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Language Disorders From a Developmental Perspective: Essays in Honor of Robin S. Chapman (New Directions in Communication Disorders Research)
by Rhea PaulThe last 25 years have witnessed an explosion of research at the intersection of typical language development and child language disorders. A pioneer in bringing these fields of study together is Robin S. Chapman, Emerita, University of Wisconsin. This contributed volume honors her with chapters written by former students and colleagues, who track in their own research the theme of psycholinguistic contributions to our understanding of the nature and remediation of child language disorders. In this volume, such renowned researchers in child language development as Dorothy Bishop, Judith Johnston, and Ray Kent, among others, discuss their research in certain populations in the context of the significance of, limits of, and alternatives to Robin Chapman’s developmental interactionist perspective. Studies of disordered language in Down’s Syndrome and Specific Language Impairment, in particular, attribute much progress in our understanding of the pragmatic and comprehension skills in these populations to the developmental perspective. Language Disorders From a Developmental Perspective opens with a reprint of Robin Chapman’s seminal 2001 article from The Journal of Child Psychiatry and Psychology. It concludes with a new chapter from Dr. Chapman summarizing what we know and what we don’t know about language disorders within the developmental framework, and pointing to future areas of research and intervention. Clinicians as well as scholars will benefit from this book, as will students in programs of developmental psycholinguistics, child language disorders, and learning disabilities.
Language Disorders in Children: Fundamental Concepts of Assessment and Intervention
by Joan N. KaderavekThis text is more than an introductory look at language disorders. It goes beyond basic concepts and basic definitions to teach students how to analyze, synthesize, evaluate, and link the information they are learning. It offers readers opportunities for higher-order learning, while preparing students to become careful evaluators of information, as well as adept problem solvers. Organized by disorder groups and theme, Language Disorders in Children, 2/e helps students easily make connections between theoretical information and clinical practice through a number of thoughtful features such as case histories, clinical decision trees, and hot topic discussions. It's an approach that meets the needs of today's students to learn lifetime critical thinking skills, to see relationships between isolated ideas and facts, and to think like a speech-language pathologist.
Language Disorders in Children: Fundamental Concepts of Assessment and Intervention
by Joan N. Kaderavek Victoria S. HenbestNow published by Plural, this modernized third edition of Language Disorders in Children: Fundamental Concepts of Assessment and Intervention offers a comprehensive overview of language disorders in children for speech-language pathology students. <P><P>The expert authors bring together decades of clinical experience and pedagogical expertise to create a comprehensive resource with instructional strategies and clinical applications, enhanced with numerous activities, discussions, and case studies that promote critical thinking. <P><P>This edition introduces a groundbreaking model that utilizes a story-based approach to explain the dimensions of choosing and developing interventions. This method engages students in a thought experiment that illuminates the nuances of clinical decision-making, particularly for children with developmental language disorder, autism, and other developmental disabilities. The book revisits and expands upon the well-regarded five communication subdomains framework, providing a clear and structured approach to understanding language development from early pragmatic skills to advanced discourse.
Language Education in Digital Spaces: Perspectives on Autonomy and Interaction (Educational Linguistics #52)
by Carolin Fuchs Mirjam Hauck Melinda DoolyThis book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. To this end, the individual contributions in the book highlight practice-oriented, empirically-based research on technology-mediated learner autonomy and its pedagogical implications. They address how technology can support learner autonomy as process by leveraging the affordances available in social media, virtual exchange, self-access, or learning in the wild (Hutchins, 1995). The rapid evolution and adoption of technology in all aspects of our lives has pushed issues related to learner and teacher autonomy centre stage in the language education landscape. This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality. Specifically, to this effect, the chapters consider digital affordances of virtual exchange, gaming, and apps in technology-mediated language learning and teaching ranging from instructed and semi-instructed to self-instructed contexts. The volume foregrounds the concepts of critical digital literacy and social justice in relation to language learner and teacher autonomy and illustrates how this approach may contribute to institutional objectives for equality, diversity and inclusion in higher education around the world and will be useful for researchers and teachers alike.
Language Evolution and Developmental Impairments
by Arild LianThis book gives an account of developmental language impairment from the perspective of language evolution. Components of language acquisition and specific language impairments can be mapped to stages in the evolutionary trajectory of language. Lian argues that the learning of procedural skills by early ancestors has served as pre-adaptation of grammar. The evolutionary perspective gives rise to a re-evaluation of developmental impairment with respect to diagnostic terminology and methods of treatment. Chapters within cover topics such as dyslexia, the cultural mediation of language evolution and the cross-modality of language. Turn-taking in marmoset monkeys is considered as a pre-adaptation to dialogue in humans, and the role of infant-caregiver interactions is discussed. Language Evolution and Developmental Impairments will be of interest to linguists, psychologists and neurobiologists interested in the intersection of these subjects, as well as scholars of language acquisition and language impairment.
Language Experience and Early Language Development: From Input to Uptake (Essays in Developmental Psychology)
by Margaret HarrisAddresses one debate in language development, namely the relationship between children's language development and their language experience.
Language Function
by Ellyn Lucas ArwoodLiteracy teaching tends to take a structural approach to language, focusing on auditory products or skills such as sounds, morphemes, words, sentences, and vocabulary. However, new research suggests that the majority of English speakers actually think and learn in visual concepts, and that there is a cultural and linguistic mismatch between auditory teaching methods and the way students think and learn. This has important implications for all educators including those who work with students with neurogenic disabilities, such as autism spectrum disorders and ADHD. In her new book, Dr. Ellyn Lucas Arwood outlines a revolutionary four-tiered model of how a learner acquires language, and suggests ways to impose visual language functions onto an auditory language like English in order to improve learning for both neurotypical learners and those with neurogenic disabilities. Dr. Arwood provides tried-and-tested intervention strategies that work with all levels of ability, giving readers the knowledge and confidence to teach learners to become more literate in a way that raises learners' abilities to think and problem solve. This book takes a fresh look at how language and literacy interact, and will be of interest to educators and special educators, speech and language pathologists, and other professionals who support language learning and development.
Language Learning and the Brain: Lexical Processing in Second Language Acquisition
by Ulf SchützeEvery person who encounters or learns another language is faced with the challenge of processing many new words in a short period of time. What are the conditions under which a learner can acquire those words successfully and process them to long-term memory? How do language and memory faculties interact? What role do the senses play in this process? Are factors such as age or individual backgrounds of learners to be considered? Taking the reader on a fascinating journey through the brain to demonstrate how language is processed, Ulf Schütze explains the dynamic environment involved in recording and producing words. The book also discusses how to use information technology, such as Apps, to make the learning of words entertaining and efficient. Describes learning words in another language as a dynamic and fluid process. Provides a strong research base in second language acquisition, psycholinguistics, cognitive psychology, and neurophysiology. Outlines practical applications that are helpful for learners, teachers, researchers, and the general public.
Language Learning, Discourse and Communication
by Weronika Szubko-Sitarek Łukasz Salski Piotr StalmaszczykThis volume brings together papers on a wide spectrum of topics within the broad area of language acquisition, stressing the interconnections between applied and theoretical linguistics, as well as language research methodology. These contributions in honor of Professor Jan Majer have been grouped in two sections: language learning, and discourse and communication. The former discusses issues varying from aspects of first, second, and third language acquisition, individual learner differences (i. e. gender, attitudes, learning strategies), and second language research methodology to the analysis of features of learner spoken language, the role of feedback in foreign language instruction, and the position of culture in EFL textbooks. The second part of the volume offers a theoretical counterbalance to the applied nature of the first one. Here, the contributions touch upon spoken and written language analysis, language awareness, and aspects of the English language; also, selected issues of language philosophy are discussed. The wide range of topics covered in the publication, authored by specialists in their respective areas, reflects Professor Majer's academic interests and corresponds to the complex nature of the general field the volume aims to portray.
Language Learning: A Special Case for Developmental Psychology? (Psychology Library Editions: Child Development #3)
by Christine J. HoweOriginally published in 1993, the starting place for this book is the notion, current in the literature for around 30 years at that time, that children could not learn their native language without substantial innate knowledge of its grammatical structure. It is argued that the notion is as problematic for contemporary theories of development as it was for theories of the past. Accepting this, the book attempts an in-depth study of the notions credibility. Central to the book’s argument is the conclusion that the innateness hypothesis runs into two major problems. Firstly, its proponents are too ready to treat children as embryonic linguists, concerned with the representation of sentences as an end in itself. A more realistic approach would be to regard children as communication engineers, storing sentences to optimize the production and retrieval of meaning. Secondly, even when the communication analogy is adopted, it is glibly assumed that the meanings children impute will be the ones adults intend. One of the book’s major contentions is that a careful reading of contemporary research suggests that the meanings may differ considerably. Identifying such problems, the book considers how development should proceed, given learning along communication lines and a more plausible analysis of meaning. It makes detailed predictions about what would be anticipated given no innate knowledge of grammar. Focusing on English but giving full acknowledgement to cross-linguistic research, it concludes that the predictions are consistent with both the known timescale of learning and the established facts about children’s knowledge. Thus the book aspires to a serious challenge to the innateness hypothesis via, as its final chapter will argue, a model which is much more reassuring to psychological theory.
Language Policy in Taiwan in the 21st Century: Development from Monolingualism to Multilingualism (Language Policy #38)
by Der-Hwa Victoria Rau Chen-Cheng ChunThis book provides insiders' views of how Taiwan's monolingual language policy has evolved into multilingual language policies since its peaceful transition to a democratic society in the late 20th century. From three major perspectives, it examines the conflicts and compromises of monolingual and multilingual ideologies, challenges and approaches in language management, and actual language practice in families and communities in the transformation process in the last three decades. The book intends to theorize Taiwan's multilingual experience and introduce it to the international scholarly community, who are more familiar with the monolingual development on the other side of the Taiwan Strait and less aware of the multilingual development in Taiwan. It is an eye-opening book for language planning and policy students, language educators, public policymakers, and all those with a stake in multilingualism.
Language Processing (Studies in Cognition)
by Simon Garrod Martin J. PickeringLanguage Processing questions what happens when we process language - what mental operations occur during processing and how they are organised over time. The last decade has seen real advances in the study of language processing that have wide ranging implications for human cognition in general. Language Processing gives an account of these developments both as they relate to experimental studies of processing and as they relate to computational modelling of the processes. In addition to chapters covering core topics, such as lexical processing, syntactic parsing and the comprehension of discourse, special topics of recent interest are also included.
Language Processing in Spanish
by José Manuel Carreiras NúriaThis book presents a set of contributions to the current flow of psycholinguistic research, with new and challenging data gathered from Spanish that may illuminate issues about the generality of language processing models. Although it is possible to find a considerable amount of papers on psycholinguistic research with the Spanish language published in English-speaking journals, unfortunately, the scientific community does not have access to an overview of psycholinguistics in Spain. This book overcomes these limitations because it brings together state-of-the-art descriptions of the research and theory of the different subareas of psycholinguistics currently being studied in Spain. Spanish, the third most widely-used language in the world, differs from English in a number of important respects. Since English has been predominant in psycholinguistic research, contrasting properties of Spanish may help to test the generality of language processing mechanisms and to refine their description. The set of contrasting features considered in this book includes acoustical and syllabic transparency, shallow orthography, a much richer morphology, flexibility in word order, less variability in intonational contours, and the existence of null pronominal subjects for inflected verbs. There are also interesting contrasts in the frequency of different linguistic units, whose impact on language processing is also evaluated. One of the main lines of argument throughout this book deals with the tension between universality and variation as a way of characterizing the functioning of language capacities and processes. The variety of topics covered by this book ranges from one end of the spectrum of language related behavior to the other: speech perception, lexical access in word recognition, relations between phonological and orthographic representations, sentence processing, discourse comprehension, and language production. All chapters focus on questions of general interest within each topic, and in most cases they appeal to one particular feature of the Spanish language that is relevant for a given question. Most chapters show the indisputable importance of crosslinguistic research in psycholinguistics to improve understanding on whether universal cognitive mechanisms and language specific routines underlie the ability of understanding and producing language.
Language Production (Current Issues in the Psychology of Language)
by Robert J. Hartsuiker Kristof StrijkersBringing together the latest research from world-leading academics, this edited volume is an authoritative resource on the psycholinguistic study of language production, exploring longstanding concepts as well as contemporary and emerging theories. Hartsuiker and Strijkers affirm that although language production may seem like a mundane everyday activity, it is in fact a remarkable human accomplishment. This comprehensive text presents an up-to-date overview of the key topics in the field, providing important theoretical and empirical challenges to the traditional and accepted modal view of language production. Each chapter explores in detail a different aspect of language production, covering traditional methods including written and signed production alongside emerging research on joint action production. Emphasizing the neurobiological underpinnings of language, chapter authors showcase research that moves from a monologue-only approach to one that that considers production in more ecologically valid circumstances. Written in an accessible and compelling style, Language Production is essential reading for students and researchers of language production and psycholinguistics, as well as anyone who wishes to learn more about the fascinating topic of how humans produce language.
Language Production, Cognition, and the Lexicon
by Reinhard Rapp Núria Gala Gemma Bel-EnguixThe book collects contributions from well-established researchers at the interface between language and cognition. It provides an overview of the latest insights into this interdisciplinary field from the perspectives of natural language processing, computer science, psycholinguistics and cognitive science. One of the pioneers in cognitive natural language processing is Michael Zock, to whom this volume is dedicated. The structure of the book reflects his main research interests: lexicon and lexical analysis, semantics, language and speech generation, reading and writing technologies, language resources and language engineering. The book is a valuable reference work and authoritative information source, giving an overview on the field and describing the state of the art as well as future developments. It is intended for researchers and advanced students interested in the subject. One of the pioneers in cognitive natural language processing is Michael Zock, to whom this volume is dedicated. The structure of the book reflects his main research interests: Lexicon and lexical analysis, semantics, language and speech generation, reading and writing technologies, language resources and language engineering. The book is a valuable reference work and authoritative information source, giving an overview on the field and describing the state of the art as well as future developments. It is intended for researchers and advanced students interested in the subject. One of the pioneers in cognitive natural language processing is Michael Zock, to whom this volume is dedicated. The structure of the book reflects his main research interests: Lexicon and lexical analysis, semantics, language and speech generation, reading and writing technologies, language resources and language engineering. The book is a valuable reference work and authoritative information source, giving an overview on the field and describing the state of the art as well as future developments. It is intended for researchers and advanced students interested in the subject.
Language Sampling with Adolescents: Implications for Intervention (Second Edition)
by Marilyn A. Nippold<p>Language Sampling with Adolescents: Implications for Intervention, now in its second edition, provides guidelines for analyzing spoken and written language production in adolescents. It is geared toward graduate students and speech-language pathologists who work in the public schools with middle school and high school students (Grades 5-12). The book includes many tables, figures, and practical exercises (with answer keys) to help readers understand how to analyze the content and structure of what adolescents express in different genres: conversational, narrative, expository, and persuasive. Based on formal analyses, the book indicates how the information can be applied to establish functional language goals for adolescents with language disorders. It also explains how to implement intervention activities that are designed to enhance spoken and written language production in adolescents. <p>For the second edition, the author has revised and updated the content and added a new chapter on "Adolescent Language Disorders" that includes information on specific language impairment, nonspecific language impairment, and autism spectrum disorder. </p>
Language Teacher Leadership: Insights from Research and Practice (New Language Learning and Teaching Environments)
by Hayo ReindersThis edited book brings together an international cast of contributors and chapters which recognise the complexity of teacher leadership and its situated and dynamic nature. Chapters in this book are research-driven, and each reports on findings from (teacher-led and otherwise) research, synthesising the current state-of-the-art in each area. Each chapter uses illustrations of relevant practices from which lessons can be drawn. The aim is to come to a broad understanding of what best practices have emerged over the years, and where gaps still remain. Each of the chapters contributes to our understanding of how the different elements that make up teacher leadership are interconnected, with the concluding chapter synthesising these into a framework of language teacher leadership. This book will be of interest to pre-service and in-service teachers in the context of a professional learning community, as well as students and scholars of Applied Linguistics, Language Teaching and Learning, and Teacher Education.
Language Teacher Psychology in the Online Teaching Context: An Ecological Perspective
by Honggang LiuEmploying a mixed-method approach, the book investigates the psychology of English as a Foreign Language (EFL) teachers in the online teaching environment in China during the COVID-19 pandemic.Specifically, questionnaires were conducted on Chinese EFL teachers to explore the profiles of EFL teachers’ anxiety, self-efficacy, buoyancy and engagement. Additionally, semi-structured interviews were used to demystify their psychological growth in the dynamic interaction with ecological environments, thus constructing an ecological model of EFL teacher psychology in online teaching. The book provides new insights into EFL teacher psychology and theoretical references for building a functional ecosystem for the professional development of EFL teachers.The book will be of interest to researchers in teacher psychology, language teachers and practitioners, especially those working in the complex technology-based educational environment, and policy makers in foreign language education.
Language and Action in Cognitive Neuroscience (Contemporary Topics in Cognitive Neuroscience)
by Yann Coello Angela BartoloThis book collates the most up to date evidence from behavioural, brain imagery and stroke-patient studies, to discuss the ways in which cognitive and neural processes are responsible for language processing. Divided into six sections, the edited volume presents arguments from evolutionist, developmental, behavioural and neurobiological perspectives, all of which point to a strong relationship between action and language. It provides a scientific basis for a new theoretical approach to language evolution, acquisition and use in humans, whilst at the same time assessing current debates on motor system’s contribution to the emergence of language acquisition, perception and production. The chapters have been written by internationally acknowledged researchers from a variety of disciplines, and as such this book will be of great interest to academics, students and professionals in the areas of cognitive psychology, neuropsychology, neuroscience, psycholinguistics and philosophy.
Language and Bilingual Cognition
by Vivian CookThis innovative volume provides a state-of-the-art overview of the relationship between language and cognition with a focus on bilinguals. It brings together contributions from international leading figures in various disciplines and showcases contemporary research on the emerging area of bilingual cognition. The first part of the volume discusses the relationship between language and cognition as studied in various disciplines, from psychology to philosophy to anthropology to linguistics, with chapters written by some of the major thinkers in each discipline. The second part concerns language and cognition in bilinguals. Following an introductory overview and contributions from established figures in the field, bilingual cognition researchers provide examples of their latest research on topics including time, space, motion, colors, and emotion. The third part discusses practical applications of the idea of bilingual cognition, such as marketing and translation. The volume is essential reading for researchers and postgraduate students with an interest in language and cognition, or in bilingualism and second languages.
Language and Cognition in Bilinguals and Multilinguals: An Introduction
by Annette M.B. de GrootPsycholinguistics – the field of science that examines the mental processes and knowledge structures involved in the acquisition, comprehension, and production of language – had a strong monolingual orientation during the first four decades following its emergence around 1950. The awareness that a large part of mankind speaks more than one language – that this may impact both on the way each individual language is used and on the thought processes of bilinguals and multilinguals, and that, consequently, our theories on human linguistic ability and its role in non-linguistic cognition are incomplete and, perhaps, false – has led to a steep growth of studies on bilingualism and multilingualism since around 1995. This textbook introduces the reader to the field of study that examines language acquisition, comprehension and production from the perspective of the bilingual and multilingual speaker. It furthermore provides an introduction to studies that investigate the implications of being bilingual on various aspects of non-linguistic cognition. The major topics covered are the development of language in children growing up in a bilingual environment either from birth or relatively soon after, late foreign language learning, and word recognition, sentence comprehension, speech production, and translation processes in bilinguals. Furthermore, the ability of bilinguals and multilinguals to generally produce language in the "intended" language is discussed, as is the cognitive machinery that enables this. Finally, the consequences of bilingualism and multilingualism for non-linguistic cognition and findings and views regarding the biological basis of bilingualism and multilingualism are presented. The textbook’s primary readership are students and researchers in Cognitive Psychology, Linguistics, and Applied Linguistics, but teachers of language and translators and interpreters who wish to become better informed on the cognitive and biological basis of bilingualism and multilingualism will also benefit from it.
Language and Cognition in Schizophrenia: Psycholinguistics: Language And Cognition In Schizophrenia (Psychology Library Editions: Psycholinguistics)
by Steven SchwartzOriginally published in 1978, the contributors to this volume, including the leading figures in experimental psychopathology, were largely concerned with deducing the behaviour of schizophrenics from general psychological theories of language, learning and cognition. Their emphasis on deduction reflected a modern reliance on laboratory experimentation, and, taken as a whole, the chapters cover the breadth and variety of current approaches of the time to the study of schizophrenic language and cognition. The first part of the volume is concerned with recent developments in the study of schizophrenic language. The second part deals with various aspects of schizophrenic cognition. The final chapter, by the editor, attempts to review and integrate what was currently known about schizophrenic cognition and language. This chapter contrasts the various experimental methodologies used to validate theories by pointing out areas of agreement and disagreement as well as possible directions for future theory and research. Here is a book that at the time presented the most up-to-date overview available on language and thought in schizophrenia. Today it can be read and enjoyed in its historical context.
Language and Communication in Mathematics Education: International Perspectives (ICME-13 Monographs)
by David Wagner Judit N. Moschkovich Arindam Bose Jackeline Rodrigues Mendes Marcus SchütteThis book considers some of the outstanding questions regarding language and communication in the teaching and learning of mathematics – an established theme in mathematics education research, which is growing in prominence. Recent research has demonstrated the wide range of theoretical and methodological resources that can contribute to this area of study, including those drawing on cross-disciplinary perspectives influenced by, among others, sociology, psychology, linguistics, and semiotics. Examining language in its broadest sense to include all modes of communication, including visual and gestural as well as spoken and written modes, it features work presented and discussed in the Language and Communication topic study group (TSG 31) at the 13th International Congress on Mathematical Education (ICME-13). A joint session with participants of the Mathematics Education in a Multilingual and Multicultural Environment topic study group (TSG 32) enhanced discussions, which are incorporated in elaborations included in this book. Discussing cross-cutting topics it appeals to readers from a wide range of disciplines, such as mathematics education and research methods in education, multilingualism, applied linguistics and beyond.
Language and Communication in Mental Retardation: Development, Processes, and intervention (Topics in Applied Psycholinguistics Series #Volume 27)
by Sheldon Rosenberg Leonard AbbedutoResearch on language and communication development and intervention in persons with mental retardation has been conducted at a fast and furious pace during the last two decades. Past attempts to summarize this research have been rather restricted, focusing on a single, narrowly defined substantive domain such as lexical development, or of a single etiology such as Down Syndrome. This volume, in contrast, presents a critical, integrative review of research and theory on language development and processing across all domains and a variety of etiologies. In addition, many previous attempts to review portions of this research have failed to consider the research within the context of current theory and data from developmental psycholinguistics and linguistics. A major contribution of this book is the emphasis on relevant work outside of mental retardation for understanding and treating the language and communication problems of persons with mental retardation. Finally, this book is comprehensive and up-to-date across all the areas of language covered including appropriate introductory material in linguistics and psychology -- discussions of the innateness, cognition-first and motherese views of normal language acquisition. In addition, the authors' extensive bibliography is valuable in and of itself to any serious student or professional in the area.
Language and Communication: Comparative Perspectives (Comparative Cognition and Neuroscience Series)
by Paul E. Nachtigall Herbert L. Roitblat Louis M. HermanThe result of a conference on language and related cognitive processes in animals, this book brings together scientists working on language and communication, reviews research done on language in apes and dolphins, and places this work in a larger perspective of animal communication and cognition. The conference convened an international group of distinguished scientists interested in exploring the neurological, cognitive, social, and behavioral aspects of communication in animals. A broad spectrum of perspectives was represented, including naturalistic investigations of animals in their natural habitat as well as strictly controlled laboratory investigations. Similarly, a broad range of species was described including rats, parrots, monkeys, apes, dolphins, and humans.New methodologies and perspectives are continuously emerging that allow consideration of issues that previously could not be resolved. Emerging technology such as video equipment and advanced database systems allow one to exhaustively record in an accessible format the evidence on which scientific conclusions must be based. Investigation of animal language and communication is a small, but vigorously exciting area of scientific investigation as the chapters in this volume clearly attest.