135,117 research outputs found
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
No full textMany UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment. Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor. A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined
USAf National Language Resources Audit 2023
No full textThis report documents the findings of a comprehensive language resources audit conducted by the South African Centre for Digital Language Resources (SADiLaR) as supported by the Board of Universities South Africa (USAf) and the Community of Practice for the teaching and learning of African Languages (CoPAL), a sub-committee of USAf. The mandate from USAf was to conduct this audit at all public higher education institutions, from which conclusions can be drawn, and recommendations made, in terms of existing language resources at universities, milestones already achieved and envisaged, as well as language resources still required by universities to successfully implement the National Language Policy Framework for Public Higher Education Institutions. The audit therefore was conducted to, as a first phase, determine the readiness of higher education institutions to implement the Policy Framework. It comprised an in-depth analysis of staff and student perspectives on relevant issues related to advancing multilingualism and the availability of language resources across five domains: (1) institutional information, (2) language services, (3) teaching and learning practices, (4) communication and administration, and (5) student life and cocurricular activities. The audit results yielded valuable insights into challenges and prospects associated with advancing multilingualism to meet the imperatives of the National Language Policy Framework for Public Higher Education Institutions
Centre for Australian Language and Literature Studies (CALLS) Yearbook No. 1
No full textThe setting up of the Centre for Australian Language and Literature Studies at the University of New England has given formal recognition to the research and publishing activities which have been going on within the English Department at New England over many years. For instance, much of the impetus for the foundation of the Association for the Study of Australian Literature came from within this Department. Ken Stewart and Julian Croft were foundation members of A S A L and they edited its journal 'Notes and Furphies' for ten years. Both are now life members, and Shirley Walker, who served on the executive for many years, was President of A S A L for a time. Ken Stewart is now Vice President. Many other past and present members of the Department have contributed to the columns of 'Notes and Furphies'. The research and publishing record of the members of the centre has also been so considerable as not to require emphasis here, while the number of post-graduate students in Australian Literature and Language who have successfully passed through the English Department can be seen from the listing which is included in this handbook. ... The establishment of the Centre for Australian Language and Literature Studies both celebrates this energetic level of achievement in the past and provides us with a new impetus for the future. The formation of the Centre will provide a focus for all activities connected with the study of Australian language and literature in New England; will promote writing, research and publication in this field, and will facilitate visits by scholars from within Australian and abroad. A particular interest of the Centre will be the promotion of the literature of the area which comprises the amalgamated and expanded University of New England
UK capability in languages Response from the Centre for Language in Education to the Nuffield Languages Inquiry
No full textIncludes bibliographical references. Title from coverAvailable from British Library Document Supply Centre- DSC:6224. 1568(54) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
Centre for Australian Language and Literature Studies (CALLS) Yearbook No. 3
No full textDuring 1991 the Centre for Australian Language and Literature Studies has done much to fulfil one of its aims, that of providing a regional focus for research and teaching in the field of Australian Literature. There has been a significant interaction with the communities covered by the amalgamated University of New England and, at the same time, the members of the Centre have maintained their national and international associations. ... The major success for the Centre during 1991 was the Conference on Louisa and Henry Lawson held at Gulgong in September. The papers were excellent; there was much interest, enthusiasm and active support from the Gulgong community and, as well as providing significant literary and social benefits, the conference was a financial success. The papers on Louisa Lawson, with some additions, and edited by Leonie Rutherford, will be published by the Centre in 1993
Centre for Australian Language and Literature Studies (CALLS) Yearbook No. 9 (1997-1998)
No full text1997 and 1998 were expansive years for CALLS. It was decided at the Annual General Meeting in December 1997 to pursue a new vision for the Centre, to broaden its activities by embracing all the disciplines which come under the heading of Australian Studies. Publication of the yearbook was postponed to take account of the likely transformation, which is why this current Yearbook covers the past two years. Throughout the first half of 1998 the CALLS Executive worked at developing new Guidelines for the Centre; and at a Special Meeting on Friday, 4 September, 1998, the following Motion was passed unanimously: "That the new 'Guidelines for the Centre' be adopted and the Centre re-named and relaunched as CALLS: The Australian Studies Centre of the University of New England." Finally, on Wednesday, 9 December 1998, at the New England Regional Art Museum, the new (or to be strictly accurate, the reconfigured) Centre was launched, to much fanfare. CALLS now is a name rather than an acronym. The former Centre for Australian Language and Literature Studies was founded in 1989. Since then, as you know, we have been active in promoting the research and teaching of Australian language and literature, and in encouraging Australian writing generally. Particular activities have included: • a strong publication program (seven books in nine years); • hosting two conferences, one on Henry Kendall and the other on Louisa and Henry Lawson, and several literary dinners attended by major Australian writers; • establishing close affiliations with Australian Studies organisations in Europe, Asia and North America. Through these activities the Centre has acquired a high profile regionally, nationally and internationally. W e remain committed to our publishing and conference programs. But in our new persona, as CALLS: The Australian Studies Centre, we want to extend a very warm invitation to all those people interested in different aspects of Australia's social, cultural, political and economic life and history to work together across the old boundaries, expanding our horizons creatively and productively as we move toward the new Millennium
Centre for Australian Language and Literature Studies (CALLS) Yearbook No. 2
No full textDuring 1990 the Centre for Australian Language and Literature Studies has gone some way towards fulfilling its aims of providing a regional focus for research and teaching in the field of Australian Literature. There has been significant interaction with the communities covered by the amalgamated University of New England and, at the same time, the members of the Centre have maintained their national and international associations. ... The year's activities began with the publication of the 'Handbook' and a drive for membership. Three hundred copies of the 'Handbook' were sent out: to people within the community who were likely to be interested, to members of the Association for the Study of Australian Literature, and to overseas colleagues. The resulting membership of eighty-five, fifty-four of whom are local, is very pleasing. What is more important is that the Centre and its activities are well known and attract favourable comment throughout Australian literary circles, and in those overseas institutions which teach and promote Australian literature. We have had many congratulatory letters on the formation of the Centre from within Australia, from the Universities of Berne, Graz, Bologna, Lecce, the University of Texas at Austin, and from many other centres
Database on English Language Teaching for Adults in Australasia (DELTAA)
No full textThe Database on English Language Teaching for Adults in Australasia (DELTAA), produced by the National Centre for English Language Teaching and Research (NCELTR), Macquarie University, is a bibliographic database that indexes and abstracts articles from published and unpublished material on English second language learning and teaching in Australasia from 1982-86, then 1990 onwards. Source documents include print, non-print and electronic resources in a wide range of formats. Subject coverage includes adult basic education, adult immigrant education, Adult Migrant English Program, applied linguistics, cross cultural communication, English as a second language, English in the workplace, literacy, second language instruction and second language learning. DELTAA also contains links to external websites and full text documents.NaN page(s
COVID-19 Multilingual Terminology
No full textCOVID-19 multilingual terminology list document in all the South African languages. The development of this terminology list was initiated by City of Tshwane and sponsored by the South African Centre for Digital Language Resources and the Department of Science and Innovation. PanSALB's national language boards assisted in the verification of the terminology list
Grammatical systems without language borders: Lessons from free-range language
No full textCurrent research in grammatical analysis and sociolinguistics points to two core characteristics of language that seem incommensurable at first sight: (1) research on linguistic structure indicates internal organisation and coherence, and the workings and interactions of distinct grammatical systems, but (2) sociolinguistic research suggests that language borders and bound ‘languages’ are counterfactual social constructs that cannot capture the diversity and fluidity of actual language use. This seems to constitute something like a “quantum-linguistic” paradox: language systems aren’t real (they are just ideological constructions), but at the same time, they are a reflection of actual structure.
This book shows how this paradox can be resolved through an architecture that allows for grammatical systems without presupposing language borders: this architecture puts communicative situations, rather than languages, at the core of linguistic systematicity, while named languages are captured as optional sociolinguistic indices. The approach builds on insights from “free-range” language, a metaphor for language in settings that are less confined by monoglossic ideologies. The author looks at four different kinds of settings: urban markets, heritage language settings, multiethnic adolescent peer-groups, and digital social media.
Central lessons to be learned from such free-range language settings are: (1) communicative situations support linguistic differentiation and can thus be the basis for fluid registers; (2) grammatical systematicity is grounded in communicative situations and does not require bound languages and linguistic borders; (3) named ‘languages’ can emerge as social indices signalling belonging, but this is an optional, not a necessary development
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