Developmental language disorders (DLD) are common and have far‐reaching developmental consequences. Nevertheless, public awareness of DLD is poor, and one goal of this special issue is to showcase a ...set of papers that provide a clear and coherent message about the nature and impact of DLD, and the potential of intervention to mitigate these impacts. In this editorial, we highlight seminal papers JCPP has published on language disorders over the last 40 years. Many of the issues raised then are still relevant now; however, the papers that comprise this special issue exemplify how far the field has come in achieving consensus on terminology and diagnostic criteria, and producing highly consistent findings on the stability and impact of DLD, and the potential for language change in response to targeted interventions. The editorial concludes with a road map for future research and clinical priorities that includes the need for randomised controlled trials that specifically address the impact of co‐morbidities on response to treatment, impacts of intervention on broader developmental outcomes, and the experiences of adults with DLD.
Embedded literacy: Knowledge as meaning Martin, J.R.
Linguistics and education,
April 2013, 2013-04-00, 2013-4-00, 20130401, Letnik:
24, Številka:
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Journal Article
Recenzirano
► Analysing field as activity sequence, composition and classification. ► The nature of field in (science) biology and (humanities) history. ► Power words, power grammar and power composition as ...teaching tools for cumulative learning. ► The relation of field analysis in SFL to LCT's concept of semantic wave.
This paper takes as point of departure the register variable field, and explores its application to the discourse of History and Biology in secondary school classrooms from the perspective of systemic functional linguistics. In particular it considers the functions of technicality and abstraction in these subject specific discourses, and their relation to the high stakes reading and writing expected from students. The paper shows how the practical concepts of power words, power grammar and power composition can be developed from this work as tools for teachers to use for purposes of knowledge building. Specific attention is paid to the role of specialised composition and classification taxonomies and activity sequences in specialised fields, and the relation of this valeur to the concept of semantic density in Legitimation Code Theory.
Using the 2.4-million-word written Spanish subsection of the Corpus of Utah Dual Language Immersion, collected from a large-scale standardized writing assessment of K-12 Spanish second language (L2) ...students, this study focuses on lexical complexity as operationalized by three measures: lexical diversity, lexical density, and lexical sophistication. The study goes beyond most previous work on lexical complexity by investigating the effect of task type on all three measures of lexical complexity. Patterns in variation are identified across proficiency levels and between task types. Results show that all three measures increase at each proficiency score between Novice High and Advanced, except at Intermediate Mid where scores dip or flatten. Diversity and sophistication are both shown to increase rapidly after this mid-point, indicating that a broad and deep lexical repertoire is a key feature of more advanced proficiency levels. Results for the effect of task indicate that text genre impacts learners' lexical density, while tasks that are more complex elicit higher lexical sophistication.
Purpose: Variation within languages, including dialects, takes on an indexical function, marking belonging and connection. Meanwhile, attitudes toward these speech varieties become marked by ...linguistic bias. Within the speech-language pathology profession, research evidence, assessment tools, and intervention programs have largely been designed for and by the White, English-speaking middle class. As such, linguistic bias with a preference for standardized dialects is prevalent in the training and practice of the speech-language pathology profession, resulting in discriminatory and racialized practices. Method: To investigate the influence of linguistic bias upon speech-language pathologists' (SLPs') clinical decision making, data were collected from 129 Australian SLPs via an online survey. Inferential statistics were used to investigate the relationship between clinical decision making and SLPs' attitudes toward nonstandard dialects as well as personal and professional factors. A content analysis of extended responses was conducted to identify themes in clinical decision making. Results: SLPs with more years of experience and those who had received professional development were significantly more likely to seek out more information before making a diagnosis, while those with more negative attitudes toward linguistic diversity were significantly more likely to identify a disorder than a difference. SLPs provided a range of justifications for their clinical decision making, but few acknowledged the influence of their own attitudes and bias upon their decision making. Conclusions: SLPs' linguistic bias towards speakers of nonstandard dialects has the potential to impact upon their clinical judgment of difference versus disorder and lead to inequality of service provision for speakers who do not express themselves in standardized forms. Before the profession can truly move toward an antiracist approach of equitable service provision for all, SLPs must engage in critical self-reflection to disrupt the adherence of the speech-language pathology profession to standardized "White" norms of communication.
Abstract
This paper looks into the dilemma of what counts as a grammatical ‘learner error’ in ELT on the basis of recent results from English variationist research and English as a lingua franca ...research. Examples from these studies show that features often perceived as ‘errors’ for EFL speakers also occur in ESL production—where they are called ‘innovations’—and even in English as a native language (ENL) production—where the term ‘spoken language universal’ would seem more appropriate. It is proposed that the traditional categorization of English speakers into EFL, ESL, and ENL actually hinders us from seeing the linguistic realities of the English-speaking world, disfavouring EFL speakers in particular. The paper calls for ELT to see EFL speakers as users of the language rather than learners in order to acknowledge their grammatical creativity as similar to that of other speakers of English.
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As the world changes and a new global order appears on the horizon, the scene of writing in English from erstwhile British postcolonial nations is alive with innovation and variety. In line ...with new global opportunities and growing economies, English-speaking nations around the world are forging new identities, and living new times and experiences. Beyond The Postcolonia l interrogates the current state of emerging writing in English from four African countries, and from Malaysia, Singapore and India, through fieldwork and textual analysis. The book challenges the prevailing orthodoxy of postcolonial literary studies and offers unique, interdisciplinary enquiry into the field of world literature in English. With a wide range of writers and material mostly unknown in the UK and US, including interviews with writers, publishers, and academics in the field, this volume promises its readers a thorough revisioning of writing in English, bringing the reader up-to-date with current trends, modes of writing and an abundance of voices of English writing from around the world.
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EMMA DAWSON VARUGHESE is an independent scholar. She works at the intersection of world literature and cultural studies, drawing on ethnographic research paradigms to conduct her fieldwork. She is author of Reading New India (2013) which explores post-millennial fiction from India, her specialism.
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This volume presents fieldwork findings from seven countries around the world and demonstrates that new writing, sourced through the fieldwork, is demonstrative of being 'beyond the postcolonial'
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With the backdrop of new global powers, this volume interrogates the state of writing in English. Strongly interdisciplinary, it challenges the prevailing orthodoxy of postcolonial literary theory. An insistence on fieldwork and linguistics makes this book scene-changing in its approach to understanding and reading emerging literature in English.
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Draws on postcolonial theory (e.g., Said, Spivak, Boehmer) in an informed way but coherently disagrees with this work and moves debates forward Challenges the current state of postcolonial teaching and research – likely to cause controversy and debate Draws on original empirical research, linguistics and anthropology to make its case Discusses a wide range of new writers/ texts, presenting original research – will help scholars in the field teach on new authors Suggests a move beyond (and thus away) from 'postcolonial' studies, and instead uses the term 'World Englishes Literature' Uses concrete series of examples to prove the thesis that we are now 'beyond' the postcolonial Marks a new departure for English studies in an interdisciplinary way, mixing it with anthropology and ethnography Features original interviews with Anglophobe writers/ publishers at the end of each chapter to support her argument – very useful primary material
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'This is a highly original book: it makes a clear argument about the role of the postcolonial, it uses an innovative range of methodologies and most importantly, it introduces many writers to a global audience for the first time. It is a model for going 'beyond the postcolonial'.' - Professor Robert Eaglestone, Royal Holloway, University of London
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Preface Acknowledgements Introduction: Being Beyond Methodology and Overview of Findings: Stories as Data? Cameroon: (Fr)Anglophone? Nigeria: Generation 'Y' Uganda: The Power of The Pen Kenya: Rifts Apart Malaysia: Bahasa Manglish(es) Singapore: Mad About Singlish India: Emerging Economy, Emerging Literature Conclusion: Beyond This? References Index
Background: Arabic is recognised as diglossic; one manifestation of diglossia is the co-existence of two varieties of the language used in different social settings: standard (or literary) Arabic ...(StA) and spoken Arabic (SpA). The study investigated the impact of lexical-phonological distance in Arabic (identical, cognate, unique, which are different types of words) on reading accuracy and fluency across grade levels. Methods: The participants were 180 native Arabic-speaking children first and second graders. Participants were asked to read three-word lists comprising words of three different lexical distance from spoken Arabic (identical, cognates and unique) and three text selections representing similar lexical distance (mostly identical, mostly cognates and mostly unique). Results: The findings showed a main effect of the word and text lexical distance fluency and accuracy reading scores. There was also a main effect of grade level on both scores. In addition, a significant interaction between the word and type words text lexical distance and grade level was found. The results revealed a more significant gap between the identical and the other two lexical distance categories (cognates and unique) in the second grade than in the first grade. Similarly, a more significant disparity was observed between the mostly identical type words and mostly cognate type word texts compared to unique type word texts in the second grade than in the first grade. Conclusions: The results highlight the importance of StA knowledge and the centrality of diglossia lexical-phonological distance categories in reading, especially the contribution of reading StA words to text reading. The higher performance levels when reading identical compared to unique and cognate words and texts are discussed in light of the theoretical approaches to diglossic lexical-phonological distance. The results point to the centrality of diglossia lexical-phonological distance categories in reading.
Research on regional linguistic variation typically involves data collection in the field. This process itself can take up several months if not years. In the present study we demonstrate how we can ...use web interactives in collaboration with media outlets for a fast gathering of regional, sociolinguistic data. In collaboration with SPIEGEL ONLINE and Tagesanzeiger, we developed a web interactive that predicts users' regional backgrounds from within German-speaking Europe. More than 1.9M people have participated in the interactive, more than 770K users have provided metadata. Said metadata allowed us to capture regional variation in language as of today, which we can compare to historical survey data-enabling us to track the evolution of German in Europe over the past 40 years. We report on regional levelling of lexical variants, a process which appears to be particularly prevalent in the northern parts of German-speaking Europe. We further found an effect of (former) national and regional borders on language use. This innovative paradigm allows us to collect sociolinguistic data of an unprecedented scale-at the same time it presents significant challenges, both of which-benefits and challenges-will be discussed in this contribution.
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