RESEARCH SUGGESTS that English-language proficiency is critical if students who are deaf or hard of hearing (D/HH) are to read as their hearing peers. One explanation for the traditionally reported ...reading achievement plateau when students are D/HH is the inability to hear insalient English morphology. Signing Exact English can provide visual access to these features. The authors investigated the English morphological and syntactic abilities and reading achievement of elementary and middle school students at a school using simultaneously spoken and signed Standard American English facilitated by intentional listening, speech, and language strategies. A developmental trend (and no plateau) in language and reading achievement was detected; most participants demonstrated average or above-average English. Morphological awareness was prerequisite to high test scores; speech was not significantly correlated with achievement; language proficiency, measured by the Clinical Evaluation of Language Fundamentals-4 (Semel, Wiig, & Secord, 2003), predicted reading achievement.
This article addresses speech as an aspect of aesthetic labour. It demonstrates that, because speech is bound up with identity, attempts to enforce appropriacy in the speech of service sector workers ...may generate dilemmas and resistance. The article offers empirical ethno-linguistic data from Glasgow in Scotland. The data suggest that prescriptive approaches deny the linguistic identity and agency of the speaker and do little to enhance the work experience of employees or their communicative relationships with customers in service environments.
This article has three objectives. First, it describes Ogbu's classification of minorities: autonomous, voluntary or immigrant, and involuntary or nonimmigrant minorities. Second, it explains Ogbu's ...cultural-ecological theory of minority school performance. Finally, it suggests some implications of the theory for pedagogy. The authors regard the typology of minority groups as a heuristic device for analysis and interpretation of differences among minority groups in school experience.
This article examines local and global language ideologies surrounding a particular phonetic feature in Indian English, the pronunciation of /v/ as w. By focusing on how local and global participants ...– both individuals and institutions – imagine language variation through disparate framings of “neutral” and “standard,” it highlights how processes of globalization and localization are interconnected, dialogic, and symbiotic. Compared are (i) sociolinguistic constructions of Indian cartoon characters, (ii) American “accent training” institutes, (iii) Indian call center and language improvement books, (iv) American speakers’ interpretations of merged IE speech, and, (v) IE speakers’ attitudes about IE, “neutral,” and ”standard” language. The relative social capital of these populations mediates both how each constructs its respective ideology about language variation, and how these ideologies dialogically interact with each other. (Language variation, language ideologies, dialogic, standard language)1
As a linguistic curiosity, Chinglish has long fascinated native speakers of English, prompting numerous studies that analyze its form with a view towards either eliminating it or accepting it as a ...viable Standard English variant. In this article, I examine how various social groups involved in foreign language education in China, including Chinese students, foreign teachers and linguists, enregister Chinglish as a linguistic variety. I argue that Chinglish is not distinguished by the presence or absence of any particular linguistic feature, but a label produced in the intersubjective engagements between language learners and native speakers. Chinglish is structured by and reinforces the relations of expertise within the Chinese English language speech community, thus representing larger anxieties about nationalism and modernization in a global context.*
Breaking the pattern of what is expected, making another language palpable to your listeners or your readers, playing or struggling with the ambiguity that the space between languages allows are all ...very common experiences to "foreigners" of any time and place and qualify the interlanguage that they speak, marked as it is by the process of translation. When this happens in literary and cultural texts more in general, things start getting a little complicated, as in our role as critical and informed readers, we are expected to access the protocols of the text vis-à-vis the--generally monolingual--national tradition in which the text is inserted, the parameters of taste it is supposed to measure against, and the meaningfulness it has or may have for its audience. If the text is written by an author coming from one of the former colonies of the European nations, things become even fuzzier, as the postcolonial literary text is commonly assessed and accessed more for its social and political content, its aesthetic component set aside as secondary or not essential to the communication of its message
Discrete trial training was delivered using English and Spanish languages to a student with autism from a Spanish-speaking family. An alternating treatments design was used to examine the effects of ...language of instruction on the child's response accuracy and challenging behavior. More correct responses and fewer challenging behaviors occurred when instruction was delivered in Spanish compared to English. Results suggest that the language of instruction may be an important variable even when a student initially presents with very little spoken language and comparable scores on English and Spanish standardized language assessments.
![[v]at is going on? Local an...](http://api.summon.serialssolutions.com/2.0.0/image/issn/XR4PS5YY4K/0047-4045_1469-8013/small "[v]at is going on? Local and global ideologies about Indian English")
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