Creative Language Abilities of Deaf Children

1985 ◽  
Vol 28 (1) ◽  
pp. 73-78 ◽  
Author(s):  
Marc Marschark ◽  
Sue A. West
Keyword(s):  
Cognitive Skills ◽  
Figurative Language ◽  
Language Use ◽  
Deaf Children ◽  
Language Abilities ◽  
Deaf Students ◽  
Creative Language

The language flexibilty and creativity of deaf children was investigated by having four deaf and four hearing 12–15-year-olds generate stories to experimenter-supplied themes. These were videotaped and examined for instances of nonliteral communication. Contrary to previous claims that deaf children are extremely rigid and literal in their language use, subjects here showed considerable use of creative language devices when evaluated in sign rather than vocal language. Deaf students produced traditional types of figurative contructions at a rate equal to their hearing age-mates and surpassed them in four other categories of nonliteral expression. These findings are discussed in terms of the cognitive skills required for and reflected by figurative language use and common assumptions concerning deaf children's related abilities.

A Yogācāra Buddhist Theory of Metaphor

2018 ◽  
Author(s):  
Roy Tzohar
Keyword(s):  
Figurative Language ◽  
Language Use ◽  
Potential Contribution ◽  
Philosophical Theory ◽  
Theory Of Meaning ◽  
Philosophical School ◽  
Intellectual Context ◽  
Philosophical Texts

This book is about what metaphors mean and do within Buddhist texts. More specifically, it is about the fundamental Buddhist ambivalence toward language, which is seen as obstructive and yet necessary for liberation, as well as the ingenious response to this tension that one Buddhist philosophical school—the early Indian Yogācāra (3rd–6th century CE)—proposed by arguing that all language use is in fact metaphorical (upacāra). Exploring the profound implications of this claim, the book presents the full-fledged Yogācāra theory of meaning—one that is not merely linguistic, but also perceptual.Despite the overwhelming visibility of figurative language in Buddhist philosophical texts, its role and use have received relatively little attention in scholarship to date. This book is the first sustained and systematic attempt to present an indigenous Buddhist philosophical theory of metaphor. By grounding the Yogācāra’s pan-metaphorical claim in its broader intellectual context, both Buddhist and non-Buddhist, the discussion reveals an intense Indian philosophical conversation about metaphor and language that reached across sectarian lines, and it also demonstrates its potential contribution to contemporary philosophical discussions of related topics. The analysis of this theory of metaphor radically reframes the Yogācāra controversy with the Madhyamaka; sheds light on the school’s application of particular metaphors, as well as its unique understanding of experience; and establishes the place of Sthiramati as an original Buddhist thinker of note in his own right, alongside Asaṅga and Vasubandhu.

scholarly journals Test de Français Laval-Montreal: Does It Measure What It Should Measure?

2016 ◽  
Vol 32 ◽  
pp. 87
Author(s):  
Romain Schmitt ◽  
Shahrzad Saif
Keyword(s):  
Preservice Teachers ◽  
Language Use ◽  
Target Language ◽  
French Language ◽  
Task Characteristics ◽  
Language Abilities ◽  
High Stakes ◽  
Formation Initiale ◽  
Teacher Training Programs ◽  
Language Needs

This article reports on a study conducted as part of a larger investigation of the predictive validity of the Test de Français Laval-Montreal (TFLM), a high-stakes French language test used for admission and placement purposes for Teacher- Training Programs (TTPs) in major francophone universities in Canada (Schmitt, 2015). The objective of this study is to examine the validity of TFLM tasks for measuring language abilities required by tasks common to the Target Language Use (TLU; Bachman & Palmer, 2010) domains in which preservice teachers are expected to function. Adopting Messick’s conception of construct validity (1989) and Bachman & Palmer’s Framework of Task Characteristics (2010), the study features a comprehensive task analysis detailing the characteristics of TFLM tasks in contrast to those of three major TLU academic and instructional contexts linked to the test. The results of the study are discussed in terms of the standards of validity (Messick, 1996) and qualities of usefulness (Bachman & Palmer, 1996). Findings suggest that TFLM tasks and constructs do not represent those of the TLU contexts and do not address the language needs of preservice teachers as identified by the Ministère de l’Éducation, du Loisir et du Sport (MELS). The implications for the consequential aspect of TFLM validity and the potential nega- tive consequences of TFLM use as an admission test are discussed. Cet article présente une partie d’une étude plus complète sur la validité prédictive du Test de Français Laval-Montréal (TFLM), test de langue française à enjeux critiques utilisé comme test d’admission et de placement dans les programmes de formation initiale en enseignement d’importantes universités francophones au Canada (Schmitt, 2015). Le but de ce e étude est d’analyser la validité des tâches du TFLM à des fins d’évaluation des compétences linguistiques exigées dans les tâches communes aux domaines d’utilisation de la langue cible dans lesquels les enseignants en formation doivent fonctionner (Target Language Use (TLU); Bachman & Palmer, 2010). Basée sur la conception de la validité conceptuelle de Messick (1989) et le cadre d’analyse des caractéristiques des tâches de Bachman & Palmer (2010), l’étude compare de manière détaillée les tâches du TFLM à celles de trois contextes académiques et pédagogiques d’emploi de la langue cible. Les résultats de cette analyse sont évalués en termes de validité (Messick, 1996) et des qualités des tests (Bachman & Palmer, 1996). Les résultats indiquent que les tâches du TFLM et les construits qu’il est sensé évaluer ne correspondent pas à ceux des contextes d’emploi de la langue cible et ne répondent pas aux besoins des ensei- gnants en formation tels qu’identi és par le Ministère de l’Éducation, du Loisir et du Sport (MELS). La validité du TFLM, les conséquences ainsi que les aspects potentiellement négatifs de son utilisation comme test d’admission sont discutés. 

scholarly journals Diagnóstico de necesidades para el desarrollo de la inteligencia práctica. Diseño de objetos virtuales de aprendizaje para niños sordos// Needs assessment for the development of practical intelligence. Design of virtual learning objects for deaf children.

2012 ◽  
Vol 3 (1) ◽  
pp. 176
Author(s):  
Clemencia Del Consuelo Zapata Lesmes
Keyword(s):  
Needs Assessment ◽  
Cognitive Skills ◽  
Virtual Learning ◽  
Learning Objects ◽  
Deaf Children ◽  
Intelligence Analysis ◽  
Ministry Of Education ◽  
Practical Intelligence ◽  
El Sistema ◽  
The University

El proyecto completo propone la construcción de objetos virtuales de aprendizaje para desarrollar inteligencia práctica en niños sordos de 5 a 9 años, financiado por el Ministerio de Educación Nacional, liderado y ejecutado la Corporación Universitaria Rafael Núñez; en este artículo se presenta el proceso y los resultados de la primera fase: “Diagnóstico denecesidades para el desarrollo de la inteligencia práctica en niños sordos de 5 a 9 años”, a propósito, se construyeron tres rejillas (rejillas 1, 2 y 3) para registrar los resultados que arrojaron las actividades diseñadas para valorar los aspectos básicos de la inteligencia práctica; se realizó un análisis desde el sentir pedagógico, el cual reveló problemas dramáticos: los niños presentan atraso en el desarrollo de habilidades cognitivas, como también en las sociales y comunicativas; están limitados al uso del lenguaje de señas porque no leen y no escriben usando el sistema simbólico de lengua castellana; no reconocen la naturaleza de problemas simples acordes con sus edades, entre otros, esto les impide modificar situaciones a conveniencia, posibilidad que si tienen quienes han desarrollado su inteligencia práctica.ABSTRACT:The entire project proposes the construction of virtual learning objects to develop practical intelligence in deaf children 5-9 years old, funded by the Ministry of Education, led and executed the University Corporation Rafael Nunez, in this paper we present the process and results from the first phase:  "needs assessment for the development of practical intelligence deaf children of 5-9 years ", by the way, were built three grids (Tables 1, 2 and 3) to record the results yielded activities that were designed to assess the basics of practical intelligence, analysis was performed from the pedagogical sense, which revealed dramatic problems: children have delayed development of cognitive skills, as well as in social and communication, are limited to the use of sign language because they do not read and write using the symbolic system of the Spanish language , do not recognize the nature of simple problems according to their age, among others, this prevents them from modifying situations desirability, possibility that if those who have developed their practical intelligence.

I don’t want to go all Yoko Ono on you

2018 ◽  
Vol 66 (3) ◽  
pp. 295-308 ◽  
Author(s):  
Peter Uhrig
Keyword(s):  
Language Use ◽  
Corpus Analysis ◽  
Proper Noun ◽  
Yoko Ono ◽  
Creative Language

Abstract The present paper discusses what may be responsible for the creative effect that instances of a family of constructions, the go/get all/full [PROPER NOUN(S)] on Y pattern, appear to have on the hearer. For this purpose, a set of possible properties of creative language use will be discussed and checked against the results of a detailed corpus analysis of the pattern and related structures. Both the speaker’s and the hearer’s perspectives will be taken into account.

The Impact of Identity and Culturally Responsive School Leadership: Leaders of Schools and Programs for the Deaf

2019 ◽  
pp. 120-144
Author(s):  
Catherine A. O’Brien
Keyword(s):  
Identity Development ◽  
School Leadership ◽  
Culturally Responsive ◽  
School Leaders ◽  
The United States ◽  
Deaf Culture ◽  
Deaf Children ◽  
Deaf Students ◽  
Schools For The Deaf ◽  
Almost All

This chapter explores the relationship between culturally responsive school leadership and school culture in schools for the deaf. The author demonstrates how Deaf culture, identity, and culturally responsive school leadership intertwine and influence each other. This chapter reports on observations of and interviews with leaders in six schools for the deaf in the United States. Many current school leaders serving Deaf children lack knowledge and understanding of Deaf culture and Deaf identity. Culturally responsive leaders in the schools for the deaf that were studied were almost all part of Deaf culture. If school leaders are to better meet the needs deaf students’ education and identity development, they must recognize the students’ cultures and identities. The author makes a plea for better equipping potential principals and other leaders of schools for the deaf.

scholarly journals Comprehension of novel metaphor in young children with Developmental Language Disorder

2018 ◽  
Vol 3 ◽  
pp. 239694151881722 ◽  
Author(s):  
Daniela Bühler ◽  
Alexandra Perovic ◽  
Nausicaa Pouscoulous
Keyword(s):  
Young Children ◽  
Figurative Language ◽  
Language Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Language Abilities ◽  
Metaphor Comprehension ◽  
Core Deficit ◽  
Language Difficulties ◽  
Everyday Communication

Background and aims Difficulties with aspects of morphosyntax, phonology and/or vocabulary are the hallmark of Development Language Disorder (DLD). Yet, little is known about the linguistic-pragmatic abilities of young children with DLD. Previous studies suggest that children with DLD are experiencing difficulties with idioms, sayings and slang expressions, often interpreting them in a literal or unconventional fashion. However, it is unclear whether this is caused by difficulties to make pragmatic inferences in general or whether it stems from their semantic abilities. We therefore investigated novel metaphor understanding in young children with and without DLD. Methods We assessed novel metaphor comprehension using a reference assignment task with 15 children with DLD diagnoses (ages 42–49 months) as well as typically developing peers matched on chronological age (n = 15) and on language (n = 15). Results Children with DLD performed worse than their age-matched peers but in a comparable manner to the (younger) language-matched typically developing children. Performance was not related to non-verbal intelligence in the children with DLD. Conclusion The findings indicate that young children with DLD have difficulties with metaphor comprehension but also suggest that these difficulties are in line with their general language difficulties and linked to their overall linguistic competence rather than reflecting additional specific issues with deriving pragmatic inferences. Implications Our study adds to a growing body of literature showing that children with low language abilities are also likely to display more difficulties in understanding figurative language independently of any other symptomatology of their clinical diagnosis. It also supports the argument that deficits in the pragmatic domain are a secondary impairment rather than a core deficit in children with DLD. Nonetheless, children with DLD do show difficulties in understanding metaphors. Understanding figurative language is necessary for everyday communication and should therefore be targeted alongside traditional treatments by clinicians treating children with DLD.

Theory-of-Mind Development in Young Deaf Children With Early Hearing Provisions

2020 ◽  
pp. 095679762096038
Author(s):  
Chi-Lin Yu ◽  
Christopher M. Stanzione ◽  
Henry M. Wellman ◽  
Amy R. Lederberg
Keyword(s):  
Theory Of Mind ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Older Children ◽  
Language Abilities ◽  
Hearing Parents ◽  
Developmental Relationship

Deaf and hard-of-hearing (DHH) children born to hearing parents have profound theory-of-mind (ToM) delays, yet little is known about how providing hearing assistance early in life, through cochlear implants and hearing aids, influences their ToM development. We thus addressed (a) whether young DHH children with early hearing provision developed ToM differently than older children did in previous research and (b) what ToM understandings characterize this understudied population. Findings from 84 three- to six-year-old DHH children primarily acquiring spoken language demonstrated that accumulated hearing experience influenced their ToM, as measured by a five-step ToM scale. Moreover, language abilities mediated this developmental relationship: Children with more advanced language abilities, because of more time using cochlear implants and hearing aids, had better ToM growth. These findings demonstrate the crucial relationships among hearing, language, and ToM for DHH children acquiring spoken language, thereby addressing theoretical and practical questions about ToM development.

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