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1
Smolen, Elaine R., Ye Wang, Maria C. Hartman, and Young-Sun Lee. "Effects of Parents' Mealtime Conversation Techniques for Preschool Children With Hearing Loss Who Use Listening and Spoken Language." Journal of Speech, Language, and Hearing Research 64, no. 3 (March 17, 2021): 979–92. http://dx.doi.org/10.1044/2020_jslhr-20-00420.
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Purpose This mixed-methods study aimed to examine the conversation techniques used by parents of young children with hearing loss (HL) during dinnertime at home. Parents' usage rates of open- and closed-ended language elicitation, reformulation, imitation, directives, and explicit vocabulary instruction were examined in relation to children's receptive vocabulary and basic-concepts skills. Method Twenty-minute dinnertime segments were extracted from naturalistic, daylong recordings of 37 preschoolers with HL who used listening and spoken language. The segments were hand-coded for parents' use of conversation techniques. Children's receptive vocabulary and basic concepts were assessed using standardized measures. Results Parents' use of conversation techniques varied widely, with closed-ended elicitation and directives used most frequently during dinner. Explicit vocabulary instruction was correlated with general receptive vocabulary and basic-concepts skills. Thematic analysis of the conversations revealed common themes, including concrete topics and sibling speakers. In addition, parents who used many techniques often introduced abstract conversation topics; electronic media was present in all conversations with few techniques. Conclusions Parents of preschoolers with HL may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language.
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Appel, René. "Straattaal." Thema's en trends in de sociolinguïstiek 3 62 (January 1, 1999): 39–55. http://dx.doi.org/10.1075/ttwia.62.04app.
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'Street language' is a kind of register, spoken by young people in Amsterdam and probably also by young people in other multi-ethnic, multilingual cities in the Netherlands. This paper reports on an explorative study of this relatively recently developed register. Street language seems to be comparable to other (monolingual) forms of youth language with respect to its function. The emergence of a mixed youth language has also been observed in other countries, for example in Sweden (Kotsinas, 1998) and Germany (Auer & Dirim, 1998). 133 students in three different schools for secondary education filled out a written questionnaire on street language. This instrument is not really appropriate for a typically spoken, informal variety, but it offered us the opportunity to collect data from a large group of respondents. The data were supplemented with information from a few informal interviews and with information from newspaper articles and television programmes on street language. 98 of the 133 students said that they used street language, boys rather more so than girls, a trend also observed in research on this subject in other countries. Especially children with Surinamese as their home language (in most cases next to Dutch) spoke street language. Students with a relatively low proficiency in Dutch (probably recently arrived) often reported that they did not speak street language. This was also the case with students who claimed to have a good proficiency in one of the following minority languages: Turkish, Moroccan-Arabic and Tamazight. Street language is (of course) most frequendy used in the streets, and also at school in informal interactions between students. Street language is used because it is funny, it is tough and because friends use it too. The respondents were also asked to give (no more than) eight examples of words or expressions in street language (with a translation in Dutch). They provided 468 words or expressions (tokens) in total. The total number of different forms (types) was 151. Most of the words and expressions came from Surinamese. Furthermore, there were words from English, and only a few words from other languages like Turkish and Moroccan-Arabic. Also some new (Dutch) words in the register of youth language were provided. Street language seems to contain quite a lot of more or less standard verbal routines. For outsiders the language sometimes seems to be (sexually) aggressive. Speakers of youth language claim that this aggressiveness is softened by the use of words and expressions from other languages.
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Peterson, Shelley Stagg, and Jill Kedersha McClay. "Teaching Writing in Five Canadian Provinces: A New Literacies Analysis." E-Learning and Digital Media 4, no. 3 (September 2007): 367–75. http://dx.doi.org/10.2304/elea.2007.4.3.367.
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This article presents the results of the initial stage of research on grades 4–8 teachers' writing instruction within rural and urban contexts across Canada. Teachers' goals and their use of digital technologies and multimedia are examined within rural and urban schools in five eastern provinces. Through half-hour telephone interviews with 54 teachers, the authors found that perceptions of the value of writing within their communities and the kinds of support for writing that students were given outside school divided along teachers' perceptions of students' social class lines. Language spoken in students' homes also influenced teachers' goals for their students. Only 5 of the 54 teachers interviewed provide opportunities for students to compose on computers. In most teachers' classrooms, computers were used for retyping drafts, and often used at home, to create ‘good copies' that students handed in for grades.
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Marvin, Christine A. "Cartalk! Conversational Topics of Preschool Children En Route Home From Preschool." Language, Speech, and Hearing Services in Schools 25, no. 3 (July 1994): 146–55. http://dx.doi.org/10.1044/0161-1461.2503.146.
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The conversations of 9 preschool-age children (chronological age [CA] 4:0 to 5:2, years:months) were tape-recorded as they traveled home from school with their parent in the family car. The speech samples (5 to 20 minutes in length) were coded to identify the semantic content of topics the children spoke about most often in this setting. References to specific persons, time frames, and content were noted. Overall, the children spoke most often about the here and now, making frequent references to the present and themselves or their parent. References to past and future events, however, were made more frequently in the car setting than at home or school by the same children (Marvin, Beukelman, Brockhous, & Kast, 1994). The content of most cartalk addressed the children's school projects and play, vehicles, food, and people's actions or positions. Most references to the past and to school projects occurred during the first 5 minutes of travel and often were prompted by the presence of a project remnant in the car or by a parent's questions or comments. References to future events occurred more frequently during the latter portion of the trip. The merits of viewing the family car (and car travel time) as an important setting for advancing young children's decontextual use of language are discussed.
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Pham, Giang, and Timothy Tipton. "Internal and External Factors That Support Children's Minority First Language and English." Language, Speech, and Hearing Services in Schools 49, no. 3 (July 5, 2018): 595–606. http://dx.doi.org/10.1044/2018_lshss-17-0086.
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Purpose Sequential bilingual children in the United States often speak 2 languages that have different social statuses (minority–majority) and separate contexts for learning (home–school). Thus, distinct factors may support the development of each language. This study examined which child internal and external factors were related to vocabulary skills in a minority language versus English. Method Participants included 69 children, aged 5–8 years, who lived in Southern California, spoke Vietnamese as the home language, and received school instruction in English. All participants had at least 1 foreign-born parent, and most mothers reported limited English proficiency. Parents completed a telephone survey, and children completed measures of receptive and expressive vocabulary in each language. Using correlations and stepwise regression, we examined predictors of vocabulary skills in each language that were internal to the child (age, gender, analytical reasoning, phonological memory) or that pertained to the surrounding environment (cumulative exposure, quantity and quality of input/output). Results Vietnamese vocabulary outcomes were related to multiple external factors, of which input and enrichment activities were the best predictors. In contrast, English vocabulary outcomes were related to internal factors, of which age and phonological memory were the best predictors. Parental use of Vietnamese contributed to children's Vietnamese vocabulary outcomes but was not related to children's English vocabulary outcomes. Conclusions Vietnamese exposure does not hinder English development. Children from immigrant families are learning English with or without familial support. Rich and frequent exposure and opportunities for practice are essential for the continued development of a minority first language.
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Aristizabal, Paula, Foyinsola Ani, Erica Del Muro, Teresa Cassidy, M. Elena Martinez, Erin Stucky-Fisher, and William D. Roberts. "Who Am I? Improving Quality of Data Collection for Race/Ethnicity and Language in Pediatric Hematology/Oncology." Blood 124, no. 21 (December 6, 2014): 6018. http://dx.doi.org/10.1182/blood.v124.21.6018.6018.
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Abstract Introduction: Disparities in the quality of care provided to minorities has been documented in the literature. Reliable racial/ethnic reporting is critical, as initiatives to address healthcare disparities remain priorities on the national agenda. Hispanic children have been cited as having a higher incidence of leukemia/lymphoma but poorer survival rates. Accurate attribution of disease incidence and outcome to specific populations is central to ensuring appropriate access to care, family communication, resource distribution and funding for research. Analysis of 2000-2010 Hematology/Oncology data at Rady Children's Hospital San Diego (RCHSD) found a 13.02% discrepancy rate for race/ethnicity accuracy and 21% self-report rate. RCHSD is a pediatric medical center serving San Diego, Imperial, and southern Riverside counties in California, where Hispanic children comprise 42% of the population. While there is consensus regarding the importance of self-reporting of race/ethnicity, we identified both significant lack of self-reported race/ethnicity data and varied forms used to collect patient demographics at our site. Research has shown that most observers including administrative staff will accurately identify individuals as white or black, but Hispanic and multiracial individuals are often misidentified. Purpose: The Global Aim of this study was to improve resource allocation, patient-provider engagement and access to race/ethnicity and language data for research through correct race/ethnicity/language attribution. Our SMART aim was to implement a uniform and accurate system for data collection on race/ethnicity and language for the hematology/oncology population at our hospital with a reduction of missing and discrepant data to <2% within 6 months. Design/Methods: We conducted a quality improvement pilot project to achieve our Global Aim. Plan-Do -Study-Act method was used. P: Key stakeholders used Fishbone analysis and flow charting and several barriers to processes and possible interventions were identified. A new single form (English and Spanish) was created to obtain self-reported race/ethnicity and information on preferred language of written medical information, and preferred spoken language. A decision map to aid parents in question answering and information sheet were also created. Staff was trained to assist parents and document in the Electronic Medical Record (EMR). D: Self-reported data was obtained from 200 patients during a 6-week period. S: Pre and Post rates of self-reported race/ethnicity and language data completion and accuracy rates were compared. Accuracy rates for race/ethnicity and language were calculated by comparing existing demographic information in the EMR system at RCHSD versus demographic information collected with the new form. A: Data was presented to Hospital Quality Council; plan to embed tools in EMR and pilot a second population. Results: We found that race/ethnicity information was not collected in a uniform and consistent manner. Seven different demographic data collection forms were replaced by the new form. Discrepancy rate was reduced to 1.2%, a reduction of 90% (chi-square 19.073, p<0.001) and self-report rate was increased to 97%, an increase of 76% (chi-square 191.318, p<0.001). Forty-eight percent of individuals self-identified as Hispanic, 13% preferred Spanish as the language for spoken and written medical material, and in 21% patients, Spanish was the language spoken at home. Conclusions: Identifying barriers, reducing variability with a single data collection tool, and adjunct tools improved race/ethnicity/language accuracy. Next steps include definitive implementation and expansion to entire hospital. Collecting accurate information on patients' race/ethnicity and language should be a universal practice, enabling to understand and address disparities in childhood cancer. Disclosures No relevant conflicts of interest to declare.
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Vēvere, Daira. "Fonētisko īpatnību dinamika dziļajās tāmnieku izloksnēs." Vārds un tā pētīšanas aspekti: rakstu krājums = The Word: Aspects of Research: conference proceedings, no. 24 (December 2, 2020): 199–209. http://dx.doi.org/10.37384/vtpa.2020.24.199.
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The article aims to ascertain the dynamics of the phonetic features in the deep Tamian (tāmnieku) subdialects of the Livonianized dialect. The analysis is based on the materials of spoken language in subdialects of Pope, Ziras, Piltene, Zlēkas, Ance, Dundaga, and Ugāle, acquired by the author during the period of 2008–2019. These materials are compared with the data of the dialect archive of the Latvian Language Institute of the University of Latvia (the 50s and 60s of the 20th century). The dynamics of the phonetic features in the deep Tamian subdialects have been determined using several degrees of stability: stable, less stable, features that are disappearing, features fixed only in some subdialects, and features that have been lost. The language analysis shows that nowadays, the most stable features of the deep Tamian subdialects are the loss of short vowels in final syllables, e. g., ʒiêsm (< dziesma) ‘song’, zȇm (< zeme) ‘ground’, up (< upe) ‘river’, dar (< dara) ‘do, does’, and the reduction of long vowels in word endings, e. g., skuõla (< skuolā) ‘in the school’, mãjas (< mājās) ‘at home’, meža (< mežā) ‘in the forest’, stûri (< stūrī) ‘in the corner’, which are still widespread and most often used features in the speech of all generations. Less stable features are the reduction of monophthongs and diphthongs with a quality change, e. g., skuõlę (< skuolā) ‘in the school’, mãjęs (< mājās) ‘at home’, mežę // meže (< mežā) ‘in the forest’, stûra (< stūrī) ‘in the corner’, grãvas (< grāvjuos) ‘in the ditches’, and the insertion of the vowels a and ę for the elimination of syllabic liquids and nasals, e. g., ʒiêsam (< ʒiêsm < ʒiesma) ‘song’, vętar (< vętr < vętra) ‘storm’, sak̄ęn (< sak̄n̥ < sak̄ne) ‘root’. One of the endangered features is the loss of long vowels and diphthongs in the roots and suffixes, e. g., âbliš (< ābuoliņš) ‘clover’, kâpst (< kāpuosti) ‘cabbages’, vak̄riņ (< vakariņi ‘vakariņas’) ‘supper’, gȗlt (< gulēt) ‘to sleep’, rȗnt (< runāt) ‘to speak’, ʒîut (< dzīvuot) ‘to live’, which is observed only in older generation’s speech. The subdialects of Ance and Dundaga have preserved an archaic feature: a loss of a consonant is in future tense forms without the insertion of vowel ī, e. g., eîs (< ēdīs) ‘will eat’, laîs (< laidīs) ‘will let’, kris (< kritīs) ‘will fall’, sis (< sitīs) ‘will hit’. Few older generation’s speakers of the subdialects of Ance and Dundaga have maintained voiced consonants instead of unvoiced consonants at the end of the word or prefix, e. g., nãg (< nāk) ‘comes’, liêg (< liek) ‘lies’, krîd (< krīt) ‘falls’, tĩrid (< tīrīt) ‘to clean’, vęlag (< vęlāk) ‘later’, abrakˉ (< apraka) ‘buried’. The monophthongization and the labialization are lost in most of the deep Tamian subdialects.
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FLEMING, JOSEPHINE, ROBYN EWING, MICHAEL ANDERSON, and HELEN KLIEVE. "Reimagining the Wheel: The Implications of Cultural Diversity for Mainstream Theatre Programming in Australia." Theatre Research International 39, no. 2 (June 4, 2014): 133–48. http://dx.doi.org/10.1017/s0307883314000054.
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Profound demographic shifts in Australia's population are raising fundamental questions about how we reimagine the practices of our mainstream cultural institutions. The ability and the willingness of these institutions to reconceptualize their work in ways that encompass a diversity of traditions and tastes are critical. The paper draws on Pierre Bourdieu's notions of distinctions and taste to examine the influence of cultural identification on the choices that young people make about attending live theatre. The paper includes findings from a large Australian study, TheatreSpace, which examined why young people chose to engage or not to engage with theatre. In New South Wales nearly 40 per cent of the 726 young participants spoke a language other than English at home. Most were attending with their schools, many with no history of family attendance. This paper highlights significant issues about cultural relevance, accessibility and the often unintended challenges and confrontations that theatre can present to young first-generation Australians.
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Klein, Annika. "Cleaning mums and brave policemen: gender representation and gender-inclusive language in EFL teaching materials in Lithuania." Taikomoji kalbotyra, no. 12 (March 29, 2019): 75–96. http://dx.doi.org/10.15388/tk.2019.17233.
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Gender representation in textbooks used for teaching English as a foreign or second language (EFL/ESL) has been analysed extensively and in various countries since the 1980s. According to most studies (e.g. Hellinger 1980; Porreca 1984; Ansary and Babaji 2003; Pihlaja 2007; Lee 2016), females tend to be underrepresented and depicted in stereotypical ways, which risks reinforcing gender clichés in students (Britton and Lumpkin 1977; Peterson and Lach 1990). To date, only a few studies (Brusokaitė and Verikaitė-Gaigalienė 2015) have focused on gender representation in teaching materials used in Lithuania; moreover, teaching materials other than textbooks remain underexplored. Using corpus analysis tools and criteria adapted from previous analyses of gender representation and language use in textbooks, this study takes a both quantitative and qualitative approach to the analysis of two EFL exercise books and two EFL test books published in Lithuania between 2005 and 2017 and currently available on the Lithuanian book market. More precisely, areas of investigation were the numerical visibility of males and females, stereotypical contexts in which characters appear, and strategies used by the authors to make the language more gender-inclusive.
The results show that males are more visible numerically: not only are there more male than female characters in all four books, males are also more likely to be named first in paired constructions. With regard to stereotypical contexts, both males and females tend to be represented in traditional gender roles: males are typically represented as leaders, the breadwinners of the family and the main decision-makers; females, on the other hand, are depicted as working in stereotypically female professions or in the home domain, and they are more often described as weak, fearful and in need of assistance. Moreover, there is very little variation with regard to the traditional image of a family, typically consisting of a mother, a father and two to three children. As for the use of gender-inclusive language, the use of certain (e.g. naming both male and female pronouns when referring to a person of unknown gender), yet not all available strategies (e.g. singular they) could be observed. These findings suggest that the authors were heavily influenced by the strategies that exist for the Lithuanian language. The language used in the four books can, therefore, be said to differ to some extent from both actual language use (Pauwels 2001; Romaine 2001; Baker 2010) and the language used in teaching materials employed in countries where English is spoken as a first or second language (Jacobs 1999). Finally, this article recommends authors of future teaching materials to pay more attention to the representation of males and females and to also give importance to deviation from what is generally seen as the norm. Arguably, this would provide children with a more truthful picture of contemporary British and North American societies, and help to teach them that diversity is a positive feature.
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Gough, K., and M. Krishnasamy. "Variation in the Quality of Experiences of Cancer Care at Five Large Metropolitan Health Services in Australia: Implications for Performance Measurement and Improvement." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 90s. http://dx.doi.org/10.1200/jgo.18.32400.
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Background: Using insights gained from the National Health Service in England, an alliance of organizations committed to cancer control in Australia conducted a large-scale survey aimed at better understanding the quality of cancer care. Aims: To understand sources of variation in the quality of patients' experiences of cancer care; and to identify patients with the largest potential to benefit from strategic quality improvement initiatives. Methods: The Victorian Comprehensive Cancer Centre commissioned a cross-sectional survey of adult cancer patients treated as day cases or inpatients at five partner health services in 2015. Data comprised responses to the National Health Service (NHS) Cancer Patient Experiences Survey, ICD-10-AM codes and postcodes. Some survey items were modified to suit the Australian population based on advice from local experts and consumers. Aspects of care covered by the survey included: timeliness and experience of diagnosis; treatment decision-making; provision of support information; experience of operations, hospital doctors, ward nurses, hospital care and home care and support; experience of care as a day or outpatient; follow-up care with general practitioners; and overall cancer care. Consistent with NHS methodology, cancer care questions were recoded to binary variables reflecting more or less positive experiences and cancer type was defined based on ICD-10-AM codes. Postcodes were converted to an index of relative socioeconomic advantage and disadvantage using an Australian standard. Proportions were used to summarize the characteristics of patients who had more and less positive experiences of cancer care; then, logistic regression was used to model the probability of having less positive experiences. Age, gender, language spoken at home, socioeconomic group and cancer type were included in the models. Univariate models were used to calculate unadjusted odds ratios. Multivariate models were used to calculate the odds ratios of less positive experiences adjusting for patient characteristics and cancer type. Results: A total of 2526 patients completed the survey (response rate: 41%). As a general rule, and consistent with findings from the NHS, a substantial majority of patients (80% or more) reported positively on many aspects of care. Even so, more often than not aggregated data obscured striking disparities between patients diagnosed with different types of cancers. Overall, patients diagnosed with pancreatic cancer fared the worst; more than half reported less favorably on multiple aspects of care. Variation in perceptions of care was not as pronounced for different age groups, genders and language groups and we identified little variation between socioeconomic groups. Conclusion: At the very least, cancer system performance should be appraised by cancer type. Aggregation may conceal gross inequities and thwart attempts to identify those patients most likely to benefit from targeted service improvements.
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Choroomi, S., and J. Curotta. "Foreign body aspiration and language spoken at home: 10-year review." Journal of Laryngology & Otology 125, no. 7 (May 3, 2011): 719–23. http://dx.doi.org/10.1017/s0022215111000727.
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AbstractObjective:To review foreign body aspiration cases encountered over a 10-year period in a tertiary paediatric hospital, and to assess correlation between foreign body type and language spoken at home.Study design and method:Retrospective chart review of all children undergoing direct laryngobronchoscopy for foreign body aspiration over a 10-year period. Age, sex, foreign body type, complications, hospital stay and home language were analysed.Results:At direct laryngobronchoscopy, 132 children had foreign body aspiration (male:female ratio 1.31:1; mean age 32 months (2.67 years)). Mean hospital stay was 2.0 days. Foreign bodies most commonly comprised food matter (53/132; 40.1 per cent), followed by non-food matter (44/132; 33.33 per cent), a negative endoscopy (11/132; 8.33 per cent) and unknown composition (24/132; 18.2 per cent). Most parents spoke English (92/132, 69.7 per cent; vs non-English-speaking 40/132, 30.3 per cent), but non-English-speaking patients had disproportionately more food foreign bodies, and significantly more nut aspirations (p = 0.0065). Results constitute level 2b evidence.Conclusion:Patients from non-English speaking backgrounds had a significantly higher incidence of food (particularly nut) aspiration. Awareness-raising and public education is needed in relevant communities to prevent certain foods, particularly nuts, being given to children too young to chew and swallow them adequately.
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Flores, Glenn, Milagros Abreu, and Sandra C. Tomany-Korman. "Limited English Proficiency, Primary Language at Home, and Disparities in Children's Health Care: How Language Barriers are Measured Matters." Public Health Reports 120, no. 4 (July 2005): 418–30. http://dx.doi.org/10.1177/003335490512000409.
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Background. Approximately 3.5 million U.S. schoolchildren are limited in English proficiency (LEP). Disparities in children's health and health care are associated with both LEP and speaking a language other than English at home, but prior research has not examined which of these two measures of language barriers is most useful in examining health care disparities. Objectives. Our objectives were to compare primary language spoken at home vs. parental LEP and their associations with health status, access to care, and use of health services in children. Methods. We surveyed parents at urban community sites in Boston, asking 74 questions on children's health status, access to health care, and use of health services. Results. Some 98% of the 1,100 participating children and families were of non-white race/ethnicity, 72% of parents were LEP, and 13 different primary languages were spoken at home. “Dose-response” relationships were observed between parental English proficiency and several child and parental sociodemographic features, including children's insurance coverage, parental educational attainment, citizenship and employment, and family income. Similar “dose-response” relationships were noted between the primary language spoken at home and many but not all of the same sociodemographic features. In multivariate analyses, LEP parents were associated with triple the odds of a child having fair/poor health status, double the odds of the child spending at least one day in bed for illness in the past year, and significantly greater odds of children not being brought in for needed medical care for six of nine access barriers to care. None of these findings were observed in analyses of the primary language spoken at home. Individual parental LEP categories were associated with different risks of adverse health status and outcomes. Conclusions. Parental LEP is superior to the primary language spoken at home as a measure of the impact of language barriers on children's health and health care. Individual parental LEP categories are associated with different risks of adverse outcomes in children's health and health care. Consistent data collection on parental English proficiency and referral of LEP parents to English classes by pediatric providers have the potential to contribute toward reduction and elimination of health care disparities for children of LEP parents.
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Jarvis, Erich D. "Evolution of vocal learning and spoken language." Science 366, no. 6461 (October 3, 2019): 50–54. http://dx.doi.org/10.1126/science.aax0287.
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Although language, and therefore spoken language or speech, is often considered unique to humans, the past several decades have seen a surge in nonhuman animal studies that inform us about human spoken language. Here, I present a modern, evolution-based synthesis of these studies, from behavioral to molecular levels of analyses. Among the key concepts drawn are that components of spoken language are continuous between species, and that the vocal learning component is the most specialized and rarest and evolved by brain pathway duplication from an ancient motor learning pathway. These concepts have important implications for understanding brain mechanisms and disorders of spoken language.
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Douglas, Michael. "Spoken Language Assessment Considerations for Children With Hearing Impairment When the Home Language Is Not English." Perspectives on Hearing and Hearing Disorders in Childhood 21, no. 1 (May 2011): 4–19. http://dx.doi.org/10.1044/hhdc21.1.4.
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Although the most prominent language in the United States is English, the U.S. is not a monolingual country. According to the U.S. Census in 2000, there were over 40 languages other than English spoken by 55 million people, with 34 million speaking Spanish or Spanish Creole. Given projections based on population studies and the prevalence of hearing loss in the Hispanic-American population, the number of persons who speak English as a second language will grow substantially over the next several decades. Hence, hearing health care professionals must be equipped to provide services for children who have hearing loss and speak English as a second language. The following article describes special considerations speech-language pathologists, audiologists, and educators should take into account when providing intervention designed to develop spoken language for children who have hearing loss and for whom the home language is not English.
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Preikšaitienė, Audrė, Vitolda Sofija Glebuvienė, and Aldona Mazolevskienė. "Infants’ Homes: Peculiarities of Spoken Language." Pedagogika 112, no. 4 (December 23, 2013): 79–87. http://dx.doi.org/10.15823/p.2013.1779.
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When talking about the importance of education, M. Lukšienė emphasizes that in order to understand and master the process of education educators must be familiar with laws that dominate the world of an individual and his environment.
The article presents the results of a spoken language analysis of children who grow in infants’ homes, in a specific environment of care and educational institutions for young children. It highlights some of the pragmatic, semantic, phonological and morphological characteristics of the children’s language. The article moreover presents linguistic self-expression levels and peculiarities of young children identified during the analysis of the corpus of language of children from specific environments and the possibilities of comprehending language elements and functions.
Object of the research: expression of spoken language of children from infants’ home.
The aim of the research is to analyze peculiarities of spoken language of children from infants’ home.
Research methods: analysis of scientific literature on the peculiarities of children’s language use at an early age, empirical observation of a child, analysis of the peculiarities of spoken language (understanding and use), comparative empirical analysis, that allow for presenting educational statements relevant to the language of young children.
Subjects of the research: 157 pupils from infants’ home.
Research results: this research was an attempt to analyze spoken language data of young children from the Lithuanian infants’ homes obtained by means of observation only. The research of peculiarities of the speech of children from the infants’ homes on a phonological level revealed that the overall ability of young children to articulate sounds in the Lithuanian language is to be considered only satisfactory, inasmuch as only 4 out of 30 young children are able to pronounce nearly all the sounds and the speech of most of the children is distinguished by an abundance of phonemic errors: this means replacement of difficult – to - pronounce sounds with other sounds, omission, shortening of words, confusing sounds with similar articulation, extension, incorrect pronunciation of soft and hard phonemes, failure to pronounce and replacing vowels, monophthongization of diphthongs and diphthongization of a long mid vowel “ė”, errors in shifting from one sound to another, distortion of sound / syllabic word structure, etc.
The research of grammar (morphology) of speech of children from the infants’ homes led to the conclusion that children from the infants’ homes do not know or confuse generalizing terms, do not know their individual names. Thy moreover have little knowledge of colors. These children use one verb to identify similar actions. Nouns in the speech of children from the infants’ homes usually are names of clothing, body parts and performers of actions. Children communicate using words with a constant meaning, understand some of the grammatical forms; however, they sometimes fail to identify the quantity of nouns and prefer singular form. There are almost no adjectives in an independent speech.
Children make errors when using verb forms, for example, use infinitive form instead of one of the other forms. In addition to names of objects, actions and properties, uninflected parts of speech occur: prepositions, adverbs, conjunctions, etc. Children also differentiate between interrogatives. Children from the infants’ homes are already able to answer questions, while looking at pictures. However, they do not understand consistent patterns of direct control and intensely confuse declensional forms with each other. They skip, interchange prepositions and pronounce them inaccurately.
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Vasheghani Farahani, Mehrdad. "Metadiscourse in Academic Written and Spoken English: A Comparative Corpus-Based Inquiry." Research in Language 18, no. 3 (September 30, 2020): 319–41. http://dx.doi.org/10.18778/1731-7533.18.3.05.
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This paper reports on a comparative study performed in the field of Corpus Linguistics. The objective of the research was to analyze the distributional pattern of interactive and interactional metadiscourse features in two modes of academic spoken and written English. For this reason, a list of metadiscourse characteristics was gathered. By using the Sketch engine software, all the words were scrutinized in the corpus and their concordance lines were analyzed one by one in both corpora (British Academic Written English Corpus and British Academic Spoken English Corpus). As the data can show, in both corpora, the general propensity of the authors was towards the interactive metadiscourse features. In addition, in the written corpus, the transitions and endophoric markers were used more often; while in the spoken, endophoric markers and transitions were the most frequently applied metadiscourse features. In the interactional metadiscourse features, hedges and self-mentions were the most frequent in the written form; whereas in the spoken, self-mentions and boosters were used moe often.
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Callander, Emily J., and Deborah J. Schofield. "Is there a mismatch between who gets iron supplementation and who needs it? A cross-sectional study of iron supplements, iron deficiency anaemia and socio-economic status in Australia." British Journal of Nutrition 115, no. 4 (December 21, 2015): 703–8. http://dx.doi.org/10.1017/s0007114515004912.
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AbstractFe deficiency anaemia (IDA) is more prevalent in lower socio-economic groups; however, little is known about who actually receives Fe supplements. This paper aims to determine whether the groups most likely to have IDA are the most likely to be taking Fe supplements. Logistic regression analysis was conducted using the cross-sectional, nationally representative National Nutrition and Physical Activity Survey and National Health Measures Survey. After adjusting for other factors, those whose main language spoken at home was not English had twice the odds of having IDA compared with those whose main language spoken at home was English (95 % CI 1·00, 4·32). Those who were not in the labour force also had twice the odds of having IDA as those who were employed (95 % CI 1·16, 3·41). Those in income quintile 1 had 3·7 times the odds of having IDA compared with those in income quintile 5 (95 % CI 1·42, 9·63). Those whose main language spoken at home was not English were significantly less likely to take Fe supplements (P=0·002) than those whose main language spoken at home was English. There was no significant difference in the likelihood of taking Fe supplements between those who were not in the labour force and those who were employed (P=0·618); between those who were in income quintile 1 and in higher income quintiles; and between males and females (P=0·854), after adjusting for other factors. There is a mismatch between those who are most in need of Fe supplements and those who currently receive them.
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Angraini, Yuli. "Sentiment Analysis of Sarcasm in Spoken Language." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 8, no. 1 (October 10, 2017): 103. http://dx.doi.org/10.33373/anglo.v8i1.989.
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The objectives of the research were (1) to find out how often people used sentiment sarcasm in spoken language,(2) to know the effect of the use of sentiment sarcasm in people’s life and (3) to find out the reason why people used sentiments sarcasm when they talked to other people. The subject of the research was 26 random person consisted of native speakers and also non native speakers, specifically in public scope.The method of the research was qualitative research in the form of non participant observation. That data was collected by using interview done by the fourth semester students of Batam Center in their final semester in Speaking IV subject. All data were recorded and analyzed by using percentage. Based on 26 person’s interview, it was found that (1) 65% people often used sentiment sarcasm to other people when they wanted to be nasty and thought those people they talked too were deserved to get sentiments sarcasm from them; 25 % people did not like to use it to other people as it could hurt and put them into lowest position;and 10% people never used sentiment sarcasm at all as they chose to say directly about their intention to other people; (2) Most of people who used sentiment sarcasm to other people got the lesson of life as they had to learn to respect other people and use sentiment sarcasm in some cases only not in all situation as it brought bad effect and pain to other people who felt the impact of sentiment sarcasm; (3)There were many reasons behind sentiment sarcasm they used, but there were three most striking reason were that they wanted to give lesson to other people so they could respect people whom they talked too; to protect other’s feeling from getting hurt after revealing the truth; and to trigger their emotion that could motivate them to be a better person in life.
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Neri, Binazzi. "Nazionale purchč locale: l'identitŕ di una lingua fatta in casa." PASSATO E PRESENTE, no. 85 (February 2012): 31–56. http://dx.doi.org/10.3280/pass2012-085003.
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National but local: the identity of a home-made language. Most of the macroscopic features of the Italian language spoken in contemporary Italy, such as its regional and frequently "non-standard" modes, are to be connected to the somewhat hereditary way in which it is learned. Indeed, for most people the "language of the Nation" has not been acquired through education so much as through individual initiative, that shows up in relevant impingements on the traditional mother tongue. In this perspective the language currently spoken by Italian people confirms the "plurality" characteristic of Italian identity, but is also an indicator of the unachieved sense of belonging to the national community that is a long-term feature of Italian history.
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van der Hulst, Harry. "Units in the analysis of signs." Phonology 10, no. 2 (August 1993): 209–41. http://dx.doi.org/10.1017/s095267570000004x.
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The assumption that there is a common set of linguistic principles underlying both spoken language and sign language phonology, which forms part of the human language capacity, is shared by most phonologists working on sign language. See Sandler (1993a) for an extensive discussion of these issues. But even though this assumption is reasonable, since both spoken and signed languages are products of the same human brain and fulfil the same function, it is not clear that theories of representation which have been proposed for spoken languages can be directly applied to the structure of sign languages. Such representations have been developed on the basis of the spoken language modality only. They are often so close to the phonetics of spoken languages that we cannot rule out the possibility that non-trivial aspects of them are modality-specific. Therefore, rather than, for example, attempting to test various competing (spoken language-based) theories of syllable structure, we must first investigate the structure of sign language in its own right. This strategy need not be pushed too far, however. In developing a model of signs we can benefit from general principles which have proved successful in the study of spoken languages, especially if these principles do not seem to be directly based on ‘spoken phonetics’.
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Kuronen, Mikko, Pekka Lintunen, and Tommi Nieminen. "Suullisen kielitaidon ja ääntämisen tutkimuksesta soveltavan kielentutkimuksen alalla Suomessa." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 3–17. http://dx.doi.org/10.30660/afinla.73121.
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AFinLA’s research network for Speech and Spoken Language Research was established in 2014. This is the first thematic publication from the network. This introductory article introduces and classifies the other articles in this collection. In addition, we examine earlier AFinLA publications from the preceding four decades and evaluate the extent of pronunciation or spoken language research in AFinLA’s publication series. In our analysis, we noticed that studies related to pronunciation or spoken language research formed ca. 12 % of the total volume of published articles. There has been a slight proportional decrease in number during the decades. Spoken language studies have been more common than studies focusing on pronunciation. The tar- get languages have been most commonly either Finnish or English. The main focus has often been on learning or assessing foreign language skills, but studies focusing on the teaching of pronunciation or spoken language have so far been very rare in Finland.
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Oniță, Adriana. "Limba Maternă." in:cite journal 2 (June 26, 2019): 51–57. http://dx.doi.org/10.33137/incite.2.32820.
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This creative arts-based inquiry explores an individual case of Mother Language shift and loss through poems and paintings. Language shift is often defined in the Canadian context as the process whereby “individuals abandon their native language as the principal language spoken at home and adopt another” (Sabourin & Bélanger, 2015, p. 727). But is abandon the right verb? And what about adopt? A abandona inseamnă ca ai avut o alegere de făcut. A adopta also means you had a choice and you consciously made it. What if your limba maternă hid in your body, s-a ascuns, out of fear? And what if it still lives inside of you at the cellular level, in your body’s home, adânc, aşteptând momentul potrivit to resurface? These poems and paintings explore the feelings of home as mother tongue, and the effects on identity of gradually losing a first language.
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Post, Mark W. "The distribution, reconstruction and varied fates of topographical deixis in Trans-Himalayan (Sino-Tibetan)." Diachronica 37, no. 3 (August 3, 2020): 368–409. http://dx.doi.org/10.1075/dia.19018.pos.
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Abstract Topographical deixis refers to a variety of spatial-environmental deixis, in which typically distal reference to entities is made in terms of a set of topographically-anchored referential planes: most often, upward, downward, or on the same level. This article reviews the genealogical and geographic distribution of topographical deixis in Trans-Himalayan (Sino-Tibetan) languages, reviews the conditions in which topographical deixis in Trans-Himalayan languages may be gained or lost, and concludes that (a) topographical deixis is overwhelmingly found in languages spoken in montane environments, and (b) topographical deixis most likely reconstructs to a deep level within Trans-Himalayan. The language spoken at that level – whose precise phylogenetic status cannot yet be specified – was overwhelmingly likely to have been spoken in a montane environment.
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Harrison, Melody, Thomas A. Page, Jacob Oleson, Meredith Spratford, Lauren Unflat Berry, Barbara Peterson, Anne Welhaven, Richard M. Arenas, and Mary Pat Moeller. "Factors Affecting Early Services for Children Who Are Hard of Hearing." Language, Speech, and Hearing Services in Schools 47, no. 1 (January 2016): 16–30. http://dx.doi.org/10.1044/2015_lshss-14-0078.
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PurposeTo describe factors affecting early intervention (EI) for children who are hard of hearing, we analyzed (a) service setting(s) and the relationship of setting to families' frequency of participation, and (b) provider preparation, caseload composition, and experience in relation to comfort with skills that support spoken language for children who are deaf and hard of hearing (CDHH).MethodParticipants included 122 EI professionals who completed an online questionnaire annually and 131 parents who participated in annual telephone interviews.ResultsMost families received EI in the home. Family participation in this setting was significantly higher than in services provided elsewhere. EI professionals were primarily teachers of CDHH or speech-language pathologists. Caseload composition was correlated moderately to strongly with most provider comfort levels. Level of preparation to support spoken language weakly to moderately correlated with provider comfort with 18 specific skills.ConclusionsResults suggest family involvement is highest when EI is home-based, which supports the need for EI in the home whenever possible. Access to hands-on experience with this population, reflected in a high percentage of CDHH on providers' current caseloads, contributed to professional comfort. Specialized preparation made a modest contribution to comfort level.
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Bousquette, Joshua. "From Bidialectal to Bilingual." American Speech 95, no. 4 (November 1, 2020): 485–523. http://dx.doi.org/10.1215/00031283-8620496.
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The present work examines nominal case marking in Wisconsin Heritage German, based on audio recordings of six speakers made in the late 1940s. Linguistic data provide positive evidence for a four-case nominal system characteristic of Standard German. At the same time, biographical and demographic information show that the heritage varieties acquired and spoken in the home often employed a different nominal system, one that often exhibited dative-accusative case syncretism and lacked genitive case—features that surfaced even when Standard German was spoken. These data strongly suggest that speakers were proficient in both their heritage variety of German, acquired through naturalistic means, as well as in Standard German, acquired through institutional support in educational and religious domains. Over time, these formal German-language domains shifted to externally oriented, English-language institutions. Standard German was no longer supported, while the heritage variety was retained in domestic and social domains. Subsequent case syncretism in Wisconsin Heritage German therefore reflects the retention of preimmigration, nonstandard varieties, rather than a morphological change in a unified heritage grammar. This work concludes by proposing a multistage model of domain-specific language shift, informed by both synchronic variation within the community as well as by social factors affecting language shift over time.
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Childs, Margaret. "Spoken and written ellipsis in (and not in) the experience of adult literacy learners." TEANGA, the Journal of the Irish Association for Applied Linguistics 21 (August 27, 2019): 93–113. http://dx.doi.org/10.35903/teanga.v21i0.176.
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Interference from spoken language can hinder adult learners’ reading, so it is helpful for tutors to be aware of differences between spoken and written syntax. Study of the incidence of ellipsis in two adult learners’ conversational language demonstrates the absence of most forms of coordination and subordination ellipsis typical of writing, and the frequent omission of subordinators, including the total absence of that relatives from one informant’s corpus. Examples of typically spoken situational ellipsis draw attention to the different locus of reference (situational or textual) in spoken and written ellipsis, and therefore the different strategy of interpretation required in reading. It is also shown that the use and non-use of ellipsis often have communicative functions in the dialogues that reflect linguistic skills rather than sloppiness or incompetence. Implications for tuition are suggested.
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Bakker, Peter. "Relexification in Canada: The Case of Métif (French-Cree)." Canadian Journal of Linguistics/Revue canadienne de linguistique 34, no. 3 (September 1989): 339–50. http://dx.doi.org/10.1017/s0008413100013505.
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Métif is a language spoken in the Canadian prairie provinces and the American prairie states bordering Canada. There are probably between 3000 and 5000 people who speak Métif as their first language, most of them of advanced age. They are living mostly in scattered Métis settlements. The Métis are a nation of mixed Amerindian and European descent. From the 17th century on French Canadian fur traders and voyageurs travelled west-wards from French Canada. Many of them married Amerindian women, who were often Cree speaking. Around 1860 the Métis were the largest population group of the Canadian West, many of them multilinguals. From the first decades of the 19th century the Métis started to consider themselves as a separate ethnic group, neither European nor Amerindian (see e.g., Peterson and Brown 1985). The Métis are still a distinct people. The Métis nowadays often speak Cree, Ojibwa, Métif, French and English or a combination of these. They often speak particular varieties of these languages. Not only is the French spoken by the Métis markedly different from other North American French dialects the language called Métif is uniquely spoken among the Métis people. For more information on Métif and Métis languages, see the publications listed in Bakker (1989).
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Spahiu, Isa, and Edita Kamberi Spahiu. "CONTRASTIVE ANALYSIS OF ENGLISH AND ALBANIAN ADJECTIVES." International Journal of Applied Language Studies and Culture 2, no. 1 (March 31, 2019): 17–22. http://dx.doi.org/10.34301/alsc.v2i1.14.
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Language is a systematic means of communicating by the use of sounds or conventional symbols. Learning a foreign language is never easy especially when we try to express our thought, opinions, feelings and ideas from mother language to target language. Because English is so widely spoken, it has often been referred to as a “world language” or “lingua franca’. While it is not an official language in most countries, it is currently the language most often taught as a foreign language. Since English language is taught as foreign language in our country learning its grammar is still challenging. Proper grammar is essential for learning and comprehending the second language knowing that grammar is a guide how language should be written and spoken. As basic Grammar deals with parts of speech this paper will concentrate on adjective both in English and Albanian their formation, function, degree, order and semantic classification. This seminar paper deals with contrastive analyses of English and Albanian adjectives and aims at describing and analyzing similarities and differences that exist between them. The methodology of the study is descriptive and contrastive. Even though the English and Albanian languages belong to the Indo-European family they do share similarities and differences both in morphological and syntactical terms.
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Schneider, Sara, Adolfo G. Ramirez-Aristizabal, Carol Gavilan, and Christopher T. Kello. "Complexity matching and lexical matching in monolingual and bilingual conversations." Bilingualism: Language and Cognition 23, no. 4 (December 9, 2019): 845–57. http://dx.doi.org/10.1017/s1366728919000774.
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AbstractWhen people interact, aspects of their speech and language patterns often converge in interactions involving one or more languages. Most studies of speech convergence in conversations have examined monolingual interactions, whereas most studies of bilingual speech convergence have examined spoken responses to prompts. However, it is not uncommon in multilingual communities to converse in two languages, where each speaker primarily produces only one of the two languages. The present study examined complexity matching and lexical matching as two measures of speech convergence in conversations spoken in English, Spanish, or both languages. Complexity matching measured convergence in the hierarchical timing of speech, and lexical matching measured convergence in the frequency distributions of lemmas produced. Both types of matching were found equally in all three language conditions. Taken together, the results indicate that convergence is robust to monolingual and bilingual interactions because it stems from basic mechanisms of coordination and communication.
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Rehner, Katherine, Raymond Mougeon, and Terry Nadasdi. "THE LEARNING OF SOCIOLINGUISTIC VARIATION BY ADVANCED FSL LEARNERS." Studies in Second Language Acquisition 25, no. 1 (January 16, 2003): 127–56. http://dx.doi.org/10.1017/s0272263103000056.
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This paper synthesizes research on the acquisition of linguistic variation by learners of French as a second language—an overview that, to our knowledge, is the first of its kind. It also presents a case study on French immersion students' acquisition of the pronouns nous and on “we,” an alternation in many varieties of spoken French. The study shows that the students use the mildly marked variant on slightly more often than the formal variant nous but much less often than native speakers (who use it almost categorically) and immersion teachers (who strongly favor it). Female and middle-class students favor nous, students with greater extracurricular French language exposure favor on, and students who speak a Romance language at home favor nous. Various explanations are proposed for these correlations. Finally, the students, like L1 Francophones, favor on in linguistic contexts in which the referent is both nonspecific and unrestricted.
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Robinson-Cimpian, Joseph P., Karen D. Thompson, and Ilana M. Umansky. "Research and Policy Considerations for English Learner Equity." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (January 11, 2016): 129–37. http://dx.doi.org/10.1177/2372732215623553.
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English learners (ELs), students from a home where a language other than English is spoken and who are in the process of developing English proficiency themselves, represent more than 10% of the U.S. student population. Oftentimes, education policies and practices create barriers for ELs to achieve access and outcomes that are equitable to those of their non-EL peers. Recent education research—often using experimental and quasi-experimental designs—provides new insights on how to evaluate EL policies, as well as how best to alter current policies to yield more equitable outcomes for ELs. Topics discussed include (a) EL classification and services, (b) language of instruction, (c) access to core content, and (d) assessments.
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Liu, Dilin, and Daniel Myers. "The most-common phrasal verbs with their key meanings for spoken and academic written English: A corpus analysis." Language Teaching Research 24, no. 3 (September 7, 2018): 403–24. http://dx.doi.org/10.1177/1362168818798384.
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English phrasal verbs (PVs) are ubiquitous and often polysemous. These lexical items are thus very important, but also challenging for ESL/EFL learners. Substantial research that can inform instructional approaches to PVs has already been conducted. One strand of this research has focused on identifying PVs that merit prioritization in learning. For example, Garnier and Schmitt (2015) developed a list of the most frequent meanings expressed by the 150 most common PVs. The present study extends their work by examining and comparing the meaning distributions of the 150 most common PVs in spoken English and in academic writing, arguably the two registers that ESL/EFL learners study the most. Using the spoken sub-corpus and the written academic sub-corpus of the Corpus of Contemporary American English, the study evaluates whether the proportional frequencies of PVs’ meanings vary across the two registers. The results show a significant cross-register difference in an overwhelming majority of the 150 most common PVs. The findings suggest that instructional approaches to PVs should indeed prioritize different meanings of PVs depending on the kind of register learners engage with. A list of the PVs with their main meanings in each of the two registers is made available as an online supplement .
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Watts, Delma-Jean, Maurice Hajjar, Nizar Dowla, Priya Hirway, and Shuba Kamath. "Use of Pediatric Primary Care Telephone Advice by Families Whose Usual Language Spoken at Home Is Not English." Clinical Pediatrics 58, no. 3 (December 5, 2018): 343–48. http://dx.doi.org/10.1177/0009922818817311.
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Language barriers and access to telephone advice have been shown to affect patient care. Less is known about access to telephone advice for families whose usual language is not English. The objective was to characterize the use of pediatric primary care telephone advice by families based on usual language spoken at home. A total of 277 surveys were completed by families presenting for sick visits at an academic pediatric primary care practice. No meaningful differences in the use of telephone advice when a child was sick were found by language category. Overall, 80.5% reported calling the clinic first when the clinic was open, but 77.6% went to the emergency department when the clinic closed. In conclusion, use of telephone advice was similar among families regardless of usual language. Most families reported going to the emergency department when the clinic was closed. More research is needed to identify barriers to the use of telephone advice, particularly after hours.
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Gillespie, Brian Joseph, Georgiana Bostean, and Stefan Malizia. "Timing of Departure From the Parental Home: Differences by Immigrant Generation and Parents’ Region of Origin." Hispanic Journal of Behavioral Sciences 42, no. 2 (April 24, 2020): 165–90. http://dx.doi.org/10.1177/0739986320916424.
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Drawing on immigrant adaptation and life course perspectives, this study explores reasons for differences in the timing of young adults’ departure from the parental home. We extend existing research by examining: (a) associations between home-leaving, and immigrant generation and parental region of origin, and (b) the role of parental language use in the home as a moderator of these associations. Using data from the National Longitudinal Survey of Youth 1997 ( N = 5,994), we used Cox proportional hazard regressions to estimate the risk of home-leaving. Results revealed that 3+ generation immigrants are most likely to leave home, followed by second, 1.75, and 1.5 generation. Youth whose parents were from Latin America were least likely to leave compared with those with parents from other regions. Parental language spoken at home is a moderator such that, net of controls, youth with Latin American parents are less likely to leave the parental home than those with U.S.-born parents when their parents speak a language other than English at home. Findings contribute to the immigration literature by examining nuanced differences among immigrants of different generations and origins, and pointing to multiple factors that contribute to differences in the timing of the transition out of the parental home.
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Barrett, Margaret. "Music and Language in Education." British Journal of Music Education 7, no. 1 (March 1990): 67–73. http://dx.doi.org/10.1017/s0265051700007518.
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There have been a number of links established between music and language. As two of the major symbols systems developed by and specific to humans, music and language share a number of characteristics. For example, in their most natural form – i.e. song and spoken word – music and language share the same vehicle for expression, the voice, with a consequent emphasis on the aural medium; indeed the child's first experiences of music and language are often linked.This paper reviews a number of the perceived commonalities between music and language and discusses the implications these may have for education. The major concepts of music, those duration, dynamics, pitch, tone-colour and structure, are discussed in connection with the ways in which these may be utilised in order to foster linguistic competency.
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Wiktorsson, Maria. "How hybrid is blog data? A comparison between speech, writing and blog data in Swedish." Nordic Journal of Linguistics 41, no. 3 (October 24, 2018): 367–77. http://dx.doi.org/10.1017/s0332586518000185.
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The new forms of written online communication offer a great resource for researchers interested in language variation and use, but more large-scale systematic research into the nature of the data is needed. For instance, Swedish blog data is often described as more informal and spoken in nature than traditional edited written material but overall systematic comparisons are lacking. This short communication contributes systematic comparisons between blog data and spoken and written registers by comparing measures such as type/token ratios and word frequencies. Type/token ratios of blog texts are found to lie between those for interactive speech and formal edited writing, whereas the distribution of words from different frequency bands is closer to the written material. Comparison of the ten most frequent word forms indicates that blog data resembles formal edited writing from a structural perspective, but also suggests that further studies into features of personal involvement may provide additional insights.
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Pokorn, Nike K., and Jaka Čibej. "“Do I want to learn a language spoken by two million people?”." Language Problems and Language Planning 42, no. 3 (June 28, 2018): 308–27. http://dx.doi.org/10.1075/lplp.00025.pok.
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Abstract Migrants’ intended length of stay influences their choices between using a lingua franca, language technology, ad-hoc interpreters and translators, intercomprehension, or learning the host country’s dominant language. To study this influence, data were collected through a questionnaire, semi-structured interviews, and a focus-group discussion from 15 long-term migrants (university language teachers) and eight mid-term migrants (teachers at two international schools) working in Slovenia. The results show that the long-term migrants all learned the host language, while the most common mediation strategy of the mid-term migrants was use of a lingua franca. Ad-hoc interpreters and translators were used not only in healthcare but also for the translations of official documents. Moreover, the French-speaking mid-term migrants attempted to learn the host language and often ended up learning English, while the group of native English speakers tended to form a linguistic enclave. It is argued that the preferred mediation strategy depends not just on the intended length of stay but also on the status of the migrant’s L1 in the particular host country.
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Walworth, Mary. "Reo Rapa: A Polynesian Contact Language." Journal of Language Contact 10, no. 1 (December 29, 2017): 98–141. http://dx.doi.org/10.1163/19552629-01001006.
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Old Rapa, the indigenous Eastern Polynesian language of the island of Rapa Iti, is no longer spoken regularly in any cultural domains and has been replaced in most institutional domains by Tahitian. The remaining speakers are elders who maintain it only through linguistic memory, where elements of the language are remembered and can be elicited but they are not actively used in regular conversation. Reo Rapa, a contact language that fuses Tahitian and Old Rapa, which has developed from the prolonged and dominant influence of the Tahitian language in Rapa Iti since the mid nineteenth century, has replaced the indigenous Old Rapa language at home and between most people in regular social interaction. This article analyzes Reo Rapa through an examination of its genesis and its structure. This article furthermore defines Reo Rapa as a unique contact variety, a shift-break language: a language that resulted from stalled shift due to a collective anti-convergence sentiment in the speech community. This article further discusses a variety of Reo Rapa speech, New Rapa, which presents important questions for the natural-ness of language change and the visibility of actuation.
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NADASDI, TERRY, RAYMOND MOUGEON, and KATHERINE REHNER. "Factors driving lexical variation in L2 French: A variationist study of automobile, auto, voiture, char and machine." Journal of French Language Studies 18, no. 3 (November 2008): 365–81. http://dx.doi.org/10.1017/s0959269508003505.
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ABSTRACTOur paper examines lexical variation in the spoken French of second language learners and focuses on words referring to the notion of ‘automobile’ (i.e., automobile, auto, voiture, char and machine). Results reveal that while students do follow the native speaker pattern of using the neutral variant auto in most instances, they diverge from native speakers by making no use of the vernacular form char and relatively high use of the prestige variant voiture. The principal external factors that influence variant choice are students' home language and the representation of variants in the input to which students are exposed.
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Gadalla, T. M. "Unhealthy behaviours among Canadian adolescents: prevalence, trends and correlates." Chronic Diseases and Injuries in Canada 32, no. 3 (June 2012): 156–63. http://dx.doi.org/10.24095/hpcdp.32.3.06.
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Introduction This study examines (1) time trends in the prevalence of selected unhealthy behaviours among adolescents aged 12 to 17 years, (2) the most commonly adopted combinations of unhealthy behaviours, and (3) socio-economic and sociodemographic correlates of unhealthy behaviours among adolescents. Methods A secondary analysis used data collected from 13 198 Canadian Community Health Survey (CCHS) respondents in 2000/2001 and 11 050 CCHS respondents in 2007/2008. Results Although the proportion of adolescents consuming a healthy diet increased over the study period, about 50% are still consuming insufficient amounts of fruit and vegetables. In both cycles over one-third of adolescents aged 15 to 17 years reported drinking alcohol regularly. Income level, education level, sex, and language spoken at home were significantly associated with the odds of engaging in unhealthy behaviours among those aged 12 to 14 years, while income level was no longer associated with the odds of engaging in unhealthy behaviours among those aged 15 to 17 years. For both age groups, a language other than French or English spoken in the home was associated with a low risk of unhealthy behaviours. Conclusion There was a general decrease in unhealthy behaviours among younger adolescents aged 12 to 14 years.
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Meriläinen, Lea. "The progressive form and its functions in spoken learner English." Tense and aspect in Second Language Acquisition and Learner Corpus Research 4, no. 2 (August 27, 2018): 164–94. http://dx.doi.org/10.1075/ijlcr.17002.mer.
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Abstract Present-day English manifests ongoing changes in the frequency and semantic range of the progressive form, which presents a challenge for foreign language learners. This study examines the frequencies and semantic functions of the progressive in the Louvain International Database of Spoken English Interlanguage with the aim of finding out to what extent learners are adopting the ongoing changes. This study analyses the effects of an exposure-rich learning environment by comparing learners from countries where English is used in varying degrees outside formal educational contexts and by examining intra-corpus variation between learners who have vs. have not spent time in English-speaking countries. The results reveal that exposure to English in the home country explains some of the variation in the progressive frequencies, but most of all it shows in the extent to which the learners have adopted its new semantic uses. By contrast, stay in English-speaking countries was not found to be an influential variable for all learner groups.
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Rowe, Meredith L. "Gesture, speech, and sign. Lynn Messing and Ruth Campbell (Eds.). New York: Oxford University Press, 1999. Pp. 227." Applied Psycholinguistics 22, no. 4 (December 2001): 643–47. http://dx.doi.org/10.1017/s0142716401224084.
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The study of gesture, especially its relationship to spoken and signed languages, has become a broadly studied topic for researchers from various fields, including neuropsychology, cognitive psychology, evolutionary psychology, human development, and communication disorders. One possible reason for the wide interest in gesture is its universality. People of all ages and cultures use gestures for various purposes. Young language-learning, hearing children often use gestures alone or in combination with speech to help express themselves to their interlocutors, for example, pointing to a desired object while saying “mine.” As a more striking example, deaf children in Nicaragua who had previously been unexposed to any conventional sign language, used gestures to develop home-sign systems that eventually developed into Nicaraguan Sign Language (Kegl, Senghas, & Coppola, 1999). On the other hand, gestures are often used in situations where the underlying purpose of the gesture is less clear. For example, people who are blind from birth are nonetheless found to gesture in conversation (Iverson & Goldin-Meadow, 1997), and adults gesture frequently, and often subconsciously, during conversations with one another. Despite their omnipresence, we know relatively little about gestures' origins, their relationship to language, and, in some instances, the purposes they serve.
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Cho Tang, Kwok, Christine Duffield, Xc Chen, Sam Choucair, Reta Creegan, Christine Mak, and Geraldine Lesley. "Nursing as a career choice: Perceptions of students speaking Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese at home." Australian Health Review 22, no. 1 (1999): 107. http://dx.doi.org/10.1071/ah990107.
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Australia is a multicultural society and nowhere is this more evident than in Sydney where 25 percent of the population speaks a language other than English. In one of the largest area health services in New South Wales, the five most frequently spoken languages at home are Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese, with these language groups comprising 12percent of Sydney's population. Yet nurses speaking one of these five languages comprise less than 1 percent of the nursing workforce. A cost-effective method of addressing the shortage of nurses speaking languages other than English is to recruit students who already speak another language into the profession.This study examined high school students' perceptions of nursing in order to determine appropriate methods of recruiting students speaking one of these languages.Implications for the design of recruitment campaigns are also discussed.
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Castello, Erik, and Sara Gesuato1. "Holding up one’s end of the conversation in spoken English." Corpus-based Approaches to Spoken L2 Production 5, no. 2 (September 24, 2019): 231–52. http://dx.doi.org/10.1075/ijlcr.17020.cas.
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Abstract This study investigates the use of lexical backchannels in the discourse of L2 English users sitting Trinity College London’s Graded Examinations in Spoken English (GESE). It is based on the Trinity Lancaster Corpus Sample and explores the language produced during the Discussion, Conversation and Interactive tasks of the language examinations by L2 English users from Chinese, Indian and Italian linguistic backgrounds, whose proficiency ranges from the B2 to C2 levels (i.e. high intermediate, advanced, expert) of the CEFR. The findings suggest that the L2 users with an Italian background and to a lesser extent those with a Chinese background often supported their examiners’ turns with items conveying uncertainty, while those with an Indian background with items of certainty. Furthermore, the L1 Chinese speakers used lexical backchannels the most, especially those expressing surprise or request for confirmation, while the speakers from India used them the least. Implications for the assessment of oral proficiency are discussed.
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Reizen, Olga Kirillovna. "The Image of Home in Cinema." Journal of Flm Arts and Film Studies 4, no. 2-3 (September 15, 2012): 86–94. http://dx.doi.org/10.17816/vgik42-386-94.
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The article is a review of the most widely used images of home in the world cinema. Different film styles, genres, trends create a patchwork of various and more often than not antipodal representations. But at the same time there are certain universal characteristics of images of home on the screen, determinated by the specific film language and literature traditions.
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Guiberson, Mark. "Survey of Spanish Parents of Children Who Are Deaf or Hard of Hearing: Decision-Making Factors Associated With Communication Modality and Bilingualism." American Journal of Audiology 22, no. 1 (June 2013): 105–19. http://dx.doi.org/10.1044/1059-0889(2012/12-0042).
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Purpose The purpose of the present study was (a) to describe factors and trends associated with Spanish parents' choice of communication modality and spoken-language bilingualism for children who are deaf or hard of hearing (DHH) and (b) to identify if bilingual variables predict children's bilingual status in a country where bilingualism is common. Method Seventy-one Spanish parents of children who are DHH completed an online survey that included questions about demographics, family and professional involvement and support, accessibility to information and services, and bilingual background and beliefs. Analyses were completed to describe groups and to examine how variables were associated with parents' decisions. Results Thirty-eight percent of parents chose to raise their children to be spoken-language bilingual. Most parents indicated that they believed being bilingual was beneficial for their children and that children who are DHH are capable of becoming bilingual in spoken languages. Parent's bilingual score, beliefs about raising children who are DHH bilingually, and encouragement to do so, were significantly associated with children's bilingual status. Conclusion In communities where bilingualism is common, bilingual parents will often choose to raise children who are DHH bilingual in spoken languages. Implications for practice and future studies in the United States are provided.
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Lesho, Marivic. "Philippine English (Metro Manila acrolect)." Journal of the International Phonetic Association 48, no. 3 (December 18, 2017): 357–70. http://dx.doi.org/10.1017/s0025100317000548.
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English is an official language in the Philippines, along with Filipino, a standardized register originally based on Tagalog (Gonzalez 1998). The Philippines were a Spanish colony for over three centuries, but when the Americans took control in 1898, they immediately implemented English instruction in schools (Gonzalez 2004). It became much more widespread among Filipinos than Spanish ever was, and by the late 1960s, Philippine English was recognized as a distinct, nativized variety (Llamzon 1969). It is widely spoken throughout the country as a second language, alongside Filipino and approximately 180 other languages (Lewis, Simmons & Fennig 2016). It is also spoken in the home by a small number of Filipinos, especially among the upper class in Metro Manila (Gonzalez 1983, 1989) and other urban areas. There is a large body of literature on Philippine English. However, relatively few studies have focused on its sound system. The most detailed phonological descriptions of this variety have been by Tayao (2004, 2008), although there have also been previous sketches (Llamzon 1969, 1997; Gonzalez 1984). There has been very little phonetic research on Philippine English, apart from some work describing the vowel system (Pillai, Manueli & Dumanig 2010, Cruz 2015).
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Blaiser, Kristina M., and Megan A. Shannahan. "Language Sample Practices With Children Who Are Deaf and Hard of Hearing." Language, Speech, and Hearing Services in Schools 49, no. 4 (October 24, 2018): 950–64. http://dx.doi.org/10.1044/2018_lshss-17-0130.
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Purpose In this study, we aimed to identify common language sample practices of professionals who work with children who are Deaf/hard of hearing (DHH) who use listening and spoken language as a means to better understand why and how language sampling can be utilized by speech-language pathologists serving this population. Method An electronic questionnaire was disseminated to professionals who serve children who are DHH and use listening and spoken language in the United States. Participant responses were coded in an Excel file and checked for completeness. Descriptive statistics were used to analyze trends. Results A total of 168 participants participated in the survey. A majority of participants reported that they use language sampling as a part of their intervention when working with children who are DHH. However, approximately half of participants reported using norm-referenced testing most often when evaluating language of children who are DHH, regardless of the fact that they felt that language samples were more sensitive in identifying the errors of children who are DHH. Participants reported using language samples to monitor progress and set goals for clients. Participants rarely used language samples for eligibility and interprofessional collaboration. Conclusions Language samples offer a unique way to examine a child's language development that norm-referenced assessments are not sensitive enough to detect, particularly for children who are DHH. This offers insights into current practice and implications for the development of a more clearly defined language sample protocol to guide practices in the use of language samples with children who are DHH and use listening and spoken language.
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Wilkerson, Miranda E., Mark Livengood, and Joe Salmons. "The Sociohistorical Context of Imposition in Substrate Effects." Journal of English Linguistics 42, no. 4 (September 10, 2014): 284–306. http://dx.doi.org/10.1177/0075424214547963.
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A growing literature directly connects historical demographic patterns to the emergence of new dialects or languages. This article moves beyond the usual macro view of such data, relying on simple numbers of speakers and similar information, to focus on the input to new generations of speakers in a so-called substrate setting. The English now spoken in eastern Wisconsin shows a range of influences from German, and we work to reconstruct the kinds of input that the first large generation of English L1, mostly monolingual English-speaking children in the community,likely received at the level of the household and the individual. Evidence strongly suggests that most children in the community would have been widely exposed to heavily German-influenced English, in part due to a critical moment of shift from German to English as the home language in many households.
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Gibbons, John. "Depth or breadth? some issues in lote teaching." Australian Review of Applied Linguistics 17, no. 1 (January 1, 1994): 1–22. http://dx.doi.org/10.1075/aral.17.1.01gib.
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Abstract The prevailing pattern of second language instruction in NSW schools is one in which the available time is distributed across several languages (a ‘breadth’ approach). With the impending introduction of second languages into many primary schools, a window of opportunity has opened: if all the available curriculum hours are devoted to a single language in primary and secondary school (a ‘depth’ approach) there is a possibility of most students attaining a communicative proficiency in a LOTE. This possibility can be increased (a) if the second language is a language spoken in the home (b) if certain classroom processes are adopted, and (c) if the language is more easily learnable. A case study of a school is presented which includes information and opinions gathered from parents on these issues, and an outline ‘depth’ curriculum for this school.