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.

Las secuencias didácticas de lengua: una encrucijada entre teoría y metodología

[ES] El objetivo de este trabajo es analizar secuencias didácticas(SD) para enseñar lengua/s diseñadas por profesores de educación primaria y proponer algunos indicadores que guíen a los enseñantes en la confección y validación (o autoevaluación) de las mismas. Entendemos la secuencia didáctica en el sentido de sus creadores ginebrinos, es decir, como una herramienta para la enseñanza del género textual como unidad comunicativa. El diseño de las secuencias estudiadas en este artículo se realiza a lo largo de unas sesiones de formación de profesorado; a la vista de los obstáculos que se observan en su elaboración (dificultades para explicitar la consigna, noción difusa del género textual, etc.), decidimos analizarlas a partir de unos ítems o criterios extraídos básicamente de los principios que rigen las secuencias didácticas. Pensamos que las principales dificultades derivarán de las concepciones teóricas y metodológicas previas que tienen los profesores y de una concepción disociada de la SD y del género textual. Los resultados ponen de relieve cuáles son algunos de los aspectos que merecen especial atención a la hora de diseñar secuencias didácticas y sugieren el interés de contar con unos indicadores que guíen al docente en la confección de las mismas. Eso no significa, sin embargo, que deba tratarse de una lista cerrada y, evidentemente, futuros trabajos habrán de modificarla y completarla. Hasta el momento, estos criterios nos permiten confirmar la importancia de insistir en las bases teóricas y metodológicas de las secuencias didácticas en el marco de las sesiones formativas.

Why language matters: insights and challenges in applying a social determination of health approach in a North-South collaborative research program

Focus on “social determinants of health” provides a welcome alternative to the bio-medical illness paradigm. However, the tendency to concentrate on the influence of “risk factors” related to living and working conditions of individuals, rather than to more broadly examine dynamics of the social processes that affect population health, has triggered critical reaction not only from the Global North but especially from voices the Global South where there is a long history of addressing questions of health equity. In this article, we elaborate on how focusing instead on the language of “social determination of health” has prompted us to attempt to apply a more equity-sensitive approaches to research and related policy and praxis.

The French Constitutional Council as the Rottweiler of the Republican Ideal in the Language Field: Does Jurisprudence Really Reflect Reality? EDAP 03/2012, 2012

France is known for being a champion of individual rights as well as for its overt hostility to any form of group rights. Linguistic pluralism in the public sphere is rejected for fear of babelization and Balkanization of the country. Over recent decades the Conseil Constitutionnel (CC) has, together with the Conseil d’État, remained arguably the strongest defender of this Jacobin ideal in France. In this article, I will discuss the role of France’s restrictive language policy through the prism of the CC’s jurisprudence. Overall, I will argue that the CC made reference to the (Jacobin) state-nation concept, a concept that is discussed in the first part of the paper, in order to fight the revival of regional languages in France over recent decades. The clause making French the official language in 1992 was functional to this policy. The intriguing aspect is that in France the CC managed to standardise France’s policy vis-à-vis regional and minority languages through its jurisprudence; an issue discussed in the second part of the paper. But in those regions with a stronger tradition of identity, particularly in the French overseas territories, the third part of the paper argues, normative reality has increasingly become under pressure. Therefore, a discrepancy between the ‘law in courts’ and the compliance with these decisions (‘law in action’) has been emerging over recent years. Amid some signs of opening of France to minorities, this contradiction delineates a trend that might well continue in future.