Intentional Approach with Russian Language Learners to Enhance Oral Language Skills in Non-linguistic Environment

2020 ◽  
Vol 20 ◽  
pp. 201-228
Author(s):  
Ilyina O. A. ◽  
Salkinder M. V.
Keyword(s):  
Language Learners ◽  
Oral Language ◽  
Language Skills ◽  
Russian Language ◽  
Oral Language Skills

Oral language skills of Spanish-speaking English language learners: The impact of high-quality native language exposure

2012 ◽  
Vol 34 (4) ◽  
pp. 673-696 ◽  
Author(s):  
PERLA B. GÁMEZ ◽  
SUSAN C. LEVINE
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Oral Language ◽  
English Language ◽  
Language Skills ◽  
Syntactic Complexity ◽  
Transitional Bilingual ◽  
Transitional Bilingual Education ◽  
Oral Language Skills

ABSTRACTThis study examined the relation between young English language learners’ (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs’ (n = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary subtests of the Woodcock Language Proficiency Battery—Revised. Samples of transitional bilingual education teachers’ (n = 21) speech were recorded and coded for syntactic complexity and vocabulary usage. Results revealed considerable variation in ELLs’ language scores, with overall performance below the normative sample. There was also wide variation in teachers’ speech across classrooms. Hierarchical linear modeling revealed that gains in ELLs’ expressive language skills were positively related to the diversity of teachers’ vocabulary and teachers’ syntactic complexity. These findings suggest that the quality of teachers’ language input, not just the quantity of their input, plays a significant role in the language learning trajectories of ELLs.

Assessing the Oral Language Skills of Bi-/Multilinguals

2021 ◽  
pp. 195-206
Author(s):  
Lisa M. Bedore ◽  
Elizabeth D. Peña ◽  
Kathleen Durant ◽  
Stephanie McMillen
Keyword(s):  
Best Practices ◽  
Language Learners ◽  
Oral Language ◽  
Language Skills ◽  
Language Assessment ◽  
Language History ◽  
Assessment Tasks ◽  
The Us ◽  
Oral Language Skills ◽  
English Speaking

Bilingual/multilingual children who speak two (or more) languages demonstrate variability in their semantic and morphosyntactic knowledge of each of their languages. This impacts their performance on language assessment tasks that tap into knowledge of semantics and morphosyntax. As a result, children from bilingual/multilingual backgrounds tend to be misdiagnosed more often than their monolingual peers. In this chapter, the authors review how best practices in the development of assessments can be applied to bilingual/multilingual language learners. They provide examples of the development and use of language history questionnaires and of assessments of semantics and morphosyntax for bilingual/multilingual populations. The chapter focuses in large part on the development and use of these measures for the US Spanish-English speaking population because the approach has been used for a very large group of children and can inform the development of assessments in other language pairs.

Testing Oral Language Skills via the Computer

2013 ◽  
Vol 18 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Jerry W. Larson
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Oral Language Skills

The relevance of oral language skills to early literacy: A multivariate analysis

1999 ◽  
Vol 20 (2) ◽  
pp. 167-190 ◽  
Author(s):  
DEBORAH L. SPEECE ◽  
FROMA P. ROTH ◽  
DAVID H. COOPER ◽  
SUSAN DE LA PAZ
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Skills ◽  
A Priori ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Direct Role ◽  
Oral Language Skills ◽  
Subtype Differences

This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive analyses of subtype differences on reading, spelling, and listening comprehension measures based on a priori hypotheses and (b) a comparison of the teacher classification of the children with the empirical classification. The subtypes represented high average, low average, high narrative, and low overall patterns of oral language skill. The high average subtype received the most consistent evidence for validation. The pattern of validation results indicates that the relationship between oral language and literacy is not uniform and suggests a modification of the assumption that oral language skills have a direct role in reading acquisition.

Joint picture-book reading correlates of early oral language skill

1993 ◽  
Vol 20 (2) ◽  
pp. 455-461 ◽  
Author(s):  
Barbara D. Debaryshe
Keyword(s):  
Oral Language ◽  
Picture Book ◽  
Age Of Onset ◽  
Language Skills ◽  
Threshold Level ◽  
Language Skill ◽  
Book Reading ◽  
Home Reading ◽  
Oral Language Skills ◽  
Picture Book Reading

ABSTRACTThe purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.

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