The use of a language eliciting procedure as a tool in the establishment of teaching goals

This paper reviews a study to examine the feasibility of using elicited language samples as a basis for planning language instruction and as a measure of progress in language development.

Tutoring a little boy in language

Access to thesis is restricted. Contact Archives and Rare Books. This paper is discusses tutoring of a hearing impaired boy in language development.

The relationship of language development to theory of mind understanding in young deaf children

This paper studies cognitive development in young deaf children, specifically Theory of Mind development and its link to language abilities.

Identification of factors predicting spoken language development in young children with a cochlear implant

This paper examines the factors that are significant predictors of spoken language acquisition in children with cochlear implants. Factors identified include age of cochlear implantation, age of diagnosis, age started hearing aid use, parent educational level, and family income.

The Developmental Sentence Analysis and the Grammatical Analysis of Elicited Language - Complex Level: a correlative study

This paper studies the Developmental Sentence Analysis (DSA), which measures syntactic maturity of spontaneous utterances, and the Grammatical Analysis of Elicited Language (GAEL), which uses a highly structured set of games and activities designed to elicit specific target sentences.

A review of tests useful for evaluating language problems in children

This paper contains a list of tests for evaluating language disorders in children.

Case study: acquisition of Japanese in aural language by the four year old child whose hearing loss was detected when he was visiting in U. S. with his family

Access to thesis is restricted. Contact Archives and Rare Books. This paper reports the results of language training for a newly diagnosed hearing impaired Japanese child using methods from the CID parent-infant program.

Resources for non-english speaking parents of children who are deaf or hard of hearing and learning english as their primary language

This study examined culturally and linguistically diverse families with deaf and hard of hearing children. A literature review consisted of looking at the rate of immigration to the United States, English speaking parents of children who are deaf and hard of hearing, bilingual education, and the obstacles bilingual parents of children who are deaf and hard of hearing may face. The data obtained was used to compile a list of resources for parents of children who are deaf and hard of hearing available in languages other than English in order to assist these families.

Dialogue journals: A non-threatening way to correct written language errors

The goals of the present study are: to determine if dialogue journals are an effective activity within a balanced literacy program to improve on written language errors in students who are deaf and hard of hearing.

Human language as a culturally transmitted replicator

Human languages form a distinct and largely independent class of cultural replicators with behaviour and fidelity that can rival that of genes. Parallels between biological and linguistic evolution mean that statistical methods inspired by phylogenetics and comparative biology are being increasingly applied to study language. Phylogenetic trees constructed from linguistic elements chart the history of human cultures, and comparative studies reveal surprising and general features of how languages evolve, including patterns in the rates of evolution of language elements and social factors that influence temporal trends of language evolution. For many comparative questions of anthropology and human behavioural ecology, historical processes estimated from linguistic phylogenies may be more relevant than those estimated from genes.

Moving on: the challenges for foreign language learning on transition from primary to secondary school

Europe's commitment to language learning has resulted in higher percentages of pupils studying foreign languages during primary education. In England, recent policy decisions to expand foreign language learning at primary level by 2010 create major implications for transition to secondary. This paper presents findings on transition issues from case studies of a DfES-funded project evaluating 19 local authority Pathfinders piloting the introduction of foreign language learning at primary level. Research on transition in other countries sets these findings in context. Finally, it investigates the challenges England faces for transition in the light of this expansion and discusses future implications.

Formative assessment in teacher education: the development of a diagnostic language test for trainee teachers of German

This article describes the development and validation of a diagnostic test of German and its integration in a programme of formative assessment during a one-year initial teacher-training course. The test focuses on linguistic aspects that cause difficulty for trainee teachers of German as a foreign language and assesses implicit and explicit grammatical knowledge as well as students' confidence in this knowledge. Administration of the test to 57 German speakers in four groups (first-year undergraduates, fourth-year undergraduates, postgraduate trainees, and native speakers) provided evidence of its reliability and validity.