The relationship of phonological skills to language skills in Spanish–English-speaking bilingual children

Purpose: There is a paucity of information detailing the phonological skills of Spanish-English bilingual children and comparing that information to information concerning the phonological skills of predominantly English-speaking (PE) and predominantly Spanish-speaking (PS) children. The purpose of this study was to examine the relationship between amount of output (i.e., percentage of time each language was spoken) in each language and phonological skills in Spanish-English bilingual children and PE and PS children. Method: Fifteen typically developing children, ranging in age from 5;0 (years;months) to 5;5 (mean=5;2), participated in the study. The participants consisted of 5 PE speakers, 5 PS speakers, and 5 bilingual (Spanish-English) speakers. A single-word assessment was used to gather information on phonological skills (consonant accuracy, type and frequency of substitutions, frequency of occurrence of phonological patterns [e.g., cluster reduction], accuracy of syllable types [e.g., CV, CVC, CCV, etc.]), and type and rate of cross-linguistic effects. Results: The results indicated that there was no significant correlation between amount of output in each language and phonological skills either in the Spanish skills of PS children and Spanish-English bilingual speakers or in the English skills of PE children and Spanish-English bilingual speakers. In addition, there was no significant difference in segmental accuracy, syllabic accuracy, or percentage of occurrence of phonological patterns between either the Spanish skills of PS children and Spanish-English bilingual speakers or the English skills of PE children and Spanish-English bilingual speakers. Finally, the children showed a limited number of cross-linguistic effects. Clinical Implications: Results from this study indicate no link between parent estimates of language output and phonological skill and demonstrate that Spanish-English bilingual children will have commensurate, although not identical, phonological skills as compared to age-matched PS and PE children.

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Theoretical Perspectives on Listening

Annual Review of Applied Linguistics ◽

10.1017/s0267190500003457 ◽

1998 ◽

Vol 18 ◽

pp. 3-19 ◽

Cited By ~ 25

Author(s):

Tony Lynch

Keyword(s):

Language Skills ◽

Future Research ◽

Discourse Comprehension ◽

Complex Dynamic ◽

The Past ◽

Factors Influencing ◽

Theoretical Perspectives ◽

Relationship Of ◽

The Relationship

Research into listening over the past three decades has, above all, highlighted the fundamental intricacy of the processes involved. In order to make sense of spoken messages, listeners may need to integrate information from a range of sources: phonetic, phonological, prosodic, lexical, syntactic, semantic, and pragmatic. The fact that we achieve all this in real time as the message unfolds makes listening “complex, dynamic, and fragile” (Celce-Murcia 1995:366). In this review I consider research into four aspects of these complexities: processes (e.g., speech recognition, discourse comprehension, and memory); the role of context; factors influencing listening; and the relationship of listening with other language skills. Finally I suggest likely directions for future research into listening.

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The Effects of Dual-Language Support on the Language Skills of Bilingual Children With Hearing Loss Who Use Listening Devices Relative to Their Monolingual Peers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461(2013/12-0073) ◽

2013 ◽

Vol 44 (3) ◽

pp. 281-290 ◽

Cited By ~ 18

Author(s):

Ferenc Bunta ◽

Michael Douglas

Keyword(s):

Hearing Loss ◽

Hearing Aids ◽

English Language ◽

Language Skills ◽

Bilingual Children ◽

Auditory Comprehension ◽

Preschool Language ◽

English Speaking ◽

Children With Hearing Loss ◽

English Language Skills

PurposeThe present study investigated the effects of supporting both English and Spanish on language outcomes in bilingual children with hearing loss (HL) who used listening devices (cochlear implants and hearing aids). The English language skills of bilingual children with HL were compared to those of their monolingual English-speaking peers' with HL. The Spanish and English language skills of the bilingual participants were also compared.MethodThe language skills of 40 children with HL (20 bilingual Spanish–English-speaking and 20 monolingual English-speaking) were examined using the Auditory Comprehension, Expressive Communication, and total language scores from the Preschool Language Scale, Fourth Edition (Zimmerman, Steiner, & Pond, 2002a, 2002b).ResultsThe English language skills of the bilingual participants were commensurate with those of their monolingual English-speaking peers on all 3 measures. The Spanish and English total language scores of the bilingual group were also comparable and highly correlated.ConclusionBoth languages of bilingual children with HL can be supported without having adverse effects on the children's language development. Moreover, supporting both languages in bilingual children with HL may have multifarious positive ramifications.

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The Urgency Of Implementing Some Of The Effective Arabic Learning Methods To Improve The Students’ Ability To Read “KITAB KUNING” Of PBA FTIK Program Of IAIN Palu

FITRAH Jurnal Kajian Ilmu-ilmu Keislaman ◽

10.24952/fitrah.v6i1.2695 ◽

2020 ◽

Vol 6 (1) ◽

pp. 145-160

Author(s):

Ahmad Asse ◽

Ahmad Sehri ◽

Prof. M. Asy'ari

Keyword(s):

Data Collection ◽

Language Skills ◽

Direct Method ◽

Field Research ◽

Field Studies ◽

Learning Methods ◽

Relationship Of ◽

The Relationship ◽

Depth Interviews ◽

Main Factor

This research is focused, how to apply several effective Arabic learning methods in improving the ability to read the Kitab Kuning to the Students PBA IAIN Palu. This research is a field research, which provides a systematic description of situations and events, intact and actual, and explain the relationship of the problem being studied. Data collection techniques with field studies, in-depth interviews and observations. The data obtained in the field are then analyzed and compiled in a draft question and answer between the researchers who then make general conclusions to be reported as a result of the research that has been done. The results of this study indicate that the application of several methods among the students of IAIN Palu is not effective except for the qawaid tarjamah method, as mandated in the 1998 curriculum. There is no meeting point between the curriculum and curriculum implementers, in this case the lecturers who are the main factor in not implementing the method according to expectations. While the qawaid tarjamah method is more effective than other methods. In addition, the language skills and reading of the Kitab Kuning owned by IAIN Palu students are very standardized even though the qawaid tarjamah method is very fruitful but not optimal. This is due to the application of the direct method using the Nazariyah al-Wahdah theory, but there is no stability in reading and translating.

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Die poësie van Olga Kirsch: Tuiskoms in vreemdelingskap / The Poetry of Olga Kirsch: Homecoming in Exile

Werkwinkel ◽

10.2478/werk-2014-0013 ◽

2014 ◽

Vol 9 (2) ◽

pp. 73-98

Author(s):

Lina Spies

Keyword(s):

Second World War ◽

Specific Reference ◽

Native Land ◽

The Holocaust ◽

English Speaking ◽

The Rich ◽

Relationship Of ◽

The Relationship ◽

Second World ◽

Thin Volume

Abstract In writing my article on the poetry of Olga Kirsch I proceed from each poet’s consciousness of the relationship of tension between his humanity and the art he practises. In the case of Olga Kirsch this inner discord was rendered in her humanity. As second recognised Afrikaans woman poet, after Elisabeth Eybers, she was Jewish by birth and English-speaking, although by her own claim Afrikaans, through her environment and school, was stronger than the English of her parental home. In Olga Kirsch’s debut volume Die soeklig (1944) she professes the youthful heart’s restless longing for romantic love in poems still far too trapped in clichéd language. I linger extensively at these so that the great breakthrough of her talent in her second volume, Mure van die hart (1948), can be clearly evident. In strong, stripped-down poems she expresses the Zionistic longing of the Jew in the diaspora for the lost homeland, intensified by the Jewish suffering in the Second World War, with specific reference to the Holocaust in “Die wandelende Jood” and “Koms van die Messias.” After Kirsch’s emigration to Israel in 1948 a silence of twenty-four years followed which was unexpectedly interrupted with the 1972 publication of a thin volume, Negentien gedigte, which impressed especially with “Vyf sonette aan my vader,” which I discuss in detail. In 1975 she visited her native land again and the direct contact with Afrikaans and with the country acted as stimulus for her volume Geil gebied of 1976. The “geil gebied” (fertile area) is a metaphor for the rich subsoil of the poem and for the poem itself. In my discussion of Negentien gedigte and Geil gebied I concentrate on her inner dividedness as being inherently part of her human nature, enhanced by the knowledge that she remained irrevocably attached to her native land and to her Jewish homeland. I point out that the only way she can be healed of this dividedness is by writing her another self in her poems in which she arrives home in both countries, the omnipresence of God and the presence of the beloved husband. Lastly I indicate Olga Kirsch’s enduring place in the Afrikaans tradition of poetry through her procreative influence on other poets or by the way they relate to her poetry.

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A Test-Based Confirmatory Study of the Existence of an Underlying Relationship between Linguistic and Mathematical Skills

sjesr ◽

10.36902/sjesr-vol3-iss4-2020(77-83) ◽

2020 ◽

Vol 3 (4) ◽

pp. 77-83

Author(s):

Dr. Ammara Farukh ◽

Dr. Syed Shujaat Ali ◽

Muhammad Ahmad

Keyword(s):

Language Skills ◽

First Language ◽

Mathematical Skills ◽

Mathematics Skills ◽

Grade 5 ◽

Education Commission ◽

And Mathematics ◽

Relationship Of ◽

The Relationship ◽

The Brain

The present study intended to explore the relationship of second language (L2) skills with first language (L1) skills, and mathematics skills. Language skills and mathematical skills share the same sub-skills, the same regions in the brain for their processing, and similar psychological development (Purpura & Ganley, 2014). Language skills and mathematics skills are shown to be monitored and operated from the same regions of the brain, therefore there is a strong possibility that these skills would be concurrent predictors of one another and could correlate significantly with one another. To test this hypothesis, scores of one hundred girls (of 11 years of age in the subjects of English, Urdu, and mathematics in the grade 5 examination conducted under Punjab Education Commission) were taken as participants. Their statistical analyses confirmed the existence of a strong correlation among L1, L2, and mathematical skills.

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The Relationship of Personality Traits with English Speaking Anxiety

Research in Educational Policy and Management ◽

10.46303/repam.01.01.5 ◽

2019 ◽

Vol 1 (1) ◽

pp. 55-74

Author(s):

Haldun Vural

Keyword(s):

Foreign Language ◽

Personality Traits ◽

Personality Types ◽

Speaking Anxiety ◽

English Speaking ◽

Anxiety Levels ◽

Relationship Of ◽

The Relationship

Speaking in front of people is challenging even in one’s own language. Since personality and speaking anxiety are interrelated, students’ personality types are important to find out the reasons for their anxiety. The aim of the current study is to determine the personality traits of the participants; to investigate their foreign language speaking anxiety levels; and to find out whether students’ personality traits significantly predict their foreign language speaking anxiety. According to the results, extraversion, openness and conscientiousness significantly and negatively but neuroticism and agreeableness significantly and positively predict foreign language speaking anxiety. The majority have agreeableness which predicts foreign language speaking anxiety positively; this may explain why people cannot speak English in our country.

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Creating success in a border school: Culture and literacy in the empowerment of hispanic high school students

ESTUDIOS FRONTERIZOS ◽

10.21670/ref.1989.18-19.a03 ◽

1989 ◽

pp. 68-82

Author(s):

Heruy T. Trueha

Keyword(s):

High School ◽

High School Students ◽

Minority Students ◽

School Students ◽

Writing Project ◽

English Speaking ◽

Theoretical Frame ◽

Relationship Of ◽

The Relationship

In this qualitative study the author provides a thorough review of culture and its implications with failure and successful leaming. Additionally, his discussion focus on the cognitive dimensions of culture and the relationship of academic achievement and literacy. This first part provides as theoretical frame of reference to describe the ethnographic South San Diego Writing Project where High School Chicano students isolated in the cornmunity and minimally exposed to English speaking peers improve the quantity and quality of English compositions while also increasing participation and cooperation writing activities. The author finishes exposing the implications of action research and the empowerment of minority students while recommending interdisciplinary research on dropout to implement educational reform.

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Sticker and Emoji Use in Facebook Messenger: Implications for Graphicon Change

Journal of Computer-Mediated Communication ◽

10.1093/jcmc/zmaa003 ◽

2020 ◽

Vol 25 (3) ◽

pp. 217-235 ◽

Cited By ~ 3

Author(s):

Artie Konrad ◽

Susan C Herring ◽

David Choi

Keyword(s):

Large Scale ◽

Language Change ◽

Emotional Intensity ◽

Structured Interviews ◽

Evolutionary Trajectory ◽

English Speaking ◽

Large Scale Survey ◽

Relationship Of ◽

The Relationship ◽

Over Time

Abstract This study posits that graphicon use follows an evolutionary trajectory characterized by stages. Drawing on evidence that the uses and functions of emoticons have changed over time and that the introduction of emoji affected the popularity and usage of emoticons, we examine the uses of the newer types, emoji and stickers, and consider the relationship of stickers to emoji. Adapting the apparent-time method from the sociolinguistic study of language change, we compare sticker and emoji use by English-speaking Facebook Messenger users, exploring how they are used and under what conditions using semi-structured interviews and a large-scale survey. Stickers are argued to be more pragmatically marked for emotional intensity, positivity, and intimacy, characteristic of a more recent stage of evolution, while emoji use exhibits signs of conventionalization and pragmatic unmarking. The identification of patterns that characterize evolutionary stages has implications for future graphicon use.

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Dairy Cows: Workers in the Shadows?

Society and Animals ◽

10.1163/156853012x614350 ◽

2012 ◽

Vol 20 (1) ◽

pp. 39-60 ◽

Cited By ~ 29

Author(s):

Jocelyne Porcher ◽

Tiphaine Schmitt

Keyword(s):

Social Sciences ◽

Dairy Cows ◽

Distinctive Feature ◽

The Social ◽

English Speaking ◽

Human Animal ◽

English Speaking World ◽

Relationship Of ◽

The Relationship

Abstract Despite the interest that sociologists, especially in the English-speaking world, show in animals and human-animal relations, we know little about the place that animals actually have in work. The social sciences still see work as a distinctive feature of humans. Based on the hypothesis that animals are actors involved in the process of work, and not simply objects, the relationship of a herd of 60 cows was studied (a) with their farmer, (b) among themselves, and (c) with a milking robot. Our findings show that cows do collaborate in the farmer’s work, and our results raise the question: can cows’ collaboration in work be considered work?

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