scholarly journals Quadronimic interpretation of English-language digital discourse

2021 ◽  
Vol 5 (S1) ◽  
pp. 1075-1086
Author(s):  
Nataliia Lazebna
Keyword(s):  
English Language ◽  
Parameters Identification ◽  
Discourse Representation ◽  
Digital Discourse ◽  
Textual Space

The paper focuses on the English-language digital discourse (EDD) and considers it in terms of Descartes’ square. Despite the incongruence of the medieval philosophical paradigm with the modern stage of posthumanitarian studies, it is the quadronymic and clearly delineated frame, “perspicuae veritates” (according to R. Descartes), which can balance a diverse phenomenon of digital discourse. There are three main aspects of the study considered further: English-language digital discourse and its quadronymic potential, which is interpreted in three main perspectives: in terms of discursive impulse and discourse response; within hyper- / hypodynamic levels of English-language digital discourse and the English-language digital textual space (EDTS). Quadrominic interpretation of English-language digital discourse results in the following findings:  symmetry of discourse construction; logic and sequence of discourse representation and its parameters; slot representation of discourse paradigmatic parameters; identification of interdependencies, conditions and parameters of discourse within quadrants.

scholarly journals ENGLISH-LANGUAGE BASIS OF PYTHON PROGRAMMING LANGUAGE

2021 ◽  
Vol 1 (193) ◽  
pp. 371-376
Author(s):  
Nataliia Lazebna ◽  
◽  
Keyword(s):  
Programming Language ◽  
Language Processing ◽  
Virtual Worlds ◽  
English Language ◽  
Human Communication ◽  
Python Language ◽  
Industry Research ◽  
Python Programming Language ◽  
Digital Discourse ◽  
Python Programming

The dynamic nature of the Python programming language, the accumulation of a certain linguosemiotic basis indicates the similarity of this language with the English language, which is the international one and mediates human communication in both real and virtual worlds. In this study, the English language is positioned as the linguistic basis of Python language of programming, which is widely used in industry, research, natural language processing, textual information retrieval, textual data processing, texts corpora, and more. English language, its lexical features, text representation and interaction with logical and functional basis in the context of Python programming language are considered further in this research. Thus, the unity of verbal units and symbols in the modern English-language digital discourse indicates both the order and variability of the constituents therein. The functionality of linguosemiotic elements produces a network of relationships, where each of these integrated elements can produce from a word or symbol a holistic set of units, which are extrapolated in the English-language digital discourse and mediates human communication with a machine. An overview of the basic properties of Python language, such as values, types, expressions, and operations are in focus of the study. Though users understand the responses of Python interpreter, there is a need to follow certain instructions and codes. To facilitate work with this programming language and prescribed English-language commands, it is necessary to involve linguists to cooperate with programmers to invent a certain logical and reasonable principle of Python commands operation.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Student's Say: ‘What If My Clients End Up With a Chinese Accent?'

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok
Keyword(s):  
Graduate Student ◽  
English Language Learner ◽  
English Language ◽  
Language Learner

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

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