The performance of South African English first language child speakers on a "low linguistically loaded" central auditory processing test protocol

The lack of standardized tests of central auditory processing disorder (CAPD) in South Africa (SA) led to the formation of a SA CAPD Taskforce, and the interim development of a "low linguistically loaded" CAPD test protocol using test recordings from the 'Tonal and Speech Materials for Auditory Perceptual Assessment Disc 2.0'. This study inferentially compared the performance of 16 SA English first, and 16 SA English second, language adult speakers on this test protocol, and descriptively compared their performances to previously published American normative data. Comparisons between the SA English first and second language speakers showed a poorer right ear performance (p < .05) by the second language speakers on the two-pair dichotic digits test only. Equivalent performances (p < .05) were observed on the left ear performance on the two pair dichotic digits test, and the frequency patterns test, the duration patterns test, the low-pass filtered speech test, the 45% time compressed speech test, the speech masking level difference test, and the consonant vowel consonant (CVC) binaural fusion test. Comparisons between the SA English and the American normative data showed many large differences (up to 37.1% with respect to predicted pass criteria as calculated by mean-2SD cutoffs), with the SA English speakers performing both better and worse depending on the test involved. As a result, the American normative data was not considered appropriate for immediate use as normative data in SA. Instead, the preliminary data provided in this study was recommended as interim normative data for both SA English first and second language adult speakers, until larger scale SA normative data can be obtained.

A sociocultural analysis of language learning: New forms of literacy practices in a language and culture awareness programme

This paper reports on a sociocultural study conducted in a Catholic primary school in the Australian outback and provides insights into how policy related to Languages Other Than English (LOTE) programmes is implemented in a specific location and interwoven within the literacy practices of children, parents and teachers. A case study that tracked a Year Four student's learning and development during a Language and Culture Awareness Programme is discussed within a discourse of cultural and linguistic practices. Significant aspects of the student's learning related to a phenomenon called multi-tiered scaffolding temporarily disrupted the established literacy practices in the school community. Implications of the research for second-language teaching and learning in Australian primary schools are elaborated.

Speaking for others: The pros and cons of group advocates using collective language

We examined how rhetorical style affects evaluations of group advocates, and how these evaluations are moderated by group identification. University students were given a letter to the editor defending student welfare. The argument was either constructed using personal language ('I believe') or collective language ('we believe'). Furthermore, the letter was either attributed to an official advocate (president of the student union) or an unofficial advocate (a rank-and-file member of the student body). Consistent with the social identity perspective, participants who showed strong identification as a university student thought that the group would feel better represented by official advocates using collective rather than personal language. Low identifiers, however, did not rate the rhetorical styles differently on representativeness. Furthermore, low identifiers (but not high identifiers) rated official advocates as more likable and more effective when they used personal rather than collective language. The discussion focuses on the conflict low identifiers might feel between (a) needing to homogenize with other group members in order to maximize the influence and political effectiveness of their message at the collective level, and (b) protecting themselves against categorization threat.