Incorporating Counseling Into Our Intervention With Students With Language-Learning Impairments: The Road Less Traveled?

1999 ◽  
Vol 6 (3) ◽  
pp. 4-7
Author(s):  
Kenn Apel
Keyword(s):  
Language Learning ◽  
The Road ◽  
Learning Impairments

scholarly journals Coda – opportunities and challenges in language learning and professionalization in higher education: the road ahead

2020 ◽  
pp. 263-268
Author(s):  
Béatrice Dupuy ◽  
Muriel Grosbois
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Foreign Languages ◽  
Work Requirements ◽  
Global Citizens ◽  
The Road ◽  
Curriculum Instruction ◽  
Research Findings

In considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, the preceding chapters have sought to highlight how research findings could/should inform curriculum, instruction, and professional development in higher education so as to promote language learning and sustain its link to professionalization in today’s and tomorrow’s society. Language learning and professionalization have been explored here through researches focusing on: university students who need to learn to communicate in one or more foreign languages to both interact as global citizens and increase their chances of employability; professionals who, on their lifelong learning journey, study foreign languages to enrich or develop (new) skills for a variety of reasons, including the need to meet evolving work requirements and adapt to an ever changing society; and (pre-service) language teachers who need to learn how best to meet the needs of learners. In this brief coda, we synthesize the major points from the chapters included in this book and highlight the opportunities that exist and the challenges that must be addressed if we want the opportunities not to remain just that.

Visual Speech Perception in Children With Language Learning Impairments

2016 ◽  
Vol 59 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Victoria C. P. Knowland ◽  
Sam Evans ◽  
Caroline Snell ◽  
Stuart Rosen
Keyword(s):  
Speech Perception ◽  
Language Learning ◽  
Visual Cues ◽  
Visual Speech ◽  
Typically Developing ◽  
Cross Sectional ◽  
Learning Impairments ◽  
Speech In Noise ◽  
Listening In Noise ◽  
Talking Face

Purpose The purpose of the study was to assess the ability of children with developmental language learning impairments (LLIs) to use visual speech cues from the talking face. Method In this cross-sectional study, 41 typically developing children (mean age: 8 years 0 months, range: 4 years 5 months to 11 years 10 months) and 27 children with diagnosed LLI (mean age: 8 years 10 months, range: 5 years 2 months to 11 years 6 months) completed a silent speechreading task and a speech-in-noise task with and without visual support from the talking face. The speech-in-noise task involved the identification of a target word in a carrier sentence with a single competing speaker as a masker. Results Children in the LLI group showed a deficit in speechreading when compared with their typically developing peers. Beyond the single-word level, this deficit became more apparent in older children. On the speech-in-noise task, a substantial benefit of visual cues was found regardless of age or group membership, although the LLI group showed an overall developmental delay in speech perception. Conclusion Although children with LLI were less accurate than their peers on the speechreading and speech-in noise-tasks, both groups were able to make equivalent use of visual cues to boost performance accuracy when listening in noise.

Language learning impairments: integrating basic science, technology, and remediation

1998 ◽  
Vol 123 (1-2) ◽  
pp. 210-219 ◽  
Author(s):  
P. Tallal ◽  
Michael M. Merzenich ◽  
Steve Miller ◽  
William Jenkins
Keyword(s):  
Language Learning ◽  
Basic Science ◽  
Learning Impairments ◽  
Science Technology

Dyslexia

2015 ◽  
Author(s):  
Margaret J. Snowling
Keyword(s):  
Language Learning ◽  
Reading Instruction ◽  
Educational Achievement ◽  
Current Evidence ◽  
Language Delays ◽  
Family Risk ◽  
Learning Impairments ◽  
Literacy Outcomes ◽  
Downward Spiral ◽  
Outcomes For Children

Without the ability to read fluently with comprehension there is a downward spiral of poor educational achievement and career prospects. Dyslexia is therefore a major problem for society and a key question is whether it is possible to intervene early to ameliorate its impact. Studies following the development of children at family-risk of dyslexia reveal that it is associated with language delays and speech difficulties in the pre-school years before reading instruction begins. Literacy outcomes for children depend not only on the risk factors that predispose to reading difficulties but also on protective factors which mitigate the risk. Together current evidence places dyslexia on a continuum with other language learning impairments.

scholarly journals Influence of Road Traffic Noise on English Reading Comprehension of Chinese College Students Majoring in English

2020 ◽  
Vol 15 (14) ◽  
pp. 109
Author(s):  
Wei Ding
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Language Learning ◽  
Road Traffic ◽  
Traffic Noise ◽  
Road Traffic Noise ◽  
Chinese College Students ◽  
The Road ◽  
English Reading ◽  
English Reading Comprehension

Noise has a negative impact on language learning. But first and second lan-guages are affected differently by noise. To clarify the effects of road traffic noise on second language learning, this study explores deep into how road traffic noise, the main noise on university campuses, affects the English reading comprehension of Chinese college students majoring in English. The subjects were asked to finish English reading comprehension tests of three difficulty levels (easy, medium and hard) under road traffic noises of three sound pressure levels (SPLs), namely, 30 dBA, 50 dBA and 70 dBA. The score, time consumption and number of interruptions of each subject were recorded, and subjected to one-way analysis of variance (one-way ANOVA). In addition, the subjects were asked to evaluate the impacts of road traffic noises on their comprehension. The results show that: the scores of English reading comprehension gradually decreased with the growing of the SPL of road traffic noise, but the decrease is only significant for easy questions; the time consumption of reading comprehension was not greatly affected by the SPL of road traffic noise; the subjects were interrupted more frequently by road traffic noises of 50 dBA and 70 dBA than road traffic noise of 30 dBA, but the difference is only significant for hard test; according to the self-evaluation of the English majors, interruption is the main problem brought by road traffic noise, which is replaced by distraction at the SPL of 70 dBA. Overall, the road traffic noise can disturb the English reading comprehension of Chinese college students majoring in English, and the disturbance is relat-ed to the difficulty of the text. The higher the SPL of the road traffic noise, the readers are more anxious and more frequently disturbed in reading, and the lower the score of English comprehension. In addition, attention should be paid to the disturbance of 30 dBA road traffic noise on second language learners.

scholarly journals RALLI: An internet campaign for raising awareness of language learning impairments

2012 ◽  
Vol 28 (3) ◽  
pp. 259-262 ◽  
Author(s):  
Dorothy VM Bishop ◽  
Becky Clark ◽  
Gina Conti-Ramsden ◽  
Courtenay Frazier Norbury ◽  
Margaret J Snowling
Keyword(s):  
Language Learning ◽  
Learning Impairments ◽  
Raising Awareness

Computer-Assisted Language Intervention Using Fast ForWord®

1999 ◽  
Vol 30 (4) ◽  
pp. 363-370 ◽  
Author(s):  
Ronald B. Gillam
Keyword(s):  
Language Learning ◽  
Speech Processing ◽  
Intervention Program ◽  
Language Intervention ◽  
Computer Assisted ◽  
Fast Forword ◽  
Learning Impairments ◽  
Clinical Methods ◽  
Magazine Articles ◽  
Scientific Learning

A computer-assisted language intervention program called Fast ForWord® (Scientific Learning Corporation, 1998) has received a great deal of attention at professional meetings and in the popular media. Newspaper and magazine articles about this program contain statements like, "On average, after only 6 to 7 weeks of training, language-learning impaired children ages 4 to 12 showed improvement of more than one and a half years in speech processing and language ability." (Scientific Learning Corporation, 1997). Are the claims that are being made about this intervention approach just a matter of product promotion, or is this really a scientifically proven remedy for language-learning impairments? This article critiques the theoretical basis of Fast ForWord®, the documented treatment outcomes, and the clinical methods associated with the procedure. Fifteen cautionary statements are provided that clinicians may want to consider before they recommend Fast ForWord® intervention for the children they serve.

The Road to Language Learning Is Iconic

2012 ◽  
Vol 23 (12) ◽  
pp. 1443-1448 ◽  
Author(s):  
Robin L. Thompson ◽  
David P. Vinson ◽  
Bencie Woll ◽  
Gabriella Vigliocco
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Sign Language ◽  
Language Processing ◽  
Linguistic Form ◽  
The Road ◽  
Signed Languages ◽  
Starting Point ◽  
Universal Feature

An arbitrary link between linguistic form and meaning is generally considered a universal feature of language. However, iconic (i.e., nonarbitrary) mappings between properties of meaning and features of linguistic form are also widely present across languages, especially signed languages. Although recent research has shown a role for sign iconicity in language processing, research on the role of iconicity in sign-language development has been mixed. In this article, we present clear evidence that iconicity plays a role in sign-language acquisition for both the comprehension and production of signs. Signed languages were taken as a starting point because they tend to encode a higher degree of iconic form-meaning mappings in their lexicons than spoken languages do, but our findings are more broadly applicable: Specifically, we hypothesize that iconicity is fundamental to all languages (signed and spoken) and that it serves to bridge the gap between linguistic form and human experience.

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