subject:(language development)

Vanderbilt University

1. Windsor, Kelly Sue. The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome.

Degree: MS, Special Education, 2015, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-04072015-171837/ ;

► The purpose of this study was to extend previous research by examining the effects of concurrent parent and therapist-implemented Joint Attention Symbolic Play and Emotional… (more)

Subjects/Keywords: intervention; language development

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APA (6^th Edition):

Windsor, K. S. (2015). The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-04072015-171837/ ;

Chicago Manual of Style (16^th Edition):

Windsor, Kelly Sue. “The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome.” 2015. Masters Thesis, Vanderbilt University. Accessed October 19, 2019. http://etd.library.vanderbilt.edu/available/etd-04072015-171837/ ;.

MLA Handbook (7^th Edition):

Windsor, Kelly Sue. “The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome.” 2015. Web. 19 Oct 2019.

Vancouver:

Windsor KS. The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome. [Internet] [Masters thesis]. Vanderbilt University; 2015. [cited 2019 Oct 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-04072015-171837/ ;.

Council of Science Editors:

Windsor KS. The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome. [Masters Thesis]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-04072015-171837/ ;

University of Manitoba

2. Wong, Melissa. Can 20- and 24-months-old children detect subject-verb dependency?.

Degree: Psychology, 2011, University of Manitoba

URL: http://hdl.handle.net/1993/4896

► This study examined English-acquiring 20- and 24-month-olds’ ability to detect subject-verb dependency. Twenty-four-month-olds showed a significant preference for grammatical sentences over ungrammatical sentences in which… (more)

Subjects/Keywords: language; development; dependency

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APA (6^th Edition):

Wong, M. (2011). Can 20- and 24-months-old children detect subject-verb dependency?. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4896

Chicago Manual of Style (16^th Edition):

Wong, Melissa. “Can 20- and 24-months-old children detect subject-verb dependency?.” 2011. Masters Thesis, University of Manitoba. Accessed October 19, 2019. http://hdl.handle.net/1993/4896.

MLA Handbook (7^th Edition):

Wong, Melissa. “Can 20- and 24-months-old children detect subject-verb dependency?.” 2011. Web. 19 Oct 2019.

Vancouver:

Wong M. Can 20- and 24-months-old children detect subject-verb dependency?. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1993/4896.

Council of Science Editors:

Wong M. Can 20- and 24-months-old children detect subject-verb dependency?. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4896

University of California – Santa Cruz

3. Menjivar, Jennifer. Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?.

Degree: Psychology, 2013, University of California – Santa Cruz

URL: http://www.escholarship.org/uc/item/5dg703bb

► Recent research has shown that young children are biased in favor of speakers of their native language (Kinzler, Dupoux, & Spelke, 2007). The current studies… (more)

Subjects/Keywords: Developmental psychology; child development; foreign language; language; language bias; language development

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APA (6^th Edition):

Menjivar, J. (2013). Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?. (Thesis). University of California – Santa Cruz. Retrieved from http://www.escholarship.org/uc/item/5dg703bb

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Menjivar, Jennifer. “Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?.” 2013. Thesis, University of California – Santa Cruz. Accessed October 19, 2019. http://www.escholarship.org/uc/item/5dg703bb.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Menjivar, Jennifer. “Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?.” 2013. Web. 19 Oct 2019.

Vancouver:

Menjivar J. Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?. [Internet] [Thesis]. University of California – Santa Cruz; 2013. [cited 2019 Oct 19]. Available from: http://www.escholarship.org/uc/item/5dg703bb.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Menjivar J. Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?. [Thesis]. University of California – Santa Cruz; 2013. Available from: http://www.escholarship.org/uc/item/5dg703bb

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Xu, Julie. Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, University of New England

URL: https://dune.une.edu/theses/222

► English language learners (ELLs) are currently one of the fastest growing populations in the United States. As growth of the ELL population has surpassed… (more)

Subjects/Keywords: English language learners; language acquisition; language development; professional development; Educational Leadership

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APA (6^th Edition):

Xu, J. (2019). Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/222

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Xu, Julie. “Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective.” 2019. Thesis, University of New England. Accessed October 19, 2019. https://dune.une.edu/theses/222.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Xu, Julie. “Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective.” 2019. Web. 19 Oct 2019.

Vancouver:

Xu J. Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective. [Internet] [Thesis]. University of New England; 2019. [cited 2019 Oct 19]. Available from: https://dune.une.edu/theses/222.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Xu J. Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective. [Thesis]. University of New England; 2019. Available from: https://dune.une.edu/theses/222

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Rochester

5. Austin, Alison C. (1980 - ). When children learn more than what they are taught : regularization in child and adult learners.

Degree: PhD, 2010, University of Rochester

URL: http://hdl.handle.net/1802/12686

► When linguistic input provides inconsistent evidence for grammatical structures, children tend to regularize. For example, children learning languages from parents who are imperfect users of… (more)

▼ When linguistic input provides inconsistent evidence for grammatical structures, children tend to regularize. For example, children learning languages from parents who are imperfect users of the language regularize their parents’ inconsistent usages (Singleton & Newport, 2004). Previous studies (Hudson Kam & Newport, 2005, 2009) have examined this phenomenon using artificial languages and have found that children, but not adults, regularized this type of variable input. However, little is known about precisely how and when such regularization occurs. In a series of 5 experiments, we investigate how various aspects of the distribution of the input probabilities affect such behavior, as well as whether this behavior varies by age. Adults and children were exposed for 5 days to one of five artificial languages. Languages differed in the probability with which determiners were used. After exposure, subjects produced novel sentences; determiner use was scored. The first two experiments investigated the role of the type of variability present in the input. When taught a language with unpredictable, inconsistent variability, five- and six- year old children regularized the variability in their own language productions, always using the most frequent determiner more often than occurred during exposure. When taught a language with predictable, lexically consistent variability, children did not regularize, but instead learned the pattern responsible for the variability, and used this pattern in their own productions. In both cases, adult’s productions matched those present in their input. The second set of experiments investigated which feature of the distribution children are sensitive to, as well as whether this effect varies by age. Adults and 5-8 year old children were exposed to one of three artificial languages, differing in the distribution of determiners. Each language had a dominant determiner that was used more frequently than any of the other determiners, and a minority determiner that was used less often. The probability with which these determiners were used, was systematically varied such that a given probability of usage (40%) was the dominant determiner in one language, but the minority determiner in the other. In line with previous results, the 5-6 year old children in these experiments regularized the dominant determiner in their productions; adult productions reflected the probabilities present in their input. Children ages 7-8 regularized less than younger children, but more than adults. This suggests that the tendency to regularize begins to drop off at an early age, but does so gradually. Moreover, though a determiner is used equally frequently across two languages (40%), children regularize it only when it is the dominant determiner. It is thus the relationships between alternating forms – and not simple frequency – that affects the youngest learners.

Subjects/Keywords: Language acquisition; Language development; Artificial language; Child language learning; Determiners

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APA (6^th Edition):

Austin, A. C. (. -. ). (2010). When children learn more than what they are taught : regularization in child and adult learners. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/12686

Chicago Manual of Style (16^th Edition):

Austin, Alison C (1980 - ). “When children learn more than what they are taught : regularization in child and adult learners.” 2010. Doctoral Dissertation, University of Rochester. Accessed October 19, 2019. http://hdl.handle.net/1802/12686.

MLA Handbook (7^th Edition):

Austin, Alison C (1980 - ). “When children learn more than what they are taught : regularization in child and adult learners.” 2010. Web. 19 Oct 2019.

Vancouver:

Austin AC(-). When children learn more than what they are taught : regularization in child and adult learners. [Internet] [Doctoral dissertation]. University of Rochester; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1802/12686.

Council of Science Editors:

Austin AC(-). When children learn more than what they are taught : regularization in child and adult learners. [Doctoral Dissertation]. University of Rochester; 2010. Available from: http://hdl.handle.net/1802/12686

University of Manitoba

6. McDivitt, Karmen Elizabeth. Influence of maternal age on infant home language environment.

Degree: Psychology, 2016, University of Manitoba

URL: http://hdl.handle.net/1993/31667

► The present study examined the influence of maternal age on infant home language environment, focusing on the environments of children born to young mothers using… (more)

Subjects/Keywords: Language development; Language environment; Adolescent mother

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APA (6^th Edition):

McDivitt, K. E. (2016). Influence of maternal age on infant home language environment. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31667

Chicago Manual of Style (16^th Edition):

McDivitt, Karmen Elizabeth. “Influence of maternal age on infant home language environment.” 2016. Masters Thesis, University of Manitoba. Accessed October 19, 2019. http://hdl.handle.net/1993/31667.

MLA Handbook (7^th Edition):

McDivitt, Karmen Elizabeth. “Influence of maternal age on infant home language environment.” 2016. Web. 19 Oct 2019.

Vancouver:

McDivitt KE. Influence of maternal age on infant home language environment. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1993/31667.

Council of Science Editors:

McDivitt KE. Influence of maternal age on infant home language environment. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/31667

University of Ghana

7. Commodore, R.C. First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months .

Degree: 2018, University of Ghana

URL: http://ugspace.ug.edu.gh/handle/123456789/32088

► Background: Learning to speak and understand language is exceptional and forms an important accomplishment of early childhood. As part of the general growth of children,… (more)

▼ Background: Learning to speak and understand language is exceptional and forms an important accomplishment of early childhood. As part of the general growth of children, language development plays a vital role in their cognitive and social development. Language development of children across the world is believed to follow the same pattern. There is much debate on the first words of children as well as the content of these first words. Few studies have addressed these questions (what are the first words of children and the content of the first words) for children at the very earliest stage of language development. Aim: The study was aimed at determining the first ten words of children acquiring Ga language between ages 12 and 18 months within the Ablekuma South Constituency. Method: This research used a quantitative cross-sectional design to investigate the first ten words of children acquiring Ga language between ages 12 and 18 months. A checklist was generated by the researcher and was used for data collection. Parents who consented to the study responded to ‘yes’ or ‘no’ to the words on the checklist to indicate whether their children are saying the words as part of their first words or not. Parents also provided additional words which were not on the checklist but were part of their children’s first words. Data collection was done by the researcher and three trained field workers. Statistical Package for the Social Sciences (SPSS) version 20.0 software was used in analyzing the data collected. Three hundred and sixty-six (366) children participated in the study, 70% males and 30% females. The mean age of the children was 15 months. The study was conducted within the Ablekuma South Constituency, particularly, Mamprobi, Chorkor and Korle Gonno. Results: The first ten words derived from the study were ‘maa’ (mother), ‘ba’ (come), ‘daa’ (father), ‘ayɛ’ (witch) ‘ayee’ (bye), ‘bebi’ (baby), ‘yaa’ (go), ‘goo’ (ball), ‘nu’ (water) and ‘tↄ’ (take). These words were ranked from 1 to 10 with ‘maa’ (mother) obtaining the 1st position and ‘tↄ’ (take) obtaining the 10th position. The first words of the children include nouns (names of people, objects and animals) and verbs (action words). The number of words of the children increased as they grow. Conclusion: The first ten words of children acquiring Ga language have been identified to be (maa, amm, ayee, ba, daa, bebi, yaa, goo, nu and tↄ). These words were mainly nouns and verbs. The study also showed that as children grow, their vocabulary increases, for example, children aged 13 months produced 1-4 words whereas, children aged 17 months who produced 13 words. Keywords: Language development, first words, vocabulary increase

Subjects/Keywords: Children; Ga Language; Language Development; Vocabulary Increase

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APA (6^th Edition):

Commodore, R. C. (2018). First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/32088

Chicago Manual of Style (16^th Edition):

Commodore, R C. “First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months .” 2018. Masters Thesis, University of Ghana. Accessed October 19, 2019. http://ugspace.ug.edu.gh/handle/123456789/32088.

MLA Handbook (7^th Edition):

Commodore, R C. “First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months .” 2018. Web. 19 Oct 2019.

Vancouver:

Commodore RC. First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months . [Internet] [Masters thesis]. University of Ghana; 2018. [cited 2019 Oct 19]. Available from: http://ugspace.ug.edu.gh/handle/123456789/32088.

Council of Science Editors:

Commodore RC. First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months . [Masters Thesis]. University of Ghana; 2018. Available from: http://ugspace.ug.edu.gh/handle/123456789/32088

8. Muckley, Sarah-Ann. Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice.

Degree: 2016, National University of Ireland – Galway

URL: http://hdl.handle.net/10379/5900

► Knowledge of typical language development, where available, is used as a comparative tool for the education of referral agents as well as for the efficacious… (more)

Subjects/Keywords: Minority language development; Irish language development; Irish language assessment; Speech and language therapy; Health sciences

11 more images…

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APA (6^th Edition):

Muckley, S. (2016). Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/5900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Muckley, Sarah-Ann. “Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice.” 2016. Thesis, National University of Ireland – Galway. Accessed October 19, 2019. http://hdl.handle.net/10379/5900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Muckley, Sarah-Ann. “Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice.” 2016. Web. 19 Oct 2019.

Vancouver:

Muckley S. Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. [Internet] [Thesis]. National University of Ireland – Galway; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10379/5900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muckley S. Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. [Thesis]. National University of Ireland – Galway; 2016. Available from: http://hdl.handle.net/10379/5900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Leiden University

9. Frijns, Emile. Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources.

Degree: 2015, Leiden University

URL: http://hdl.handle.net/1887/34276

► In this thesis, the development of the East-Slavic languages has been investigated through the analysis of various written sources on a multitude of morphological scoring… (more)

Subjects/Keywords: East-Slavic; Linguistics; Language development

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APA (6^th Edition):

Frijns, E. (2015). Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/34276

Chicago Manual of Style (16^th Edition):

Frijns, Emile. “Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources.” 2015. Masters Thesis, Leiden University. Accessed October 19, 2019. http://hdl.handle.net/1887/34276.

MLA Handbook (7^th Edition):

Frijns, Emile. “Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources.” 2015. Web. 19 Oct 2019.

Vancouver:

Frijns E. Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1887/34276.

Council of Science Editors:

Frijns E. Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/34276

10. Varghese, Sneha. A study of development of spoken language of prelearners in chhattisgargh; -.

Degree: Education, 2004, Pt. Ravishankar Shukla University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/50182

None

Reference p.278 - 294 and Appendix given

Advisors/Committee Members: Sharma, Pushpalata.

Subjects/Keywords: Development; Language

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APA (6^th Edition):

Varghese, S. (2004). A study of development of spoken language of prelearners in chhattisgargh; -. (Thesis). Pt. Ravishankar Shukla University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/50182

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Varghese, Sneha. “A study of development of spoken language of prelearners in chhattisgargh; -.” 2004. Thesis, Pt. Ravishankar Shukla University. Accessed October 19, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/50182.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Varghese, Sneha. “A study of development of spoken language of prelearners in chhattisgargh; -.” 2004. Web. 19 Oct 2019.

Vancouver:

Varghese S. A study of development of spoken language of prelearners in chhattisgargh; -. [Internet] [Thesis]. Pt. Ravishankar Shukla University; 2004. [cited 2019 Oct 19]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/50182.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Varghese S. A study of development of spoken language of prelearners in chhattisgargh; -. [Thesis]. Pt. Ravishankar Shukla University; 2004. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/50182

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

11. Horst, M.L. van der. The expression of reference by Dutch children of 4, 6 and 8 years old.

Degree: 2010, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/179446

► Purpose: this study examines the use of linguistic means for the expression of reference by Dutch children of 4, 6 and 8 years old. Method:… (more)

Subjects/Keywords: Letteren; reference, narrative, language development

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APA (6^th Edition):

Horst, M. L. v. d. (2010). The expression of reference by Dutch children of 4, 6 and 8 years old. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/179446

Chicago Manual of Style (16^th Edition):

Horst, M L van der. “The expression of reference by Dutch children of 4, 6 and 8 years old.” 2010. Masters Thesis, Universiteit Utrecht. Accessed October 19, 2019. http://dspace.library.uu.nl:8080/handle/1874/179446.

MLA Handbook (7^th Edition):

Horst, M L van der. “The expression of reference by Dutch children of 4, 6 and 8 years old.” 2010. Web. 19 Oct 2019.

Vancouver:

Horst MLvd. The expression of reference by Dutch children of 4, 6 and 8 years old. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2019 Oct 19]. Available from: http://dspace.library.uu.nl:8080/handle/1874/179446.

Council of Science Editors:

Horst MLvd. The expression of reference by Dutch children of 4, 6 and 8 years old. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/179446

Victoria University of Wellington

12. Sun, Dekun. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.

Degree: 2010, Victoria University of Wellington

URL: http://hdl.handle.net/10063/1480

► Much of L2 teacher cognition research has focused on L2 English education with native speakers teaching adult students at private institutes and tertiary levels. The… (more)

Subjects/Keywords: Language teacher development; Teaching Chinese

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APA (6^th Edition):

Sun, D. (2010). Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1480

Chicago Manual of Style (16^th Edition):

Sun, Dekun. “Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed October 19, 2019. http://hdl.handle.net/10063/1480.

MLA Handbook (7^th Edition):

Sun, Dekun. “Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.” 2010. Web. 19 Oct 2019.

Vancouver:

Sun D. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10063/1480.

Council of Science Editors:

Sun D. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1480

University of Connecticut

13. Kelty, Emma C. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.

Degree: MA, Psychology, 2011, University of Connecticut

URL: https://opencommons.uconn.edu/gs_theses/144

► Most English descriptions of motion events express manner in the main verb and path in a prepositional phrase, as in “She skips out of… (more)

Subjects/Keywords: psychology; language development; word learning

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APA (6^th Edition):

Kelty, E. C. (2011). Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/144

Chicago Manual of Style (16^th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Masters Thesis, University of Connecticut. Accessed October 19, 2019. https://opencommons.uconn.edu/gs_theses/144.

MLA Handbook (7^th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Web. 19 Oct 2019.

Vancouver:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2019 Oct 19]. Available from: https://opencommons.uconn.edu/gs_theses/144.

Council of Science Editors:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/144

14. MacDonald Wer, Beatriz Michelle. Comparison of Reading Development Across Socioeconomic Status in the United States.

Degree: PhD, Psychology, 2014, U of Denver

URL: https://digitalcommons.du.edu/etd/985

► It is well known that higher parental socioeconomic status (SES) predicts better child reading outcomes, but little work has been done to unpack this… (more)

▼ It is well known that higher parental socioeconomic status (SES) predicts better child reading outcomes, but little work has been done to unpack this finding. The main overall question addressed by this project was whether cognitive models of the two main reading outcomes, single word reading (SWR) and reading comprehension (RC), performed similarly across levels of parental SES. The current study predicted a differential relation between parental SES and both predictors and outcomes because of the known large relation between parental SES and child oral language development. Three questions examined the mediating effects of cognitive predictors on the relation between parental SES and reading outcomes, the moderating effects of SES on the developmental trajectories of reading outcomes, and the strength of the relationship between SES and the two reading outcomes. Participants were part of two large and comprehensive datasets: the cross-sectional Colorado Learning Disability Research Center (CLDRC; n=1554) sample, and the International Longitudinal Twin Study (ILTS; n=463 twin pairs) sample. In terms of cognitive predictors, the relation between SES and SWR was disproportionately mediated by two language skills, vocabulary (VOC) and phonological awareness (PA). For the RC models, both SWR and oral listening comprehension (OLC) did not disproportionally mediate the relation between RC and SES; however, full mediation was not exhibited. With regard to the trajectory of reading outcomes, SES moderated the starting values of SWR and RC, and the slopes of SWR development. When performance on the control measures of early reading skills (e.g., print knowledge, vocabulary, and decoding skills) was included the models, the moderating effects of SES were completely accounted for by these measures. In terms of outcomes, SES had a stronger relation to RC than to SWR, especially at later ages. These findings have implications for interventions aimed at improving reading outcomes in children from lower SES families. Advisors/Committee Members: Bruce F. Pennington, Ph.D..

Subjects/Keywords: Socioeconomic Status; Reading Development; Language Development; Psychology

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APA (6^th Edition):

MacDonald Wer, B. M. (2014). Comparison of Reading Development Across Socioeconomic Status in the United States. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/985

Chicago Manual of Style (16^th Edition):

MacDonald Wer, Beatriz Michelle. “Comparison of Reading Development Across Socioeconomic Status in the United States.” 2014. Doctoral Dissertation, U of Denver. Accessed October 19, 2019. https://digitalcommons.du.edu/etd/985.

MLA Handbook (7^th Edition):

MacDonald Wer, Beatriz Michelle. “Comparison of Reading Development Across Socioeconomic Status in the United States.” 2014. Web. 19 Oct 2019.

Vancouver:

MacDonald Wer BM. Comparison of Reading Development Across Socioeconomic Status in the United States. [Internet] [Doctoral dissertation]. U of Denver; 2014. [cited 2019 Oct 19]. Available from: https://digitalcommons.du.edu/etd/985.

Council of Science Editors:

MacDonald Wer BM. Comparison of Reading Development Across Socioeconomic Status in the United States. [Doctoral Dissertation]. U of Denver; 2014. Available from: https://digitalcommons.du.edu/etd/985

California State University – Sacramento

15. Flores, Christina Louise. Supporting literacy development for English learners: a professional development workshop for preschool teachers.

Degree: MA, Child Development (Applied Settings, 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/628

► Statement of Problem The purpose of this project was to develop a workshop series about language and literacy in preschoolers. Many preschool teachers in California… (more)

Subjects/Keywords: Early literacy; Preschool staff development; Language development

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APA (6^th Edition):

Flores, C. L. (2010). Supporting literacy development for English learners: a professional development workshop for preschool teachers. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/628

Chicago Manual of Style (16^th Edition):

Flores, Christina Louise. “Supporting literacy development for English learners: a professional development workshop for preschool teachers.” 2010. Masters Thesis, California State University – Sacramento. Accessed October 19, 2019. http://hdl.handle.net/10211.9/628.

MLA Handbook (7^th Edition):

Flores, Christina Louise. “Supporting literacy development for English learners: a professional development workshop for preschool teachers.” 2010. Web. 19 Oct 2019.

Vancouver:

Flores CL. Supporting literacy development for English learners: a professional development workshop for preschool teachers. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10211.9/628.

Council of Science Editors:

Flores CL. Supporting literacy development for English learners: a professional development workshop for preschool teachers. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/628

California State University – Chico

16. Bernedo, Anna. Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud .

Degree: 2011, California State University – Chico

URL: http://hdl.handle.net/10211.4/352

► ABSTRACT UTILIZING ENGLISH LANGUAGE DEVELOPMENT STRATEGIES TO FACILITATE VOCABULARY DEVELOPMENT DURING TEACHER LED READ-ALOUD by ???Anna Bernedo 2011 Master of Arts in Education California State… (more)

▼ ABSTRACT UTILIZING ENGLISH LANGUAGE DEVELOPMENT STRATEGIES TO FACILITATE VOCABULARY DEVELOPMENT DURING TEACHER LED READ-ALOUD by ???Anna Bernedo 2011 Master of Arts in Education California State University, Chico Summer 2011 As the researcher, I examined the following question: How does my use of English language development strategies, while teaching explicit vocabulary instruction during read aloud time, affect all my students??? vocabulary development? Other questions included: Do the students in the study acquire more vocabulary? Do the students obtain a deeper understanding of the meaning of words and how to correctly use them? Do the students respond differently to paper and pencil tests versus electronic format? These questions were examined while providing explicit vocabulary instruction with the use of research-based English Language Development strategies to support vocabulary acquisition for all students in the class. Specific research based strategy models included Specially Designed Academic Instruction in English and Sheltered Instructional Observation Protocol. Qualitative data was analyzed to determine the impact participation in vocabulary instruction has on students??? vocabulary development. Multiple methods of data were collected to demonstrate triangulation. Students??? pre- and post-test vocabulary test scores were compared to determine if students made any gains, based on vocabulary questions answered correctly. The number of correct answers for the pre-tests was compared with the number of correct answers on the post-test to calculate the difference. The action research thesis intended to not only examine the gain, if any, of vocabulary knowledge as determined by the vocabulary tests, but also to determine if vocabulary gains had been confirmed by the data collected. Student vocabulary assessments, student vocabulary journals, student letters, observations, video recordings, and teacher journals to interpret students??? development and engagement in vocabulary knowledge were analyzed. Advisors/Committee Members: Schulte, Ann (advisor).

Subjects/Keywords: vocabulary development; English language development strategies

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APA (6^th Edition):

Bernedo, A. (2011). Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bernedo, Anna. “Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud .” 2011. Thesis, California State University – Chico. Accessed October 19, 2019. http://hdl.handle.net/10211.4/352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bernedo, Anna. “Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud .” 2011. Web. 19 Oct 2019.

Vancouver:

Bernedo A. Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10211.4/352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bernedo A. Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Connecticut

17. Simmons, Elizabeth Schoen. The Timecourse of Phonological Competition in Spoken Word Recognition: A Comparison of Adults and Very Young Children.

Degree: MS, Psychological Sciences, 2017, University of Connecticut

URL: https://opencommons.uconn.edu/gs_theses/1156

► Spoken word recognition (SWR) is the mapping of speech sounds to words from many potential candidates in one’s lexicon. In adults, words that are… (more)

▼ Spoken word recognition (SWR) is the mapping of speech sounds to words from many potential candidates in one’s lexicon. In adults, words that are phonetically similar, of high frequency, or semantically related compete for recognition. An ongoing debate in the literature is whether or not very young children encode spoken words with fine-grained temporal and phonetic detail. Specifically, whether they represent words wholistically or as smaller phonetic units similar to that of adults. The adult literature demonstrates that words that are phonetically similar at onset (cohorts) and offset (rhymes) compete for recognition. As it happens, rhymes have the potential to distinguish between developmental theories; some (wholistic-emergent) propose that children's early representations lack phonetic and temporal detail, and therefore global similarity should be the primary determinant of lexical competition, while other theories (accessibility) propose that rhyme competition should not emerge until after the onset of literacy acquisition (due either directly to phonological reorganization spurred by learning to read, or coincidental maturation). This study compared phonological competition effects of cohort and rhymes compared to unrelated words using a simplified visual world paradigm task. Typically developing preschool children (n = 23), ages 3-4, and college students (n = 22), ages 18-22, were presented with two pictures and followed a spoken instruction to click on one of them (e.g., "click on the doll"). Picture labels matched either onset (bat-bath), or offset (keys-bees), or were phonologically unrelated (bear-pants). Words were divided evenly between monosyllabic and bisyllabic words. Participants' eye movements were recorded as they followed the verbal instruction. Children were generally slower than adults at processing spoken words but showed competition patterns similar to those seen in adults. Both adults and children showed weaker rhyme effects and stronger cohort effects for monosyllabic words. These findings suggest that rhyme competition emerges during pre-reading years, and also provides new insight into on-line lexical competition in adults and children. Advisors/Committee Members: James Magnuson, Eiling Yee, Rachel Theodore, Rehea Paul, James Magnuson.

Subjects/Keywords: eyetracking; spoken word recognition; children; development; language comprehension; language development

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APA (6^th Edition):

Simmons, E. S. (2017). The Timecourse of Phonological Competition in Spoken Word Recognition: A Comparison of Adults and Very Young Children. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/1156

Chicago Manual of Style (16^th Edition):

Simmons, Elizabeth Schoen. “The Timecourse of Phonological Competition in Spoken Word Recognition: A Comparison of Adults and Very Young Children.” 2017. Masters Thesis, University of Connecticut. Accessed October 19, 2019. https://opencommons.uconn.edu/gs_theses/1156.

MLA Handbook (7^th Edition):

Simmons, Elizabeth Schoen. “The Timecourse of Phonological Competition in Spoken Word Recognition: A Comparison of Adults and Very Young Children.” 2017. Web. 19 Oct 2019.

Vancouver:

Simmons ES. The Timecourse of Phonological Competition in Spoken Word Recognition: A Comparison of Adults and Very Young Children. [Internet] [Masters thesis]. University of Connecticut; 2017. [cited 2019 Oct 19]. Available from: https://opencommons.uconn.edu/gs_theses/1156.

Council of Science Editors:

Simmons ES. The Timecourse of Phonological Competition in Spoken Word Recognition: A Comparison of Adults and Very Young Children. [Masters Thesis]. University of Connecticut; 2017. Available from: https://opencommons.uconn.edu/gs_theses/1156

University of South Africa

18. Mabule, Dorah Riah. Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison .

Degree: 2013, University of South Africa

URL: http://hdl.handle.net/10500/8842

► The focus of this study is an investigation of the language policy and language policy implementation in the Department of Correctional Services of South Africa.… (more)

Subjects/Keywords: Language attitudes; Language choice; Language planning; Language policy; Language policy implementation; Multilingualism; Official language; Language development

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APA (6^th Edition):

Mabule, D. R. (2013). Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/8842

Chicago Manual of Style (16^th Edition):

Mabule, Dorah Riah. “Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison .” 2013. Doctoral Dissertation, University of South Africa. Accessed October 19, 2019. http://hdl.handle.net/10500/8842.

MLA Handbook (7^th Edition):

Mabule, Dorah Riah. “Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison .” 2013. Web. 19 Oct 2019.

Vancouver:

Mabule DR. Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10500/8842.

Council of Science Editors:

Mabule DR. Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/8842

California State University – Sacramento

19. Burke, Clark David. An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level.

Degree: 2011, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1132

► This study was an initial attempt to examine the assumption of a relationship between the subcomponent of Academic Language, Academic Vocabulary, and student and teacher… (more)

Subjects/Keywords: ALD; Academic language; Academic vocabulary; Language acquisition; Academic language development

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APA (6^th Edition):

Burke, C. D. (2011). An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1132

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Burke, Clark David. “An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level.” 2011. Thesis, California State University – Sacramento. Accessed October 19, 2019. http://hdl.handle.net/10211.9/1132.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Burke, Clark David. “An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level.” 2011. Web. 19 Oct 2019.

Vancouver:

Burke CD. An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level. [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10211.9/1132.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burke CD. An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level. [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1132

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Georgia State University

20. Lee, Ryan. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.

Degree: PhD, Educational Psychology and Special Education, 2017, Georgia State University

URL: https://scholarworks.gsu.edu/epse_diss/115

► The overarching purpose of both dissertation studies is to contribute to the extant literature base on language assessment in the context of poverty and… (more)

▼ The overarching purpose of both dissertation studies is to contribute to the extant literature base on language assessment in the context of poverty and African American English (AAE) dialect. Language assessment with culturally and linguistically diverse populations, in particular children who speak AAE, has been a longstanding challenge for professionals in the field of speech-language pathology despite the preponderance of scholarly attention this topic has received. The purpose of the first study is to conduct a systematic review of the literature to synthesize the existing literature on AAE from the past approximately three and a half decades, to identify aspects of language and assessment approaches that have been most informative for identifying language impairment in this population. The purpose of the second study is to examine the grammaticality judgments of school-age, AAE-speaking children as a function of their nonmainstream dialect density and language ability. Data for this study came from 273 African American children from low-income backgrounds who were participants in a larger project focused on language and literacy outcomes for children reared in urban areas. the relationship between language ability and dialect density was explored using correlational analysis and the contribution of language ability and dialect density on grammaticality judgments was analyzed using multiple regression. Finally, a multivariate analysis of variance was conducted to investigate the impact of dialect density and language ability on various items that differed in grammatical constructions. Results from both studies are discussed relative to the existing oral language profiles of AAE speakers and the impact of linguistic variation on assessment. Together, these papers contribute to the extant literature by supporting the development of a more comprehensive profile of AAE and increasing the field's understanding of language assessment and language impairment in child AAE speakers. Advisors/Committee Members: Dr. Julie Washington, Dr. Debra Mckeown, Dr. Cynthia Puranik, Dr. Robert Hendrick, Dr. Judith Emerson.

Subjects/Keywords: African American English; Dialect; Language assessment; Language impairment; Language development

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APA (6^th Edition):

Lee, R. (2017). Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/115

Chicago Manual of Style (16^th Edition):

Lee, Ryan. “Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.” 2017. Doctoral Dissertation, Georgia State University. Accessed October 19, 2019. https://scholarworks.gsu.edu/epse_diss/115.

MLA Handbook (7^th Edition):

Lee, Ryan. “Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.” 2017. Web. 19 Oct 2019.

Vancouver:

Lee R. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Oct 19]. Available from: https://scholarworks.gsu.edu/epse_diss/115.

Council of Science Editors:

Lee R. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/epse_diss/115

21. Espinoza, Sandra. The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School .

Degree: 2017, California State University – San Marcos

URL: http://hdl.handle.net/10211.3/194741

► This research study explores the contributors to quality integrated English Language Development (ELD) in two first grade classrooms in a small Los Angeles County elementary… (more)

Subjects/Keywords: academic language; collaboration; engagement; English Language Development (ELD); Language Objectives

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APA (6^th Edition):

Espinoza, S. (2017). The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194741

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Espinoza, Sandra. “The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School .” 2017. Thesis, California State University – San Marcos. Accessed October 19, 2019. http://hdl.handle.net/10211.3/194741.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Espinoza, Sandra. “The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School .” 2017. Web. 19 Oct 2019.

Vancouver:

Espinoza S. The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10211.3/194741.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Espinoza S. The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194741

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Lukic, Gordana. Språkutvecklande arbetssätt i förskolan.

Degree: Humanities and Informatics, 2011, University of Skövde

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5424

►

Denna studie handlar om språkutvecklande arbetssätt i förskolan. Syftet med studien var att undersöka och få kunskap om vad ett språkutvecklande arbetssätt i förskolan… (more)

▼

Denna studie handlar om språkutvecklande arbetssätt i förskolan. Syftet med studien var att undersöka och få kunskap om vad ett språkutvecklande arbetssätt i förskolan innebär och vad som kännetecknar detta arbetssätt, samt på vilket sätt lek är involverat i detta. Utgångspunkten för studien var det sociokulturella perspektivet på lärande och utveckling. Den kvalitativa metoden användes genom att material samlades från intervjuer av fem förskollärare. Resultatet visar att ett språkutvecklande arbetssätt i förskolan kännetecknas av dialog, kommunikation, samlingar, lek, litteratur och Internet användning. Det framgår även att barn utvecklar den språkliga förmågan bättre om de blir språkstimulerade i förskolan. Dessutom visar resultatet, genom att observera barn ser förskolepersonalen vilka av dem som eventuellt behöver hjälp med sin språkliga utveckling. Personalen kan då planera anpassade aktiviteter samt stötta barnet i den fria leken. Resultatet har även visat att leken hela tiden är involverad i det språkutvecklande arbetssättet. Lekens roll är att motivera barnen till lärande och väcka deras intresse för de olika språkutvecklande aktiviteter som genomförs i förskolan. Slutligen kan påpekas att förskolan har en viktig roll när det gäller barns språkutveckling.

This report concerns language development work in preschool. The purpose of this study was to investigate and gain knowledge of the meaning of language development approach in preschool and the characteristics of this approach, as well as the importance of the children´s play in this matter. In this study, the socio-cultural perspective on learning and development was adopted. The qualitative method was applied by collecting material from the interviews of five preschoolteachers. The result shows that language development approach is characterised by dialogue, communication, gathering, play, literature and the use of Internet. It is also clear that children develop the linguistic ability better if they have been involved in language stimulation activities in preschool. Another result of hte study was that the deficiency in the progress of a childs languageability can easily be observed by the preschoolstaff. The teacher can plan appropriate activities and support the children in their playing in order to help them develop their language. The results also shows that the play is involved all the time in the language development approach. The meaning of the play is to motivate children to learn and the childs interest in the language development activities carried out in preschool. Finally it should be observed that preschoolactivities play an inportant role in childrens language development.

Subjects/Keywords: language; communication; language stimulation; language development; språk; kommunikation; språkstimulering; språkutveckling

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APA (6^th Edition):

Lukic, G. (2011). Språkutvecklande arbetssätt i förskolan. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lukic, Gordana. “Språkutvecklande arbetssätt i förskolan.” 2011. Thesis, University of Skövde. Accessed October 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lukic, Gordana. “Språkutvecklande arbetssätt i förskolan.” 2011. Web. 19 Oct 2019.

Vancouver:

Lukic G. Språkutvecklande arbetssätt i förskolan. [Internet] [Thesis]. University of Skövde; 2011. [cited 2019 Oct 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lukic G. Språkutvecklande arbetssätt i förskolan. [Thesis]. University of Skövde; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Karlstad University

23. Karlsson, Ditte. "Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk.

Degree: Literature and Intercultural Studies, 2015, Karlstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36407

► Learning words have shown to be a very crucial part of learning a second language and the one most important factor to make pupils… (more)

Subjects/Keywords: Vocabulary acquisition; Second language development; Native language; Second language; Ordinlärning

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APA (6^th Edition):

Karlsson, D. (2015). "Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36407

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Karlsson, Ditte. “"Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk.” 2015. Thesis, Karlstad University. Accessed October 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36407.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Karlsson, Ditte. “"Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk.” 2015. Web. 19 Oct 2019.

Vancouver:

Karlsson D. "Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk. [Internet] [Thesis]. Karlstad University; 2015. [cited 2019 Oct 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36407.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Karlsson D. "Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk. [Thesis]. Karlstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36407

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Carlstedt, Catarina. Att mötas i språket : Språket i det psykoterapeutiska samtalet.

Degree: St Lukas Educational Institute, 2012, Ersta Sköndal University College

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1744

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Inledning: Då språket är en grundläggande faktor i det psykoterapeutiska samtalet är det av intresse att få mer kunskap om dess betydelse. Syftet med… (more)

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Inledning: Då språket är en grundläggande faktor i det psykoterapeutiska samtalet är det av intresse att få mer kunskap om dess betydelse. Syftet med studien var att undersöka upplevelsen av det verbala språkets betydelse i det psykoterapeutiska samtalet, detta framkom genom psykoterapeuternas syn på språkutveckling och eget språkanvändande, patienters språkutveckling och språkanvändande och svårigheter i psykoterapi. Metod: Studien använde en kvalitativ metod och intervjuade fem leg. psykoterapeuter med psykodynamisk inriktning. Resultatet visar att psykoterapeu-terna genomgående ser på det verbala språkanvändandet som något som har en rörelse i psykoterapeuternas användande av eget språk, utifrån teorier om patientens språkanvändande. Språkutvecklingen hos patienten anses härröra från både relationen vårdare-barn och i vilken social kontext som barnet vuxit upp. Patienter som innan psykoterapin haft svårigheter i språkanvändandet vilket försvårat deras livssituation, förbättrar sitt språkanvändande efter en fullföljd psykoterapi. Detta i sin tur resulterar i förändrade relationella och sociala färdigheter. Diskussion: Psyko-terapeuternas fokus var riktat mot patientens språkutveckling och språkanvändning och hur detta sedan påverkar hur psykoterapeuten använder sitt språk. Överlag funderade psykoterapeuternas väldigt lite över att sin egna språkutveckling och språkanvändning, kan påverka hur patienten använder språket. Resultatet påvisar således en ovana hos psykoterapeuterna att förstå och reflektera över sin egen del i språkanvändningen.

Introduction: Since language is a basic factor in the psychotherapeutic conversation, it is of interest to learn more about its significance. The purpose of this study was to examine the experience of the verbal significance of language in the psychotherapeu-tic conversation; it emerged through the psychotherapeutic approach to language development and language use, patients' language development and language usage and difficulties in psychotherapy. Method: The study used a qualitative method and interviewed five Leg. Psychotherapists with a psychodynamic orientation. The result shows that psychotherapists consistently look at the verbal language use as something that has a motion in the psychotherapeutic use of language, based on theories about the patient's language usage. Language development in the patient considered to arise from both the caregiver-child relationship and in what social context in which the child has grown up. Patients before psychotherapy had diffi-culties in the use of language, which complicated their lives, improve their language use after completion of psychotherapy. This in turn results in altered relational and social skills. Discussion: Psychotherapists focus was directed towards the patient's language development and language, and how this then affects how the psycho-therapist uses their language. Psychotherapists didn’t think the language development and language use, can affect how the…

Subjects/Keywords: language; language development; language use; språk; språkutveckling; språkanvändande; Psychology; Psykologi

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Carlstedt, C. (2012). Att mötas i språket : Språket i det psykoterapeutiska samtalet. (Thesis). Ersta Sköndal University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1744

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Carlstedt, Catarina. “Att mötas i språket : Språket i det psykoterapeutiska samtalet.” 2012. Thesis, Ersta Sköndal University College. Accessed October 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1744.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Carlstedt, Catarina. “Att mötas i språket : Språket i det psykoterapeutiska samtalet.” 2012. Web. 19 Oct 2019.

Vancouver:

Carlstedt C. Att mötas i språket : Språket i det psykoterapeutiska samtalet. [Internet] [Thesis]. Ersta Sköndal University College; 2012. [cited 2019 Oct 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1744.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carlstedt C. Att mötas i språket : Språket i det psykoterapeutiska samtalet. [Thesis]. Ersta Sköndal University College; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1744

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Minnesota

25. Cole, Caitlin. Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge.

Degree: PhD, Child Psychology, 2015, University of Minnesota

URL: http://hdl.handle.net/11299/175402

► Previous research has shown that young children are able to learn words in a foreign language (e.g., Koenig & Woodward, 2012). Among children learning words… (more)

▼ Previous research has shown that young children are able to learn words in a foreign language (e.g., Koenig & Woodward, 2012). Among children learning words in a foreign language, familiarity with objects (Sera et al., 2014) and L1 vocabulary (Koenig & Woodward, 2012) are related to foreign word learning. Among children learning words in their first language, knowledge of object functions is related to children's learning of and memory for object labels (Kemler Nelson et al., 2008; Booth, 2009; 2015), as well as object categorization and generalization (Graham et al., 2012; 2013; Twomey et al., 2014). In the present work, I examined the relative contributions of children's experience with novel objects, knowledge of object labels in their first language, and their knowledge of those objects' functions on their ability to learn foreign words for those objects and generalize those foreign words to other exemplars of the object categories. In Study 1, 52 monolingual English-speaking two- and three-year-old children were trained with novel objects on L1 labels or speaker preferences, or received no training. All three groups then learned Spanish labels for the novel objects. I measured children's initial learning of the foreign labels as well as their long-term retention. I found that children who had previous experience with the novel objects, whether or not they learned words in L1, learned and remembered foreign words better than children who had no experience with the objects. In study 2, 96 monolingual English-speaking two- and three-year-old children were trained with novel objects on L1 labels, object functions, or both, before learning foreign words for the objects. I measured children's learning of foreign words and their willingness to generalize those words across object categories. I found that children in all conditions learned foreign words, but did not generalize those words. Additionally, I found some evidence that learning English labels benefitted children's foreign word learning and generalization.

Subjects/Keywords: early childhood; foreign language; language development; second language

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APA (6^th Edition):

Cole, C. (2015). Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175402

Chicago Manual of Style (16^th Edition):

Cole, Caitlin. “Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge.” 2015. Doctoral Dissertation, University of Minnesota. Accessed October 19, 2019. http://hdl.handle.net/11299/175402.

MLA Handbook (7^th Edition):

Cole, Caitlin. “Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge.” 2015. Web. 19 Oct 2019.

Vancouver:

Cole C. Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/11299/175402.

Council of Science Editors:

Cole C. Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175402

University of Illinois – Urbana-Champaign

26. Han, Heekyung. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.

Degree: PhD, 0095, 2011, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/26205

► The purpose of this study is to explore attitudes and practices regarding their heritage language and the dominant English language among Korean American immigrant families.… (more)

▼ The purpose of this study is to explore attitudes and practices regarding their heritage language and the dominant English language among Korean American immigrant families. Using the framework of Language Ideology (Silverstein, 1979), I had three research questions: a) why do parents send their children to a Korean language school, b) what attitudes do immigrant parents and their children show toward Korean and English, and c) how are the parents and children involved in the practices of these two languages? I conducted a survey of parents whose children attended a Korean language school in Urbana-Champaign, Illinois, where the number of Korean sojourners (temporary residents) exceeds that of Korean immigrants. Forty participant parents provided demographic information. They described their children's language-use patterns depending on interlocutors as well as their language proficiency in both Korean and English. The reasons for sending their children to the Korean language school were significantly different depending on the respondents' residential status. In comparison to the sojourners, immigrants tended to give more priority to their children's oral language development and Korean identity construction. I also conducted case studies of three Korean immigrant families with 3- to 5-year-old children, using interviews, observations, and photographs of children's work. The collected data were analyzed according to themes such as daily life, parental beliefs about two languages, practices in two languages, children's attitudes toward two languages, and challenges and needs. Despite individual families' different immigration histories, the three families faced some common challenges. Because of their busy daily routines and different lifestyles, the immigrant families had limited interactions with other Koreans. The parents wanted their children to benefit from two communities and build a combined ethnic identity as Korean Americans. I argue that a Korean language school should expand its role as a comfort zone for all Koreans and Korean Americans. This study explores the heterogeneity among Korean sojourner and immigrant families and their language use and identity construction. Advisors/Committee Members: Walsh, Daniel J. (advisor), Daniel J. Walsh (Committee Chair), McCarthey, Sarah J. (committee member), Anderson, Richard C. (committee member), Lo, Adrienne S. (committee member).

Subjects/Keywords: Korean-American; bilingual development; heritage language maintenance; Language ideology; Language Socialization

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Han, H. (2011). "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26205

Chicago Manual of Style (16^th Edition):

Han, Heekyung. “"Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/26205.

MLA Handbook (7^th Edition):

Han, Heekyung. “"Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.” 2011. Web. 19 Oct 2019.

Vancouver:

Han H. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/26205.

Council of Science Editors:

Han H. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26205

27. Reeves, Hannah Joy. Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift.

Degree: MA, Linguistics, 2015, University of North Dakota

URL: https://commons.und.edu/theses/1827

► Using a mixed qualitative and quantitative approach, I explore immigrants' individual motivations for language use, language shift and language maintenance. I met with 25… (more)

Subjects/Keywords: ethnolinguistic vitality; immigrants; language development; language maintenance; language shift

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Reeves, H. J. (2015). Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1827

Chicago Manual of Style (16^th Edition):

Reeves, Hannah Joy. “Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift.” 2015. Masters Thesis, University of North Dakota. Accessed October 19, 2019. https://commons.und.edu/theses/1827.

MLA Handbook (7^th Edition):

Reeves, Hannah Joy. “Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift.” 2015. Web. 19 Oct 2019.

Vancouver:

Reeves HJ. Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift. [Internet] [Masters thesis]. University of North Dakota; 2015. [cited 2019 Oct 19]. Available from: https://commons.und.edu/theses/1827.

Council of Science Editors:

Reeves HJ. Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift. [Masters Thesis]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1827

University of Texas – Austin

28. -0375-6917. Cognate facilitation effects in bilingual children of varying language dominance.

Degree: MA, Psychology, 2017, University of Texas – Austin

URL: http://hdl.handle.net/2152/64133

► A widely accepted theory is that bilinguals activate both of their languages regardless of which is in use. Though there is abundant research on this… (more)

Subjects/Keywords: Bilingual language development; Language co-activation; Cognate production; Language dominance

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APA (6^th Edition):

-0375-6917. (2017). Cognate facilitation effects in bilingual children of varying language dominance. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/64133

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-0375-6917. “Cognate facilitation effects in bilingual children of varying language dominance.” 2017. Masters Thesis, University of Texas – Austin. Accessed October 19, 2019. http://hdl.handle.net/2152/64133.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-0375-6917. “Cognate facilitation effects in bilingual children of varying language dominance.” 2017. Web. 19 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0375-6917. Cognate facilitation effects in bilingual children of varying language dominance. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2152/64133.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0375-6917. Cognate facilitation effects in bilingual children of varying language dominance. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/64133

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Duquesne University

29. Hennessey, Jenna. Interaction Effects of Parenting Styles and Child Temperament: Motor, Cognitive, and Language Development in Children Prenatally Exposed to Alcohol.

Degree: PhD, School Psychology, 2015, Duquesne University

URL: https://dsc.duq.edu/etd/647

► Despite the social stigma and attempts over the years to increase public awareness of the risks of drinking during pregnancy, there has been little change… (more)

Subjects/Keywords: motor development; cognitive development; language development; prenatal alcohol exposure

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APA (6^th Edition):

Hennessey, J. (2015). Interaction Effects of Parenting Styles and Child Temperament: Motor, Cognitive, and Language Development in Children Prenatally Exposed to Alcohol. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/647

Chicago Manual of Style (16^th Edition):

Hennessey, Jenna. “Interaction Effects of Parenting Styles and Child Temperament: Motor, Cognitive, and Language Development in Children Prenatally Exposed to Alcohol.” 2015. Doctoral Dissertation, Duquesne University. Accessed October 19, 2019. https://dsc.duq.edu/etd/647.

MLA Handbook (7^th Edition):

Hennessey, Jenna. “Interaction Effects of Parenting Styles and Child Temperament: Motor, Cognitive, and Language Development in Children Prenatally Exposed to Alcohol.” 2015. Web. 19 Oct 2019.

Vancouver:

Hennessey J. Interaction Effects of Parenting Styles and Child Temperament: Motor, Cognitive, and Language Development in Children Prenatally Exposed to Alcohol. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2019 Oct 19]. Available from: https://dsc.duq.edu/etd/647.

Council of Science Editors:

Hennessey J. Interaction Effects of Parenting Styles and Child Temperament: Motor, Cognitive, and Language Development in Children Prenatally Exposed to Alcohol. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/647

University College Cork

30. O'Toole, Ciara. Sealbhú na Gaeilge ag naíonáin: early language acquisition of Irish.

Degree: 2009, University College Cork

URL: http://hdl.handle.net/10468/3662

► Speech and language therapy (SLT) services are coming under increased pressure to provide people living in linguistic minority communities with assessment and intervention in the… (more)

▼ Speech and language therapy (SLT) services are coming under increased pressure to provide people living in linguistic minority communities with assessment and intervention in the language of the community in which the client lives. In Ireland, Irish, although a minority language, enjoys a positive attitude and a high status as the first official language of Ireland. However, there is little known about Irish language acquisition in typically developing children, let alone assessment or developmental pathways for speech and language therapists to work with. Furthermore, the study of Irish can make a valuable contribution to cross-linguistic research as it has structures which are very different to English such as a VSO word order, and complex morphophonological inflections in its initial mutations. This study adapted a well-known research tool, the MacArthur-Bates Communicative Development Inventories, to Irish in order to measure vocabulary and grammatical development longitudinally for twenty-one children aged between 16 and 40 months. Results from the parent-checklists were validated against spontaneous language samples and elicitation tasks, and compared to crosslinguistic studies of early language development. The analysis explored theoretical questions such as whether there is a noun advantage in Irish, how grammar is acquired, and the nature of the relationship between the lexicon and grammar. In addition, other theoretical aspects such as the effect of gender, birth order and maternal education on early language milestones were investigated. The findings indicate that Irish-speaking children develop vocabulary at a relatively similar rate to other children but the content of their vocabulary is somewhat different, with a relative advantage in grammatical words once they have 400 words in their vocabulary. On the other hand, many inflectional morphemes are acquired relatively late, and this is largely due to their relative complexity. The outcomes of this study not only give SLTs a descriptive framework of the development of vocabulary and grammar in Irish but also contribute to the body of cross linguistic research. Advisors/Committee Members: Fletcher, Paul.

Subjects/Keywords: Irish language acquisition; Early language development; Minority language; Irish language – Study and teaching; Lanugage acquisition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

O'Toole, C. (2009). Sealbhú na Gaeilge ag naíonáin: early language acquisition of Irish. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/3662

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

O'Toole, Ciara. “Sealbhú na Gaeilge ag naíonáin: early language acquisition of Irish.” 2009. Thesis, University College Cork. Accessed October 19, 2019. http://hdl.handle.net/10468/3662.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

O'Toole, Ciara. “Sealbhú na Gaeilge ag naíonáin: early language acquisition of Irish.” 2009. Web. 19 Oct 2019.

Vancouver:

O'Toole C. Sealbhú na Gaeilge ag naíonáin: early language acquisition of Irish. [Internet] [Thesis]. University College Cork; 2009. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10468/3662.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

O'Toole C. Sealbhú na Gaeilge ag naíonáin: early language acquisition of Irish. [Thesis]. University College Cork; 2009. Available from: http://hdl.handle.net/10468/3662

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations