Natural Environments or Naturalistic Learning Opportunities: What Is the Evidence in Early Intervention?

2009 ◽  
Vol 2 (1) ◽  
pp. 2-5 ◽  
Author(s):  
Katherine B. Stewart
Keyword(s):  
Early Intervention ◽  
Learning Opportunities ◽  
Natural Environments

Language choice and second language learning opportunities in learners’ social networks

2007 ◽  
Vol 30 (1) ◽  
pp. 5.1-5.18
Author(s):  
Naomi Kurata
Keyword(s):  
Social Networks ◽  
Language Learning ◽  
Language Learners ◽  
Language Choice ◽  
Learning Opportunities ◽  
Natural Environments ◽  
Foreign Language Learners ◽  
L2 Learning ◽  
On Line ◽  
Natural Interactions

This paper examines the patterns of language choice and the construction of L2 learning opportunities in foreign language learners’ social networks by focusing on how these patterns and opportunities are socially structured in a Japanese language learner’s natural interactions. It is based on a range of data, including a script of on-line chat occurring in natural environments as well interview data. Drawing on Cummins’ (1996) concept of interpersonal space, the findings indicate that there were a number of social and contextual factors that seemed to affect the learner’s language choice and L2 learning opportunities in complex ways. Most of these factors appeared to be related to the learner’s and/or his network interactants’ identity as an adequate L2 user and their perception of each other’s L2 proficiency and/or role. This paper provides insights into how to create environments that promote the learners’ opportunities for L2 use and learning.

Are We Maximizing the Role of Caregivers’ Support Networks in Early Intervention?

2019 ◽  
Vol 42 (3) ◽  
pp. 203-223
Author(s):  
Nicole Megan Edwards
Keyword(s):  
Early Intervention ◽  
Ecological Systems ◽  
Strategy Use ◽  
Support Networks ◽  
Natural Environments ◽  
Infants And Toddlers ◽  
Part C ◽  
Home Based ◽  
Part C Early Intervention

Part C Early Intervention is intended to build capacity among caregivers of infants and toddlers with special needs to use tailored strategies in natural environments. Satisfaction and perceived strategy use, however, remain unclear. In a Northeastern home-based program, caregivers ( n = 195; 33% response) and providers ( n = 66; 33% response) answered questions on strategy use, whether others are asked to use strategies, and perceived compliance. A subset of providers participated in a focus group. Most providers were “somewhat confident” caregivers use recommended strategies. Half of providers consistently encouraged caregivers to ask others to use strategies, with this linked to familiarity with ecological systems theory. Despite 86.2% of caregivers asking one or more person to use strategies, there was little confidence in compliance. Findings and implications are discussed, including revisiting coaching practices, exploring variability in support networks, and promoting strategy use across key partners.

Typical and Ideal Practices in Early Intervention in Spain During a Transformation Process of Professional Practices

2019 ◽  
Vol 42 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Pau García-Grau ◽  
Gabriel Martínez-Rico ◽  
R. A. McWilliam ◽  
Margarita Cañadas Pérez
Keyword(s):  
Early Intervention ◽  
Service Evaluation ◽  
Transformation Process ◽  
Demographic Variables ◽  
City Size ◽  
Professional Practices ◽  
Natural Environments ◽  
The Past ◽  
People With Intellectual Disabilities ◽  
Family Centered

Early intervention (EI) has evolved toward a family-centered approach over the past decades. Despite emphasis on this philosophy, however, the field still needs to move from a child- and deficit-based approach to a family-centered one. This study aimed to be a baseline description of professional practices of 250 EI professionals in Spain during a change to family-centered practices by the Spanish Confederation of organizations for people with intellectual disabilities, Plena Inclusión. We conducted variance analysis on the Families in Natural Environments Scale of Service Evaluation–II (FINESSE-II), and found ideal-practices scores to be higher than typical practice in all factors of the scale. Location of the intervention and city size had an impact on the total FINESSE-II score, whereas professional demographic variables did not. Ideal practices of family-centered professionals were higher than those of non-family-centered professionals in the total score and in all factors, especially in the Functional Intervention factor.

Language choice and second language learning opportunities in learners’ social networks

2007 ◽  
Vol 30 (1) ◽  
pp. 5.1-5.18 ◽  
Author(s):  
Naomi Kurata
Keyword(s):  
Social Networks ◽  
Language Learning ◽  
Language Learners ◽  
Language Choice ◽  
Learning Opportunities ◽  
Natural Environments ◽  
Foreign Language Learners ◽  
L2 Learning ◽  
On Line ◽  
Natural Interactions

This paper examines the patterns of language choice and the construction of L2 learning opportunities in foreign language learners’ social networks by focusing on how these patterns and opportunities are socially structured in a Japanese language learner’s natural interactions. It is based on a range of data, including a script of on-line chat occurring in natural environments as well interview data. Drawing on Cummins’ (1996) concept of interpersonal space, the findings indicate that there were a number of social and contextual factors that seemed to affect the learner’s language choice and L2 learning opportunities in complex ways. Most of these factors appeared to be related to the learner’s and/or his network interactants’ identity as an adequate L2 user and their perception of each other’s L2 proficiency and/or role. This paper provides insights into how to create environments that promote the learners’ opportunities for L2 use and learning.

Providing Early Intervention Within Natural Environments

2009 ◽  
Vol 22 (2) ◽  
pp. 119-131 ◽  
Author(s):  
Anja Rantala ◽  
Sanna Uotinen ◽  
R. A. McWilliam
Keyword(s):  
Early Intervention ◽  
Natural Environments
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