‘When I feel inclined to read poetry I take down my Dictionary’: Poets and Dictionaries, Dictionaries and Poets

Author(s):  
Charlotte Brewer

Many poets choose to use unusual as well as usual words, exploiting their different possible senses, registers, and sounds, together with their varying cultural, geographical, historical, and etymological associations. In consequence, both poets and other writers have regularly turned to dictionaries to provide raw material for their writing, not least to dictionaries with quotations from other writers. Dictionaries have returned the compliment: from Johnson’s Dictionary of the English Language (1755) onwards, many monolingual dictionaries of English – and its constituent geographical varieties – have drawn upon the language of well-known writers to support their definitions of usage. This chapter discusses the mutual attraction between poets and dictionaries, and explores the linguistic issues that this relationship raises, particularly for the OED, with reference to writers and critics such as T. S. Eliot, W. H. Auden, Hugh MacDiarmid, Seamus Heaney, and others.

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
O Syrotina ◽  

Introduction. The article is devoted to the consideration of lexical units that verbalize the BIOTECHNOLOGY concept in English. The relevance of the study lies in the need to specify the data on the verbalization of the BIOTECHNOLOGY concept by means of the English language, as consideration of the specifics of verbalization of this concept has not been given sufficient attention. The purpose of the article is determining the features of verbalization of the concept of BIOTECHNOLOGY / BIOTECHNOLOGY in the terminological system of the English language. Materials and methods of research. The material for the study was dictionary articles from English-language specialized, philological dictionaries and encyclopedic reference books. The methods of our study are definition, conceptual and frame analyzes. Results of the research. The significance of the "concept" as a basic concept of cognitive linguistics is revealed, the scientific concept is considered, which is the most important means of formation and development of a certain scientific branch. The main function of the scientific concept is the representation of the most relevant for science or scientific paradigm knowledge, experience, meanings, associations and scientific concepts. The evolution of the concept of "biotechnology" is considered. In order to establish the main verbalizers of the concept of BIOTECHNOLOGY in English, the dictionary articles of explanatory and encyclopedic dictionaries were used. At present, there are many interpretations of the concept of "biotechnology", but in general they all come down to one thing: in the traditional sense, biotechnology is an interdisciplinary field that emerged at the intersection of biological, chemical and technical sciences; is the use of living organisms and biological processes in industrial production. Understanding the concept of biotechnology as a "set of methods and techniques for obtaining useful products and phenomena with the help of biological agents" gives grounds to distinguish the following frames of the concept of BIOTECHNOLOGY: biological object, raw material, biotechnological product, technologies, processes and devices. Verbalization of selected frames takes place at the lexical and grammatical levels in the terminological system of the English language. Сonclusions. Thus, the scientific concept of BIOTECHNOLOGY / BIOTECHNOLOGY is the most important means of forming and developing the biotechnological scientific field. The researched concept consists of the following frames: biological object, raw materials, biotechnological product, technologies, processes and devices. Verbalization of selected frames takes place at the lexical and grammatical levels in the terminological system of the English language. Lexical verbalization of the concept BIOTECHNOLOGY involves the use of lexical units that nominate selected frames. At the grammatical level, the verbalization of the BIOTECHNOLOGY occurs through the use of terms of different structure: simple, complex and multicomponent.


2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider

Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez

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.


Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt

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).


ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok

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


2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  

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.


2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich

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.


2017 ◽  
Vol 2 (15) ◽  
pp. 9-23 ◽  
Author(s):  
Chorong Oh ◽  
Leonard LaPointe

Dementia is a condition caused by and associated with separate physical changes in the brain. The signs and symptoms of dementia are very similar across the diverse types, and it is difficult to diagnose the category by behavioral symptoms alone. Diagnostic criteria have relied on a constellation of signs and symptoms, but it is critical to understand the neuroanatomical differences among the dementias for a more precise diagnosis and subsequent management. With this regard, this review aims to explore the neuroanatomical aspects of dementia to better understand the nature of distinctive subtypes, signs, and symptoms. This is a review of English language literature published from 1996 to the present day of peer-reviewed academic and medical journal articles that report on older people with dementia. This review examines typical neuroanatomical aspects of dementia and reinforces the importance of a thorough understanding of the neuroanatomical characteristics of the different types of dementia and the differential diagnosis of them.


2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.


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