Barrie Thorne and Nancy Henley, eds., Sex and language Difference and dominance. Rowley, Mass.: Newbury House, 1975. Pp. xii–311.

1977 ◽  
Vol 6 (1) ◽  
pp. 110-113 ◽  
Author(s):  
Michelle Z. Rosaldo
Keyword(s):  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).


2016 ◽  
Vol 1 (14) ◽  
pp. 3-16 ◽  
Author(s):  
Jissel B. Anaya ◽  
Elizabeth D. Peña ◽  
Lisa M. Bedore

An increasing number of United States school children are from culturally and linguistically diverse (CLD) backgrounds and speak multiple languages. Speech-language pathologists (SLPs) are often challenged with differentiating the performance of bilingual children with language impairment from those who may display a language difference. While there is consensus that we should consider both languages of a bilingual child in formal and informal assessments, there is no agreed way to interpret results of testing in both languages. The aim of this article is to propose a framework for conducting and interpreting the results from comprehensive and unbiased evaluations that incorporate language samples, parent and teacher reports, and standardized testing. We will illustrate the use of this bilingual coordinate approach via a pair of case studies.


2016 ◽  
Vol 21 (4) ◽  
pp. 385-401 ◽  
Author(s):  
Alyssa G Cavazos

Aims and objectives: This study investigates how three multilingual scholars enact translingual negotiation strategies in a variety of contexts. The purpose of the study is to identify how translingual oral and written literacy practices serve as rhetorical tools of language self-awareness, identity construction, and negotiations of language difference. Design/Methodology/Approach: The objectives of the study are achieved by conducting a textual analysis of three primarily oral genres mediated by literate practices. The genres include: a plenary address, naturalization ceremony speech, and personal interview. Data and Analysis: The three genres composed by multilingual scholars are analyzed using the following four translingual negotiation strategies: envoicing, recontextualization, interactional, and entextualization. Findings/Conclusions: The key findings of the research reveal the important relationship between oral and written practices, particularly how oral language practices serve as rhetorical resources that help multilingual writers become aware of audience and language negotiations. This study also reveals the potential of using translingual strategies in the writing classroom to enhance students’ rhetorical self-awareness of language difference in diverse genres and contexts. Originality: While scholarship in literacy and composition studies has focused on and recognized how the relationship between oral and written practices shape identities and communities, less attention is given to how multilingual speakers/writers in primarily oral genres mediated by literate practices use rhetorical strategies to shape their translingual identities and engage audience uptake of their translingual strategies. Significance/Implications: The significance and implications of this study focus on using translingual strategies as rhetorical tools to teach writing, language awareness, and analysis of discourse.


2021 ◽  
Vol 17 (12) ◽  
pp. 1
Author(s):  
Safiya Wada Abu ◽  
Adam Okene Ahmed

The Lake Chad Basin is an important natural resource that cut across several countries among which are Nigeria, Niger, Chad, Cameroon, Algeria, Central African Republic and Libya. In a bid to ensure the effective utilization of the water of the basin, the countries have engaged in cooperation through the creation of Lake Chad Basin Commission. The Commission has embarked on certain programmes to achieve its aim, hence the need for the assessment of the cooperation between countries around the basin. This work is an assessment albeit critical, of the cooperation within that commission. Part of the findings of the paper is that the Lake Chad Basin Commission has been unable to achieve objectives it sets for itself. Certain challenges which include but not limited to, lack of political will among members of the Commission, reoccurrence of violence, lack of adequate finance, poor organizational structure, cultural and language difference have worked either individually or in tandem to frustrate the realization of what appeared ab initio to be the noble and lofty goals of the commission. The contention of the paper therefore, is that the Lake Chad Basin Commission member states should reflect and modernize its initial objectives and operationalize the ingredients of its cooperation to derive the positivity laden in the agreements or else risk the extinction of an important water resource. Data for the paper were sourced using both primary and secondary. Other variables and methodological approaches like analysis, discourse, and accountability and of course, chronological delineations were generously employed in reconstruction. Study of this nature is multidisciplinary and knitted in the International studies, Security studies, and Diplomatic and Military history.


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