Why children's and adults' code switching ought to be treated alike PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Why children's and adults' code switching ought to be treated alike PDF full book. Access full book title Why children's and adults' code switching ought to be treated alike by Stefanie Dalvai. Download full books in PDF and EPUB format.
Author: Stefanie Dalvai Publisher: GRIN Verlag ISBN: 3668896666 Category : Language Arts & Disciplines Languages : en Pages : 19
Book Description
Academic Paper from the year 2016 in the subject Speech Science / Linguistics, grade: 1, University of Innsbruck (English Linguistics), course: Systemic and/or Applied English Linguistics: Language Development in Multilingual Children, language: English, abstract: Even if there has been a change in time, code switching in children, in contrast to adults’ code switching, is still regarded as a ‘problem’ by several people, professionals included. Even if the idea that a child should learn to answer in the appropriate language is per se right, it was the context in which it all happened which was wrong. Some people in my town believed that in a German-speaking kindergarten Italian shouldn’t be used as it would contaminate the language of other children. This is not a single case but part of a large number of misconceptions which have led parents and teachers to think of code-switching as a kind of linguistic disorder and, consequently, sending children to professionals, who might also not fully understand the field of code-switching. This can lead to wrong assumptions, stigmatizing children who are intrinsically ‘normal’ as ‘bad’ speakers. All this fears don’t apply to adults’ code-switching as it is seen as something more rule-governed. That is why the aim of this research paper is to present several arguments to support the idea that code-switching in multilingual children is not the result of a lack of proficiency, but rather the consequence of a strategic use of both languages to facilitate the achievement of linguistic and social goals (Bullock 2009). Furthermore, it will be argued that there are not so many differences between adults’ and children’s code/switching and that, as a consequence, they should be treated equally. To demonstrate this, several studies will be presented in which adults’ but, first and foremost, children’s code-switching fulfil a complex socio-pragmatic function. In the end, evidence shall be given to prove that a third grammar of code-switching doesn’t exist, and that therefore no description of a ‘right’ or ‘wrong’ way of code-switching can be postulated. This all shall attest that code-switching is an individual process which changes not only because of the different languages involved but also because of cultural phenomena. After a short definition of the term code-switching and its historical background, my personal connection to it will be presented, followed by the last two sections explaining the difference between adults’ and children’s code-switching through a juxtaposition of both.
Author: Stefanie Dalvai Publisher: GRIN Verlag ISBN: 3668896666 Category : Language Arts & Disciplines Languages : en Pages : 19
Book Description
Academic Paper from the year 2016 in the subject Speech Science / Linguistics, grade: 1, University of Innsbruck (English Linguistics), course: Systemic and/or Applied English Linguistics: Language Development in Multilingual Children, language: English, abstract: Even if there has been a change in time, code switching in children, in contrast to adults’ code switching, is still regarded as a ‘problem’ by several people, professionals included. Even if the idea that a child should learn to answer in the appropriate language is per se right, it was the context in which it all happened which was wrong. Some people in my town believed that in a German-speaking kindergarten Italian shouldn’t be used as it would contaminate the language of other children. This is not a single case but part of a large number of misconceptions which have led parents and teachers to think of code-switching as a kind of linguistic disorder and, consequently, sending children to professionals, who might also not fully understand the field of code-switching. This can lead to wrong assumptions, stigmatizing children who are intrinsically ‘normal’ as ‘bad’ speakers. All this fears don’t apply to adults’ code-switching as it is seen as something more rule-governed. That is why the aim of this research paper is to present several arguments to support the idea that code-switching in multilingual children is not the result of a lack of proficiency, but rather the consequence of a strategic use of both languages to facilitate the achievement of linguistic and social goals (Bullock 2009). Furthermore, it will be argued that there are not so many differences between adults’ and children’s code/switching and that, as a consequence, they should be treated equally. To demonstrate this, several studies will be presented in which adults’ but, first and foremost, children’s code-switching fulfil a complex socio-pragmatic function. In the end, evidence shall be given to prove that a third grammar of code-switching doesn’t exist, and that therefore no description of a ‘right’ or ‘wrong’ way of code-switching can be postulated. This all shall attest that code-switching is an individual process which changes not only because of the different languages involved but also because of cultural phenomena. After a short definition of the term code-switching and its historical background, my personal connection to it will be presented, followed by the last two sections explaining the difference between adults’ and children’s code-switching through a juxtaposition of both.
Author: Froma P. Roth Publisher: Plural Publishing ISBN: 163550127X Category : Medical Languages : en Pages : 566
Book Description
The thoroughly revised Sixth Edition of the best-selling Treatment Resource Manual for Speech-Language Pathology remains an ideal textbook for clinical methods courses in speech-language pathology, as well as for students entering their clinical practicum or preparing for certification and licensure. It is also a beloved go-to resource for practicing clinicians who need a thorough guide to effective intervention approaches/strategies. This detailed, evidence-based book includes complete coverage of common disorder characteristics, treatment approaches, information on reporting techniques, and patient profiles across a wide range of child and adult client populations. The text is divided into two sections. The first part is focused on preparing for effective intervention, and the second part, the bulk of the book, is devoted to therapy strategies for specific disorders. Each of these chapters features a brief description of the disorder, case examples, specific suggestions for the selection of therapy targets, and sample therapy activities. Each chapter concludes with a set of helpful hints on intervention and a selected list of available therapy materials and resources. New to the Sixth Edition: * A new chapter on Contemporary Issues including critical thinking, telepractice, simulation technologies, and coding and reimbursement * New tables on skill development in gesture, feeding, and vision * New information on therapist effects/therapeutic alliance * Coverage of emerging techniques for voice disorders and transgender clients * Expanded information on: *Childhood Apraxia of Speech *Cochlear Implants *Cultural and Linguistic Diversity *Interprofessional Practice *Shared Book-Reading *Traumatic Brain Injury *Treatment Dosage/Intensity *Vocabulary Development Key Features: * Bolded key terms with an end-of-book glossary * A multitude of case examples, reference tables, charts, figures, and reproducible forms * Lists of Additional Resources in each chapter Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.
Author: Shoshana Blum-Kulka Publisher: Psychology Press ISBN: 1135655634 Category : Language Arts & Disciplines Languages : en Pages : 380
Book Description
This volume provides a comprehensive and in-depth analysis of the contribution of multiparty intergenerational talk in a variety of cultures to the development of children's communicative capacities. The book focuses on the complexity of the cultural and interactional contexts in which pragmatic learning occurs and re-examines certain assumptions implicit in research on language socialization to date, such as primacy of dyadic interactions in the early ages and the presupposition of a monolingual social matrix. One of the aims of the book is to demonstrate the degree of cultural diversity in paths of pragmatic development. Individual chapters present empirically grounded analyses of talk with children of all ages, in different participation structures and in a variety of cultures. In pursuing this theme the volume is meant to further enrich cross-cultural perspectives on language socialization by providing in each of its chapters an empirically grounded analysis of the development of one specific dimension of discursive skill. The nine invited chapters comprise new empirical work on the development of specific discourse dimensions. Authors have been asked also to adopt a reflexive stand on their line of research and to incorporate in the chapter a comprehensive and critical perspective on former work on the discursive dimension investigated. The discourse dimensions represented in the volume include narratives, explanations, the language of control in intergenerational and intragenerational talk, the language of humor and affect, and bilingual conversations. The volume offers a rich spectrum of cultural variety in pragmatic development, including studies of American, Greek, Japanese, Mayan, Norwegian, and Swedish children and families.
Author: Peter Pericles Trifonas Publisher: Cambridge University Press ISBN: 1107437628 Category : Education Languages : en Pages : 293
Book Description
A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. Rethinking Heritage Language Education is an edited collection that brings together emerging and established researchers interested in the education field of Heritage Language Education to negotiate its concepts and practices, and investigate the correlation between culture and language from a pedagogic and cosmopolitical point of view. The scholars, who have contributed to the growth of Heritage Language Education as a discipline, reconsider and enrich their findings by drawing new lines across the boundaries of research and practice. It complements the previous work of these theorists, filling a void in the current literature around the question of Heritage Language Education.
Author: Anne K. Bothe Publisher: Psychology Press ISBN: 1135622256 Category : Education Languages : en Pages : 303
Book Description
This book is the result of a "State-of-the-Art-Conference" held at the University of Georgia dedicated to the evidence-based treatment of stuttering. An international group of prominent fluency researchers and clinicians were invited to present and discuss current data and issues related to the treatment of stuttering. The topic was defined to include evidence about stuttering, evidence about stuttering treatment, and discussions of how that evidence should guide the continuing research and practice. The explicit link between empirical evidence and suggestions for clinical practice is the goal of the book. The book begins by addressing the notion of "evidence-based practice" and considers its implications for stuttering treatment. Part II presents the intersection of the nature of stuttering; the theories of stuttering; and the implications of nature, theory, and other knowledge for stuttering treatment decisions. Part III provides two of the many measurement issues facing stuttering treatment followed by Part IV, which is devoted to the quality of treatment research evidence, for specific treatments and in terms of some more general methodological and professional issues. The final part summarizes the clinical recommendations made throughout the book and discusses evidence-based, outcomes-focused clinical decisions for stuttering. These chapters are intended to provide "state-of-the-art" information to researchers, clinicians, and students who are interested in developing, identifying, or using the best possible evidence-based treatments for stuttering.
Author: Susan H.Foster- Cohen Publisher: Routledge ISBN: 1317896246 Category : Language Arts & Disciplines Languages : en Pages : 248
Book Description
This volume introduces the field of child language development studies, and presents hypotheses in an accessible, largely non-technical language, aiming to demonstrate the relationship between these hypotheses and interpretations of data. It makes the assumption that having a theory of language development is as important as having reliable data about what children say and understand, and it advocates a combination of both `rationalist' and more 'empiricist' traditions. In fact, the author overtly argues that different traditions provide different pieces of the picture, and that taking any single approach is unlikely to lead to productive understanding. Susan Foster-Cohen explores a range of issues, including the nature of prelinguistic communication and its possible relationship to linguistic development; early stages of language development and how they can be viewed in the light of later developments; the nature and role of children's experience with the language(s) around them; variations in language development due to both pathological and non-pathological differences between children, and (in the latter case) between the languages they learn; later oral language development; and literacy. The approach is distinctly psycholinguistic and linguistic rather than sociolinguistic, although there is significant treatment of issues which intersect with more sociolinguistic concerns (e.g. literacy, language play, and bilingualism). There are exercises and discussion questions throughout, designed to reinforce the ideas being presented, as well as to offer the student the opportunity to think beyond the text to ideas at the cutting edge of research. The accessible presentation of key issues will appeal to the intended undergraduate readership, and will be of interest to those taking courses in language development, linguistics, developmental psychology, educational linguistics, and speech pathology. The book will also serve as a useful introduction to students wishing to pursue post-graduate courses which deal with child language development.
Author: Elena Babatsouli Publisher: Multilingual Matters ISBN: 1788928431 Category : Language Arts & Disciplines Languages : en Pages : 273
Book Description
This edited book is a collection of studies on protolanguage phonology, referring to the development of children’s autonomous linguistic systems from their first meaningful forms to complete cognitive and articulatory acquisition of language. The volume comprises chapters on child bilingual phonological development, understood as the acquisition or use of more than one linguistic code, whether actual languages, dialects, or communication modes, in an array of contexts. Such contexts include endogenous and exogenous bilingualism, heritage language, bilectalism, trilingualism, and typical and atypical use. The contributed works here will be of interest to researchers and postgraduate students investigating language acquisition in bi-/multilingual settings, as well as those working on child phonological development across a variety of languages.
Author: Dolores E. Battle Publisher: Elsevier Health Sciences ISBN: 0323087124 Category : Medical Languages : en Pages : 336
Book Description
Written by some of the top researchers and clinicians in the field, Communication Disorders in Multicultural Populations, 4th Edition offers an in-depth look at the major cultural groups in the U.S. and the issues concerning their communication development, common disorders, and treatment options. This fourth edition features a wealth of updates and new features — including the latest research and added coverage of communication issues in countries such as Australia, China, Canada, and Brazil — to give speech-language pathology students and speech-language pathologists a balanced and global perspective on the most topical multicultural communication issues of today. Comprehensive coverage focuses on a wide variety of cultural and age populations. Cutting-edge research and data offer up-to-date discussions based on the latest studies in multiculturalism as it relates to the SLP and AuD professions. Diverse panel of expert authors include some of the top researchers and clinicians in the field. Additional resources provide a focused listing of print and electronic sources at the end of each chapter to support more in-depth study of a particular subject. Chapter on international perspectives tackles issues in countries such as Australia, Canada, China, and Brazil to give you a more global understanding of communication disorders. The latest statistics from the 2010 U.S. Census report offers the most current data available. Increased content on older adults covers the multicultural issues, voice disorders, and neurogenic disorders particular to this important demographic. Case studies give you practice solving realistic clinical problems. Chapter overview and conclusion outline the key information in each chapter and serve as a checklist for content mastery.
Author: P. Menyuk Publisher: Springer ISBN: 0230504329 Category : Language Arts & Disciplines Languages : en Pages : 220
Book Description
We now know much more about the process of language development in all children, and also much more about variations in the process due to multi-cultural and multi-linguistic backgrounds, and developmental anomalies. The book describes both the remarkable changes in language knowledge and use that occur from infancy through high school, and also the differences in the process due to variations in experience. What has been found to be good educational practice during each of these stages is discussed, emphasising that among other things, good practice involves awareness of, and planning for, diversity in the abilities of children.
Author: Joy Kreeft Peyton Publisher: Multilingual Matters ISBN: 178892701X Category : Language Arts & Disciplines Languages : en Pages : 432
Book Description
Adult migrants who received little or no formal education in their home countries face a unique set of challenges when attempting to learn the languages of their new countries. Few adult migrants with limited or no literacy in their native languages successfully attain higher levels of literacy in their additional languages, even if they attain high levels of oral proficiency. This book, the result of a European- and United States-wide collaborative research project, aims to assist teachers working with adult migrants to address this attainment gap and help students reach the highest possible levels of literacy in their new languages. The chapters provide the latest research-informed evidence on the acquisition of linguistic competence and the development of reading in a new language by adults. The book concludes with a chapter that addresses the challenges and opportunities faced by this group of learners and their teachers, with specific instructional strategies that can be used. The book will be an invaluable resource for teachers, tutors and training providers, as well as volunteers, who work with adult migrants.
Author: Stefanie Dalvai
Author: Stefanie Dalvai
Author: Froma P. Roth
Author: Shoshana Blum-Kulka
Author: Peter Pericles Trifonas
Author: Anne K. Bothe
Author: Susan H.Foster- Cohen
Author: Elena Babatsouli
Author: Dolores E. Battle
Author: P. Menyuk
Author: Joy Kreeft Peyton