Linguistic Representation of Pictorial Work Evaluation (by the Material of the English-Language Fiction)

Introduction. The question of the correspondence between the linguistic representation of concepts that make up the national linguistic picture of the world and the linguistic consciousness of the nation is examined on the basis of the concepts of the beginning and completion of the event. The grammatical structure of the language puts the native speaker in the framework of the concepts formed earlier and limits the choice to accessible language means.Methodology and sources. In order to determine the peculiarities of the perception of the event structure by native Russian and English speakers, as well as to establish how much the scope of concepts coincides or differs in national language pictures of the world, a comparative analysis of the dominant elements of the functional semantic fields of the beginning and completion of the event was used.Results and discussion. The analysis of linguistic means was carried out on the basis of the functional-semantic approach. Psycholinguistic analysis of linguistic consciousness was carried out on the basis of data from associative dictionaries of the Russian and English languages. The study also provides information on the structure of the event and statistical data describing the linguistic representation of the beginnings and completion in Russian and English at all levels from grammatical to syntactic.Conclusion. It was found out, that the source of semantic originality of the means of expression of beginning and end, constituting the corresponding functional semantic fields, can be not only differences in the grammatical system of the language, but also cultural-conditioned discrepancies in the scope of the concepts themselves. This means that the psycholinguistic features of concept perception in the national language consciousness have a direct impact on the choice of language means when translating or using the language as a means of communication by bilinguals.

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Linguistic Representation of the English-Language Linguo-Cultural Scenario “Banking”

Philological Sciences Issues of Theory and Practice ◽

10.30853/phil210028 ◽

2021 ◽

pp. 421-425

Author(s):

Ol’ga Vladimirovna Belyakova ◽

Keyword(s):

English Language ◽

Linguistic Representation

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

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_43_s_115 ◽

2016 ◽

Vol 43 (Spring) ◽

pp. 115-128 ◽

Cited By ~ 6

Author(s):

Lindsey Leacox ◽

Carla Wood ◽

Gretchen Sunderman ◽

Christopher Schatschneider

Keyword(s):

English Language Learners ◽

Language Learners ◽

Picture Naming ◽

English Language

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

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds17.2.37 ◽

2010 ◽

Vol 17 (2) ◽

pp. 37-56 ◽

Cited By ~ 9

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.

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

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds8.1.4 ◽

2002 ◽

Vol 8 (1) ◽

pp. 4-6 ◽

Cited By ~ 1

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).

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

ASHA Leader ◽

10.1044/leader.ssay.18032013.64 ◽

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.

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

Perspectives on School-Based Issues ◽

10.1044/sbi14.4.95 ◽

2013 ◽

Vol 14 (4) ◽

pp. 95-101 ◽

Cited By ~ 2

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.

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Children's Nonword Repetition Tasks and English Language Learners

Perspectives on School-Based Issues ◽

10.1044/sbi11.3.73 ◽

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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