Transdiscourse as a Concept of Digital Worlds

The paper presents the current transformations of media culture in the conditions of crucial digitalization of society. Everyday life is fundamentally mediatized and this process is beyond the control and understanding, both by an individual, and by the professional community and society as a whole. Rather, we observe a general disturbing sense of violation of the usual boundaries of definitions and norms. In response to the crisis of comprehension and understanding, philosophy of language and communication turns back to the idea of discursivity of human civilization and proposes to adapt and rethink the concept of possible worlds and its descriptions in the aim to renew social strategies and communications. The increasing demand for methodological support of communication activities indicates the growing significance of cabinet philosophy, in particular philosophy of language and communication. This strategy of the scientific approach will allow us to build a research relevant to the subject-transdisciplinary. Based on an analysis of history of ideas and modern Russian methodology of transdisciplinarity, the authors put forward a hypothesis in terms of the philosophy of language on the development of digital mediated discourse in a transdimensional unity and the generation of different discourses.

Supporting the mental health of children with speech, language and communication needs: the views and experiences of parents

Background & aims: A high rate of children in mental health services have poor language skills, but little evidence exists on how mental health support is delivered to and received by children with language needs. This study looked at parental experiences, asking parents of children speech, language and communication needs (SLCN) about their experiences seeking help for their children’s mental health. We were particularly interested on the experiences of parents of children with Developmental Language Disorder (DLD), a specific SLCN that remains relatively unknown to the general public. Methods: We conducted an online survey of 74 parents of children with speech, language and communication needs (SLCN). Survey respondents included parents of children with a range of difficulties, including DLD, autism, verbal dyspraxia, global intellectual delay, a history of hearing problems, and SLCN without a primary diagnosis. Survey respondents were asked what sources of support they had accessed for their child’s mental health and to provide comments on what was good and what was not good about this support. We then conducted 9 semi-structured interviews of parents of children with DLD about their experiences. These were parents of children with DLD aged 7 to 17 years, from across a range of educational settings, and with a range of present mental health concerns. Results: Content analyses of the survey responses from parents of children with SLCN highlighted three broad factors of importance to parents’ experiences: relational aspects of care, organisational aspects of care, and professionals’ knowledge. Thematic analyses of the interviews of parents of children with DLD identified 5 themes: the effects of language problems on the presentation of distress; the role of the school environment; the role of key professionals; standard approaches to mental health support might not be appropriate; and the role and impact on parents. Parents expressed concerns that their children’s mental health problems and need for support would not be recognised, and felt interventions were not accessible, or delivered in a manner that was not comfortable for their children due to high reliance on oral language skills. Some parents were left feeling that there was no provision suitable for their children.Conclusions: Parents of children with SLCN face barriers accessing support for their children’s mental health, including a lack of professional knowledge about their children’s language needs. Parents argued that language and communication needs can significantly affect the delivery and success of psychological therapies and interventions.

Влияние системнoгo недoразвития речи у детей с расстрoйствами аутистическoгo спектра на прoявление дезадаптивных видoв пoведения

The article shows empirical research on the impact of systemic language undevelopment in children with autism spectrum disorder (ASD) on the manifestation of different forms of maladaptive behaviour. As a result of scientific research, the hypothesis was confirmed: the level of language and communication development is higher in connection with the low level of maladaptive behaviour and the low level of language and communication development facilitates the emergence of different forms of maladaptive behaviour. A psychological intervention program based on applied behavioural analysis was developed. The effectiveness of the developed program was confirmed.

Fostering learners’ involvement in the assessment process during the COVID-19 pandemic: Perspectives of university language and communication teachers across the globe

With the transition to online teaching due to the COVID-19 pandemic, the need for identifying effective methods of assessment has become paramount. The methods of traditional summative in-person, paperand-pencil exams could not be adapted to the online environment. In case of unsupervised (nonproctored) exams it was impossible to ensure students’ academic honesty. Some universities have offered remotely supervised (proctored) examinations, which has been a rare exception. The pandemic prompted teachers to innovate their assessment practice and apply formative assessment methods as an alternative to traditional summative assessment. They have started using tasks such as e-portfolios, online learning journals, blogs, online presentations, creative writing, and open-book exams, which present golden opportunities to involve students in the assessment process. This study aims to explore assessment-related experiences of language and communication teachers at higher education institutions (HEIs) during the pandemic. Our mixed-method research combines an international survey administered to university language and communication teachers (N=301) with in-depth interviews with a selection of participants (n=18) of the same background. The results provide valuable insights into the perceptions that university language and communication teachers have of effective assessment methods and pedagogical approaches engaging learners in assessment. The implications of the study advocate a growing trend toward a wider use of learner-centered assessment.