scholarly journals Epistemology of Monolingual Bias

2021 ◽  
Author(s):  
Marie Adrienne Robles Manalili
Keyword(s):  
Language Development ◽  
The Philippines ◽  
Language Diversity ◽  
Clinical Practices ◽  
Bilingualism And Multilingualism

How did monolingual bias emerge and why does it persist? What exactly is language? Why and howdo language and languages develop? What do the terms ‘monolingual’, ‘bilingual’, and ‘multilingual’mean? What does “typical” language development entail? What constitutes “atypical” languagedevelopment? To answer these questions, this paper builds on the premise that language is a humancognitive skill for communication and that Western notions of language diversity, monolingualism,bilingualism, and multilingualism disseminate monolingual bias. Monolingual bias is then linked toconceptual issues on “typical” and “atypical” language development, as evidenced by extant researchand clinical practices. Ultimately, this paper explains why the notion of bilingualism in the Westernresearch literature is less relevant for some, if not most, of the world’s multilingual contexts,especially in the Philippines.

scholarly journals Catering to Multiple Audiences: Language Diversity in Singapore’s Chinatown Food Stall Displays

2019 ◽  
Vol 43 (4) ◽  
pp. 31
Author(s):  
Selim Ben Said ◽  
Teresa Ong
Keyword(s):  
Urban Landscape ◽  
Language Diversity ◽  
Early 19Th Century ◽  
Ethnic Affiliation ◽  
Multiple Audiences ◽  
History Of ◽  
Chinese Dialects ◽  
National Boundaries ◽  
Global Language ◽  
Bilingualism And Multilingualism

<p>The visibility of bilingualism and multilingualism has increased in the urban landscape of major cities, a phenomenon commonly attributed to a globalized world economy, increasingly fluid national boundaries, and the subsequent contact between people, languages, and cultures. This is no truer than in countries such as Singapore, which has a history of cultural multilingualism driven by economic imperatives. Our study employs a mixed methods approach to present the diversity of language variation on signboards in Singapore’s Chinatown having resulted from the area’s culture and history, which dates back to the early 19th century. Following our examination of display practices, we observed that the dominant languages represented were Chinese and English, while the other official language (in this case, Tamil) was represented. Chinese dialects such as Hokkien and Cantonese, which were transliterated, were also widely represented. Reasons and explanations for the chosen languages on the signboards were elicited through consultations with hawkers. As a result, this study found that the exclusivist use of Chinese together with Chinese dialects is associated with an ethnic affiliation and territoriality commonly encountered in ethnically-marked neighborhoods, while the global language of English is used as a commodity catering to foreign and non-Chinese patrons.</p>

scholarly journals Contextual and socioeconomic variation in early motor and language development

2019 ◽  
Vol 105 (5) ◽  
pp. 421-427 ◽  
Author(s):  
Günther Fink ◽  
Dana Charles McCoy ◽  
Aisha Yousafzai
Keyword(s):  
Language Development ◽  
Low Income ◽  
Cross Sectional Study ◽  
The Philippines ◽  
Developmental Differences ◽  
Growing Up ◽  
Cross Sectional ◽  
Highly Educated ◽  
Long Run ◽  
The Usa

ObjectiveTo compare early motor and language development of children <3 years of age growing up in high-income and low-income contexts.DesignCross-sectional study.SettingWe analysed differences in motor and language skills across study sites in Cambodia, Chile, Ghana, Guatemala, Lebanon, Pakistan, the Philippines and the USA.Main outcome measureCognitive and language development assessed with the Caregiver Reported Early Development Instruments (CREDI) tool.Results4649 children aged 0–35 months (mean age=18 months) were analysed. On average, children in sites with a low Human Development Index (HDI) had 0.54 SD (95% CI –0.63 to –0.44) lower CREDI motor scores and 0.73 SD (95% CI –0.82 to –0.64) lower language scores than children growing up in high HDI sites. On average, each unit increase in national log income per capita was associated with a 0.77-month (95% CI –0.93 to 0.60) reduction in the age of motor milestone attainment and a reduction in the age of language milestone attainment of 0.55 months (95% CI –0.79 to –0.30). These observed developmental differences were not universal: no developmental differences across sites with highly heterogeneous socioeconomic contexts were found among children growing up in households with highly educated caregivers providing stimulating early environments.ConclusionDevelopmental gaps in settings with low HDI are substantial on average, but appear to be largely attributable to differences in family-level socioeconomic status and caregiving practices. Programmes targeting the most vulnerable subpopulations will be essential to reduce early life disparities and improve long-run outcomes.

Improving Clinical Practices for Children With Language and Learning Disorders

2014 ◽  
Vol 45 (2) ◽  
pp. 92-103 ◽  
Author(s):  
Alan G. Kamhi
Keyword(s):  
Clinical Practice ◽  
Language Development ◽  
Current Knowledge ◽  
Evidence Base ◽  
Learning Disorders ◽  
Clinical Practices ◽  
Language Therapy ◽  
Learning Language ◽  
Principles Of Learning ◽  
Delivery Models

Purpose This lead article of the Clinical Forum addresses some of the gaps that exist between clinical practice and current knowledge about instructional factors that influence learning and language development. Method Topics reviewed and discussed include principles of learning, generalization, treatment intensity, processing interventions, components of language therapy, grammar goals, and goal prioritization for students with language and learning difficulties. Conclusion The gaps that exist between current knowledge about learning, language development, and clinical practice often do not receive as much attention as the gaps in the evidence base that addresses the efficacy and effectiveness of language intervention practices and service delivery models. Fortunately, clinicians do not have to wait for future intervention studies to apply their knowledge of learning and language development to clinical practices.

scholarly journals PJO-HNS… A Steady Progress

2020 ◽  
Vol 30 (2) ◽  
pp. 2
Author(s):  
Armando Chiong
Keyword(s):  
Head And Neck ◽  
Neck Surgery ◽  
Editorial Staff ◽  
The Philippines ◽  
Clinical Practices ◽  
Research Papers ◽  
New Concepts ◽  
New Knowledge ◽  
Worth Publishing

Greetings to all! I am pleased to extend my sincere congratulations to the editors, reviewers, authors, co-authors and the rest of the hardworking and dedicated staff of the Philippine Journal of Otolaryngology – Head & Neck Surgery. As you all know my term is almost over and it was a very fruitful year. It will be more so since the PJOHNS will soon join the celebration of the PSO-HNS 60th Jubilee year on its next edition and I am sure the editorial staff is already well at work to prepare an issue worth keeping and remembering. We always hope for PJOHNS to continue its goal in documenting medical and surgical researches and clinical practices which have initiated the progress and development of ORL-HNS in the Philippines in significant ways. The articles and abstracts of the journal appropriately document the research papers basically done by our residents every year and we do hope that our consultants can still find time to help their residents to gain new knowledge, and give extensive efforts to author an article worth publishing in this journal that are at par with foreign counterparts. In our field of specialization, there is always the need to develop new concepts and strategies to keep abreast with the continuous challenges. Through the years, the PSO-HNS has developed steady progress in the field of Otorhinolaryngology. Ending this message will not be complete without mentioning and giving recognition to the editorial Board under the leadership of Dr. Jose Florencio Lapena, Jr., as well as to the authors who contributed to this particular issue. The Philippine Society of Otolaryngology-Head and Neck Surgery is grateful to be associated with the PJOHNS. May this partnership continue and strengthen over the next 60 years!

Disaster Medicine Training in the Philippines

2002 ◽  
Vol 17 (S2) ◽  
pp. S27
Author(s):  
Teodoro Javier Herbosa
Keyword(s):  
The Philippines ◽  
Disaster Medicine

The Token and Reporter's Tests

1985 ◽  
Vol 16 (4) ◽  
pp. 244-255
Author(s):  
Penelope K. Hall ◽  
Linda S. Jordan
Keyword(s):  
Language Development ◽  
Language Disorders ◽  
Language Assessment ◽  
Assessment Instruments ◽  
Token Test ◽  
Normal Language

The performance of 123 language-disordered children on the DeRenzi and Faglioni form of the Token Test and the DeRenzi and Ferrari Reporter's Test were analyzed using two scoring conventions, and then compared with the performances of children with presumed normal language development. Correlations with other commonly used language assessment instruments are cited. Use of the Token and Reporter's Tests with children exhibiting language disorders is suggested.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Narrative Language Markers of Arabic Language Development and Impairment

2020 ◽  
Vol 63 (10) ◽  
pp. 3472-3487
Author(s):  
Natalia V. Rakhlin ◽  
Nan Li ◽  
Abdullah Aljughaiman ◽  
Elena L. Grigorenko
Keyword(s):  
Language Development ◽  
Standardized Test ◽  
Language Disorder ◽  
Arabic Language ◽  
Developmental Language Disorder ◽  
Standardized Measures ◽  
Verb Agreement ◽  
Language Groups ◽  
Specificity And Sensitivity ◽  
Omission Errors

Purpose We examined indices of narrative microstructure as metrics of language development and impairment in Arabic-speaking children. We examined their age sensitivity, correlations with standardized measures, and ability to differentiate children with average language and language impairment. Method We collected story narratives from 177 children (54.2% boys) between 3.08 and 10.92 years old ( M = 6.25, SD = 1.67) divided into six age bands. Each child also received standardized measures of spoken language (Receptive and Expressive Vocabulary, Sentence Imitation, and Pseudoword Repetition). Several narrative indices of microstructure were examined in each age band. Children were divided into (suspected) developmental language disorder and typical language groups using the standardized test scores and compared on the narrative indicators. Sensitivity and specificity of the narrative indicators that showed group differences were calculated. Results The measures that showed age sensitivity included subject omission error rate, number of object clitics, correct use of subject–verb agreement, and mean length of utterance in words. The developmental language disorder group scored higher on subject omission errors (Cohen's d = 0.55) and lower on correct use of subject–verb agreement (Cohen's d = 0.48) than the typical language group. The threshold for impaired performance with the highest combination of specificity and sensitivity was 35th percentile. Conclusions Several indices of narrative microstructure appear to be valid metrics for documenting language development in children acquiring Gulf Arabic. Subject omission errors and correct use of subject–verb agreement differentiate children with typical and atypical levels of language development.

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