Vowel Duration in Mothers' Speech to Young Children

1992 ◽  
Vol 35 (3) ◽  
pp. 617-625 ◽  
Author(s):  
Lori A. Swanson ◽  
Laurence B. Leonard ◽  
Jack Gandour
Keyword(s):  
Young Children ◽  
Language Development ◽  
English Language ◽  
English Language Development ◽  
Vowel Duration ◽  
Function Words ◽  
Early Stages ◽  
Children's Attention ◽  
And Function ◽  
Mean Length Of Utterance

The purpose of this investigation was to determine whether content words are selectively highlighted through increased vowel duration in mothers' speech to young children. Fifteen mother-child dyads served as subjects. All children (ages 1:6x2013;2:4) were female and had a mean length of utterance between 1.00 and 1.40 morphemes. Each mother was asked to read five experimental stories aloud to her child and to an adult. The vowel durations of both content words and function words in these stories were examined. Vowels in content wordsx2014;but not function wordsx2014;were significantly longer in child-directed than in adult-directed speech. It is suggested that this characteristic of child-directed speech might heighten young children's attention to content words and contribute to the exclusion of function words during the early stages of English language development.

Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners

2019 ◽  
pp. 269-293
Author(s):  
Martha I. Martinez ◽  
Anya Hurwitz ◽  
Jennifer Analla ◽  
Laurie Olsen ◽  
Joanna Meadvin
Keyword(s):  
Deep Learning ◽  
Language Development ◽  
English Learners ◽  
English Language ◽  
Academic Language ◽  
English Language Development ◽  
Teaching English ◽  
Meaningful Engagement ◽  
Comprehensive Reform ◽  
Grade 3

Although there is general consensus among educators of English learners (ELs) regarding the need for contextualized language development, it is not widely implemented. This chapter explains the theory behind this shift in teaching English language development and for teaching ELs in general. The chapter also discusses the kind of professional development teachers need to make this shift, and the importance of meaningful engagement of families in their children's learning. The chapter situates this discussion within the Sobrato Early Academic Language (SEAL) model's work with schools across California. SEAL is a PK–Grade 3 comprehensive reform focused on the needs of English learners, and is designed to create a language-rich, joyful, and rigorous education. California is an important context given the state's large EL population and recent favorable shifts in educational policy, which provide a unique opportunity for laying a foundation for improved practices and outcomes for numerous English learners.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

Acoustic Differences Between Content and Function Words in Amyotrophic Lateral Sclerosis

2000 ◽  
Vol 43 (3) ◽  
pp. 769-781 ◽  
Author(s):  
Greg S. Turner ◽  
Kris Tjaden
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Vowel Duration ◽  
Function Words ◽  
Temporal Properties ◽  
Vowel Space ◽  
The Difference ◽  
And Function ◽  
Impaired Speech ◽  
The Relationship ◽  
Lateral Sclerosis

Studies describing acoustic characteristics of speech produced by individuals with dysarthria may help to explain intelligibility deficits for these speakers. One goal of the current study was to investigate the manner and extent to which nine speakers with mild to moderate dysarthria associated with amyotrophic lateral sclerosis (ALS) and nine healthy speakers acoustically distinguished /i/, / æ/, /u/, and /α/ in content and function words. A further aim was to evaluate the relationship between impaired speech in ALS and the magnitude of acoustic differences for vowels in content and function words. Speakers read the Farm Passage at a comfortable or habitual rate. F1 and F2 midpoint frequencies were measured, and vowel space areas were calculated. Vowel durations also were measured. The magnitude of F1, F2, vowel space area, and duration differences for vowels in content and function words was not statistically different for speakers with ALS and healthy controls. In addition, with the exception of /i/ produced by some speakers with ALS, vowel duration tended to be shorter in function words. Average F1 and F2 values for function words also tended to be centralized relative to content words. Although vowel space area differences for the two speaker groups were not statistically significant, there was a tendency for the difference in vowel space area for content and function words to be smaller for speakers with ALS than for controls. Regression analyses further indicated that the magnitude of temporal differences for vowels in content and function words was a better predictor of impaired speech than the magnitude of spectral differences for vowels in content and function words. One clinical implication is that individuals with ALS may benefit from therapy techniques targeting temporal properties of the acoustic signal.

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