scholarly journals Early childhood language memory in the speech perception of international adoptees

2009 ◽  
Vol 37 (5) ◽  
pp. 1123-1132 ◽  
Author(s):  
JANET S. OH ◽  
TERRY KIT-FONG AU ◽  
SUN-AH JUN
Keyword(s):  
Early Childhood ◽  
Korean Language ◽  
Identification Task ◽  
Language Background ◽  
First Semester ◽  
International Adoptees ◽  
Language Classes ◽  
The Us ◽  
One Year ◽  
Phoneme Identification

ABSTRACTIt is as yet unclear whether the benefits of early linguistic experiences can be maintained without at least some minimal continued exposure to the language. This study compared 12 adults adopted from Korea to the US as young children (all but one prior to age one year) to 13 participants who had no prior exposure to Korean to examine whether relearning can aid in accessing early childhood language memory. All 25 participants were recruited and tested during the second week of first-semester college Korean language classes. They completed a language background questionnaire and interview, a childhood slang task and a Korean phoneme identification task. Results revealed an advantage for adoptee participants in identifying some Korean phonemes, suggesting that some components of early childhood language memory can remain intact despite many years of disuse, and that relearning a language can help in accessing such a memory.

scholarly journals STEM in English for Early Childhood Ecological Awareness in China

2019 ◽  
Author(s):  
Wenxiao Zhao
Keyword(s):  
Early Childhood ◽  
Picture Books ◽  
Mobile Apps ◽  
Video Camera ◽  
Mobile App ◽  
Early Years ◽  
Language Background ◽  
Ecological Awareness ◽  
And Mathematics ◽  
One Year

Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children's early years. The present study carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app "Bilingual Child Learning" which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids' limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children's English.

Safety of reduced anti-thrombotic strategies in HeartMate II patients: A one-year analysis of the US-TRACE Study

2015 ◽  
Vol 34 (12) ◽  
pp. 1542-1548 ◽  
Author(s):  
Jason N. Katz ◽  
Robert M. Adamson ◽  
Ranjit John ◽  
Antone Tatooles ◽  
Kartik Sundareswaran ◽  
...  
Keyword(s):  
Heartmate Ii ◽  
The Us ◽  
One Year

On the Abolition of Belonging as Property: Toward Justice for Immigrant Children of Color

2021 ◽  
pp. 004208592110179
Author(s):  
Mariana Souto-Manning
Keyword(s):  
Early Childhood ◽  
Lived Experiences ◽  
Immigrant Children ◽  
Critical Race ◽  
Children Of Color ◽  
Immigrant Mother ◽  
The Us ◽  
Feminist Perspectives

Belonging matters in early childhood. Despite its importance, the majoritarian conceptualization of belonging is seldom problematized. In the US, the politics of belonging draws racialized lines of inclusion and exclusion, (re)inscribing longstanding racialized systems of inequity and injustice. Through critical race and Latina feminist perspectives and methodologies, an immigrant mother and son of Color examined their lived experiences. Findings unveil the urgency of upending formal racialized notions of belonging—for example, citizenship, co-naturalized with whiteness. Attending to the palpable consequences of ideological and relational borders that exclude and subjugate immigrants of Color, implications call for abolishing belonging as property and cultivating collective healing.

ID: 3527213 THIRD SPACE ENDOSCOPY AFTER FORMAL ENDOSCOPY ADVANCED FELLOWSHIP TRAINING IN THE US: ONE YEAR LINEAR FOLLOW UP OF INDEPENDENT PRACTICE

2021 ◽  
Vol 93 (6) ◽  
pp. AB281
Author(s):  
Mohamed Abdelfatah Magdy ◽  
Ali M. Ahmed ◽  
Shajan Peter ◽  
Douglas R. Morgan ◽  
Qiang Cai
Keyword(s):  
Third Space ◽  
Fellowship Training ◽  
Independent Practice ◽  
The Us ◽  
One Year

Financial literacy and classroom practices among early childhood and elementary teachers in India and the US

2018 ◽  
Vol 47 (6) ◽  
pp. 746-759
Author(s):  
J. D. Jayaraman ◽  
Saigeetha Jambunathan ◽  
Regina Adesanya
Keyword(s):  
Early Childhood ◽  
Elementary Teachers ◽  
Financial Literacy ◽  
Classroom Practices ◽  
The Us

scholarly journals Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach

2018 ◽  
Vol 8 (3) ◽  
pp. 98 ◽  
Author(s):  
Robin Anderson ◽  
Jo Boaler ◽  
Jack Dieckmann
Keyword(s):  
Student Learning ◽  
Professional Learning ◽  
English Learners ◽  
Instructional Practice ◽  
Student Beliefs ◽  
The Us ◽  
Math Test ◽  
Math Test Scores ◽  
One Year ◽  
Mathematics Teaching Methods

The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners.

scholarly journals Innovations in Integrating Language Assistants: Inter-Collaborative Learning

2018 ◽  
Vol 4 (4) ◽  
pp. 54-62
Author(s):  
Fumie Kato
Keyword(s):  
Study Abroad ◽  
Language Learners ◽  
Native Speakers ◽  
The United States ◽  
Japanese Language ◽  
Japanese Study ◽  
Language Classes ◽  
One Year ◽  
Study Abroad Program ◽  
Study Abroad Students

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

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