Assessing Spoken Language Competence in Children With Selective Mutism

2012 ◽  
Vol 34 (3) ◽  
pp. 184-195 ◽  
Author(s):  
Evelyn R. Klein ◽  
Sharon Lee Armstrong ◽  
Elisa Shipon-Blum
Keyword(s):  
Selective Mutism ◽  
Spoken Language ◽  
Language Competence

scholarly journals Competence of Would-Be Specialists of Physical Education and Sports: Urgent Problems of Studying Language for Special Purposes

2018 ◽  
Vol 5 (59) ◽  
Author(s):  
Laimutė Kardelienė ◽  
Ona Laima Gudzinevičiūtė ◽  
Ligita Mykolaitienė
Keyword(s):  
Physical Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Spoken Language ◽  
Communicative Language Teaching ◽  
National Language ◽  
Research Subject ◽  
Standard Language ◽  
Language Competence ◽  
Sports Coaches

The article presents the results of the knowledge of standard Lithuanian language and language for special purposes of the would-be specialists of physical education, sports and primary education. It discusses the problems of teaching and learning standard language and the language for special purposes. The research data are interpreted in the context of globalization. They encourage us to think over the urgent problems of using the national language while students continue their studies and make their careers in Europe. The article emphasizes the necessity of creating the learning environment corresponding to the needs and experience of learners. The research object is the studies of standard language and language for special purposes of would-be physical education and sports specialists. The research subject is the language competence of would-be physical education and sports specialists. The aim of the research is to reveal the urgent problems of studying standard language and the language for special purposes. The research results suggest that at the beginning of the course of the language for special purposes the teachers should evaluate the students’ knowledge and skills of standard Lithuanian in order to create a learning environment cor-responding to the needs of learners. Would-be specialists of physical education need methodical recommendations how to develop their pupils’ spoken language in physical education lessons. The course of the fundamentals of such methods should be associated with teaching standard language and the language for special purposes in a higher school. In the course of standard language and the language for special purposes for physical education specialists and sports coaches it is necessary to clearly defi ne the requirements of the systemic language course and the objec-tives of communicative language teaching. The most important thing is that specialty teachers should pay attention not only to the content of students’ written work, but also to the use of professional terms and the inaccuracy of word building or style mistakes.Keywords: language for special purposes, standard language, higher education.

scholarly journals Two Relative Contact Phenomena in the Language use of Hungarians in Transylvania

2020 ◽  
Vol 2 (1) ◽  
pp. 102-112
Author(s):  
Attila Benő
Keyword(s):  
Representative Sample ◽  
Language Use ◽  
Spoken Language ◽  
Language Competence ◽  
Dominant Language ◽  
Regional Characteristics ◽  
Bilingual Speakers

Abstract The paper discusses two peculiarities of language use generally taken to be relative contact phenomena in case of Hungarian in bilingual, non-dominant context: the preference of analytical linguistic variants and non-standard plural forms. The data come from two sociolinguistic surveys conducted in Transylvania (in 1996 and 2009). The surveys were carried out with the participation of a representative sample of speakers. The 1996 survey was conducted with a quota sample (N = 216 in Romania and N = 107 in Hungary) and the 2009 sample with a representative sample (N = 4058 in Romania). The hypothesis that Romanian-dominant bilingual speakers tend to exhibit relative contact phenomena to a larger extent was supported with respect to these two issues. The results show that the occurrence of these phenomena is determined both by the language competence of the dominant language and by the regional characteristics of the bilingualism. The results confirm the possibility that the spoken-language properties under discussion are relative contact phenomena.

scholarly journals A Discourse Approach to Spoken and Written Narratives: Pedagogical Implications for EFL Learners

2021 ◽  
Vol 5 (I) ◽  
pp. 42-56
Keyword(s):  
Narrative Analysis ◽  
Spoken Language ◽  
Written Language ◽  
Language Teachers ◽  
Language Competence ◽  
Written Narratives ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Pedagogical Implication ◽  
Similarities And Differences

Recent research on the analysis of spoken discourse (Halliday, 1985, McCarthy, 1998) shows that spoken language also has a consistent structure and in many respects, it does have the language patterns as that of written English. Thus, it proves that both spoken and written language have a describable structure. The aim of this study is to explore some discourse features of both spoken and written English and their pedagogical implication. For this purpose, two texts: a spontaneous speech (recorded and transcribed) and then a short-written poem are analyzed at both micro and macro level of discourse. As both texts have narrative content, Labov’s model of narrative analysis is applied to identify their organizing pattern. Similarities and differences in the discourse features of both texts are also examined. Some pedagogical implications of such an analysis are also suggested to language teachers; so that they can improve students’ language competence skills by adopting discourse-based teaching strategies.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

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