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Artículos de revistas sobre el tema "Child SLA"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 18 de febrero de 2022

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1

Lakshmanan, Usha. "Child Second Language Acquisition of Syntax." Studies in Second Language Acquisition 17, no. 3 (1995): 301–29. http://dx.doi.org/10.1017/s0272263100014224.

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Recent advances in linguistic theory within the principles and parameters framework have exerted considerable influence on the field of second language acquisition. SLA researchers working within this framework of syntactic theory have investigated the extent to which developing second language grammars are constrained by principles of Universal Grammar (UG). Much of the UG-based SLA research in the 1980s focused on adult L2 acquisition, but the role of UG principles in child L2 acquisition remained largely unexplored. More recently, however, this state of affairs has begun to change as SLA re

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2

Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences." American Journal of Applied sciences 03, no. 01 (2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

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3

Issoupova, Olga. "Problematic Motherhood: Child Abandonment, Abortion, Adoption, and Single Motherhood in Russia in the 1990s." Slavonica 6, no. 2 (2000): 68–87. http://dx.doi.org/10.1179/sla.2000.6.2.68.

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Connelly, Caryn C. "Illegal Immigration through the Eyes of a Child: Patricia Riggen’s La misma luna." Studies in Latin American Popular Culture 30, no. 1 (2012): 94–109. http://dx.doi.org/10.1353/sla.2012.0000.

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Thombs, Brett D. "Patient and Injury Characteristics, Mortality Risk, and Length of Stay Related to Child Abuse by Burning." Annals of Surgery 247, no. 3 (2008): 519–23. http://dx.doi.org/10.1097/sla.0b013e31815b4480.

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6

Oliver, Rhonda, and Agurtzane Azkarai. "Review of Child Second Language Acquisition (SLA): Examining Theories and Research." Annual Review of Applied Linguistics 37 (May 15, 2017): 62–76. http://dx.doi.org/10.1017/s0267190517000058.

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ABSTRACTWithin the field of second language acquisition (SLA), there has been much less research undertaken with children than with adults, yet the two cohorts are quite distinct in characteristics and in their learning processes. This article provides a review of child SLA research, particularly the research with a pedagogical focus. We describe a series of studies, including those informed by different theoretical perspectives (interactionist and sociocultural), in different instructional settings (i.e., second language, foreign language, immersion, and content and language integrated learni

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Umami, Maslihatul. "The Social Context of Early Child Second Language Acquisition (SLA)." Register Journal 4, no. 2 (2016): 177. http://dx.doi.org/10.18326/rgt.v4i2.177-195.

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This article addresses the material on language acquisition in a social context and focuses on the gradual shift in the child’s use of words, from labeling specific and often single referents to the use of words for signifying categories of objects, actions, or attributes. The aims of this study are to search and explore the information whether the social context of second language acquisition occurred and whether it gives consequences toward cognitive development of the children. It can be seen from the results of this study that the rate and breadth of this shift varies from one social conte

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Harley, Birgit. "Instructional Strategies and SLA in Early French Immersion." Studies in Second Language Acquisition 15, no. 2 (1993): 245–59. http://dx.doi.org/10.1017/s0272263100011980.

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Examining the role of instruction in second language acquisition (SLA) entails not only a specification of what aspects of SLA stand to be affected but also a clear conception of what is meant by instruction. In this paper the potential of various instructional strategies for promoting SLA among child second language (L2) learners is considered in relation to empirical findings in early French immersion programs. Several principles are proposed concerning the what, when, and how of code-focused L2 instruction in a communicatively oriented school-based acquisition context. These proposals need

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9

Philp, Jenefer, Margaret Borowczyk, and Alison Mackey. "Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice." Annual Review of Applied Linguistics 37 (September 2017): 1–13. http://dx.doi.org/10.1017/s0267190517000174.

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This issue was designed to include a wide range of research on children's second language learning. Here we provide a short overview of each of the articles contained in this issue, many of which bring up novel ideas and topics, as well as new takes on familiar themes that sometimes challenge prior conceptions and, ideally, inspire new understandings of child language acquisition, and policies, and practices in instructed settings. The 15 articles in this issue are based in instructed and naturalistic settings and include reviews and experimental work, and collectively represent learners betwe

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Doerfler, Maria. "An Earthquake for Pulcheria." Studies in Late Antiquity 5, no. 2 (2021): 216–40. http://dx.doi.org/10.1525/sla.2021.5.2.216.

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Natural disasters feature prominently among the topics that preoccupied late ancient homilists. Earthquakes, droughts, pandemics, and other catastrophes both inflicted untold suffering on their communities and raised pressing questions of interpretation: to whom ought Christians ascribe the origin of these scourges? what message or lessons did they convey? and how could their impact be reconciled with the existence of a loving and powerful deity, intimately invested in the well-being of Christian communities? To address these questions, homilists across the Greek- and Syriac-speaking world tur

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Haerazi, Haerazi. "PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 1 (2020): 1. http://dx.doi.org/10.33394/jo-elt.v3i1.2424.

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To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first languag

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Ramahlo, Michelle. "On starting to teach using CI." Journal of Classics Teaching 20, no. 39 (2019): 45–50. http://dx.doi.org/10.1017/s2058631019000072.

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According to Second Language Acquisition (SLA) theory, developed by Stephen Krashen, the way humans acquire languages is through receiving input, usually aural, that is understandable; this is termed ‘Comprehensible Input’ (CI). Think, for example, of a parent talking to their child: when they ask the child, ‘Do you want milk?’, the milk is visible, tangible. The child understands that they are being offered milk. Parents don't just say this once, they offer it hundreds, even thousands of times. According to this hypothesis, the input (the parent talking) is comprehensible (the child understan

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Robinson, Peter. "Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition." Second Language Research 17, no. 4 (2001): 368–92. http://dx.doi.org/10.1177/026765830101700405.

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Individual differences in resource availability, and the patterns of cognitive abilities they contribute to, are important to:• explaining variation between learners in the effectiveness of second language (L2) instructional treatments;• describing differences in implicit, incidental and explicit L2 learning processes; and• explaining child-adult differences in acquisition processes, and therefore to any general theory of second language acquisition (SLA).In this article I describe a framework for research into the effects of cognitive abilities on SLA which is based on four interlocking hypot

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Forsberg Lundell, Fanny, and Klara Arvidsson. "Understanding High Performance in Late Second Language (L2) Acquisition—What Is the Secret? A Contrasting Case Study in L2 French." Languages 6, no. 1 (2021): 32. http://dx.doi.org/10.3390/languages6010032.

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Adult L2 acquisition has often been framed within research on the Critical Period Hypothesis, and the age factor is one of the most researched topics of SLA. However, several researchers suggest that while age is the most important factor for differences between child and adult SLA, variation in adult SLA is more dependent on social and psychological factors than on age of onset. The present qualitative study investigates the role of migratory experience, language use/social networks, language learning experience, identity and attitudes for high performance among Swedish L1 French L2 users in

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Liceras, Juana M. "Second Language Acquisition and Syntactic Theory in the 21st Century." Annual Review of Applied Linguistics 30 (March 2010): 248–69. http://dx.doi.org/10.1017/s0267190510000097.

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Syntactic theory has played a role in second language acquisition (SLA) research since the early 1980s, when the principles and parameters model of generative grammar was implemented. However, it was the so-called functional parameterization hypothesis together with the debate on whether second language learners activated new features or switched their value that led to detailed and in-depth analyses of the syntactic properties of many different nonnative grammars. In the last 10 years, with the minimalist program as background, these analyses have diverted more and more from looking at those

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Prévost, Philippe. "TRUNCATION AND MISSING INFLECTION IN INITIAL CHILD L2 GERMAN." Studies in Second Language Acquisition 25, no. 1 (2003): 65–97. http://dx.doi.org/10.1017/s0272263103000032.

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This paper examines the nature of finite and nonfinite main declarative sentences produced by L2 child learners. It claims that two of the main proposals on the root infinitive (RI) phenomenon, the Truncation Hypothesis (TH) and the Missing Surface Inflection Hypothesis (MSIH), are not mutually exclusive in child SLA because they are hypotheses on completely different issues. According to the TH, different roots are involved: RIs are VPs underlyingly, whereas finite clauses are IPs or CPs. The MSIH claims that L2 learners have difficulties using the exact inflectional morphology, which leads t

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Foster-Cohen, Susan. "CHILDREN'S LANGUAGE: VOLUME 9.Carolyn E. Johnson and John H. V. Gilberts (Eds.). Mahwah, NJ: Erlbaum, 1996. Pp. xii + 297. $59.95 cloth." Studies in Second Language Acquisition 20, no. 4 (1998): 596. http://dx.doi.org/10.1017/s0272263198224065.

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This eclectic volume represents a selection of 17 papers from the Seventh Congress of the International Association for the Study of Child Language held in Trieste in 1993. They cover a wide range of languages, including Swedish, Italian, German, Spanish, a group of Bantu languages, Polish, Sign Language of the Netherlands (SLN), Hebrew, American Sign Language (ASL), and English, and a wide range of topics and frameworks. Although almost all the papers can be mined by SLA researchers, I will mention five papers that might be of particular interest.

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Butler, Yuko Goto. "English language education among young learners in East Asia: A review of current research (2004–2014)." Language Teaching 48, no. 3 (2015): 303–42. http://dx.doi.org/10.1017/s0261444815000105.

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The teaching of foreign languages to young learners is growing in popularity around the world. Research in this field, particularly of English as a second/foreign language education in East Asia, is a relatively new area of empirical inquiry, and it has the potential to make significant contributions to child second-language acquisition (Child-SLA) theory building, research methodologies, and policies in East Asia and beyond. This article reviews relevant peer-reviewed literature on English education among young learners in East Asia (China, Japan, South Korea, and Taiwan). I begin by reviewin

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Uziel, Sigal. "Resetting Universal Grammar parameters: evidence from Second Language Acquisition of Subjacency and the Empty Category Principle." Second Language Research 9, no. 1 (1993): 49–83. http://dx.doi.org/10.1177/026765839300900103.

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This article is concerned with whether the principles of UG are available in adult Second Language Acquisition (SLA) as in child first language acquisi tion. My hypothesis is that these principles are fully available to the L2 learner, and that the process of L2 acquisition is, in fact, a process of parameter-reassignment or new assignment in which the L2 learner resets the parameter-values of the L1 to their values in the L2. In order to test this hypothesis, I built on previous work by Martohardjono (1991) and conducted a study which examined the acquisition of two principles of UG, Subjacen

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Zein, Subhan. "The pedagogy of teaching English to young learners: Implications for teacher education." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 1 (2017): 61–77. http://dx.doi.org/10.25170/ijelt.v12i1.1469.

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EYL (English for Young Learners) is a global phenomenon, and yet research is laden with reports suggesting teachers’ difficulty in developing appropriate EYL pedagogy (e.g. Butler, 2015; Copland, Garton & Burns 2014; Emery, 2012; Garton, Copland & Burns, 2011; Le & Do, 2012; Zein, 2015, 2016a, 2016b). This chapter reports on a study that investigated the perspectives of twenty-six (26) teachers on the appropriate pedagogy needed to teach in the EYL classroom. Data were collected through semi-structured interviews. The findings demonstrate that in the EYL classroom larger emphasis n

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Ma, Y., N. Hadzic, P. Cheeseman, G. Mieli-Vergani, and D. Vergani. "HIGH PREVALENCE OF ANTIBODIES TO SOLUBLE LIVER ANTIGEN (SLA) IN CHILDREN WITH ACUTE LIVER FAILURE." Journal of Pediatric Gastroenterology and Nutrition 40, no. 5 (2005): 685. http://dx.doi.org/10.1097/00005176-200505000-00212.

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Adepoju, Babatunji Hezekiah. "An appraisal of the mother tongue for early child education in Nigeria." Transitions: Journal of Transient Migration 3, no. 2 (2019): 201–20. http://dx.doi.org/10.1386/tjtm_00007_1.

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Abstract This article provides an overview of the use of the mother tongue (MT) in child education in the Nigerian context. We explicate previous government efforts at focusing on the native language as a means of improving learning in the early years, particularly in training the Nigerian child. We also address the obstacles to government's attempts at de-emphasising the place of English in the Nigerian polity. Without doubt, the English language is regarded by the citizenry as the language of now and the future. The belief is that school-age children and their parents are more comfortable wi

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Abrahamsson, Niclas, and Kenneth Hyltenstam. "THE ROBUSTNESS OF APTITUDE EFFECTS IN NEAR-NATIVE SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 30, no. 4 (2008): 481–509. http://dx.doi.org/10.1017/s027226310808073x.

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Results from a number of recent studies suggest that nativelike adult second language (L2) learners possess a high degree of language learning aptitude, the positive effects of which may have compensated for the negative effects of a critical period in these learners. According to the same studies, child learners seem to attain a nativelike command of the L2 regardless of high or low aptitude, which has led researchers to conclude that this factor plays no role in early acquisition. The present study investigates the L2 proficiency and language aptitude of 42 near-native L2 speakers of Swedish

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Lozano, Cristobal. "Focus and split-intransitivity: the acquisition of word order alternations in non-native Spanish." Second Language Research 22, no. 2 (2006): 145–87. http://dx.doi.org/10.1191/0267658306sr264oa.

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Recent unrelated studies reveal what appears to be a common acquisitional pattern in second language acquisition (SLA). While some findings show that advanced learners can indeed achieve convergent, native-like competence with formal syntactic properties (even when these are underdetermined by the input), other findings suggest that they can display divergent and even optional competence at the syntax-discourse interface with discursive properties like focus and topic. These apparently contradictory observations are not coincidental, as they can also be traced in other acquisitional studies on

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Johnstone, Patti M., Kelly R. Yeager, Marnie L. Pomeroy, and Nicole Hawk. "Open-Fit Domes and Children with Bilateral High-Frequency Sensorineural Hearing Loss: Benefits and Outcomes." Journal of the American Academy of Audiology 29, no. 04 (2018): 348–56. http://dx.doi.org/10.3766/jaaa.17008.

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AbstractOpen-fit domes (OFDs) coupled with behind-the-ear (BTE) hearing aids were designed for adult listeners with moderate-to-severe bilateral high-frequency hearing loss (BHFL) with little to no concurrent loss in the lower frequencies. Adult research shows that BHFL degrades sound localization accuracy (SLA) and that BTE hearing aids with conventional earmolds (CEs) make matters worse. In contrast, research has shown that OFDs enhance spatial hearing percepts in adults with BHFL. Although the benefits of OFDs have been studied in adults with BHFL, no published studies to date have investig

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Kato-Yoshioka, Akiko. "Machiko Achiba, Learning to request in a second language: A study of child interlanguage pragmatics. Clevedon, UK: Multilingual Matters, 2003. Pp. xii, 223. HB £42.95/US $69.95/Can $99.95." Language in Society 33, no. 5 (2004): 780–83. http://dx.doi.org/10.1017/s0047404504245055.

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The question of “how second languages are learned” (Gass & Selinker 1994:1) is central to second language acquisition (SLA) research; however, although a number of longitudinal studies have been carried out examining second language (L2) grammatical development, very little attention has been devoted to L2 learners' development of pragmatic competence over time. As Achiba points out, the majority of previous studies on L2 (or interlanguage) pragmatics have observed the single-moment pragmatic realization of a group of L2 learners with similar proficiency levels and compared it with that of

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MACWHINNEY, BRIAN. "Exposure is not enough." Bilingualism: Language and Cognition 20, no. 1 (2016): 25–26. http://dx.doi.org/10.1017/s1366728916000328.

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Child language researchers have often assumed that progress in first language learning depends heavily on language exposure. For example, Hart and Risley (1995) compared children in middle class families with children in lower class families. Based on recordings made across several years in the home, they estimated that by the time the children from lower SES families entered first grade they had heard 30 million fewer words than the middle class children. Researchers and educators have argued that this ‘30 million word gap’ is a primary cause for academic failure of lower SES children in the

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Widiastuti, Ni Made Ayu, Anak Agung Sagung Shanti Sari Dewi, and Sang Ayu Isnu Maharani. "English Development as a Second Language in Relation with TV Exposure." Lingual: Journal of Language and Culture 5, no. 1 (2018): 19. http://dx.doi.org/10.24843/ljlc.2018.v05.i01.p03.

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The aims of this study are to know the role of young learner’s parents in choosing good and educating television program for their child, and to describe the effects of TV exposure in their child’s English language development. A five-year-old young learner who lives in Denpasar was observed in 2017. The data were collected by giving a questionnaire to the young learner’s parents in order to get the description of the effects of the television programs to her language development. As it is a following research of the previous research on English vocabulary acquisition, the results of the obser

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Buyl, Aafke, and Alex Housen. "Developmental stages in receptive grammar acquisition: A Processability Theory account." Second Language Research 31, no. 4 (2015): 523–50. http://dx.doi.org/10.1177/0267658315585905.

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This study takes a new look at the topic of developmental stages in the second language (L2) acquisition of morphosyntax by analysing receptive learner data, a language mode that has hitherto received very little attention within this strand of research (for a recent and rare study, see Spinner, 2013). Looking at both the receptive and productive side of grammar acquisition, however, is necessary for a better understanding of developmental systematicity and of the relationship between receptive and productive grammar acquisition more widely, as well as for the construction of a comprehensive t

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Turrero-Garcia, Maria. "Proficiency Matters: L2 Avoidance in Spanish Complex Wh- Production." Borealis – An International Journal of Hispanic Linguistics 6, no. 2 (2017): 285–302. http://dx.doi.org/10.7557/1.6.2.4098.

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The Derivational Complexity Hypothesis (Jakubowicz & Strik 2008) proposes that computationally complex structures interact with syntactic constraints in linguistic production, causing the rise of avoidance strategies in child L1 and adult L2 speakers. These avoidance strategies have until recently been understudied in the field of SLA (as opposed to the use of ungrammatical structures), but they actively compete with target-like forms during the language acquisition process and can therefore advance our understanding of non-native linguistic development. This article provides evidence for

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Kowerda, Anna Parfieniuk, Magdalena Swidersk, Tomasz Szulzyk, Jerzy Jaroszewicz, Tadeusz W. Lapinski, and Robert Flisiak. "Serum Concentrations of Th17-Associated Interleukins and Autoimmune Phenomena are Associated with the Degree of Liver Damage in Alcoholic Liver Disease." Journal of Gastrointestinal and Liver Diseases 26, no. 3 (2017): 269–74. http://dx.doi.org/10.15403/jgld.2014.1121.263.pak.

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Background & Aims: Recent reports suggest an involvement of Th17 responses in inflammatory and autoimmune reactions in alcoholic liver disease (ALD). Our study aimed to assess serum levels of Th17-interleukins in ALD with regard to the frequency of liver-specific autoantibodies and degree of liver damage.Methods: Ninety-five patients with ALD were enrolled. Serum concentrations of IL-17F, IL-17A, IL-22 were assessed by ELISA. The presence of autoantibodies AMA-M2, SLA/LP, LKM-1, LC1, anti-F-actin, anti-desmin and anti-myosin in serum was assessed by immunoblotting, ANA antibodies were dete

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Mularski, Jedrek Putta. "Mexican or Chilean: Mexican Ranchera Music and Nationalism in Chile." Studies in Latin American Popular Culture 30, no. 1 (2012): 54–75. http://dx.doi.org/10.1353/sla.2012.0015.

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Pathan, Habibullah, Rafique A. Memon, Shumaila Memon, Ali Raza Khoso, and Illahi Bux. "A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition." International Journal of English Linguistics 8, no. 4 (2018): 232. http://dx.doi.org/10.5539/ijel.v8n4p232.

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The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central

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Morgan, Gary. "Transcription of child sign language." Language Acquisition 8, no. 1-2 (2005): 119–30. http://dx.doi.org/10.1075/sll.8.1.06mor.

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This paper describes some general difficulties in analysing child sign language data with an emphasis on the process of transcription. The particular issue of capturing how signers encode simultaneity in narrative is discussed.

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Erika Korowin. "“Iceberg! Right Ahead!” (Re)Discovering Chile at the 1992 Universal Exposition in Seville, Spain." Studies in Latin American Popular Culture 28, no. 1 (2010): 48–63. http://dx.doi.org/10.1353/sla.0.0009.

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Applebaum, Lauren, Marie Coppola, and Susan Goldin-Meadow. "Prosody in a communication system developed without a language model." Sign Language and Linguistics 17, no. 2 (2014): 181–212. http://dx.doi.org/10.1075/sll.17.2.02app.

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Prosody, the “music” of language, is an important aspect of all natural languages, spoken and signed. We ask here whether prosody is also robust across learning conditions. If a child were not exposed to a conventional language and had to construct his own communication system, would that system contain prosodic structure? We address this question by observing a deaf child who received no sign language input and whose hearing loss prevented him from acquiring spoken language. Despite his lack of a conventional language model, this child developed his own gestural system. In this system, featur

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Slobin, Dan I., Nini Hoiting, Michelle Anthony, et al. "Sign language transcription at the level of meaning components." Sign Transcription and Database Storage of Sign Information 4, no. 1-2 (2001): 63–104. http://dx.doi.org/10.1075/sll.4.12.07slo.

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The Berkeley Transcription System (BTS) has been designed for the transcription of sign language videotapes at the level of meaning components. The system is based on efforts to transcribe adult-child interactions in American Sign Language (ASL) and Sign Language of the Netherlands (SLN). The goal of BTS is to provide a standard means of transcribing signed utterances, meeting the following objectives: –compatibility with CHAT format and CLAN programs (CHILDES) –linear representation on a continuous typed line, using only ASCII characters –representation at the level of meaning components –ful

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Gaines, Rosslyn, and Roy Meals. "A Case Study of a Physically Impaired Deaf Child." Sign Language Studies 1068, no. 1 (1990): 245–58. http://dx.doi.org/10.1353/sls.1990.0017.

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van den Bogaerde, Beppie, and Anne Baker. "Code mixing in mother–child interaction in deaf families." Language Acquisition 8, no. 1-2 (2005): 153–76. http://dx.doi.org/10.1075/sll.8.1.08bog.

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In this paper we discuss the mixed language input of four deaf mothers and the mixed output of their three deaf and three hearing children. Taking a strict definition of code-mixing (as defined by Muysken 2000) we find that the deaf mothers mainly use a form of code-mixing, or mixed code-blending, called congruent lexicalization, which results in a mixed form between NGT (Sign Language of the Netherlands) and Dutch in a structure which is compatible with both NGT and Dutch. The deaf children (up to 3 years), who are only just beginning to become bilingual, hardly produce any code-mixed utteran

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노호창. "A Review of Legal Issues on Child-care Leave Benefits." Seoul Law Review 25, no. 2 (2017): 81–122. http://dx.doi.org/10.15821/slr.2017.25.2.003.

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41

Tang, Juan, Wei-Tao Liang, Song-Song Ma, Feng Wang, and Ji-Min Wu. "ACUTE MUCOSAL PERFORATION AFTER LAPAROSCOPIC HELLER MYOTOMY IN A CHILD." Gastroenterology Nursing 40, no. 3 (2017): 251–52. http://dx.doi.org/10.1097/sga.0000000000000292.

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42

Grosjean, Francois. "The Right of the Deaf Child to Grow Up Bilingual." Sign Language Studies 1, no. 2 (2001): 110–14. http://dx.doi.org/10.1353/sls.2001.0003.

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Pichler, Deborah Chen, Julie A. Hochgesang, Diane Lillo-Martin, Ronice Müller de Quadros, and Wanette Reynolds. "Best Practices for Building a Bimodal/Bilingual Child Language Corpus." Sign Language Studies 16, no. 3 (2016): 361–88. http://dx.doi.org/10.1353/sls.2016.0007.

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Smith, Sandra, and Rachel Sutton-Spence. "Adult–child interaction in a BSL nursery — getting their attention!" Language Acquisition 8, no. 1-2 (2005): 131–52. http://dx.doi.org/10.1075/sll.8.1.07smi.

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This paper reports on attention-getting strategies during adult–child interaction in a BSL-language nursery. The data come from a small study conducted at the School of Education at Leeds University, in which deaf children in a Deaf nursery run by Deaf adults were filmed. Deaf adults and deaf children both used waving and tapping to gain attention. Deaf adults used waving strategies more than the children did, while the children used more tapping strategies than the adults did. Additional ways of seeking attention and a range of different types of tapping and waving were identified, providing

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45

Slobin, Dan I., Nini Hoiting, Michelle Anthony, et al. "Sign language transcription at the level of meaning components." Sign Transcription and Database Storage of Sign Information 4, no. 1-2 (2001): 63–104. http://dx.doi.org/10.1075/sll.4.1-2.07slo.

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The Berkeley Transcription System (BTS) has been designed for the transcription of sign language videotapes at the level of meaning components. The system is based on efforts to transcribe adult-child interactions in American Sign Language (ASL) and Sign Language of the Netherlands (SLN). The goal of BTS is to provide a standard means of transcribing signed utterances, meeting the following objectives: –compatibility with CHAT format and CLAN programs (CHILDES) –linear representation on a continuous typed line, using only ASCII characters –representation at the level of meaning components –ful

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김두상. "A Study on the Punishment for Simple Possession of Child Pornography." Seoul Law Review 21, no. 1 (2013): 135–66. http://dx.doi.org/10.15821/slr.2013.21.1.004.

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McHugh, Margaret. "Child Abuse in a Sea of Neglect: The Inner-City Child." Pediatric Annals 21, no. 8 (1992): 504–7. http://dx.doi.org/10.3928/0090-4481-19920801-10.

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Güvenç, B. Haluk, Gulsen Ekingen, and Burak Erkus. "Thoracoscopic Assessment of Mediastinal Tuberculous Lymphadenitis in a 4-month-old Child." Surgical Laparoscopy, Endoscopy & Percutaneous Techniques 18, no. 3 (2008): 322–24. http://dx.doi.org/10.1097/sle.0b013e31816f777f.

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Griffith, Penny L. "Mode-Switching & Mode-Finding in a Hearing Child of Deaf Parents." Sign Language Studies 1048, no. 1 (1985): 195–222. http://dx.doi.org/10.1353/sls.1985.0010.

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Akamatsu, C. Tane, and Jean F. Andrews. "It Takes Two to be Literate: Literacy Interactions Between Parent & Child." Sign Language Studies 1081, no. 1 (1993): 333–60. http://dx.doi.org/10.1353/sls.1993.0006.

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