Quantity and quality of language input in bilingual language development.

2016 ◽  
pp. 103-121 ◽  
Author(s):  
Sharon Unsworth
Keyword(s):  
Language Development ◽  
Bilingual Language Development ◽  
Language Input

Early language experience and underspecified phonological representations

2017 ◽  
Vol 38 (6) ◽  
pp. 1325-1329
Author(s):  
Cynthia R. Hunter ◽  
David B. Pisoni
Keyword(s):  
Language Development ◽  
Clinical Importance ◽  
Future Research ◽  
Phonological Development ◽  
Language Experience ◽  
Early Language ◽  
Phonological Representations ◽  
Language Input ◽  
First Year Of Life

Taking as a premise that phonological working memory (PWM) influences later language development, in their keynote article, Pierce, Genesee, Delcenserie, and Morgan aim to specify the relations between early language input and the development of PWM in terms of separable influences of timing, quantity, and quality of early language input. We concur that prior work has established that PWM and language development have reciprocal influences on one another during development (e.g., Baddeley, Gathercole, & Papagno, 1998; Gathercole, 2006; Gathercole, Hitch, Service, & Martin, 1997; Metsala & Chisolm, 2010). The goal of the keynote article was to describe how early language experience may influence the development of PWM. Pierce et al. argue that this can be done by comparing the development of PWM across groups of children with differing language experiences during early childhood, specifically (a) delayed exposure to language, (b) impoverished language input, or (c) enriched language input. The authors suggest that this comparison may contribute to establishing that individual differences in PWM are due, in part, to early language experience. Sensitive periods for phonological development that are open roughly in the first year of life are discussed, and it is suggested that the quantity and quality of early language input shapes the quality of phonological representations. Efforts to specify mechanisms by which early language input may influence the development of PWM have both theoretical and, potentially, clinical importance. Considering this, Pierce et al.’s article, which aims to create a platform for future research in terms of the timing, quantity, and quality of early language input, is a valuable contribution.

Input to interaction to instruction: three key shifts in the history of child language research

2014 ◽  
Vol 41 (S1) ◽  
pp. 117-123 ◽  
Author(s):  
CATHERINE E. SNOW
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Child Language ◽  
Adult Child ◽  
Early Years ◽  
Language Research ◽  
History Of ◽  
Adequate Quantity ◽  
Language Input

ABSTRACTIn the early years of theJournal of Child Language, there was considerable disagreement about the role of language input or adult–child interaction in children's language acquisition. The view that quantity and quality of input to language-learning children is relevant to their language development has now become widely accepted as a principle guiding advice to parents and the design of early childhood education programs, even if it is not yet uncontested in the field of language development. The focus on variation in the language input to children acquires particular educational relevance when we consider variation in access to academic language – features of language particularly valued in school and related to success in reading and writing. Just as many children benefit from language environments that are intentionally designed to ensure adequate quantity and quality of input, even more probably need explicit instruction in the features of language that characterize its use for academic purposes

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

Strategies to Transform the Foreign Language Classroom and Increase Learning Outcomes with the Flipped Model

2015 ◽  
pp. 60-73 ◽  
Author(s):  
Esperanza Granados-Bezi
Keyword(s):  
Higher Education ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Outcomes ◽  
Colleges And Universities ◽  
Higher Learning ◽  
Quality Of Higher Education ◽  
Language Classroom

The scaffolds of American colleges and universities can no longer protect our institutions from the winds of change that penetrate their walls and appear to be threatening their foundations. They also seem incapable of protecting faculties from persistent criticism due to unsatisfactory performance and reluctance to modify educational approaches to meet society's current demands. This chapter reviews some of the most common concerns pertaining not only to the quality of higher education in general but also to that of foreign language teaching in particular. It analyzes the reasons that there is a general sense of dissatisfaction with the results of traditional practices to language learning and discusses the benefits of implementing the flipped model to enhance the quality of instruction. In addition, it underlines the importance of adopting innovative technologies to increase language development in a world in which instructors are expected to be more productive and students have to reach higher learning outcomes.

Is the Syntax Development of Dysphasic Children Deviant and Why? New Findings to an Old Question

1990 ◽  
Vol 33 (2) ◽  
pp. 220-228 ◽  
Author(s):  
Hannelore Grimm ◽  
Sabine Weinert
Keyword(s):  
Language Development ◽  
Empirical Evidence ◽  
Language Processing ◽  
Structural Characteristics ◽  
Language Deficits ◽  
Processing Strategies ◽  
New Findings ◽  
Normal Language ◽  
Language Input

The present study addresses three main issues: First, it considers whether the syntax development of dysphasic preschoolers is adequately described as being a purely quantitative retardation or whether there are qualitative differences as well. Second, the suggestion put forward by Grimm (1987) that the syntactic deficits of dysphasic children result from deficient language processing strategies is further explored. Third, it asks whether the language deficits are related to specific structural and interactional aspects of the language input. We examined two groups of children with comparable levels of language development: 8 dysphasic children, ages 3:9 to 4:8 years, and 8 control children, ages 2:1 to 2:11 years, who showed normal language development. The empirical evidence suggested that the dysphasic children’s syntax development was not only delayed but also deviant, and that the children’s deviant syntax structures were the result of insufficient language processing and could not be traced back to structural characteristics of the sentences used by their mothers.

The effect of otitis media and quality of daycare on children's language development

1997 ◽  
Vol 18 (3) ◽  
pp. 395-409 ◽  
Author(s):  
Lynne Vernon-Feagans ◽  
Diana C. Emanuel ◽  
Ingrid Blood
Keyword(s):  
Language Development ◽  
Otitis Media
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