127,390 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
Get PDFMany 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
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
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
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
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
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
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
Roots of language
Get PDFRoots of language was originally published in 1981 by Karoma Press (Ann Arbor). It was the first work to systematically develop a theory first suggested by Coelho in the late nineteenth century: that the creation of creole languages somehow reflected universal properties of language. The book also proposed that the same set of properties would be found to emerge in normal first-language acquisition and must have emerged in the original evolution of language. These proposals, some of which were elaborated in an article in Behavioral and Brain Sciences (1984), were immediately controversial and gave rise to a great deal of subsequent research in creoles, much of it aimed at rebutting the theory. The book also served to legitimize and stimulate research in language evolution, a topic regarded as off-limits by linguists for over a century. The present edition contains a foreword by the author bringing the theory up to date; a fuller exposition of many of its aspects can be found in the author’s most recent work, More than nature needs (Harvard University Press, 2014)
Longitudinal patterns of behavioral, emotional, and social difficulties and self-concept in adolescents with a history of specific language impairment
Get PDFPurpose: This study explored the prevalence and stability of behavioral difficulties and self-concepts between 8 and 17 years in a sample of children with a history of specific language impairment (SLI). We investigated whether earlier behavioral, emotional and social difficulties (BESD), self-concepts, language, and literacy abilities predicted behavioral difficulties and self-concepts at 16/17 years.
Method: In this prospective longitudinal study, 65 students were followed up with teacher behavior ratings and individual assessments of language, literacy, and self-concepts at 8, 10, 12, 16, and 17 years.
Results: The students had consistently higher levels of five domains of BESD, which had different trajectories over time, and poorer scholastic competence, whose trajectory also varied over time. Earlier language ability did not predict later behavioral difficulties or self-concepts but the prediction of academic self-concept at 16 by literacy at 10 years approached significance.
Conclusions: We demonstrate the importance of distinguishing domains of behavioral difficulties and self-concept. Language, when measured at 8 or 10 years, was not a predictor of behavior or self-concepts at 16 years, or of self-concepts at 17 years. The study stresses the importance of practitioners addressing academic abilities and different social-behavioral domains in delivering support for adolescents with SLI
'Great Expectations': The motivational profile of Hungarian English language students.
Get PDFIn this article we investigate what characterizes the language learning motivation of Hungarian English language students in terms of Dörnyei and Ottó's process model of motivation (Motivation in Action, 1998). We used a mixed-method research design, in which qualitative interviews conducted with 20 students were supplemented with questionnaire data gained from 100 participants in order to have a better understanding of the apparent discrepancy between students' and society's expectations of teaching English Language at tertiary level and the present educational system in Hungary. The ambivalent nature of English language students' motivational profile was found to reflect this situation. The interview data revealed that the respondents had very favourable motivational characteristics but they did not invest sufficient energy in maintaining and improving their language competence. This is explained with reference to a low level of learner autonomy primarily caused by teacher-centered instruction
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