Journal articles: 'Language development'

1

Umarovna, Usmonova Mehriniso. "Language Development Is Changing." American Journal of Applied Sciences 02, no. 08 (August 20, 2020): 85–88. http://dx.doi.org/10.37547/tajas/volume02issue08-11.

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Zarnikhi, Abolfazl. "Language development and scientific development." Terminology 11, no. 2 (December 5, 2005): 293–309. http://dx.doi.org/10.1075/term.11.2.05zar.

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The article deals with the role of terminology activities in scientific progress. It seems language development is the first step to achieving development. One way of developing a language is to understand subtleties of developed languages. As physics in Iran is an established course, its terminologies have been studied diachronically, over a period of 150 years, to know whether its language is well developed. To measure language evolution some criteria are suggested: terminologization, increasing of precision, standardization, reducing of loan-words and increasing of scientific concepts in native language. The criteria are applied to the data compiled from three distinct periods of the history of the language of physics in Iran. Today’s terminologies represent an improvement in the language of physics, compared with old word-formations. This means that physics has satisfied the precondition of development.

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Ewing, Guy, Andrew Lock, and Eunice Fisher. "Language Development." Language 61, no. 3 (September 1985): 726. http://dx.doi.org/10.2307/414427.

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Tomblin, J. Bruce. "Language Development." Topics in Language Disorders 11, no. 1 (November 1990): 78–79. http://dx.doi.org/10.1097/00011363-199011000-00012.

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Thornton, Stephanie. "Language development." Child Care 8, no. 3 (March 2011): 22–23. http://dx.doi.org/10.12968/chca.2011.8.3.22.

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Lock, A., and E. Fisher. "Language Development." Child Language Teaching and Therapy 1, no. 1 (January 1985): 121–22. http://dx.doi.org/10.1177/026565908500100119.

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Bates, Elizabeth. "Language development." Current Biology 2, no. 4 (April 1992): 199. http://dx.doi.org/10.1016/0960-9822(92)90532-f.

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Bates, Elizabeth. "Language development." Current Opinion in Neurobiology 2, no. 2 (April 1992): 180–85. http://dx.doi.org/10.1016/0959-4388(92)90009-a.

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Pye, Clifton, and Steven Pinker. "Language Learnability and Language Development." Language 61, no. 4 (December 1985): 903. http://dx.doi.org/10.2307/414499.

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BILLMAN, DORRIT. "Language Learnability and Language Development." Mind & Language 2, no. 3 (September 1987): 252–63. http://dx.doi.org/10.1111/j.1468-0017.1987.tb00120.x.

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Bialystok, Ellen, and Steven Pinker. "Language Learnability and Language Development." Modern Language Journal 70, no. 2 (1986): 176. http://dx.doi.org/10.2307/327334.

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Lawrance, Benjamin Nicholas. "Language between powers, power between languages." Cahiers d'études africaines 41, no. 163-164 (January 1, 2001): 517–40. http://dx.doi.org/10.4000/etudesafricaines.107.

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Molai, Tahereh Nasabpour. "Factors Affecting Language Development of Children." International Academic Journal of Social Sciences 06, no. 01 (June 6, 2019): 37–48. http://dx.doi.org/10.9756/iajss/v6i1/1910004.

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Turdikulova, Barno. "DEVELOPMENT OF GEOLOGICAL TERMINOLOGY IN THE XVIII-XX CENTURIES." American Journal Of Philological Sciences 03, no. 02 (February 1, 2023): 7–11. http://dx.doi.org/10.37547/ajps/volume03issue02-02.

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In the given article, it was observed the stages of development of units related to geology in the English and Uzbek languages, which are linked with the period and system in both languages. In the XVII–XX centuries, most of the field terms came from the English language; they entered the Uzbek language through the intermediate Russian language, adapting to the phonetic and grammatical rules. During this period, word acquisition is also important in the development of the geological terminology of the Uzbek language

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Caskey, Gregory W., and Nabamita Dutta. "Financial Development and Language Structures." Economies 10, no. 12 (December 8, 2022): 313. http://dx.doi.org/10.3390/economies10120313.

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Using cross country data, we explore the role of linguistic structures for the financial development of countries. Specially, we investigate if future time reference (FTR), the requirement of an obligatory future tense marking in languages, matters for financial development or not. Our results show that countries speaking weak FTR language or a language not needing a dedicated future tense marking have enhanced financial development relative to countries speaking strong FTR language. Discounting the future less or having a connection between the present and the future—characteristics of weak FTR languages—has implications for caring about saving and investment, having efficient property rights, protection of shareholders and cost of acquiring information. Our results are robust to multiple measures of financial development and inclusion of determinants of the same. Finally, results show that weak FTR language speaking countries benefit more when their financial development is low.

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FEDOROVA, O., L. ZAKRENYTSKA, and Т. SEVERINA. "FOREIGN LANGUAGE CLASSROOM DESIGN AS A FACTOR OF LANGUAGE LEARNER AUTONOMY DEVELOPMENT." Current issues of linguistics and translations studies, no. 24 (June 30, 2022): 50–54. http://dx.doi.org/10.31891/2415-7929-2022-24-10.

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Foreign language learner autonomy is a key capacity of a successful person in the 21st century due to the growing need for life-long education in the conditions of Euro integration and globalization. Modern educational institutions try to incorporate various means and forms of learning to develop learner autonomy. The article aims at the investigation of the peculiarities of Foreign Languages classroom design as a factor of foreign language learner autonomy development. Special emphasis is placed on the idea of Foreign Languages classroom zoning. The authors outline necessary equipment and strategies of its use in the process of autonomous students’ work in the Word Corner, Language Portfolio, Library and Face the Challenge Zones. The use of such educational facilities as Wordwall, Word Maps, Personal Tokens, Washing Line as means to decorate the classroom and promote foreign language learner’s autonomy is described too. The article suggests several approaches to short-term and long-term planning of student autonomous work in the Foreign Languages school classroom in the “Face the Challenge” zone. The simplicity, mobility and cost-effectiveness of the suggested facilities (furniture, seating, decorations) are their main advantages for both teachers and students. Rainbow design of work zones, materials and facilities in Foreign Languages classroom is presented as a way to integrate them all to represent the idea of student equality, unity and collaboration. The choice of rainbow design of the Foreign Languages classroom is approved by its aesthetic attractiveness, positive informal associations and universal awareness by teachers, students and parents. Suggested ideas of Foreign Languages classroom zoning and design of its educational environment are investigated as means to develop 21century 4C skills of critical thinking, creativity, communication and collaboration.

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qizi, Yoqubova Mahliyo Jabborali. "INFLUENCE OF THE DEVELOPMENT OF THE ENGLISH LANGUAGE." International Journal Of Literature And Languages 4, no. 2 (February 1, 2024): 16–20. http://dx.doi.org/10.37547/ijll/volume04issue02-04.

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English is a West Germanic language that originated from Anglo-Frisian dialects brought to Britain in the mid 5th to 7th centuries AD by Anglo-Saxon migrants from what is now northwest Germany, west Denmark and the Netherlands. The language has undergone major changes and developments in its pronunciation, vocabulary, grammar, and orthography throughout its over 1500 year history. This article provides an overview of the key influences and developments that have shaped the English language into its present global form. It examines the linguistic influences of Celtic, Norse, French, Latin, Greek and other languages on English. It also explores the impact of historical events, the growth of literacy, the invention of the printing press, dictionary compilation and standardized spelling on the development of English. The analysis shows that English has an unparalleled capacity to absorb, adapt and incorporate words and features from other languages. Through the early spread of English around the British Isles, and later via 19th and 20th century colonization and globalization, English has become the most widely spoken language worldwide with over 1.35 billion speakers.

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Genesee, Fred, Elena Nicoladis, and Johanne Paradis. "Language differentiation in early bilingual development." Journal of Child Language 22, no. 3 (October 1995): 611–31. http://dx.doi.org/10.1017/s0305000900009971.

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ABSTRACTIt has been claimed that children simultaneously acquiring two languages go through an initial stage when they are unable to differentiate between their two languages. Such claims have been based on the observation that at times virtually all bilingual children mix elements (e.g. lexical, morphological) from their two languages in the same utterance. That most, if not all, children acquiring two languages simultaneously mix linguistic elements in this way is widely documented. Although such code-mixing is not well understood or explained, there are a number of explanations unrelated to lack of language differentiation that may explain it. Moreover, while language differentiation is widely attested among bilingual children once functional categories emerge, usually during the third year, there is still some question as to how early in development differentiation is present. In this study, we examined language differentiation in five bilingual children prior to the emergence of functional categories (they ranged in age from 1;10 to 2;2 and in MLU from 1·23 to 2·08). They were observed with each parent separately and both together, on separate occasions. Our results indicate that while these children did code mix, they were clearly able to differentiate between their two languages. We also examine the possibility that the children's mixing is due to (a) their language dominance, and (b) their parents' rate of mixing. We could find no evidence that their mixing was due to parental input, but there was some evidence that language dominance played a role.

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Ashtari, Nooshan, and Stephen Krashen. "BARRIERS TO ADVANCED HERITAGE LANGUAGE DEVELOPMENT." LLT Journal: A Journal on Language and Language Teaching 26, no. 2 (October 6, 2023): 423–28. http://dx.doi.org/10.24071/llt.v26i2.6429.

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Speakers of heritage languages do not universally achieve advanced levels in the language. We present evidence that three barriers are responsible: (1) lack of access to comprehensible, interesting reading material in the heritage language. (2) The use of traditional language teaching methods in heritage language classes, and (3) the reactions of elders who scold young heritage language speakers for their “errors.”

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Bamgbose, Ayo. "African language development and language planning." Social Dynamics 25, no. 1 (January 1999): 13–30. http://dx.doi.org/10.1080/02533959908458659.

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Smith, Shelley D. "Genes, language development, and language disorders." Mental Retardation and Developmental Disabilities Research Reviews 13, no. 1 (2007): 96–105. http://dx.doi.org/10.1002/mrdd.20135.

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Rahmi, Rahmi. "THE DEVELOPMENT OF LANGUAGE POLICY IN INDONESIA." Englisia Journal 3, no. 1 (September 21, 2016): 9. http://dx.doi.org/10.22373/ej.v3i1.622.

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Indonesia has successfully implemented language policy by choosing Malay language as its national language which enables to unite ethnics from a variety of vernaculars’ background. However, Indonesia is not considered successful enough in preserving indigenous languages and promoting English as a crucial international language. In comparison with Indonesia, Malaysia and the Philippines faced some challenges when applying a language of majority as national language. Yet, both countries have more focuses to develop English in domestic level for global purposes. There are some sociolinguistic challenges for Indonesian policy makers in terms of local, national and international languages.

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23

Tongxi, Gong, and Guo Yi. "A Critical Review of China’s Foreign Language Program Development: The Perspective of Language Needs." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 21–44. http://dx.doi.org/10.5209/clac.65646.

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Recent years (2014–2017) have seen an explosive growth in foreign language undergraduate programs in Chinese universities, apparently in response to China’s development needs. However, without a precise analysis of China’s foreign language needs, it is impossible to evaluate whether the recent developments in foreign language education will be able to meet the nation’s development needs. This article addresses this issue by calculating China’s foreign language needs through a holistic assessment with 14 indicators. The calculation, mainly based on the practical use of foreign languages and China’s international exchange requirements, identifies the top 10 foreign languages urgently needed by the country and demonstrates the different functions of these foreign languages. In light of China’s national foreign language needs, this article ends with a critical review of foreign language program development in recent years.

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Sundari, Wiwiek. "The Development of English Vocabularies." Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 3, no. 1 (February 27, 2019): 35–38. http://dx.doi.org/10.14710/culturalistics.v3i1.4155.

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Vocabularies are important parts of all languages across the globe. When vocabularies develop through human communication, the language is considered as a living language instead of a dead language. English is a living language that undergoes some developments both in grammar and vocabularies. Those developments include pronunciation, spelling, and meaning that occur in every period, that is to say, Old English, Middle English, and Modern English. In addition, English has cosmopolitan and resourcefulness characteristics. English is a cosmopolitan language since it borrows and adopts some vocabularies from other languages and resourcefulness means that English undergoes some affixation through derivation and inflection. This article discusses the metamorphoses of English vocabularies in several periods.

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Hammer, Carol Scheffner, and Amy L. Weiss. "Guiding Language Development." Journal of Speech, Language, and Hearing Research 42, no. 5 (October 1999): 1219–33. http://dx.doi.org/10.1044/jslhr.4205.1219.

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This investigation explored how African American mothers and their infants at the single-word stage of development structured their play and communicated with one another. Six mother-child dyads of low socioeconomic status (SES) and six of middle SES were observed at play. Few group differences were found, with the majority of the differences involving language behaviors. The middle-SES dyads included language goals more often in their play. Middle-SES infants initiated play verbally more frequently and produced over twice as many vocalizations as their low-SES peers. In addition, middle-SES mothers used a wider variety of words when playing with their children than their low-SES counterparts. A range of play styles was found within both groups. These were categorized into three general play styles: mothers and children actively involved in play; mothers' involvement varied; and children actively engaged and mothers attentive.

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Joseph, Elsa. "Encouraging language development." Practical Pre-School 2010, no. 112 (May 2010): 5–6. http://dx.doi.org/10.12968/prps.2010.1.112.48269.

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Honig, Alice Sterling. "Oral language development." Early Child Development and Care 177, no. 6-7 (August 2007): 581–613. http://dx.doi.org/10.1080/03004430701377482.

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Larrivee, Linda S. "Later Language Development." Topics in Language Disorders 20, no. 1 (November 1999): 78–79. http://dx.doi.org/10.1097/00011363-199911000-00009.

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Kaplan, Robert B. "Language and development." English for Specific Purposes 17, no. 3 (January 1998): 317–20. http://dx.doi.org/10.1016/s0889-4906(97)00033-1.

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Castiglia, Patricia T. "Speech-language development." Journal of Pediatric Health Care 1, no. 3 (May 1987): 165–67. http://dx.doi.org/10.1016/0891-5245(87)90032-0.

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Baxtiyarovna, Maxkamova Dildora. "COMPUTER TRAINING PROGRAMS AND ITS DEVELOPMENT." American Journal Of Social Sciences And Humanity Research 4, no. 3 (March 1, 2024): 175–81. http://dx.doi.org/10.37547/ajsshr/volume04issue03-23.

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In today’s digital age, the use of computer training programs in education has become increasingly prevalent. Use of computer training programs in learning languages is one of the best recent and technological approaches in language learning and teaching, especially to strengthen the opportunities to achieve objectives of language pedagogy. Nowadays, many researchers and professionals get to know the significance of using various computer training programs in the procedure of language teaching and learning equally. These article aims to explore and analyze the theoretical background behind the methods of usage of computer training programs in language learning, especially in English lessons in the non-native speaking countries and to bring out the problems faced by both teachers and learners of English. In conclusion, the methods of usage of computer training programs in education are supported by several key theories in the field of educational.

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Bereketeab, Redie. "The Politics of Language in Eritrea: Equality of Languages Vs. Bilingual Official Language Policy." African and Asian Studies 9, no. 1-2 (2010): 149–90. http://dx.doi.org/10.1163/156921010x491308.

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Abduvakhitovna, Suyunova Ozoda. "Development of University Students’ Foreign Language Competence." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 1893–96. http://dx.doi.org/10.37200/ijpr/v24i1/pr200292.

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Genesee, Fred. "Early bilingual development: one language or two?" Journal of Child Language 16, no. 1 (February 1989): 161–79. http://dx.doi.org/10.1017/s0305000900013490.

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ABSTRACTIt is commonly thought that children learning two languages simultaneously during infancy go through a stage when they cannot differentiate their two languages. Virtually all studies of infant bilingual development have found that bilingual children mix elements from their two languages. These results have been interpreted as evidence for a unitary, undifferentiated language system (the unitary language system hypothesis). The empirical basis for these claims is re-examined and it is argued that, contrary to most extant interpretations, bilingual children develop differentiated language systems from the beginning and are able to use their developing languages in contextually sensitive ways. A call for more serious attention to the possible role of parental input in the form of mixed utterances is made.

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Adnyani, Ni Luh Putu Sri, Ni Made Rai Wisudariani, and I. Wayan Swandana. "Lexical development in an Indonesian-Balinese bilingual child." Indonesian Journal of Applied Linguistics 12, no. 2 (September 30, 2022): 476–88. http://dx.doi.org/10.17509/ijal.v12i2.51089.

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It is debatable whether bilingual children can distinguish between their two languages from an early age. This study aims to describe how a bilingual infant differentiates between her two languages, focusing on the acquisition of a dual vocabulary. This topic is addressed in a bilingual case study of an infant who acquired a national language (Indonesian) and an indigenous language (Balinese) simultaneously from birth until the age of one year and eleven months. Within the family, the two languages are used interchangeably. The parents' native language is Balinese, and Indonesian is the neighbourhood’s lingua franca. However, within the peer group, Indonesian is the dominant language. Daily diaries are used to record the child's vocabulary development in combination with weekly video recordings in the two language settings. The study shows that the child develops vocabulary in both Indonesian and Balinese. Since Indonesian and Balinese are closely related, the child also develops words that are shared by the two languages. During the development of the child’s vocabulary, Indonesian words outnumbered Balinese words due to the dominant use of Indonesian in the environment. The research demonstrates that translation equivalents (TEs) mean those language choices are available from the early stages of language development. The study shows that translation equivalents (TEs) demonstrate those language choices are available from the initial stages of language development. The findings highlight that a child who is exposed to two closely related languages can differentiate different language systems from an early age. Despite the child's ability to differentiate between the two languages, the national language develops at a far quicker rate than the indigenous language.

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LAITIN, DAVID D., and RAJESH RAMACHANDRAN. "Language Policy and Human Development." American Political Science Review 110, no. 3 (August 2016): 457–80. http://dx.doi.org/10.1017/s0003055416000265.

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This article explores how language policy affects the socioeconomic development of nation states through two channels: the individual’s exposure to and (in reference to an individual’s mother tongue) linguistic distance from the official language. In a cross-country framework the article first establishes a robust and sizeable negative relationship between an official language that is distant from the local indigenous languages and proxies for human capital and health. To establish this relationship as causal, we instrument language choice with a measure of geographic distance from the origins of writing. Next, using individual level data from India and a set of 11 African countries, we provide microempirical support on the two channels—distance from and exposure to the official language—and their implications for educational, health, occupational and wealth outcomes. Finally, we suggest policy implications based on our findings.

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Shuhrat Kuchimov and Nilufar Ochilova. "DEVELOPMENT OF INTERNATIONAL AND NATIONAL LANGUAGES." International Journal of Innovative Technologies in Social Science, no. 5(17) (August 31, 2019): 21–24. http://dx.doi.org/10.31435/rsglobal_ijitss/31082019/6619.

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The article discusses the development of international and national languages, their historical period and role in modern society. Since Uzbekistan is an independent country it is trying to increase the place of Uzbek language among other languages in the world. Currently, there are many foreigners from different countries who are interested in the history of Uzbekistan and its language. We hope that the Uzbek language will develop in the same way as other international languages.

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Walsh, John. "Language and socio-economic development." Language Problems and Language Planning 30, no. 2 (August 11, 2006): 127–48. http://dx.doi.org/10.1075/lplp.30.2.03wal.

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This paper is about the debate over the role of language and culture in socio-economic development. Drawing on his experience of Ireland, the author examines the rich historical tradition of debate about the positive role which language can play in national development, and suggests a theoretical grounding for those arguments. The elaboration of such a theoretical basis is essential as a counterbalance to powerful and dominant global forces which engage in, as Stephen May puts it, “the denunciation of ethnicity”. Those pursuing these arguments have frequently used a form of economic Darwinism in order to justify the marginalisation or extermination of threatened languages or to oppose multilingualism generally. This paper lays out the foundations of an alternative approach which posits that all languages and cultures, regardless of their status or numerical size, can be integrated into processes of socio-economic development, and that none is inherently anti-development. It is hoped that the arguments presented here will also stimulate debate about the nature of the concept of development itself, and facilitate closer integration of the often distinct disciplines of language planning and policy and socio-economic development.

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Aljarelah, Ahmed Kareem. "THE DEVELOPMENT OF LITERARY LANGUAGE THROUGH THE AGES." International journal of language, literature and culture 04, no. 06 (June 1, 2024): 23–33. http://dx.doi.org/10.55640/ijllc-04-06-04.

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Many factors, including societal shifts, technology, culture, and history, contribute to literary language's gradual but steady development. Literary language has changed throughout history to reflect new social and intellectual paradigms, and this research follows that change from antiquity to the present day. Examining the written traditions of classical antiquity, the Middle Ages, and the Renaissance follows an examination of the oral traditions of ancient civilizations when storytelling played a crucial role in preserving history and culture. Literary language differs between periods due to the influence of prevalent linguistic conventions, philosophical ideas, and technological developments. Moving from verbal to written communication is a watershed moment because it paves the way for textual standardization and preservation. Greek and Latin were the de jure languages of the classical period when many literary genres and styles flourished. Various vernacular languages emerged during the Middle Ages when oral and written traditions mingled. A more sophisticated and nuanced use of language was one of the many benefits of the Renaissance, which saw an upsurge in creative activity and a return to classical study. Making books more widely available and aiding in linguistic standardization, the printing press was invented in the fifteenth century and profoundly impacted the distribution of literary works. Examining how the Enlightenment, Romanticism, and Industrial Revolution affected literary language, the research delves further into how these eras mirrored more significant social shifts. As a result of increased communication across borders, new technologies, and the proliferation of online media, literary vocabulary has become more diverse than at any time in the twentieth and twenty-first centuries. Literary language's evolution demonstrates how human expression is ever-changing, adjusting to novel situations and technological advances. A thorough analysis of this development is given in this work, which sheds light on the complex interplay of literature, language, and society.

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Rumkabu, Sara Nelince, Julius Panda Putra Naibaho, and Marlinda Sanglise. "Android-based Biak Language Dictionary Application Development." JISTECH: Journal of Information Science and Technology 12, no. 1 (June 21, 2023): 75–87. http://dx.doi.org/10.30862/jistech.v12i1.201.

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The development of information technology has so far advanced, and especially on smartphones, this makes smartphones a practical tool for learning media. Then an Android-Based Biak Language Dictionary Application was created. Preserving regional languages is very necessary in the midst of very rapid technological developments, media dictionaries can be a solution for introducing the various regional languages of Biak Numfor. The purpose of this research is to develop the Biak Regional Language Dictionary Application so that it can be managed properly by an administrator directly from the application. By utilizing the kodular tool, the Biak Regional Language Dictionary Application was developed with the results of the Biak Language Dictionary Application (KBB).

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Tsushima, Rika, and Martin Guardado. "Multilingualism and literacy development in interlingual families." Journal of Multilingual Theories and Practices 5, no. 1 (March 27, 2024): 47–68. http://dx.doi.org/10.1558/jmtp.25807.

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Heritage languages are key to shaping the identity of many individuals who grow up in environments where the dominant societal language is different from their home languages. Yet heritage language learners can be incredibly diverse in terms of cultural and language backgrounds, language proficiency, literacy skills, language socialization experiences and in many other ways. Heritage language education and literacy development, in particular, have been examined in both formal and community-based educational settings. Insights drawn from this growing area of research have informed our understanding of challenges faced by heritage language learners in relation to literacy socialization, such as a lack of educational resources and community support. A subset of this research examines the issues faced by mixed-heritage language families in relation to literacy. This article reports on the qualitative phase of a mixed-method study on the language and literacy socialization experiences of interlingual families in Canada with mothers of Japanese descent. The findings highlight the multiple challenges faced by the participants in relation to the development of Japanese literacy. It draws attention to the complexity of their family lives, and how the promotion of multilingualism in the two official languages of Canada comes at the expense of Japanese literacy skills for their children.

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Hickmann, Maya. "Language and cognition in development." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 11, no. 2 (June 1, 2001): 105–26. http://dx.doi.org/10.1075/prag.11.2.01hic.

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The relation between language and cognition in child development is one of the oldest and most debated questions, which has recently come back to the forefront of several disciplines in the social sciences. The overview below examines several universalistic vs. relativistic approaches to this question, stemming both from traditional developmental theories and from more recent proposals in psycholinguistics that are illustrated by some findings concerning space in child language. Two main questions are raised for future research. First, substantial evidence is necessary concerning the potential impact of linguistic variation on cognitive development, including evidence that can provide ways of articulating precocious capacities in the pre-linguistic period and subsequent developments across a variety of child languages. Second, relating language and cognition also requires that we take into account both structural and functional determinants of child language within a model that can explain development at different levels of linguistic organization in the face of cross-linguistic diversity.

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Grizzle, K. L., and M. D. Simms. "Early Language Development and Language Learning Disabilities." Pediatrics in Review 26, no. 8 (August 1, 2005): 274–83. http://dx.doi.org/10.1542/pir.26-8-274.

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Grizzle, Kenneth L., and Mark D. Simms. "Early Language Development and Language Learning Disabilities." Pediatrics In Review 26, no. 8 (August 1, 2005): 274–83. http://dx.doi.org/10.1542/pir.26.8.274.

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Connolly, John H. "Book reviews : Language learnability and language development." Child Language Teaching and Therapy 2, no. 3 (October 1986): 351–54. http://dx.doi.org/10.1177/026565908600200315.

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Tupas, T. Ruanni F. "Language as a problem of development." AILA Review 22 (November 16, 2009): 23–35. http://dx.doi.org/10.1075/aila.22.03tup.

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Fixation on language in language policy debates is not a natural given. In fact, it has to be re-examined. This paper argues that another effective way to look at language policy is to suspend talk on language, and instead first engage with social development issues where people are at the heart of the social landscape. It discusses three ways of engagement with language policy as seen in the landscape of the politics of language, education and social development in the Philippines. The first way is engaging language policy which means debating the key features of the existing language policy usually based on ideological concerns. The second way is re-engaging language policy which highlights previously sidelined provisions of the policy such as those concerning local languages in education. The third way is disengaging from language policy which primarily sees language policy as part of a general social development framework, i.e. the imperative to focus on specific needs of local communities from which the roles of language emerge. The key point to note is that language does not seem to figure as a fundamental problem that needs to be addressed.

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Herman, Rosalind, and Kate Rowley. "Assessments of Sign Language Development." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 98–108. http://dx.doi.org/10.31299/hrri.58.si.5.

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Since the late nineties, several assessments to track and assess sign language acquisition in deaf and hard of hearing (DHH) children have been developed and standardised for some sign languages (Herman, Rowley, Mason, & Morgan, 2014; Rosenburg, Lieberman, Caselli, & Hoffmeister, 2020). These assessments have provided important insights into how DHH children acquire sign language and how acquisition can be impacted by developmental or acquired disorders (Mason et al., 2010; Quinto-Pozos, Forber-Pratt, & Singleton, 2011). Moreover, the development of sign language assessments has enabled research studies to show associations between language, cognitive skills and literacy (Botting et al., 2017). The availability of sign language assessments has confirmed that DHH children from DHH, signing families achieve similar milestones in sign language as their hearing counterparts in spoken language. Yet the measures developed to date are insufficient for tracking bimodal bilingual development in DHH children, particularly as children progress through the later school years. This article reviews hitherto mentioned and new issues in test development and standardization related to the status of sign language research, the size and nature of the population of DHH signers, and tester issues with a specific focus on assessments used by practitioners rather than those designed for research purposes. References are made to the reasons why DHH children are at risk for language delay. A selection of different types of sign language test is presented. In the UK and elsewhere, many of the tests developed to date have focused on the earlier stages of language development. We therefore include a description of a UK project that is adapting an assessment for adolescent signers.

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Kolomytseva, K. S., and O. A. Nehaeva. "Ethnoculturological Aspect of Educational System Development." Science Almanac of Black Sea Region Countries 33, no. 1 (March 27, 2023): 45–50. http://dx.doi.org/10.23947/2414-1143-2023-33-1-45-50.

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In the modern world, there is a steady tendency to study native languages and cultures through education. Most states are multinational; therefore, the formation of interethnic relations on the basis of a flexible national policy primarily in the field of education becomes the most important condition for the strength of the state. In the policy of teaching in the native language, the principle of local languages was formulated, embodying the requirement to teach in the local language. At the end of the 20th century, when the rise of ethnic minorities in various European states began, it became obvious that the principle of local languages equality and the right to study in their native language are two sides of the same coin. The principle of using local languages in education is also gaining popularity in those European countries where in the past representatives of the national group dominant in this state paid very little attention to the right of national (linguistic) minorities to use and study in their native language.

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Makena, Bulelwa, and Ntando Mpahla. "PERCEPTIONS OF ENGLISH LANGUAGE TEACHERS ON CODE-SWITCHING APPROACH TOWARDS LANGUAGE DEVELOPMENT." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (March 15, 2022): 15–25. http://dx.doi.org/10.20319/pijtel.2022.61.1525.

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This paper explores how code-switching can be meaningfully used as an empowerment approach towards improving learners’ performance in the English language. In cultures with people using more than one language for communication, code-switching exists. Bilinguals as speakers of many languages, code-switch, using their languages resourcefully at conveying meaning in a variety of ways. Code-switching occurs every day during teaching and learning as most subjects in the curriculum are offered in the English language. Teaching and learning the English language in South Africa is characterized by serious challenges because the government is advocating for use of home languages for all subjects of lower grades in primary schools. However, teachers still encounter challenges when using English as a medium of instruction in preceding grades because learners fail to comprehend challenging concepts and terminologies presented to them in a language besides their home language. This qualitative study revealed that using code-switching can be a worthwhile approach for use in bilingual classrooms. A possible recommendation is that English language teachers should utilize code-switching as an approach to assist language development as learners in schools investigated emanate from diverse cultures, underpinned by different linguistic backgrounds and linguistic constituencies.

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Szczepankowska, Irena. "Leksyka ekonomiczna w polszczyźnie: dynamika rozwoju i zakres wpływu języków niesłowiańskich." Poradnik Językowy, no. 7/2023(806) (September 19, 2023): 7–16. http://dx.doi.org/10.33896/porj.2023.7.1.

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The subject of the observation is the Polish economic lexis used in the discourse on economy: agriculture, industry, trade, and financial operations. Its present composiƟtion, with a considerable share of borrowings from English, is an effect of the development of the capitalist socioeconomic formation. New symbols have layered on top of the abundant lexical substratum composed of native units as well as Germanisms and Latinisms, including those of Greek provenance, which has been gradually enriched over the centuries. The aim of the analysis is to identify the development trends in the lexical layer that have evolved into the current Polish economic discourse, with a particular focus on the dynamics, extent, and nature of foreign-language influences. The statistical comparison of the lexical resource of three journalistic texts of similar volumes, representative of successive periods of the development of the economic discourse in the Polish language, permits the ascertainment that the broadest assimilation of non-Slavic components into the Polish economic lexis took place in the 19th century.

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Journal articles on the topic 'Language development'

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