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Soutenir le langage oral \ue0 l\ue9cole maternelle au Liban : Perception des r\uf4les professionnels et \ue9laboration dun dispositif daccompagnement des enseignant.es par des orthophonistes
No full textEffectiveness of Dialogic Book Reading Intervention on Lexical Development In the Lebanese Multilingual Context
Full text linkBackground
Dialogic Book Reading (DBR) is a shared reading technique believed to enhance lexical and narrative skills in children. Through this technique, adults facilitate children’s understanding and vocabulary use by engaging them in a variety of question-answers prompts and by making connections between book event and children’s own lives. Speech and Language Therapists (SLT) widely use it to better improve children’s language learning. However, in Lebanon, little is known about the use and the feasibility of such techniques in Lebanese children with developmental language disorders. This study aimed at exploring the feasibility of using this technique in Lebanese multicultural context and to examine the efficiency of this technique on expressive vocabulary and narrative skills development in L1.
Methods
2 Lebanese bilingual children with Developmental Language Disorder, aged 4; 10 and 5; 1 years old, were recruited for this single case study. Language evaluation and target words baseline were followed by the DBR sessions. The treatment uses a total of 9 books, including 3 sets of 3 books each and a total of 30 target words selected for this protocol. Their specific scripts and prompts were translated into Lebanese. Final materials and research protocol were in part based on two pilot studies (Austria and Lebanon) and on-going development of the final scripts of books. The treatment consists of 12 sessions of interactive book reading conducted by SLPs trained in the method. Continuous assessment of progress is conducted in every session through the administration of the target words probes at the end of each session.
Results
We expect that shared book reading will have a significant effect on enhancing the targeted vocabulary as well as children’s narrative skills.
Conclusions
DBR may be a promising technique in language intervention for children with DLD and may have a positive impact on their language skills. It is considered as an easy and ecological method of treatment that can also be used in schools and home settings. Nevertheless, caution should be considered regarding socio-economic and cultural factors that may influence such interventions
Soutenir le langage oral à l’école maternelle au Liban : Perception des rôles professionnels et élaboration d’un dispositif d’accompagnement des enseignant.es par des orthophonistes
No full textRésuméContexte : Les habiletés langagières précoces des enfants sont un axe prioritaire de l’ensemble des compétences qui sont développées à l’école maternelle ; elles sont reconnues, à l’heure actuelle, comme étant une donnée fondamentale de réussite scolaire et sociale. Dans ce cadre, les collaborations interprofessionnelles pour soutenir le langage et la communication des jeunes enfants sont fortement encouragées. En effet, les enseignant.es et les orthophonistes ont des rôles différents, mais, complémentaires dans la dynamique préventive des difficultés langagières. Ainsi, la place de l’orthophoniste auprès de l’enseignant.e, pour soutenir le langage, mérite d’être précisée. Objectifs : Ce projet doctoral dresse un état des lieux de la situation de collaboration entre les enseignants et les orthophonistes au sein de l’école maternelle au Liban. Il explore également les représentations que les professionnels ont de leur rôle en prévention dans les contextes éducatifs de la petite enfance et s’intéresse au sentiment de compétence des orthophonistes à l’égard de ce rôle. Il aborde aussi la qualité des interactions à l’école maternelle afin de proposer un dispositif de développement professionnel collaboratif entre les enseignant.es et les orthophonistes en cohérence avec les besoins du contexte multilingue et multiculturel du Liban. Résultats et recommandations : Nos recherches mettent en évidence malgré la reconnaissance des deux groupes de professionnels de leur rôle dans le soutien au développement du langage, les actions collaboratives identifiées restent floues et sont principalement liées aux enfants en difficultés. De surcroît, la qualité des interactions enseignant.es - enfants en maternelle, évaluée par l’intermédiaire du CLASS Pre-K selon trois domaines: le soutien émotionnel, l’organisation de la classe et le soutien à l’apprentissage, semble faible notamment pour ce dernier domaine, qui est en lien avec le développement du langage. Ainsi, nos résultats ont dégagé la nécessité de mettre en place des interventions collaboratives, permettant aux orthophonistes et aux enseignant.es de faire converger leurs expertises spécifiques, pour des conjointes, au service du développement langagier des enfants et de leur réussite éducative. En nous appuyant sur ces constats, un dispositif collaboratif mené par les orthophonistes auprès des enseignant.es a été conçu, planifié et piloté en vue d’augmenter les stratégies d’enrichissement du vocabulaire. Outre l’augmentation de la fréquence des occurrences verbales d’enrichissement du langage chez les enseignant.es, notre dispositif a également permis d’ouvrir des perspectives d’entrainement à la pratique réflexive des protagonistes pour amener des changements concrets sur le terrain. Des recommandations ont été formulées afin d’améliorer la formation initiale et continue des enseignant.es et des orthophonistes, en mettant en évidence la place et le rôle de l’orthophonie préventive à l’école maternelle au Liban.AbstractBackground: Early language skills are one of the core aspects of children’s development and are currently recognized as fundamentals for academic and social success. Preschools contexts plays a major role in supporting language development in children. Speech and language therapists (SLTs) are increasingly engaging in school-based interventions, mainly targeting children with language difficulties. Collaborative work between teachers and SLTs has shown to be beneficial in fostering language development in all children. Both groups of professionals have different but complementary roles in offering language support, according to children’s needs. Effective collaboration between SLTs and teachers requires both parties to understand their roles and practices in schools. However, little is known about language support practices in the multilingual and multicultural Lebanese preschools and the roles of SLTs in these contexts. Aims: This doctoral project sets out the state of collaborative practices between teachers and SLTs in Lebanese preschools. It also explores the perceptions that professionals have of their role in prevention in early childhood education contexts as well as SLT’s self-efficacy with regard to this role. It also addresses the quality of teacher-child interactions in preschools, in three domains: emotional support, classroom organization and instructional support, through the classroom Assessment Scoring System (CLASS Pre-K). it allowed us to design a collaborative professional development program between teachers and speech therapists in line with the needs of the Lebanese context. Results and recommendations: Our results show that despite the awareness of both groups of professionals of their role in supporting language development, the collaborative actions identified are mainly related to children in difficulty. In addition, the quality of interactions between teachers and children in preschools seems particularly low for the domain of Instructional support, which is related to language development. Thus, our findings shed the light on the need to set up collaborative interventions, allowing speech therapists and teachers to converge their specific expertise, through shared actions, targeting children's language development and educational success. Based on these findings, we piloted a collaborative program, led by SLTs alongside teachers to promote interactive vocabulary strategies’ use in teachers. Our intervention led to an increase in using supportive strategies and has also opened up new opportunities for shared reflective practice, which may allow real behavioral changes in the field of language support. Recommendations were made to improve the initial and in-service training of teachers and SLTs, through the perspective of The Normalization process Theory
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Connaitre les caractéristiques et les besoins éducatifs des élèves vivant avec un TDL : un impératif pour assurer leur réussite éducative
Full text linkeditorial reviewed4. Quality education10. Reduced inequalitie
Observer et soutenir le développement langagier et communicationnel des enfants en classe maternelle : présentation de l’outil SOLEM
Full text linkLa prévention des troubles du langage est un enjeu important en termes de santé publique et d’éducation. Il existe un lien indéniable entre les habiletés langagières précoces et les apprentissages. Soutenir le développement langagier et communicationnel des enfants en milieu préscolaire apparaît donc comme essentiel. Les enfants peuvent y bénéficier quotidiennement d’interactions verbales riches et diversifiées, avec leur enseignant et leurs pairs. La qualité de ces interactions va jouer un rôle prépondérant sur le développement langagier des enfants. Les enseignants préscolaires sont ainsi des interlocuteurs privilégiés mais peu outillés par rapport au développement du langage et sur la façon dont ils peuvent le soutenir dans leur classe. L’outil SOLEM (Soutenir et observer le langage en classe de deuxième maternelle) a été développé dans cette optique. Dans cette présentation, nous aborderons le contexte de conception de l’outil, en quoi il consiste et les résultats obtenus suite à son implémentation à l’aide de différents dispositifs
Accompagnement d’enseignants en préscolaire et supervision d’orthophonistes: l'expérience du dispositif collaboratif SOLEM
Full text link4. Quality education3. Good health and well-bein
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