Acquisition of a rural variety

2016 ◽  
Vol 16 (1) ◽  
pp. 12-33
Author(s):  
Julie Roberts
Keyword(s):  
United States ◽  
Language Acquisition ◽  
Language Learners ◽  
First Language ◽  
Full Range ◽  
The United States ◽  
Developmental Variation ◽  
The United Kingdom ◽  
Rural Variety ◽  
Age Range

Glottal stop is a widely reported phenomenon in the United Kingdom, but it has been rarely studied in the United States. The current study follows up on work on this feature in a wide age range of speakers in Vermont. Currently the speakers comprise thirty-six children ages 2;6 to 5 from this same location. In addition to demonstrating that these children have acquired the phonological constraints, as well as the full range of allophones of /t/, the results provide a lens through which to explore other issues of language acquisition and language variation, most notably, the boundary between dialectal and developmental variation. In general, it is argued that sociolinguistically conditioned variation adds empirical as well as theoretical value to studies of phonetically and phonologically conditioned variation and acquisition of the phonological system by first language learners.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

scholarly journals YouTube: An international platform for sharing methods of cheating

2011 ◽  
Vol 7 (1) ◽  
Author(s):  
Christopher M Seitz ◽  
Muhsin M Orsini ◽  
Meredith R Gringle
Keyword(s):  
United States ◽  
High School ◽  
The United States ◽  
Instructional Videos ◽  
Video Sharing ◽  
The United Kingdom ◽  
The World ◽  
Traditional Technologies ◽  
Written Assignments ◽  
Age Range

This study investigated the video sharing website www.youtube.com for the presence of instructional videos that teach students how to cheat on academic work. Videos were analysed to determine the methods of cheating, the popularity of the videos, the demographics of viewers and those uploading the videos, and the opinions of viewers after watching these types of videos. A total of 43 videos were included in this study. Those featured in the videos taught viewers how to cheat on exams, homework, and written assignments using modern and traditional technologies. The far majority of those featured in the videos, and their viewers, were males within the age range of those who attend middle school, high school, and college. Videos were watched by people from several different nations, including the United States (US), Canada, Australia, India, and the United Kingdom (UK). The study's results suggest that instructional cheating videos are popular among students around the world. Positive viewer feedback indicates that the videos have educated and motivated students to put the methods of cheating found in the videos to use. Educators should consider YouTube as a resource in order to become familiar with various methods of cheating.

2012 Spillover Report

Policy Papers ◽  
2012 ◽  
Vol 2012 (79) ◽  
Author(s):  
Keyword(s):  
United States ◽  
South Africa ◽  
Saudi Arabia ◽  
Czech Republic ◽  
Euro Area ◽  
Full Range ◽  
The United States ◽  
External Effects ◽  
The Czech Republic ◽  
The United Kingdom

Spillover reports examine the external effects of domestic policies in five systemic economies (S5), comprising China, the Euro Area, Japan, the United Kingdom, and the United States. The report aims to provide an added perspective to the policy line developed in the Article IV discussions with these entities and an input into the Fund’s broader multilateral surveillance. Topics for this report were chosen based on consultations with officials from the S5 and selected emerging markets (Brazil, the Czech Republic, India, Korea, Mexico, Poland, Russia, Saudi Arabia, Singapore, South Africa, and Turkey). Each participant was asked about policy concerns and spillovers from the S5. To facilitate candor, the report does not attribute views regarding partner countries. Rather than try to capture the full range of spillovers, this report builds on last year’s findings, focusing on the forward-looking issues raised by partners and on S5 officials’ reactions.

scholarly journals Mainstreamed English language instruction in a low-incidence rural school district : a case study

2010 ◽  
Author(s):  
◽  
Margaret René Watring Yoesel
Keyword(s):  
United States ◽  
English Language Learners ◽  
Public Schools ◽  
Teacher Perceptions ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Language Instruction ◽  
Low Incidence

Classrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel and Herwantoro, 2005; Cartledge, Gardner, and Ford, 2009; DeVillar, Faltis, and Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando and McLaren, 2000; Sadowski, 2004; Sleeter and Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill and Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Effectiveness of Programs for the Prevention of Child Sexual Abuse

2020 ◽  
Vol 25 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Amaia Del Campo ◽  
Marisalva Fávero
Keyword(s):  
United States ◽  
Sexual Abuse ◽  
New Zealand ◽  
Critical Analysis ◽  
Prevention Programs ◽  
The United States ◽  
Sexual Abuse Prevention ◽  
Negative Effects ◽  
The United Kingdom ◽  
Methodological Considerations

Abstract. During the last decades, several studies have been conducted on the effectiveness of sexual abuse prevention programs implemented in different countries. In this article, we present a review of 70 studies (1981–2017) evaluating prevention programs, conducted mostly in the United States and Canada, although with a considerable presence also in other countries, such as New Zealand and the United Kingdom. The results of these studies, in general, are very promising and encourage us to continue this type of intervention, almost unanimously confirming its effectiveness. Prevention programs encourage children and adolescents to report the abuse experienced and they may help to reduce the trauma of sexual abuse if there are victims among the participants. We also found that some evaluations have not considered the possible negative effects of this type of programs in the event that they are applied inappropriately. Finally, we present some methodological considerations as critical analysis to this type of evaluations.

Science, Politics, and the Pandemic

2020 ◽  
Vol 119 (820) ◽  
pp. 303-309
Author(s):  
J. Nicholas Ziegler
Keyword(s):  
United States ◽  
Biomedical Research ◽  
Scale Up ◽  
Political Leadership ◽  
The United States ◽  
Scientific Advice ◽  
The United Kingdom ◽  
Effective Policy ◽  
Scientific Expertise ◽  
The Uk

Comparing the virus responses in Germany, the United Kingdom, and the United States shows that in order for scientific expertise to result in effective policy, rational political leadership is required. Each of these three countries is known for advanced biomedical research, yet their experiences in the COVID-19 pandemic diverged widely. Germany’s political leadership carefully followed scientific advice and organized public–private partnerships to scale up testing, resulting in relatively low infection levels. The UK and US political responses were far more erratic and less informed by scientific advice—and proved much less effective.

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