Healthy Babies, Healthy Children: Building systems of support

2000 ◽  
Author(s):  
Leann Wagner ◽  
Karen Chan
Author(s):  
Bahar Otcu-Grillman ◽  
JungKang Miller

This chapter investigates professional development for ESOL teachers and shows the importance of building systems of support for teachers through professional support networks and sociolinguistic perspectives. It aims to raise awareness about existing professional networks for the education of bilingual educators and ESOL teachers in NY. It introduces some initiatives at a NY college that address such challenges and make NYS's various professional networks accessible to candidates. The chapter suggests that it is important for college educators and teacher trainers to get the teacher-in-training more involved in working with professionals. Growing the professional network in multimodal ways would help create a sense of community and belonging in the profession of teaching ESOL students.


2009 ◽  
Vol 18 (1) ◽  
pp. 19-24
Author(s):  
Maggie-Lee Huckabee

Abstract Research exists that evaluates the mechanics of swallowing respiratory coordination in healthy children and adults as well and individuals with swallowing impairment. The research program summarized in this article represents a systematic examination of swallowing respiratory coordination across the lifespan as a means of behaviorally investigating mechanisms of cortical modulation. Using time-locked recordings of submental surface electromyography, nasal airflow, and thyroid acoustics, three conditions of swallowing were evaluated in 20 adults in a single session and 10 infants in 10 sessions across the first year of life. The three swallowing conditions were selected to represent a continuum of volitional through nonvolitional swallowing control on the basis of a decreasing level of cortical activation. Our primary finding is that, across the lifespan, brainstem control strongly dictates the duration of swallowing apnea and is heavily involved in organizing the integration of swallowing and respiration, even in very early infancy. However, there is evidence that cortical modulation increases across the first 12 months of life to approximate more adult-like patterns of behavior. This modulation influences primarily conditions of volitional swallowing; sleep and naïve swallows appear to not be easily adapted by cortical regulation. Thus, it is attention, not arousal that engages cortical mechanisms.


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