Language Disabilities, Comorbid Developmental Disorders and Risk for Drug Abuse in Adolescence

2000 ◽  
Vol 1 (2) ◽  
pp. 165-176 ◽  
Author(s):  
Pamela Snow
Keyword(s):  
Academic Success ◽  
Protective Factors ◽  
Language Learning ◽  
Developmental Disorders ◽  
Learning Disorders ◽  
The Other ◽  
Vulnerable Groups ◽  
Developmental Problems ◽  
Attentional Disorders ◽  
The One

AbstractThis paper deals with research which makes links between developmental problems such as language-learning disorders, attentional disorders, and behaviour disturbance on the one hand, and risk for misuse of alcohol and other drugs (AOD) in adolescence on the other. Poor academic performance is frequently cited as a risk for adolescent AOD misuse, however few workers have critically examined the role of linguistically-based academic sub-skills (e.g., oral and written language competence; strong social skills) which normally contribute to academic success, and hence operate as protective factors with respect to risk for AOD misuse. Studies which specifically address language skills and their association with risk for AOD misuse are reviewed, as are investigations which deal with patterns of comorbidity which are typically evident in clinical populations. Particular emphasis is placed on comorbidities between language-learning difficulties on the one hand, and behavioural or attentional disorders, on the other. It is argued that more explicitly investigating and intervening at the level of core language/social skill competencies might serve to strengthen protective factors in vulnerable groups. It is also noted that comorbid problems need to be considered as important covariates in studies of language disordered children and adolescents, rather than being treated as exclusionary criteria.

Wie Zijn 'Onze' Leerders?

1999 ◽  
Vol 62 ◽  
pp. 87-97
Author(s):  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Language Teachers ◽  
The Other ◽  
Learning And Teaching ◽  
Highly Educated ◽  
Other Hand ◽  
L2 Learners ◽  
The One

There is an increasing awareness that the number of non-native speakers in the category of 'adult, highly educated, advanced L2-learners' is rapidly increasing. This paper presents an analysis of what it means to teach them a second language - whether it is Dutch or any other second language. It is argued that, on the one hand, conceptions about language learning and teaching are insufficiendy known, and that, on the other hand, there are many widespread misconceptions that prevent language teachers from catering adequately for people's actual communicative needs, and from providing tailor-made solutions to these problems.

A Deeper Look at Class and “Race”

Smart Girls ◽  
2017 ◽  
Author(s):  
Shauna Pomerantz ◽  
Rebecca Raby
Keyword(s):  
Academic Success ◽  
The Other ◽  
Central Feature ◽  
Other Hand ◽  
The One

In Chapter Five we focus on other contextualizing features of smart girls’ lives: intersections of class and ‘race’. Class emerged as a powerful force. On the one hand, it was a source of advantage and judgment between students, and thus a tool that some girls used to bolster their privilege and exclude others. But on the other hand, the deep effects of class were also something that was hidden and simplified. Similarly, ‘race’ emerged as a central feature in definitions of academic success, particularly in relation to the stereotype of the ‘smart Asian’. The girls in our study with Asian backgrounds lamented their pigeonholing as automatically good at math and laughed off these racist stereotypes as “just joking around,” yet such assumptions reproduce a narrow idea that being too smart is not only anti-social, but also the mark of a cultural outsider.

scholarly journals First and second language acquisition: Towards a reconcillation

2015 ◽  
Vol 56 (1) ◽  
pp. 125-140
Author(s):  
Nicole Nau
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
First Language ◽  
The Other ◽  
First Language Acquisition ◽  
Fine Grained ◽  
The One ◽  
Definition Of

Abstract For the past two decades, research on first language acquisition on the one side, and on second language acquisition and learning on the other have largely developed separately, probably as a reaction to the failure of earlier attempts to use the same methods or simply transfer insights gained in one of the fields to the other. T his article argues that a reconciliation may be fruitful, provided that different aspects which have often got blurred in the discussion are considered separately. These aspects include the assessment of multilingualism and monolingualism, the age factor and the definition of “first” and “second” language, the understanding of linguistic competence and of completeness of acquisition, different forms of acquisition and learning, and uniformity vs. individual differences in the process of language acquisition. By challenging some widely held views on characteristics of first language acquisition and its differences to second language learning, more fine-grained research questions are revealed, some of which have been addressed in recent studies on language acquisition and multilingualism

‘The Good Parent’ and ‘The Other Parent’: Medicalization, othering and social exclusion in Israeli professional discourse regarding learning disorders and difficulties

2017 ◽  
Vol 41 (S1) ◽  
pp. S514-S514
Author(s):  
O. Katchergin
Keyword(s):  
Historical Context ◽  
Learning Disorders ◽  
The Other ◽  
Historical Background ◽  
Class Culture ◽  
Professional Discourse ◽  
Historical Texts ◽  
Textual Representations ◽  
Competing Interest ◽  
The One

This lecture seeks to uncover the various textual techniques through which binary representations of ‘parenthood’ are constructed in the framework of clinical professional discourse of Israeli learning-disorders experts. Historically this discourse has constructed two contrasting parenthood representations: ‘parenthood of learning-disordered children’ on the one hand, and ‘parenthood of cultural deprived children’ on the other hand.The lecture posits the following main questions: Which textual representations of ‘parenthood’ were constructed in the framework of the aforementioned discourses? Which affinities can be identified between the textual representations and the contextual characteristics of social class, culture, ethnicity and educational capital? And which affinities can be identified between these representations and the explicit or implicit normative messages of ‘blame’, ‘responsibility’ and ‘agency’ embedded in the texts? Discourse analysis was implemented in order to uncover the mutual and contradictory construction processes. The analysis also reveals the stereotypical imputation of ‘normative’ parents with a well-off, well-educated and western origin population, as well as the stereotypical imputation of ‘problematic’ parents with a low class, little educated and eastern origin population. The lecture concludes by situating the texts in the social and historical context of their formulation: The processes of psychocultural othering which operated on low class, little educated and eastern origin parents are interpreted on the historical background of the class and ethnic hierarchical structure of the Israeli society. The conclusion also raises a conjecture regarding a rising new medicalizing ‘othering’ potential, a potential, which was already implicitly embedded in the analyzed historical texts.Disclosure of interestThe author has not supplied his/her declaration of competing interest.

Reformism, Revisionism, and Redicalism in African Political Economy During the 1990s

1991 ◽  
Vol 29 (2) ◽  
pp. 191-212 ◽  
Author(s):  
Timothy M. Shaw
Keyword(s):  
Political Economy ◽  
World War Ii ◽  
Final Section ◽  
The Other ◽  
Vulnerable Groups ◽  
World War ◽  
Lost Decade ◽  
The One

African states and studies are in a profound period of revisionism as the ‘lost decade’ of the 1980s yields to the ‘adjustment reforms’ of the 1990s. The relative optimism and expansion of the initial years of independence have long since been superseded by pessimism and contraction as successive energy, drought, debt, and devaluation shocks have resulted in impoverishment and inequalities. The former has affected ‘vulnerable groups’ in particular – women, children, elderly and peripheral communities1 – while the latter has occurred both within and between states. A few classes and countries have thrived despite or because of the continental crisis – more bourgeois fractions and more informal sectors on the one hand and, on the other, Botswana, Mauritius, and Zimbabwe. Africa at the end of the 1990s will likely be more marginal, vulnerable, and unequal than ever, as indicated in the final section, hardly the revolutionary, nationalist scenario anticipated after World War II, but more realistic and realisable none the less.2

scholarly journals An Instructional Framework for Technology-Based Classroom Tuition of ELP Students

2021 ◽  
Vol 66 (1) ◽  
pp. 45-60
Author(s):  
Anastasia Ignatkina
Keyword(s):  
Language Learning ◽  
Cognitive Architecture ◽  
Law Students ◽  
The Other ◽  
Positive Trend ◽  
Structured Interviews ◽  
Processing Style ◽  
Instructional Framework ◽  
Use Of Technology ◽  
The One

Abstract In modern ELP teaching practices online media products are commonly used as resources of educational content. Although the idea that ICT has brought classrooms in our pockets is generally perceived as a positive trend, the overview of recent inquiries into the use of technology in education has revealed a number of contradictory findings connected with multimedia learning. On the one hand, a multiplicity of strengths of online environments such as YouTube channels, Apps, podcasts, etc. is highlighted in the studies exploring the potential of multimedia applications for language learning. On the other hand, there is a significant number of studies which demonstrate opposite observations resulting from the research of the effects of the medium (printed and technology-based) on learning outcomes: some authors argue that students overwhelmingly prefer print over electronic formats for learning purposes, others infer that multiple factors affect learners’ actual behaviors and there is no solid evidence proving the priority of one over the other. Cognitive psychologists are more precise in this point: looking into how people process information they affirm that to be effective instructional framework should not ignore human cognitive architecture. Drawing upon recent studies in the field of designing educational media with regard of cognitive, behavioral, and attitudinal aspects of learning the exploratory study reported in this paper attempts to bridge the cognitive and educational theories to specify the framework of technology-based classes for ELP students. Through three courses of in-depth structured interviews with 58 Russian undergraduate law students doing an ELP course in Saratov State Law Academy, Russia, particular focus was placed on an individual learner’s (1) information coding style, (2) information processing style and (3) reading style. The results of the research suggest some ideas on developing an instructional framework for ELP technology-based classroom tuition taking considering the principles of cognitive teaching.

scholarly journals Impossible Research? Ethical Challenges in the (Digital) Study of Deportable Populations Within the European Border Regime

2021 ◽  
pp. 141-165
Author(s):  
Leandros Fischer ◽  
Martin Bak Jørgensen
Keyword(s):  
Social Change ◽  
The Other ◽  
Ethical Principles ◽  
Vulnerable Groups ◽  
Research Approach ◽  
Ethical Challenges ◽  
The One

AbstractSocial researchers often walk a tightrope. On the one hand, they try to adhere to ethical principles when working with vulnerable groups. On the other, they aim to not cast these groups as inherently lacking agency. Digital practices have only made this dilemma more acute by strengthening the agency of vulnerable groups—in this case, those within the European border regime threatened by deportation—while also putting migrants at increased danger from bordering and surveillance practices. Drawing from a militant research approach, as well as from the Autonomy of Migration (AoM) perspective, this contribution illuminates this dilemma, while also arguing for reflexive and contextualised ethics aimed towards solidarity and social change.

Conclusion

2010 ◽  
pp. 250-253
Keyword(s):  
Language Learning ◽  
Conceptual Framework ◽  
The Other ◽  
Organizational Changes ◽  
Learning Situation ◽  
Dynamic Nature ◽  
Design And Development ◽  
Social Constructs ◽  
Traditional Language ◽  
The One

In the preface, the authors introduced the research that has led to this book as resulting from a combination of social, political, didactic and pedagogic pressures. The industrialization of knowledge was seen as a challenge that went with the end of the prevailing amateurism in the design and development of online materials and environments. Irrespective of the forms they take, considering such environments as psycho-social constructs entailed the necessity to problematize the use of ICT for language learning purposes. On the one hand, this meant understanding the nature of ICT and distance as well as the nature of their relationships with the various components of the language learning situation. On the other hand, it meant providing suggestions for the design and development of soundly constructed environments. Such questioning therefore involved revisiting accepted theories in traditional language learning settings and reassessing the roles of the various actors, as well as making sure that no component would remain unnoticed. A need emerged for a comprehensive conceptual framework offering a better grasp of the complexity of the situation. Traditional analytical descriptions of language learning are based on typologies that help identify the actors and components involved in distance language learning but that do not necessarily take into account their dynamic nature. As a result, such descriptions tend to be prescriptive and often fail to reflect the changes brought about by innovations of all sorts (such as technological or pedagogic), by socio-organizational changes or by their own dynamic nature.

Settler colonialism speaks

2018 ◽  
Vol 2 (1-2) ◽  
pp. 91-111
Author(s):  
Ana Deumert
Keyword(s):  
Language Learning ◽  
Settler Colonialism ◽  
Historical Record ◽  
The Other ◽  
Historical Evidence ◽  
Domestic Life ◽  
Other Hand ◽  
Communication Practices ◽  
The One ◽  
Everyday Communication

Abstract In this article I explore a particular set of contact varieties that emerged in Namibia, a former German colony. Historical evidence comes from the genre of autobiographic narratives that were written by German settler women. These texts provide – ideologically filtered – descriptions of domestic life in the colony and contain observations about everyday communication practices. In interpreting the data I draw on the idea of ‘jargon’ as developed within creolistics as well as on Chabani Manganyi’s (1970) comments on the ‘master-servant communication complex’, and Beatriz Lorente’s (2017) work on ‘scripts of servitude’. I suggest that to interpret the historical record is a complex hermeneutic endeavour: on the one hand, the examples given are likely to tell us ‘something’ about communication in the colony; on the other hand, the very description of communicative interactions is rooted in what I call a ‘script of supremacy’, which is quite unlike the ‘atonement politics’ (McIntosh 2014) of postcolonial language learning.

The Fetish for a Subversive Jesus

2016 ◽  
Vol 14 (1) ◽  
pp. 52-70 ◽  
Author(s):  
Robert J. Myles
Keyword(s):  
Academic Success ◽  
Critical Analysis ◽  
World Order ◽  
Capitalist Society ◽  
The Other ◽  
Historical Jesus ◽  
Other Hand ◽  
The One ◽  
Present World

What does it mean to say Jesus was subversive? This article engages in meta-critical analysis of the use of ‘subversion’ in historical Jesus research. It argues that the neoliberal lives of Jesus in particular have increasingly fetishized a cultural mainstreaming of subversion in which certain forms of containable subversion are tolerated within late capitalist society, as part of a broader strategy of economic and ideological compliance. On the one hand, J.D. Crossan’s Jesus spun subversive aphorisms which constituted the radical subversion of the present world order. On the other hand, N.T. Wright has frequently intensified the rhetoric of subversion, claiming a ‘profoundly’, ‘doubly’, ‘thoroughly’, ‘deeply’, and ‘multiply’ subversive Jesus, while simultaneously distancing him from traditional subversive fixtures like militant revolutionary action. Through its discursive mimicking of wider cultural trends, this rhetorical trope has enabled Jesus scholarship to enjoy both popular and academic success in Western, neoliberal society.

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