Co-Writing in the Workplace: Collaborating across Language Differences

Author(s):  
Maria Poznahovska
Keyword(s):  
1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.


2005 ◽  
Vol 14 (4) ◽  
pp. 313-323 ◽  
Author(s):  
Peggy F. Jacobson ◽  
Richard G. Schwartz

Grammatical measures that distinguish language differences from language disorders in bilingual children are scarce. This study examined English past tense morphology in sequential bilingual Spanish/English-speaking children, age 7;0–9;0 (years;months). Twelve bilingual children with language impairment (LI) or history of LI and 15 typically developing (TD) bilingual children participated. Thirty-six instances of the past tense including regular, irregular, and novel verbs were examined using an elicited production task. By examining English past tense morphology in sequential bilinguals, we uncovered similarities and differences in the error patterns of TD children and children with LI. The groups differed in the overall accuracy of past tense use according to verb type, as well as the characteristic error patterns. Children with LI performed lower than their TD peers on all verb categories, with an interaction between verb type and group. TD children were better at producing regular verbs and exhibited more productive errors (e.g., overregularization). Conversely, children with LI performed relatively better on irregular verbs and poorest on novel verbs, and they exhibited more nonproductive errors (e.g., bare stem verbs). The results have important clinical implications for the assessment of morphological productivity in Spanish-speaking children who are learning English sequentially.


2021 ◽  
pp. 1086296X2110092
Author(s):  
Lenny Sánchez ◽  
Tami Ensor

Although research endeavors on global-centric teaching and learning are increasing, there is much yet to understand on how classroom spaces can legitimize students’ capacities as globally literate members of society. In this article, we focus on the relational dimension of global literacies and examine how elementary students involved in a transnational partnership constructed relationality into online story exchanges with each other. We focus on four practices—communicating across language differences, sharing everyday worlds, pursuing connections, and embracing vulnerability.


2020 ◽  
Vol 35 (7) ◽  
pp. 676-694
Author(s):  
Dieu Hack-Polay ◽  
Justice Tenna Ogbaburu ◽  
Mahfuzur Rahman ◽  
Ali B Mahmoud

A growing body of literature recognises the crucial role played by immigrant entrepreneurs. However, certain socio-cultural barriers adversely affect their businesses in rural areas. Thus, this article examines the socio-cultural barriers facing immigrant entrepreneurs in Lincolnshire. Eleven semi-structured interviews were held with businesses owned by immigrants from diverse ethnic backgrounds. The findings identified migrant ethnocentrism, stereotypes, cultural differences and language differences as key socio-cultural barriers adversely affecting immigrant businesses in Lincolnshire. The research found that immigrant enterprises experienced growth issues, not just owing to the size of the market but also due to issues of embeddedness in the socio-economic nomenclature. The study found mixed embeddedness to be key to immigrant entrepreneurial success. This involves immigrant adaptation to develop relational embeddedness with the hosts, involvement with its social, structural and institutional frameworks. The study contributes to our understanding of the role of social, relational, structural and institutional embeddedness in steering fertile approaches to immigrant entrepreneurship in rural England which has been under-researched.


1977 ◽  
Vol 8 (9) ◽  
pp. 233 ◽  
Author(s):  
David Lucas ◽  
Helen Ware

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