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"Language and Literacy Development: English Learners with Communication Disorders, From Theory to Application, Second Edition brings you the most useful, up-to-date information on best practices for English learners (ELs) with communication disorders from a variety of backgrounds-how to conduct assessment, intervention, and progress monitoring. The first edition of this text gave a comprehensive overview of the theory and practice of serving ELs with communication disorders, and the second edition is expanded to show the nuts and bolts of how to meet ELs' needs and how professionals can support their success at school"--
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Présentation de l'éditeur : "Ce livre propose aux professionnels qui travaillent avec les enfants et les familles issues de la migration un choix de textes de conférences et d'articles écrits entre 2010 et 2018. L'auteure réélabore les grandes lignes de la thérapie langagière telle qu'elle l'a conçue tout au long de son activité clinique. Elle en signale les noeuds critiques pour les professionnels dont les compétences de thérapeutes de la communication sont limitées par le modèle actuel de l'accueil des migrants. Elle développe une réflexion sur les contraintes mentales et institutionnelles qui limitent le dialogue entre les parents non francophones et les professionnels de l'enfance et empêchent ces derniers d'évaluer de manière adéquate les compétences langagières et les troubles des enfants signalés par les services scolaires. Elle décrit combien le rôle des thérapeutes est important dans notre contexte social pour contenir les effets d'une évaluation ethnocentrique et d'une communication insuffisante et humiliante entre familles migrantes et services psychopédagogiques."
Bilingualism --- Language Disorders --- Transients and migrants --- Cultural Diversity --- Language Development
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Quatrième de couverture : "Depuis sa première parution, l'ouvrage "Le développement global de l'enfant de 0 à 6 ans en contextes éducatifs" est devenu un classique. Sa deuxième édition invite l'adulte en services éducatifs à la petite enfance à comprendre et à observer finement le développement global de l'enfant de la naissance à l'âge de 6 ans dans des situations éducatives du quotidien. Sur la base des besoins des étudiantes et des étudiants en formation initiale et continue, ce livre présente, avec force détails et à l'aide d'exemples et de mises en situation, les notions liées au développement global du jeune enfant dans les domaines suivants : développement neurologique, développement moteur, développement socioémotionnel, développement du langage et développement cognitif. L'exploration des thèmes de la famille ― premier lieu d'enracinement de l'enfant ― et du jeu ― contexte par excellence d'apprentissage et de développement ―, tout comme les continuums de développement global illustrés, enrichissent cette édition. Des exercices récapitulatifs permettent au lecteur de consolider ses apprentissages et des exercices de réflexion pavent la voie à la pratique réflexive."
Child Development --- Language Development --- Child, Preschool --- Psychomotor Performance
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This textbook is designed for use in language acquisition courses in undergraduate and graduate speech-language pathology programs to facilitate both teaching and learning. Complex terminology and theories are explained through definitions and examples to assure that students are able to grasp the content. Within the second edition of this text, students are presented with language factors -- syntax, semantics, phonology, morphology, and pragmatics -- as well as the cognitive abilities that underlie language development.
Language acquisition. --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Acquisition
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In this handbook, renowned scholars from a range of backgrounds provide a state of the art review of key developmental findings in language acquisition. The book places language acquisition phenomena in a richly linguistic and comparative context, highlighting the link between linguistic theory, language development, and theories of learning. The book is divided into six parts. Parts I and II examine the acquisition of phonology and morphology respectively, with chapters covering topics such as phonotactics and syllable structure, prosodic phenomena, compound word formation, and processing continuous speech. Part III moves on to the acquisition of syntax, including argument structure, questions, mood alternations, and possessives. In Part IV, chapters consider semantic aspects of language acquisition, including the expression of genericity, quantification, and scalar implicature. Finally, Parts V and VI look at theories of learning and aspects of atypical language development respectively
Psycholinguistics --- Language acquisition. --- Language acquisition --- Linguistics --- Linguistic science --- Science of language --- Language and languages --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Acquisition
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This book explores the role of phonological templates in early language use from the perspective of usage-based phonology and exemplar models and within the larger developmental framework of Dynamic Systems Theory. After analysing children's first words and their adult targets, Vihman sets out procedures for establishing the children's later prosodic structures and templates, drawing on data from American and British English, Estonian, Finnish, French, Italian, and Welsh; she also provides briefer longitudinal accounts of template use in Arabic and Brazilian Portuguese. The children are found to begin with simple word forms that match their selected adult targets; this is followed by the production of more challenging words, adapted to fit the child's existing patterns. Early accuracy is replaced by later recourse to an 'inner model' - a template - of a favoured word shape. 0The book also examines the timing, fading, quantification, and function of child phonological templates. In addition, two chapters focus on the use of templates in adult language, in the core grammar and in the more creative morphology of colloquial 'short forms' and hypocoristics in French and Estonian and of English rhyming compounds. The idea of templates is traced back to its origins in Prosodic Morphology, but its uses are most in evidence in the informal settings of adult language 'at0play'. Throughout the volume, the discussion returns to the issues of emergent systematicity, the roles of articulatory and memory challenges for children, and the similarities and differences in the function of templates for adults as compared with children.
Phonetics --- Language acquisition --- Grammar, Comparative and general --- Phonology --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Acquisition --- Linguistics --- Philology --- Grammar, Comparative and general Phonology
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Language acquisition --- Second language acquisition --- Second language learning --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Acquisition
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Language is not only one of the most complex cognitive functions that we command, it is also the aspect of the mind that makes us uniquely human. Research suggests that the human brain exhibits a language readiness not found in the brains of other species. This volume brings together contributions from a range of fields to examine humans' language capacity from multiple perspectives, analyzing it at genetic, neurobiological, psychological, and linguistic levels.In recent decades, advances in computational modeling, neuroimaging, and genetic sequencing have made possible new approaches to the study of language, and the contributors draw on these developments. The book examines cognitive architectures, investigating the functional organization of the major language skills; learning and development trajectories, summarizing the current understanding of the steps and neurocognitive mechanisms in language processing; evolutionary and other preconditions for communication by means of natural language; computational tools for modeling language; cognitive neuroscientific methods that allow observations of the human brain in action, including fMRI, EEG/MEG, and others; the neural infrastructure of language capacity; the genome's role in building and maintaining the language-ready brain; and insights from studying such language-relevant behaviors in nonhuman animals as birdsong and primate vocalization.
Anthropological linguistics. --- Ethnolinguistik. --- Genetik. --- Language acquisition. --- Language and culture. --- Neurolinguistics. --- Neurolinguistik. --- Spracherwerb. --- Language and culture --- Anthropological linguistics --- Language acquisition --- Neurolinguistics --- Neuro-linguistics --- Biolinguistics --- Higher nervous activity --- Neuropsychology --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Anthropo-linguistics --- Ethnolinguistics --- Language and ethnicity --- Linguistic anthropology --- Linguistics and anthropology --- Anthropology --- Linguistics --- Culture and language --- Culture --- Acquisition --- Psycholinguistics. --- Speech --- Language --- Language Development --- Linguistic --- Public Speaking --- Speaking, Public --- Phonation --- Voice --- Language Acquisition --- Acquisition, Language --- Development, Language --- Dialect --- Dialects --- Languages --- Linguistic science --- Science of language --- Talking --- Oral communication --- Phonetics --- Foreign languages --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology
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This volume addresses an important gap in the literature on task design and second language use. Building on insights from over 50 years of research on the relationship between task demands and language use, it examines how referent similarity relates to developmentally-relevant variation in the use of nominal structures, comparative structures and abstract lexis among first and second language speakers of English. In addition to providing an empirical basis for future research on tasks, it shares both theoretical and practical information on task design, which will greatly benefit curriculum and material developers.
Language acquisition. --- Linguistics. --- Language and languages—Study and teaching. --- Curriculum planning. --- Language Acquisition and Development. --- Language and Literature. --- Language Education. --- Curriculum Studies. --- Curriculum development --- Education --- Instructional systems --- Planning --- Linguistic science --- Science of language --- Language and languages --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Curricula --- Design --- Acquisition
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Cognitive linguists are bound by the cognitive commitment, which is the commitment to providing a characterization of the general principles governing all aspects of human language, in a way that is informed by, and accords with, what is known about the brain and mind from other disciplines. But what do we know about aspects of cognition that are relevant for theories of language? Which insights can help us build cognitive reality into our descriptive practice and move linguistic theorizing forward? This unique study integrates research findings from across the cognitive sciences to generate insights that challenge the way in which frequency has been interpreted in usage-based linguistics. It answers the fundamental questions of why frequency of experience has the effect it has on language development, structure and representation, and what role psychological and neurological explorations of core cognitive processes can play in developing a cognitively more accurate theoretical account of language.
Psycholinguistics --- Neurolinguistics. --- Psycholinguistics. --- Cognition. --- Psychology. --- Language and linguistics. --- Frequency (Linguistics) --- Language acquisition --- Frequency of occurrence (Linguistics) --- Linguistic analysis (Linguistics) --- Language, Psychology of --- Language and languages --- Psychology of language --- Speech --- Linguistics --- Psychology --- Thought and thinking --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psychological aspects --- Acquisition --- E-books --- Language acquisition.
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