scholarly journals EARLY MEDIA VIEWING IMPACTS ON DUAL LANGUAGES ACQUISITION OF A YOUNG LEARNER

2019 ◽  
Vol 5 (1) ◽  
pp. 73-83
Author(s):  
Sudarsono Sudarsono
Keyword(s):  
Language Development ◽  
Dual Language ◽  
Autistic Spectrum Disorder ◽  
Natural Process ◽  
Language Learner ◽  
Language Intervention ◽  
Language Exposure ◽  
Young Learner ◽  
Dual Language Learner

Despite all benefits of technology, a young child who is exposed to two languages through early media viewing may experience language development problems. It may consequently lead one to undergo therapies which can be counterproductive to their developmental milestones, especially to their dual language development. This research aims to gain deeper insights into the impacts of early media viewing on a young child's early dual language acquisition. A case study of a young dual language learner experiencing language development problems diagnosed as symptoms of Autistic Spectrum Disorder (ASD) was conducted by interviewing participant’s parents to gain preliminary data about his language development problems. Observations took place during 108-hour language intervention sessions. The finding shows that early dual language exposure through early media viewing without adequate social interaction with peers and adults pertinently results in language development problems which are prone to be interpreted as symptoms of ASD rather than as a natural process of bilingualism.

Literacy Screening Among Latino/a and Dual Language Learner Kindergarteners: Predicting First Grade Reading Achievement

2017 ◽  
Vol 56 (3) ◽  
pp. 250-267 ◽  
Author(s):  
Kelly L. Edyburn ◽  
Matthew Quirk ◽  
Erika Felix ◽  
Sruthi Swami ◽  
Ariel Goldstein ◽  
...  
Keyword(s):  
Reading Achievement ◽  
Dual Language ◽  
First Grade ◽  
Language Learner ◽  
Dual Language Learner

Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status

2020 ◽  
pp. 000283122094490
Author(s):  
Meghan P. McCormick ◽  
Mirjana Pralica ◽  
Paola Guerrero-Rosada ◽  
Christina Weiland ◽  
JoAnn Hsueh ◽  
...  
Keyword(s):  
Dual Language ◽  
Family Income ◽  
Language Skills ◽  
Language Learner ◽  
Lower Income ◽  
Math Skills ◽  
Race Ethnicity ◽  
Dual Language Learner ◽  
Summer Growth

This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during summer. Lower-income students demonstrated slower summer growth in math skills than their higher-income peers. Students enrolled in summer center-based care had faster growth in math skills than those who did not attend care. Yet lower-income students who attended center-based care showed slower growth in language skills during summer than similar nonattenders. Implications are discussed.

scholarly journals Early language intervention in deaf children of hearing parents

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 15-27
Author(s):  
Annemarie Le Roux ◽  
Marga Stander
Keyword(s):  
Language Development ◽  
School Readiness ◽  
Sign Language ◽  
Research Question ◽  
Deaf Child ◽  
Language Intervention ◽  
Deaf Children ◽  
Early Language ◽  
Language Exposure ◽  
Early Language Intervention

Language development is often hampered by the fact that 90 per cent of deaf children are born into hearing families who do not know Sign language (SL) or haven't had any previous contact with the deaf world. Such parents often use only spoken language to communicate with the child, which results in no or very little language exposure. Many deaf children only start to learn a language, signed or spoken, when they start attending school, usually between the ages of three and seven. As a result, the deaf child has a delay in cognitive and language development and finds it hard to learn a SL, like South African Sign Language (SASL), as well as a written language (e.g., English). This late exposure to SL proves to be a serious cognitive problem for deaf children when compared to those children who acquired language from birth. This problem led to the research question namely, whether deaf children’s language and cognition can still develop to the required level for school readiness if early language intervention (ELI) takes place within the critical period of language acquisition. To answer the question, a case study was done at a school for the deaf and blind with a small group of deaf learners in the foundation phase. The results show that the little language exposure these children received in only one year of school already made a huge difference to their language and cognitive development. This article also makes recommendations to the various stakeholders in deaf education.

Filling an Information Gap in Preschool MTSS and RTI Decision Making

2018 ◽  
Vol 85 (3) ◽  
pp. 271-290 ◽  
Author(s):  
Charles R. Greenwood ◽  
Judith J. Carta ◽  
Alana G. Schnitz ◽  
Dwight W. Irvin ◽  
Fan Jia ◽  
...  
Keyword(s):  
Decision Making ◽  
Dual Language ◽  
Opportunity To Learn ◽  
Teacher Behaviors ◽  
Language Learner ◽  
Individualized Education Programs ◽  
Differentiating Instruction ◽  
Information Gap ◽  
Risk Characteristics ◽  
Dual Language Learner

A tenet of multitiered systems of support and response to intervention (MTSS-RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of filling this information gap in MTSS-RTI decision making using ecobehavioral observation to inform steps that could be taken for children not responding to preschool literacy instruction. Data analyses indicated that (a) teachers implemented a uniform pattern of daily activities providing children with infrequent opportunity to learn literacy, (b) the proportion of children’s co-occurring academic engagement also was low but varied widely depending on the activity and teacher’s literacy focus, and (c) children’s personal risk characteristics moderated the strength of relationships. Novel was the finding that in some activities and teacher behaviors, teachers appeared to be differentiating instruction benefiting children with individualized education programs and dual-language-learner risk. Implications are discussed.

scholarly journals Dual language exposure and early bilingual development

2011 ◽  
Vol 39 (1) ◽  
pp. 1-27 ◽  
Author(s):  
ERIKA HOFF ◽  
CYNTHIA CORE ◽  
SILVIA PLACE ◽  
ROSARIO RUMICHE ◽  
MELISSA SEÑOR ◽  
...  
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Dual Language ◽  
Extant Literature ◽  
Language Exposure ◽  
Bilingual Development

ABSTRACTThe extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1 ; 10 to 2 ; 6. The monolingually developing children were significantly more advanced than the bilingually developing children on measures of both vocabulary and grammar in single language comparisons, but they were comparable on a measure of total vocabulary. Within the bilingually developing sample, all measures of vocabulary and grammar were related to the relative amount of input in that language. Implications for theories of language acquisition and for understanding bilingual development are discussed.

scholarly journals Age of first bilingual language exposure as a new window into bilingual reading development

2008 ◽  
Vol 11 (2) ◽  
pp. 203-223 ◽  
Author(s):  
IOULIA KOVELMAN ◽  
STEPHANIE A. BAKER ◽  
LAURA-ANN PETITTO
Keyword(s):  
Dual Language ◽  
Positive Impact ◽  
Reading Development ◽  
Language Learner ◽  
Phoneme Awareness ◽  
Language Competence ◽  
Negative Effect ◽  
Bilingual Reading ◽  
English Speaking ◽  
Language Exposure

How does age of first bilingual language exposure affect reading development in children learning to read in both of their languages? Is there a reading advantage for monolingual English children who are educated in bilingual schools? We studied children (grades 2–3, ages 7–9) in bilingual Spanish–English schools who were either from Spanish-speaking homes (new to English) or English-speaking homes (new to Spanish), as compared with English-speaking children in monolingual English schools. An early age of first bilingual language exposure had a positive effect on reading, phonological awareness, and language competence in both languages: early bilinguals (age of first exposure 0–3 years) outperformed other bilingual groups (age of first exposure 3–6 years). Remarkably, schooling in two languages afforded children from monolingual English homes an advantage in phoneme awareness skills. Early bilingual exposure is best for dual language reading development, and it may afford such a powerful positive impact on reading and language development that it may possibly ameliorate the negative effect of low SES on literacy. Further, age of first bilingual exposure provides a new tool for evaluating whether a young bilingual has a reading problem versus whether he or she is a typically-developing dual-language learner.

Dual language learners' grit, engagement, and literacy achievement in elementary school

2019 ◽  
Vol 40 (6) ◽  
pp. 598-623
Author(s):  
Colleen R. O'Neal ◽  
Michal Y. Boyars ◽  
Lynsey Weston Riley
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Language Learner ◽  
Fifth Grade ◽  
Dual Language Learners ◽  
Emotional Engagement ◽  
Literacy Achievement ◽  
Short Term ◽  
Fifth Grade Students ◽  
Dual Language Learner

The goal of this short-term longitudinal study was to examine the functioning of the grit measure; grit's relation to emotional engagement; and grit's prediction of later literacy achievement, above and beyond emotional engagement, among dual language learners. Data were collected at two time points four months apart with dual language learner, third- through fifth-grade students ( n = 142; 75% Latina/o; mean age 9.47 years old; 54% female). Results suggested that student- and teacher-reported grit scores were reliable and fit the two-factor construct, and grit overlapped with engagement. We found that teacher-reported engagement and student- and teacher-reported grit perseverance of effort (grit-pe) were significant sole predictors of Time 2 literacy achievement; teacher-reported engagement, not grit, remained a significant sole predictor even when controlling for Time 1 literacy achievement. When including grit-pe, grit consistency of interests, and engagement in the same model, student-reported grit-pe was the only significant predictor of Time 2 literacy achievement, without Time 1 literacy as a control. Discussion centers on grit-pe's utility for prediction of literacy achievement, above and beyond similar socioemotional constructs, among young dual language learners.

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.

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