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Dissertations / Theses on the topic 'Language development'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Mooneyham, John C. "Oral Language Development Workshops." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5923.

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2

Wallin, Janni. "Storytelling and language development." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36337.

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Since storytelling is a growing form of teaching we wanted to interview teachers to see what their experiences and opinions were on the subject. Our purpose was to investigate how teachers find working with storytelling and how it is related to language development. With help from our supervisor we were able to decide our interview questions that would help us answer our research question. After our interviews we reviewed the answers and analyzed them. We chose to have thematic rubrics in our results section. This enabled us to compare the different answers and analyze them. When we compiled t

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3

Vaughn, Jennifer Sykes. "Facilitating language and literacy development: A dual language perspective." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10647.

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With an increasingly bilingual population, children have more opportunities for dual language education. Literacy activities at home have been correlated with reading and writing success; however, helping a child learn in a language in which the parent is not fluent could create challenges. Parents of students who attend a K-8 dual language school completed a survey asking how they help their child obtain literacy skills in both languages. Over 200 surveys from both English and Spanish speaking households were analyzed to determine what strategies parents utilize. Follow up interviews were con

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4

Bakhsh, Jameel. "SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHOD." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent160042669071272.

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5

Nogwina, Mnoneleli. "Development of a stemmer for the isiXhosa language." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2611.

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IsiXhosa language is one of the eleven official languages and the second most widely spoken language in South Africa. However, in terms of computational linguistics, the language did not get attention and natural language related work is almost non-existent. Document retrieval using unstructured queries requires some kind of language processing, and an efficient retrieval of documents can be achieved if we use a technique called stemming. The area that involves document storage and retrieval is called Information Retrieval (IR). Basically, IR systems make use of a Stemmer to index document rep

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6

Herman, Rosalind. "Assessing British sign language development." Thesis, City University London, 2002. http://openaccess.city.ac.uk/8446/.

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Sign bilingualism is one of several approaches to the education of deaf children in the UK Sign bilingualism seeks to introduce British Sign Language (BSL) to deaf children from an early age in order to establish a first language from which English, the majority language, can be acquired. However, there is little concensus on how deaf children's BSL development should be measured and no practical tools available to assist practitioners in this task. BSL assessments are needed to make baseline assessments, facilitate identification of language difficulties, indicate targets for remediation and

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7

Bloom, Paul 1963. "Semantic structure and language development." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/13686.

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8

Tamm, Lessa de Sá Carlos. "Autistic functioning and language development." Thesis, University of East London, 2014. http://roar.uel.ac.uk/4597/.

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This thesis is a retrospective qualitative study based on psychotherapy sessions with children presenting autistic features who use language in atypical ways. The aim was to understand, through the transferential relationship, what psychological context in terms of anxieties and defences prevents the child from using language efficiently. Hypotheses concerning children‘s use of language in the context of their emotional oscillation and evolution during the course of treatment were noted and checked against subsequent developments. They were also triangulated with the outcome of a grounded theo

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9

Jay, Jason T. "Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5707.

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Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and par

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10

Seyed, Alavi Seyed Mohammad. "Language Development in Personal and Social Systems: Second Language Development from an Autopoietic Systemic Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37135.

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Over the past two decades, holistic and systemic approaches to second language development have begun to draw the attention of scholars in the field of SLA. These studies are primarily informed by complexity theory, which emerged from the general systems theory. General systems theory, however, has another important theoretical offshoot in social sciences, namely autopoietic systems theory. An investigation of conceptual tools drawn from the latter theory has been absent in the field of second language education. This paper seeks to explore how systemic thinking has improved the field’s unde

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11

Fritz, Dana R. "The nature of parent language prompts in early language development /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988660.

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12

Salley, Brenda J., and Wallace E. Jr Dixon. "Temperamental and Joint Attentional Predictors of Language Development." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4898.

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Individual differences in child temperament have been associated with individual differences in language development. Similarly, relationships have been reported between early nonverbal social communication (joint attention) and both temperament and language. The present study examined whether individual differences in joint attention might mediate temperament-language relationships. Temperament, language, and joint attention were assessed in 51 21-month-olds. Results indicated an inverse relationship between aspects of temperamental difficulty, including low executive control and high negativ

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13

VAN, CLEAVE MATTHEW JAMES. "THE ROLE OF LANGUAGE IN COGNITIVE DEVELOPMENT." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1186060901.

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14

Weikum, Whitney Marie. "Visual language discrimination." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/481.

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Recognizing and learning one’s native language requires knowledge of the phonetic and rhythmical characteristics of the language. Few studies address the rich source of language information available in a speaker’s face. Solely visual speech permits language discrimination in adults (Soto-Faraco et al., 2007). This thesis tested infants and adults on their ability to use only information available in a speaker’s face to discriminate rhythmically dissimilar languages. Monolingual English infants discriminated French and English using only visual speech at 4 and 6 months old, but failed this

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15

Lin, Hui-Ju. "Bilingualism, feedback, cognitive capacity, and learning strategies in L3 development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453905362/viewonline.

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16

Quay, Suzanne. "Language choice in early bilingual development." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282854.

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17

Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreiko. "Professional Development of English Language Teachers." Thesis, Севастополь: Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/58865.

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Розглядаються такі аспекти професійного розвитку викладача англійської мови як володіння предметом, методикою та знання потреб студентів.<br>The article deals with such aspects of professional development of English language teachers as knowing about the subjetc matter, theories of learning and teaching , and the students.

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18

Suzuki, Sakae. "Language Learners' Beliefs: Development and Change." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/175672.

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CITE/Language Arts<br>Ed.D.<br>This longitudinal study was designed to provide an orderly account of how beliefs about English language learning develop among seven Japanese high school students, identify beliefs that are beneficial and interfering for language learning and the routes by which these beliefs are reached, and identify belief changes and their sources. Beliefs are defined as a cognitive representation about self and the world. They are situated in experiences and social context. Learner beliefs pertain to many aspects of language learning and come from multiple sources, including

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19

Silva, Frank L. "ENHANCING LANGUAGE DEVELOPMENT FOR ENGLISH LEARNERS." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/253.

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Previously accepted and current research has been reviewed regarding the development of English proficiency for English Language Learners. The particular areas of concern deemed crucial for language development are the domains of reading, writing, listening and speaking. The critical components for effective English Language Development instruction as well as the strategies considered the most effective and efficient were also investigated. The review resulted in the creation of an English Language Development unit that includes the essential components and various strategies that are consider

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20

Maggiore, Giuseppe <1985&gt. "Casanova: a language for game development." Doctoral thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3046.

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In this work we present Casanova, a programming language. Its novelty lies in the fact that it was designed with an exclusive focus on making games. The goal of Casanova is to change the landscape of game development, by show-ing how programming languages, and not game engines and game development sys-tems, are the real frontier to explore in order to make game development truly easier. In this work we do not just show Casanova. We also present an extensive eval-uation of our own experience in using the current implementation of Casanova in order to build games and simulations. We conclude tha

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21

Georgali, Konstantina. "Greek teachers' understandings of typical language development and of language difficulties." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10038677/.

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Language is a dynamic learning mechanism for children. Oral language skills are pivotal to all children and should be practiced in schools. However, not all children develop language typically and some may experience language difficulties at differing levels and degrees of severity. As the concept of inclusion has gained currency in many countries, it is expected that larger numbers of students whose difficulties are not severe enough to be admitted to a special school, will be educated in mainstream classrooms alongside children with typical language development. Thus, teachers are increasing

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22

Panzeri-Alvarez, Christina. "Metacognition and language transfer for an English language development transitional program." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1780.

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23

Collins, Anna. "Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/metapragmatic-awareness-in-children-with-typical-language-development-pragmatic-language-impairment-and-specific-language-impairment(67bb77e7-bda0-40d2-ac62-772bbab8bb25).html.

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Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of de

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24

Dardis, Leah M., and Leah M. Dardis. "Language Orientations and Leadership Amidst Arizona's Restrictive Language Policies." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624316.

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This critical case study examines elementary school principals' perceptions of language and how those perceptions influence educational opportunities (i.e. curriculum and instruction) provided for English language learners in Southern Arizona elementary schools in two school districts. These schools have an above state average population of second language learners, high levels of student achievement according to the state letter grade and the four-hour English Language Development (ELD) block. This study draws heavily on the notion of language orientations as a conceptual model as proposed

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25

Terrell, LaTrenda. "Head Start Teacher Professional Development on Language Modeling and Children's Language Development: A Sequential Mixed Methods Design." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/590.

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Poverty is known to affect many areas of life for poor children, particularly young children’s language development. To address language development issues as well as other educational needs, the Head Start Program was created. The purpose of this sequential mixed-methods study was to describe the professional development experiences of Head Start teachers on language modeling. In addition, this study sought to explore teachers’ views on language modeling and the activities they find most effective to support student learning. Analysis of the data revealed that teachers wanted more training an

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26

Rioux, Robyn. "English language learners and the development of the English language learner curriculum." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.

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27

Wood, David. "Formulaic language in speech fluency development in English as a second language." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29274.

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This thesis is an investigation of the role of formulaic language in second language (L2) speech fluency development, within a cognitive and information processing framework. Fluency has been studied and defined in terms of temporal variables of speech such as rate of speech, pause frequency and distribution, and the length of fluent runs between pauses. It has been suggested by several researchers that the key to fluency in spontaneous speech is mastery of a repertoire of formulaic language sequences, multiword strings processed mentally as single words (Schmidt, 1991; Towell, Hawkins, and Ba

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28

McGinnis, Amanda Marie. "The role of attention in second language development implications for language classrooms /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05312007-125934/.

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29

Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the lo

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30

Alofi, Ibrahim A. "Professional Development of Computer Assisted Language Learning (CALL): Saudi Arabia Language Teachers." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1403625998.

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31

Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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<p> As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this

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32

Gauthier, Karine. "Language development in internationally-adopted children acquiring French as a "second first language"." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86603.

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Investigating the development of internationally-adopted (IA) children makes it possible to examine how early life experiences might affect later development and, in particular, the extent to which the language faculty is flexible and can adapt to a new language after interruption in acquisition of the birth language. The general purpose of the present research program was to study the ability of IA children to acquire their "second first language" and to identify factors that might favor or impede the development of their new language, French in the case of the studies presented in this thesi

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33

Matsui, Shiro. "The relevance of the native language in foreign language acquisition : the critical period hypothesis for foreign language pronunciation /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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34

Driggers-Jones, Lauren P. "A Tactful Conceptualization of Joint Attention: Joint Haptic Attention and Language Development." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3607.

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Research investigating associations between joint attention and language development have thus far only investigated joint attention by way of visual perceptions while neglecting the potential effects of joint attention engaged through other sensory modalities. In the present study, I aimed to investigate the joint attention-language development relationship by investigating the possible links between joint haptic attention and language development, while also exploring the likely contributions of joint visual attention through a mediation analysis. Using video recordings from an archival data

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35

Igualada, Pérez Alfonso. "Gesture-speech temporal integration in language development." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/670094.

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In everyday interactions, speakers integrate gestures and speech sounds at a temporal level. One of the linguistic functions of temporally synchronous gesture-speech combinations is to provide prominence to specific parts of a discourse. While a bulk of evidence has explored the gesture-speech co-expressiveness at a semantic level, little is known about the children’s ability to use synchronized gestural and prosodic prominences in the benefit of language. This PhD thesis investigates gesture-speech temporal integration abilities in development and its beneficial impact for children’s language

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36

Noland, Andrea. "Strategy development and the role of language." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31908.

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This study investigated the role of language in the frequency and nature of preschool children's memory strategies. Twenty children, aged 18-33 months, were observed during a memory-for-location task for their use of potentially strategic behaviors. Each child accompanied the researcher while she hid a stuffed toy in a natural location (e.g., under a pillow). The children were told to remember the toy's location, in order to retrieve the toy when a bell rang after a delay of 3 minutes. During the delay interval, six behaviors occurred: looking, pointing, approaching, attempting to retrieve,

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37

Weinert, Regina. "A study of classroom second language development." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/27632.

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The nature of the relationship between the teaching and learning of second languages in the classroom has rarely been the subject of empirical investigation. The teaching profession tends to regard this relationship as a relatively direct one. Teaching which is based on a language syllabus explicitly or implicitly assumes that, given sufficiently frequent presentation and practice, learning will take place in a linear, cumulative fashion, although actual teaching practices may intuitively respond to learning being different. Since teachers are concerned with establishing which methods bring ab

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Barnhart, Lindsay J. "Development of sign language for young children." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006barnhartl.pdf.

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39

Estraikh, Gennady. "Soviet Yiddish : language planning and linguistic development /." Oxford [u.a.] : Clarendon Press, 1999. http://www.loc.gov/catdir/enhancements/fy0606/98044256-d.html.

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40

Wagha, Muhammad Ahsan. "The development of Siraiki language in Pakistan." Thesis, SOAS, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267685.

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41

Brown, Thomas John. "Language development for transputer based image processing." Thesis, Queen's University Belfast, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317493.

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42

Siebert, J. P. "The development of a control oriented language." Thesis, University of Glasgow, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372414.

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43

Cooper, Ezra. "Programming language features for Web application development." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/29069.

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Web programming remains difficult, even with cutting-edge libraries, because the execution model of the web environment is essentially different from the classic models. Unlike a batch program which sits between input and output streams, a web program sits between user activity in the browser and serverside resources such as a database. Furthermore the use of URLs as durable entry points to an application makes the environment fundamentally concurrent and re-entrant, a challenge and opportunity for supporting web programmers. This thesis makes four principal contributions to the technology for

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44

Glen, Andrew Gordon. "A probability programming language: Development and applications." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539623920.

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A probability programming language is developed and presented; applications illustrate its use. Algorithms and generalized theorems used in probability are encapsulated into a programming environment with the computer algebra system Maple to provide the applied community with automated probability capabilities. Algorithms of procedures are presented and explained, including detailed presentations on three of the most significant procedures. Applications that encompass a wide range of applied topics including goodness-of-fit testing, probabilistic modeling, central limit theorem augmentation, g

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Andrèn, Ludowyke Eva, and Hiba Diab. "Språkutveckling genom bild / Language development through picture." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29754.

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Vi har undersökt i vilken utsträckning bild används som språkutveckling på skolorna. Speciellt fokus har vi lagt på dyslektiska elever eftersom viss forskning hävdar att de är mer konstärligt lagda än genomsnittet, och därför extra gynnade av bild i undervisningen. Vi genomförde kvalitativa intervjuer med pedagoger och elever på fem olika skolor. Vårt resultat från undersökningen visar att bild i olika former används mycket ute på skolorna, även om det inte alltid definieras som bildämne, det vill säga schemalagd bildundervisning. Vi fick många intressanta exempel på hur bilder används som kom

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Sokol, Alexander. "Development of inventive thinking in language education." Université Louis Pasteur (Strasbourg) (1971-2008), 2008. http://www.theses.fr/2008STR1PS01.

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L’approche pédagogique développée propose une structuration des connaissances tournée vers la résolution de problèmes en situation de formation aux langues vivantes étrangères. La thèse convoque un certain nombre d’approches existantes pour résoudre des problèmes quand aucune solution n’est connue. Le cadre théorique repose sur la théorie de la pensée « forte » (OTSM-TRIZ) ainsi que sur la théorie de résolution des problèmes d’invention (TRIZ). L’auteur construit cinq modules centrés sur la littérature et les films, la grammaire, l’apprentissage en autonomie, la recherche et les énigmes. Enfin

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Hare-Blye, Cynthia Lee. "Gender Differences in Slow Expressive Language Development." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4854.

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The contemporary research suggests that some children who present with early language delays as toddlers outgrow their delays while others continue to develop long-term language difficulties. Several studies over the years have focused on factors that might aid in predicting the outcome of late talkers. This current study emphasized exploring gender as a possible predictive factor. The purpose of this study was to determine if significant differences exist in the rate of growth in language skills, as indexed by scores on the Developmental Sentence Scoring (DSS) procedure (Lee, 1974) of boys ve

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48

Ratkus, Artūras. "The adjective inflection in Gothic and early Germanic : structure and development." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609805.

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DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

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Jones, Beth Ann. "Temperament Differences in Children with a History of Slow Expressive Language Development and Their Peers with Normal Language Development." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5281.

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Language is the way in which individuals are able to express ideas, feelings, needs, expectations, and form relationships with others in their surrounding environment. A disruption in language development may negatively impact a child's social development. Research shows that children with language delays or disorders tend to have increased social and behavioral difficulties (Cantwell & Baker, 1977; Caulfield, Fischel, DeBaryshe, & Whitehurst, 1989). However, research has not examined temperament differences in young children with language delays or disorders. The question this study sought to

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