Suchergebnisse

Is the reading crisis associated with an academic language crisis?
Educators across the globe are trying to solve the reading crisis, as 4th-grade reading scores seem to change annually. Trina D. Spencer, PhD, BCBA-D, an Associate Professor at Rightpath Research & Innovation Center, University of South Florida noticed that reading improvements are rarely observed. Looking at efforts needed to target academic language, two broad repertoires are needed to achieve skilled reading, and both are related to language. First, the phonological aspects of language and second, the broad repertoire is related to the meaning of language. Language that is understood when spoken is easier to understand when it is in written form. Meaning listening comprehension precedes and leads to reading comprehension. Although the science of reading evidence is clear that oral language skills are critical for reading and writing, there is a paucity of guidance on how to teach language in ways that benefit later reading comprehension. Without more attention on classroom-based oral language instruction, educators will continue to focus their attention on teaching word recognition to the neglect of the meaning aspects of language...and the reading crisis will undoubtedly endure.

AbstractChildren with delays in expressive language (late talkers) have heterogeneous developmental trajectories. Some are late bloomers who eventually "catch‐up," but others have persisting delays or are later diagnosed with developmental language disorder (DLD). Early in development it is unclear which children will belong to which group. We compare the toddler vocabulary composition of late talkers with different long‐term outcomes. The literature suggests most children with typical development (TD) have vocabularies dominated by names for categories organized by similarity in shape (e.g., cup), which supports a bias to attend to shape when generalizing names of novel nouns—a bias associated with accelerated vocabulary development. Previous work has shown that as a group, late talkers tend to say fewer names for categories organized by shape and are less likely to show a "shape bias" than TD children. Here, in a retrospective analysis of 850 children, we compared the vocabulary composition of groups of toddlers who were late bloomers or persisting late talkers. At Time 1 (13‐27 months), the persisting late talkers said a smaller proportion of shape‐based nouns than both TD children and late bloomers who "caught up" to typically sized vocabularies months later (18‐38‐months). Additionally, children who received a DLD diagnosis between 4 and 7 years said a significantly smaller proportion of shape‐based nouns in year two than TD children and children with other diagnoses (e.g., dyslexia). These findings bring new insight into sources of heterogeneity amongst late talkers and offer a new metric for assessing risk.Research Highlights
Toddler vocabulary composition, including the proportion of names for categories organized by shape, like spoon, was used to retrospectively compare outcomes of late talking children
Persisting Late Talkers said a smaller proportion of shape‐based nouns during toddlerhood relative to Late Bloomers (late talkers who later caught up to have typically‐sized vocabularies)
Children with later DLD diagnoses said a smaller proportion of shape‐based nouns during toddlerhood relative to children without a DLD diagnosis
The data illustrate the cascading effects of vocabulary composition on subsequent language development and suggest vocabulary composition may be one important marker of persisting delays

PurposeTo address critical research gaps in the extant literature, the present study develops a model that links language constraints in hotel attributes—core and facilitating––with consumers' offendedness (CO) and examines the consequent behavioral intentions of an offended consumer. For this purpose, it investigates (1) the role of language constraints in core and facilitating attributes in shaping CO, (2) how CO relates to adverse behavioral outcomes and (3) the moderating role of attribution of service failure (ASF) between language constraints and CO.Design/methodology/approachThe present research used convenience sampling and collected data from 398 inbound tourists in Beijing through a survey questionnaire. The study performs measurement and structural evaluation by employing Amos Graphics 24.0 and moderation analysis through IBM SPSS 25.0.FindingsThe study examines language constraints in China's hospitality context, which restricts its generalizability. However, it serves as a better approach to examine the tourists who visit other Western hotels in China and unveils the factors contributing to CO.Research limitations/implicationsThe study examines language constraints in Chinese hotels, which restrict its generalizability. It serves as a better approach to examine the tourists who visit other Western hotels in China and unveils the factors contributing to CO.Originality/valueFew studies validate communication barriers in service encounters in hotel services and apprehend related outcomes. The present study takes a unique initiative in the context of China and examines the role of language constraints in core and facilitating hotel attributes in service encounters at Chinese hotels. This study informs the Chinese hotel industry and international destination firms to understand the language constraints in service encounters to further their strategies to overcome threats and tap potential opportunities.

Language impairment (LI) is one of the most common types of special educational needs (SEN), not only as a child's primary need but also as a secondary domain associated with other types of SEN. Language impairment is a risk factor for children's later development, being associated with enhanced behavioural, emotional and social difficulties, in particular peer problems and emotional difficulties; literacy difficulties, including both reading and writing; and reduced levels of academic achievement. Risks arising from LI in early childhood may also have an impact through adolescence and into adult life. This study uses national data from the UK government's annual census of all students aged 5-16 years attending state schools in England at four time periods between 2005-11, over 6 million students at each census. We analyse the data on students with speech, language and communication needs (SLCN), the Department for Education's category for students with LI, to examine overall prevalence of SLCN, and the variations in prevalence associated with child factors namely, age, gender, ethnicity, socio-economic disadvantage, and having English as an additional language, and with contextual factors, namely the school and local authority. We also examine disproportionality of identification of SLCN for different ethnic groups, compared with White British children. We discuss the implications of our findings with respect to the current debates regarding the varied terminology for LI, including SLCN, and of a needs compared with diagnosis based approach to assessing and making provision for children and young people with SEN.

Militarized perception is always leaking into public culture, from the aerial prospect of balloon flight to the soldier's helmet camera. Increasingly, the mode of militarized perception most powerfully emergent in Anglo-American everyday life is that of the militarized drone: flattened, loitering, zooming, networked. This mode of perception is enacted by a logistic assemblage that is military in origin, one in which remote sensors, signal flows and autonomous processes work across complex human-machine networks. The paper tracks this new form of everyday militarism across four scenes of cultural life: the Predator on display in the Smithsonian Air & Space Museum; the DJI Spark consumer selfie drone; recreational use of drones in Sydney, Australia; and the activist deployment of drones as witnesses in Hagit Keysar's artwork 'No Fly Zone: Jerusalem.' In doing so, the paper traces the forms and dynamics of drone perception to argue that an emergent 'drone culture' can be seen in the manifestation in everyday life of modes of perception distinct to the remote sensing apparatus of the militarized drone.

Abstract. Agency and communion comprise the big two of social perception, with agency in general denoting goal orientation and communion orientation toward others. Both dimensions can be coded and detected in language through agentic and communal words, however, only agency through lexical classes, namely verbs. This research examines whether the link between semantic and lexical agency occurs in natural language, as past research was limited to pseudowords or single words. Using existing databases, Study 1 found that people rated verbs as more agentic than nouns. Using large textual datasets, Study 2 found verb use to be positively related to agentic – but not communal word – use. These findings contribute to the identification of agency in language and indicate its importance in social cognition.

My dissertation examines the relationship between militarism and domesticity in the United States through the everyday lives of multigenerational Filipino Navy families in San Diego, California. The militarization and domestication of Filipino Navy families have engendered affective and effective desires to constitute themselves as legible subjects despite the violence of U.S. empire in the Philippines and the demands of resettlement in the U.S. imperial center. Arguably, the desire for such legibility in an imperial milieu (as Filipino/ American subjects) challenges the language of belonging (or inclusion) common to analyses of U.S. empire. From the epistemological perspectives of Filipino Navy families in my sample, I posit that such discursive legibility in the U.S. imperial center relies on inventing quotidian expressions of heteronormative Filipino masculinity and manhood alongside co-constructions of heteronormative womanhood and childhood. My analyses is based on original recorded interview data with approximately twenty Filipino Navy families residing in San Diego over a nine-month period between 2004 and 2005. Three members of each family (male enlistee, spouse, and adult child) were interviewed, for a total of sixty participants with a cumulative affiliation with the U.S. Navy that spans fifty years. In "Militarized Filipino Masculinity and the Language of Citizenship," I examine how Filipino masculinity and manhood are constituted in and through a distinctly masculine framework for familial relationships, and explore the legibility of U.S. patriarchy and militarism in the lives of Filipino men. I show how the domestic space is always overseen, authorized, and enabled by U.S. authority--regardless of how and whether the Filipino Navy men in my sample identify, cope with, and resolve their expectations of themselves as men through the language of citizenship and the patriotic. In "Militarized Filipino Motherhood and the Language of Mothering," I examine how domesticity, intimacy, and morality are imagined, staged, reproduced, and transferred intergenerationally by women to constitute a distinctly masculine framework for Filipino Navy families. Specifically, I look at how the incongruities of class consolidation and white bourgeois domesticity in everyday life gesture towards the everyday expressions of dissent and critique of U.S. empire, as well as the limitations. Finally, in "Militarized Filipino Youth and the Language of Respect," I examine how gendered experiences of militarized childhood both enable and disable the possibilities of demilitarization from within the U.S. imperial center

AbstractOver half of US children are enrolled in preschools, where the quantity and quality of language input from teachers are likely to affect children's language development. Leveraging repeated objective measurements, we examined the rate per minute and phonemic diversity of child and teacher speech‐related vocalizations in preschool classrooms and their association with children's end‐of‐year receptive and expressive language abilities measured with the Preschool Language Scales (PLS‐5). Phonemic diversity was computed as the number of unique consonants and vowels in a speech‐related vocalization. We observed three successive cohorts of 2.5–3.5‐year‐old children enrolled in an oral language classroom that included children with and without hearing loss (N = 29, 16 girls, 14 Hispanic). Vocalization data were collected using child‐worn audio recorders over 34 observations spanning three successive school years, yielding 21.53 mean hours of audio recording per child. The rate of teacher vocalizations positively predicted the rate of children's speech‐related vocalizations while the phonemic diversity of teacher vocalizations positively predicted the phonemic diversity of children's speech‐related vocalizations. The phonemic diversity of children's speech‐related vocalizations was a stronger predictor of end‐of‐year language abilities than the rate of children's speech‐related vocalizations. Mediation analyses indicated that the phonemic diversity of teacher vocalizations was associated with children's receptive and expressive language abilities to the extent that it influenced the phonemic diversity of children's own speech‐related vocalizations. The results suggest that qualitatively richer language input expands the phonemic diversity of children's speech, which in turn is associated with language abilities.

Translation of: Militarismus und Antimilitarismus. ; Includes bibliographical references. ; Mode of access: Internet.

1. The woman's gun market -- 2. "Bad girls" in a gun nation : race, citizenship, and armed dissidents -- 3. The mommy wars : the national debate on gun regulation -- 4. Firearms feminism and militarized femininity -- 5. The economics of military motherhood -- 6. Double jeopardy : female soldiers in the military-sexual complex -- 7. Conclusion : gender equality in the U.S. armed forces.