorna. Speciellt fokus har vi lagt på dyslektiska elever eftersom viss forskning hävdar att de är mer konstärligt lagda än genomsnittet, och därför extra gynnade av bild i undervisningen. Vi genomförde kvalitativa intervjuer med pedagoger och elever på fem olika skolor. Vårt resultat från undersökningen visar att bild i olika former används mycket ute på skolorna, även om det inte alltid definieras som bildämne, det vill säga schemalagd bildundervisning. Vi fick många intressanta exempel på hur bilder används som komplement till läsning och skrivning, men även ibland som ersättning till detsamma. Vi fick även bekräftelse av såväl pedagoger som elever att bild är ett bra hjälpmedel för elever med dyslexi, vid läsning och skrivning. Vissa pedagoger påpekade att andra elever, speciellt språksvaga, också kan vara gynnade av bild.
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Sokol, Alexander. "Development of inventive thinking in language education." Université Louis Pasteur (Strasbourg) (1971-2008), 2008. http://www.theses.fr/2008STR1PS01.
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L’approche pédagogique développée propose une structuration des connaissances tournée vers la résolution de problèmes en situation de formation aux langues vivantes étrangères. La thèse convoque un certain nombre d’approches existantes pour résoudre des problèmes quand aucune solution n’est connue. Le cadre théorique repose sur la théorie de la pensée « forte » (OTSM-TRIZ) ainsi que sur la théorie de résolution des problèmes d’invention (TRIZ). L’auteur construit cinq modules centrés sur la littérature et les films, la grammaire, l’apprentissage en autonomie, la recherche et les énigmes. Enfin, l’approche proposée est testée sur un échantillon de lycées en Lettonie<br>The given thesis proposes a new pedagogical model for language education aimed at helping learners become competent problem solvers of linguistic, sociolinguistic, pragmatic and other kinds of problems when no typical solution is available. The thesis comprises three chapters. The first chapter considers current approaches to teaching thinking in the context of the driving problem of modern education. The General Theory of Powerful Thinking (OTSM) based on the Theory of Inventive Problem Solving (TRIZ is proposed as an alternative theory for teaching thinking. The second chapter describes the Thinking Approach to language teaching and learning - a manifestation of the proposed pedagogical model. The Thinking Approach comprises five modules or technologies that work in a system and are aimed at an integrated development of learners’ inventive thinking and language skills. Each technology is described in detail and illustrated by examples of its practical application in the classroom. The third chapter presents the results of the empirical study into the efficacy of the proposed model. The study was conducted in two secondary schools of Latvia and included 117 students aged 16-18
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Hare-Blye, Cynthia Lee. "Gender Differences in Slow Expressive Language Development." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4854.
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The contemporary research suggests that some children who present with early language delays as toddlers outgrow their delays while others continue to develop long-term language difficulties. Several studies over the years have focused on factors that might aid in predicting the outcome of late talkers. This current study emphasized exploring gender as a possible predictive factor. The purpose of this study was to determine if significant differences exist in the rate of growth in language skills, as indexed by scores on the Developmental Sentence Scoring (DSS) procedure (Lee, 1974) of boys versus girls who are late to start talking as toddlers. The research hypothesis was that boys who present as LT toddlers would score significantly higher than LT girls at each age level tested. The DSS is a norm-referenced instrument that assesses age-appropriate morphological development and syntax. The LT subjects used were part of the Portland Language Development Project, a longitudinal study. Spontaneous speech samples were collected, transcribed, and analyzed using the DSS procedure once each year from the time they were approximately 3 years of age, until the age of 7. Late talking children in this present study were grouped by gender. A Chi Square test was used to determine if the proportion of males scoring above the 10th percentile on the DSS was significantly different than the proportion of females scoring above the 10th percentile at each age. Results from this analysis indicated that at the age of 3 years, more boys than girls scored above the 10th percentile on the DSS. There were no significant differences found at the ages of 4, 5, 6, and 7. At-test was used to compare average DSS scores between the two genders for each year of the study. This test revealed a significant difference between the LT girls' and LT boys' scores at the age of 3 years. No significant differences were found for the subsequent years. However, difference between boys' and girls' scores at age 7 approached significance, with boys again scoring higher.
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Ratkus, Artūras. "The adjective inflection in Gothic and early Germanic : structure and development." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609805.
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DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.
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Jones, Beth Ann. "Temperament Differences in Children with a History of Slow Expressive Language Development and Their Peers with Normal Language Development." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5281.
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Language is the way in which individuals are able to express ideas, feelings, needs, expectations, and form relationships with others in their surrounding environment. A disruption in language development may negatively impact a child's social development. Research shows that children with language delays or disorders tend to have increased social and behavioral difficulties (Cantwell & Baker, 1977; Caulfield, Fischel, DeBaryshe, & Whitehurst, 1989). However, research has not examined temperament differences in young children with language delays or disorders. The question this study sought to answer was: Is there a significant difference in the dimensions of temperament between children with a history of slow expressive language development and their peers with normal language development? The subjects in this study ranged in age from 64 to 74 months. They included 33 children with a history of slow expressive language development (SELD) and 27 children with normal language development. The temperamental characteristics of each of the subjects was assessed by ratings provided by their parents, utilizing the Parent Temperament Questionnaire for Children (Thomas, Chess, & Korn, 1977), a questionnaire to assess the way a child behaves during everyday situations. The question was analyzed by calculating the means and standard deviations for the nine temperament dimensions for· the two groups. To determine if there were significant differences among the two groups, two tailed t-tests were computed at the .05 level of significance. The Parent Temperament Questionnaire for Children (Thomas et al., 1977) showed the children with a history of slow expressive language development to have significantly different scores in the dimensions of approach-withdrawal and intensity of reaction than the subjects with normal language development at 5 years of age.