Early language learners show a reversed MLE during letter detection

2009 ◽  
Author(s):  
Joanna C. Bovee ◽  
Gary E. Raney
Keyword(s):  
Language Learners ◽  
Letter Detection ◽  
Early Language

scholarly journals Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

2009 ◽  
Vol 26 (2) ◽  
pp. 24 ◽  
Author(s):  
Hetty Roessingh ◽  
Susan Elgie
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Time Series Data ◽  
Series Data ◽  
Language And Literacy ◽  
Early Language ◽  
Language And Literacy Development

This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered

scholarly journals Why does the English language fail in Indian classrooms?

2019 ◽  
Vol 7 (3) ◽  
pp. 26-27
Author(s):  
B VasanthaKumar
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Second Language Learners ◽  
Natural Order ◽  
Early Language

This paper intends to mitigate the struggles of language learners through the natural learning process. The first part explains language as a system and how it eases the learning for the early language learners; it also presents the different study of what happens when the natural order is reversed. Further, it elaborates how the shorts comings of the academic pattern and classroom setup add to the miseries of the learners. Finally, it suggests specific strategies to impart useful language to second language learners.

Learning, complexity, and competition

2021 ◽  
pp. 68-108
Author(s):  
Peter W. Culicover
Keyword(s):  
Language Learners ◽  
Language Learner ◽  
Early Language

This chapter explores how envisioning a language learner as acquiring a grammar made up of constructions allows us to account for change and variation. It explores the idea that change is not solely the responsibility of early language learners, but may also occur as innovations initiated by adult speakers. One key explanatory component is constructional complexity; another is competition between constructions that have overlapping functions.

scholarly journals The Language Exposure Assessment Tool: Quantifying Language Exposure in Infants and Children

2016 ◽  
Vol 59 (6) ◽  
pp. 1346-1356 ◽  
Author(s):  
Stephanie DeAnda ◽  
Laura Bosch ◽  
Diane Poulin-Dubois ◽  
Pascal Zesiger ◽  
Margaret Friend
Keyword(s):  
Exposure Assessment ◽  
Language Learners ◽  
Assessment Tool ◽  
Language Experience ◽  
Early Language ◽  
Vocabulary Size ◽  
Efficient Tool ◽  
French And English ◽  
High Internal Consistency ◽  
Language Exposure

Purpose The aim of this study was to develop the Language Exposure Assessment Tool (LEAT) and to examine its cross-linguistic validity, reliability, and utility. The LEAT is a computerized interview-style assessment that requests parents to estimate language exposure. The LEAT yields an automatic calculation of relative language exposure and captures qualitative aspects of early language experience. Method Relative language exposure as reported on the LEAT and vocabulary size at 17 months of age were measured in a group of bilingual language learners with varying levels of exposure to French and English or Spanish and English. Results The LEAT demonstrates high internal consistency and criterion validity. In addition, the LEAT's calculation of relative language exposure explains variability in vocabulary size above a single overall parent estimate. Conclusions The LEAT is a valid and efficient tool for characterizing early language experience across cultural settings and levels of language exposure. The LEAT could be a useful tool in clinical contexts to aid in determining whether assessment and intervention should be conducted in one or more languages.

scholarly journals AN ANALYSIS OF THE EARLY DISCOURSE OF BALINESE PRESCHOOL CHILDREN’S DIRECT SPEECH IN SINGARAJA

2019 ◽  
Vol 3 (2) ◽  
pp. 89
Author(s):  
I Luh Meiyana Ariss Susanti
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Language Development ◽  
Language Learners ◽  
Extended Family ◽  
Native Language ◽  
Language Preference ◽  
Early Language ◽  
Direct Speech ◽  
Early Language Development

This study analyzes the early language development of young Balinese preschool children in Singaraja. Specifically, the study focuses on the early discourse abilities of the novice language learners. The study involved ten 4 – years – old preschool children and their caregivers (parents, extended family members, and nannies) from Singaraja. The data were analyzed to see what discourse types were used by the children and in what language (Indonesian or Balinese). The results suggest that children produce more response discourse type in their utterances due to the fact that these young language learners have very limited communicative repertoire. It seems that their conversation range primarily revolves around the typical question and answer conversational dyad. Furthermore, it has been found that young children make use of the Indonesian language in their responses more than their native language (Balinese language). This language preference may be due to the fact that children are exposed to L2 influences such as: movies, song, and other learning materials.

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