Cerebellar language and cognitive functions in childhood: A comparative review of the clinical research

Background: Recent research addressing evidence from functional neuroimaging studies, neurophysiological research, and new advances in neuropsychology together with traditional cerebellar lesion studies have recently implicated the cerebellum in adult language and cognitive functions. However, more limited information is currently available in describing the functional connectivity present in the paediatric population. Aims: It is the purpose of this paper to review recent clinical research pertaining to paediatric populations, outlining the impact of site of lesion and specific associated clinical changes in children with cerebellar disturbances. Main contribution: The specific contribution of the right cerebellar hemisphere to language function is identified to also exist in the paediatric population, highlighting the existence of functional connections between this region of the brain and left frontal cortical areas early in development. Conclusions: Implications for future research in paediatric populations are extensive, as a greater awareness and an understanding of the recently acknowledged involvement of the cerebellum in cognition and nonmotor linguistic function is anticipated to also add new dimension and direction to the analysis of childhood language outcomes associated with the cerebellum.

Virtual learning communities beyond the classroom: perceptions of tertiary Chinese language and non-language learners

As class contact times are reduced as a result of fiscal restraints in the modern tertiary sector, language instructors are placed in the position of having to find new ways to provide experience and continuity in language learning. Extending 'learning communities'—sites of learner knowledge exchange, exposure to diverse learning styles and strategies, and mutual support—beyond the classroom is one solution to maintaining successful linguistic competencies amongst learners. This, however, can conflict with the diverse extra-curricular commitments faced by tertiary students. The flexibility of web-based learning platforms provides one means of overcoming these obstacles. This study investigates learner perceptions of the use of the WebCT platform's computer medicated communication (CMC) tools as a means of extending the community of learning in tertiary Chinese language and non-language courses. Learner responses to Likert and open-ended questionnaires show that flexibility and reduction of negative affect are seen as significant benefits to 'virtual' interaction and communication, although responses are notably stronger in the non-language compared with the language cohort. While both learner cohorts acknowledge positive learning outcomes, CMC is not seen to consistently further interpersonal rapport beyond that established in the classroom. Maintaining a balance between web-based and classroom learning emerges as a concern, especially amongst language learners. [Author abstract, ed]

Scaffolding and bilingual shared reading experiences: Promoting primary school students' learning and development

This paper explores the connections between scaffolding, second language learning and bilingual shared reading experiences. A socio- cultural theory of cognition underpins the investigation, which involved implementing a language and culture awareness program (LCAP) in a year 4 classroom and in the school community. Selected passages from observations are used to analyse the learning of three students, particularly in relation to languages other than English (LOTE). As these three case study students interacted in the classroom, at home and in the community, they co-constructed, appropriated and applied knowledge form one language to another. Through scaffolding, social spaces were constructed, where students learning and development were extended through a variety of activities that involved active participation, such as experimenting with language, asking questions and making suggestions. Extending these opportunities for student learning and development is considered in relation to creating teaching and learning environments that celebrate socio-cultural and linguistic diversity.

Southeast Asia and China: The role of history and culture in shaping future relations

Despite the position of the United States as de facto global hegemon, China is a rising power in the world. As Chinese power grows, the projection of Chinese influence will be felt most acutely in Southeast Asia. Whether to accommodate, contain or resist China will depend on future developments that none can foresee, including Chinese ambitions, the policies of other international players (the U.S., Japan), and the cohesion or fragility of the Association of Southeast Asia Nations (ASEAN). This paper argues that in deciding how best to deal with China, two factors that will influence the countries of Southeast Asia are their own long histories of bilateral relations with China and their own differing conceptions of how foreign relations should be conducted. This is to argue that history and culture are central to any understanding of the likely future shape of China-Southeast Asia relations. Only by taking history and culture into account will analysts be in a position to predict how the mainland and maritime states of Southeast Asia are likely to respond to a more powerful, confident and assertive China.

Trade and culture history across the Vitiaz Strait, Papua New Guinea: The emerging post-Lapita coastal sequence

This paper, focusing principally on post-Lapita times, outlines the course and outcomes of work undertaken over the last two decades in the West New Britain-Vitiaz Strait-north New Guinea coastal region. It presents two principal arguments. The first is that major periods of movement and abandonment documented in the archaeological sequences of this region from about 3,500 years ago coincide with the record of volcanism in the Talasea-Cape Hoskins area. The second is that the post-Lapita sequences of this region differ significantly from the post-Lapita sequences emerging in the island arc reaching from Manus via New Ireland to southern and eastern island Melanesia, which show continuous occupation and pottery production.