1,720,987 research outputs found
Rehabilitation In Bilingual Aphasia: Evidence For Within- And Between-Language Generalization
Get PDFPurpose: The goal of this study was to examine if there was a principled way to understand the nature of rehabilitation in bilingual aphasia such that patterns of acquisition and generalization are predictable and logical. Method: Seventeen Spanish-English bilingual individuals with aphasia participated in the experiment. For each participant, three sets of stimuli were developed for each language: (a) English Set 1, (b) English Set 2 (semantically related to each item in English Set 1), (c) English Set 3 (unrelated control items), (d) Spanish Set 1 (translations of English Set 1), (e) Spanish Set 2 (translations of English Set 2; semantically related to each item in Spanish Set 1), and (f) Spanish Set 3 (translations of English Set 3; unrelated control items). A single-subject experimental multiple baseline design across participants was implemented. Treatment was conducted in 1 language, but generalization to within- and between-language untrained items was examined. Results: Treatment for naming on Set 1 items resulted in significant improvement (i.e., effect size >4.0) on the trained items in 14/17 participants. Of the 14 participants who showed improvement, within-language generalization to semantically related items was observed in 10 participants. Between-language generalization to the translations of trained items was observed in 5 participants, and between-language generalization to the translations of the untrained semantically related items was observed in 6 participants. Conclusion: The results of this study demonstrated within- and between-language patterns that were variable across participants. These differences are indicative of the interplay between facilitation (generalization) and inhibition.Communication Sciences and Disorder
Conclusions
No full textThis chapter summarizes our reflections concerning the entire research project, with a focus on how a community based approach was incorporated at as many stages and at as many levels as possible in our work. This we do with a particular focus on the implications of our experiences in Statia in relation to key questions that frame current debates within such domains of study and praxis as language policy and planning. We then comment on how our adoption of a community based research framework maximized the quantity and quality of the results and maximized the chances for a successful transition from Dutch to English as the language of instruction in Statian schools. Finally, we mention some new questions that our research on Statia has raised for theorists and practitioners in the areas of language policy and planning and community based research
Community Based Research in Postcolonial Communities
Get PDFThis chapter deals with the role of community based research in small island states and other postcolonial communities, presenting guiding principles and best practices, and focusing explicitly on issues related to community based research on language and education that will be illustrated by the case study of Statia. A brief archaeology of the concept of community based research is provided at the end of the chapter
Project Background: Language Policy and Language Endangerment in the Caribbean: The Language of Instruction in Statia 2012–2014
Get PDFThis chapter briefly describes the contents of the assignment, the composition of the team, the selection of the research methodology, the development of the research design and the execution of the research project during some seven site visits from July 2012 to May 2015, with comments on how the guiding principles of community based research had an impact on the research methodology, the research design and the execution of the research
The Recommendations: Reactions and Implementation
Get PDFThis chapter presents the recommendations that resulted from the research project concerning the language of instruction in Statia. This chapter also describes the way in which the research team presented the results and recommendations of the project during their fifth visit to Statia in January 2014. The chapter concludes with a report on the implementation of the recommendations, along with a preliminary evaluation of the results of the transition from Dutch to English as the language of instruction in Statian schools
Literature Review, Survey, Narrative Proficiency Test, Focus Group Sessions, Interviews and Classroom Observations
Get PDFThis chapter contains the results of the fieldwork carried out by the team in February and April 2013. As much as possible, we have attempted to organize and present the data in the same way as in the final report to the government of the Netherlands. The literature review in Section 4.1 presents an overview of case studies and theory concerning societies and educational systems that have had to cope with challenges in language and education that are similar to the ones that Statia has been confronting, and the effects of educational policy and practice on language attitudes and proficiency in those societies. Sections 4.2, 4.3 and 4.4 cover the three components of our field research: the language attitudes and use survey, the narrative proficiency test and the focus group sessions, interviews and class observations. Each of those sections begins with some introductory comments on how our work was informed and guided by a community based framework and approach
Community based research in language policy and planning : the language of instruction in education in Sint Eustatius
No full textThis volume focuses on a case where community organizing, academic research and governmental responsibility were successfully mobilized and synchronized to bring about change in educational policy and practice. The focus of this book is the methodology implemented and the results obtained over the course of a year-long action research project on language and education in St. Eustatius, one of the islands of the Dutch Caribbean, commissioned by the educational authorities in both St. Eustatius and the European Netherlands. On the island, the language of instruction is Dutch, however, outside of the classroom most students only speak English and an English-lexifier Creole. The research project was set up to address the negative impact on school success of this disparity. It included a community-based sociolinguistic study that actively involved all of the stakeholders in the education system on the island. This was complemented by a multi-pronged set of research strategies, includinga language attitude and use survey, a narrative proficiency test, in depth interviews, and a review of the relevant literature. The resulting report and recommendations were accepted by the government, which is now in the process of changing the language of instruction
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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
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