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The present book addresses to the teachers and would-be teachers who contemplate on the efficiency of the teaching-learning process in the context of studying the Romanian language in the schools and classes of national minorities, especially in those of the Hungarian minority. In these seven chapters we approach social and linguistic moments of the reality, both in practice, focusing on its contrastive grammar connotations, and in its psycho-pedagogical relevance, as it is present in the schools. At the end we offer our readers a detailed list of definitions of the special notions used in this field. In the present book we used the notion "Romanian as non-native language" first of all in order to describe the phenomenon by means of a short and easy to use term, which also reflects the complex existence of the bilingual person in the context of institutional language acquisition, preponderantly in schools with teaching language of national minorities. These subjects are from different, mostly monolingual backgrounds, but also from bilingual or multilingual families. The term we use has also the advantage of attracting attention to the special character of the phenomenon, reflecting the fact that it has a very differing status from foreign languages. In this context, the present text describes the optimal skills and competencies of any efficient teacher, clarifies basic notions and definitions of the institutional bilingualism, this latter's forms and errors and mistakes caused by different aspects of bilingualism, including their solving, too. The text also refers to the outstanding didactic value of linguistic code switching. It worth mentioning how bilingualism creates and constitutes meaning and sense, and what effects it has on the non-native language related reading and expressing actions. I consider that the present writing may constitute a premise to the elaboration of new textbooks, academic writings, and I hope the ideas formulated here will offer creative points of reference in the education and formation of teachers and would-be teachers.".

Speech therapy. --- Speech disorders in children.

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In the mid-nineteenth century, physicians observed numerous cases in which individuals lost the ability to form spoken words, even as they remained sane and healthy in most other ways. By studying this condition, which came to be known as "aphasia," neurologists were able to show that functions of mind were rooted in localized areas of the brain. Here L. S. Jacyna analyzes medical writings on aphasia to illuminate modern scientific discourse on the relations between language and the brain, from the very beginnings of this discussion through World War I. Viewing these texts as literature--complete with guiding metaphors and rhetorical strategies--Jacyna reveals the power they exerted on the ways in which the human subject was constructed in medicine.Jacyna submits the medical texts to various critical readings and provides a review of the pictorial representation involved with the creation of aphasiology. He considers the scientific, experimental, and clinical aspects of this new field, together with the cultural, professional, and political dimensions of what would become the authoritative discourse about language and the brain. At the core of the study is an inquiry into the processes whereby men and women suffering from language loss were transformed into the "aphasic," an entity amenable to scientific scrutiny and capable of yielding insights about the fundamental workings of the brain. But what became of the subject's human identity? Lost Words explores the links among language, humanity, and mental presence that make the aphasiological project one of continuing fascination.

Aphasia --- Brain --- Language disorders --- Speech disorders --- History. --- Diseases --- Language disorders. --- Dysphasia --- Communicative disorders

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This book links research to clinical practice with studies of parents' perceptions of their involvement in their child's intervention, and their relationship with the Speech-Language Pathologist (SLP) being used to inform clinicians of the most effective ways of interacting with and involving parents in SLP intervention.

Speech therapy. --- Speech therapy for children. --- Speech disorders in children --- Communicative disorders in children --- Children --- Speech correction --- Speech disorders --- Therapeutics --- Patients & family relationships. --- Treatment --- Diseases --- Taalstoornis --- Taalontwikkelingsstoornis --- Logopedie --- Kind --- Stotteren --- Gehoorstoornis

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Physiology: movement organs, voice and skin --- Otorhinolaryngology --- stemstoornissen --- logopedie --- #KVHB:Stemstoornissen --- Contains audio-visual material --- Voice disorders --- Dysphonia --- Phonation disorders --- Phonatory disorders --- Larynx --- Speech disorders --- Diseases

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Neuropathology --- Pragmatics --- Psycholinguistics --- Speech disorders --- Speech therapy --- #KVHB:Communicatiestoornissen --- #KVHB:Pragmatiek --- #KVHB:Spraakstoornissen --- #KVHB:Taalstoornissen --- Speech correction --- Therapeutics --- Defective speech --- Disorders of speech --- Speech, Disorders of --- Speech defects --- Speech pathology --- Communicative disorders --- Pragmalinguistics --- General semantics --- Language and languages --- Logic, Symbolic and mathematical --- Semantics (Philosophy) --- Treatment --- Philosophy