The Relationship of Head Start Teachers’ Academic Language Use and Children’s Receptive Vocabulary

The entire bodily gestural repertoire of four different infant groups was coded over the age period of 9 to 15 months. Two small samples of English-Canadian and Parisian-French infants were filmed every two weeks at home. A larger sample of Japanese infants was visited for 7 sessions and of Italian-Canadian infants for 4 sessions at 9 months and 15 months and again at 3 years. Language measures were collected for the last two groups. Increases in Comment gestures, particularly pointing, in Object exchange gestures, and in Agency gestures were found across almost all groups. Decreases in Reach-request and in Emotive gestures were also found for most groups. The increasing group of gestures was positively related to vocabulary acquisition, particularly to receptive vocabulary. Reach-request and Protest gestures at 15 months were negative related to different aspects of language at 3 years. The importance of examining the entire nonverbal communicative repertoire across cultures is discussed in terms of assessing the relationship of gestures to language acquisition. Changes in the gestural repertoire appear to be universal across infants of different cultures, at least those examined.

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A Hundred Years of Football English: A Dictionary Study on the Relationship of a Special Language to General Language

Revista Alicantina de Estudios Ingleses ◽

10.14198/raei.2019.32.02 ◽

2019 ◽

pp. 15

Author(s):

Gunnar Bergh ◽

Sölve Ohlander

Keyword(s):

Media Coverage ◽

Language Use ◽

General Purpose ◽

The Past ◽

The Status ◽

Oxford Dictionary ◽

Core Vocabulary ◽

Relationship Of ◽

The Relationship ◽

Special Language

General-purpose dictionaries may be assumed to reflect the core vocabulary of current language use. This implies that subsequent editions of a desk dictionary should mirror lexical changes in the general language. These include cases where special-language words have become so familiar to the general public that they may also be regarded as part of general language. This is the perspective of the present study on English football vocabulary, where a set of well-known football words – dribble, offside, etc. – are investigated as to their representation in five editions of the Concise Oxford Dictionary (1911–2011), and in four of the Oxford Advanced Learner’s Dictionary (1948–1995). Two other dictionaries are also consulted: the Oxford Dictionary of English (2010) and – for first occurrences of the words studied – the Oxford English Dictionary. It is shown that, over the past hundred years, football vocabulary has gradually, at an accelerating pace, become more mainstream, as demonstrated by the growth of such vocabulary (e.g. striker, yellow card) in subsequent dictionary editions. Yet, some football terms make an esoteric impression, e.g. nutmeg ‘play the ball through the opponent’s legs’. Interestingly, such words also tend to be included in present-day dictionaries. Thus, football language is in a state of constant flux, responding to developments in and around the game. This is reflected in the dictionaries studied. In conclusion, due to the status and media coverage of the “people’s game” today, English general-purpose dictionaries have increasingly come to recognize much of its vocabulary as part of general language.

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The relationship between Head Start teachers' attitudes about physical activity promotion and their implementation of activities that promote physical activity

10.17760/d20213362 ◽

2014 ◽

Author(s):

Colin Michael Cox

Keyword(s):

Physical Activity ◽

Head Start ◽

Physical Activity Promotion ◽

Head Start Teachers ◽

Activity Promotion ◽

Teachers Attitudes ◽

The Relationship

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Language use, role and context in a five-year-old

Journal of Child Language ◽

10.1017/s0305000900001951 ◽

1978 ◽

Vol 5 (1) ◽

pp. 81-99 ◽

Cited By ~ 26

Author(s):

Margaret Martlew ◽

Kevin Connolly ◽

Christine McCleod

Keyword(s):

Social Interactions ◽

Language Use ◽

Role Play ◽

Spontaneous Speech ◽

Speech Transcripts ◽

Relationship Of ◽

The Relationship

ABSTRACTTo explore the relationship of language use and speech adaptation to role and context the spontaneous speech of a boy aged 5; 6 was recorded in three different situations: playing alone, playing with a friend of the same age, and playing with his mother. Several analyses were made of the speech transcripts to examine the relationship between context and language use. The nature of play episodes was also investigated. The findings suggest that role play has an important function in the development of a child's ability to communicate effectively, and that a child's awareness of his own role and the expectations he has concerning social interactions lead to modification in language use.

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RELASI BAHASA DAN IDEOLOGI

LiNGUA Jurnal Ilmu Bahasa dan Sastra ◽

10.18860/ling.v5i2.622 ◽

2011 ◽

Vol 5 (2) ◽

Author(s):

Ahmad Mubaligh

Keyword(s):

Social Class ◽

Language Use ◽

Great Effort ◽

Code System ◽

Close Relationship ◽

Relationship Of ◽

Language And Ideology ◽

The Relationship

Language is an arbitrary code system having close relationship with the ideology, because in any use of the language is ideological. According to linguists language is ideology. The relationship between language and ideology is in its language use and materializing the language in ideology. Words used and the meaning coming up from the words show someone’s position in a certain social class. Language becomes a battle site for many groups and class who take great effort to instill its belief and perceiving. In addition, the relationship of language and ideology can also be seen from its use not only as a means of communication but also language as a tool to influence, change and dominate other people so that the reader or audience will receive and justify the messages, ideas, and thought delivered, even to believe and follow it.

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A cultural communities approach to understanding Head Start teachers’ beliefs about language use with dual language learners: Implications for practice

Contemporary Issues in Early Childhood ◽

10.1177/1463949115600027 ◽

2015 ◽

Vol 16 (3) ◽

pp. 241-256 ◽

Cited By ~ 9

Author(s):

Sarah Garrity ◽

Alison Wishard Guerra

Keyword(s):

Head Start ◽

Language Learners ◽

Dual Language ◽

Language Use ◽

Dual Language Learners ◽

Head Start Teachers ◽

Teachers Beliefs ◽

Cultural Communities

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The relationship of language and spatial identity in historical geography research: a review of (multi)disciplinary approaches

Hrvatski geografski glasnik/Croatian Geographical Bulletin ◽

10.21861/hgg.2021.83.01.03 ◽

2021 ◽

Vol 83 (1) ◽

pp. 57-76

Author(s):

Mihela Melem Hajdarović ◽

Keyword(s):

Language Use ◽

Historical Geography ◽

Relationship Of ◽

The Relationship ◽

Spatial Identity ◽

Objective Methodology

Language use and spatial identity research are topics of interest in linguistics, geography, anthropology, ethnology, sociology, psychology, and philosophy. Accordingly, there are numerous related terms that originated in one discipline but are also used in other disciplines, making them multi-disciplinary. Research on terminology in the field of language use has shown great diversity (linguistic geography, areal or spatial linguistics, linguistic geography, the geography of language, geolinguistics). The paper analyzes and defines the aforementioned concepts, their connection with individual disciplines, and discusses individual terminological shortcomings. The aim of this paper is to review the field of research regarding the use of language and spatial identity in a broader sense, and especially the position of and approaches to research within historical geography. The paper analyzes a sample of 124 articles (published mainly in Croatian and English) according to author(s), research objective, methodology, and period of publication. Based on this, three characteristic periods during which research developed and changed have been distinguished.

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