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Добірка наукової літератури з теми "Language awareness in children"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 29 липня 2024

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Статті в журналах з теми "Language awareness in children"

1

Ivanova, Nedelina, Rannveig Sverrisdóttir, and Guðný Björk Þorvaldsdóttir. "Raising Handshape Awareness." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 27–51. http://dx.doi.org/10.31299/hrri.58.si.2.

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Although previous research shows that the use of rhyme in early language stimulation has a positive impact on children’s sign language development, this area of sign language acquisition has not been adequately researched. 90% of deaf children are born to hearing parents who barely know sign language before their child is born, and yet they are the primary language role models in their child’s life. As L2 sign language users, hearing parents of deaf children teach language skills in their L2 to their deaf child who acquires sign language as one of their L1s. In this article, we focus on the potential application of the Icelandic Sign Language (ÍTM) handshape inventory in both early language intervention with signing children and in teaching ÍTM as an L2. We argue that the handshape inventory can be used as a teaching tool when teaching sign language as M2L2 to hearing adults and as a visual language stimulation tool for signing children (M1L1 or M2L1). The main purpose of using the handshape inventory is to raise phonological awareness of signing children and adults learning sign language. This can be done by explicitly teaching handshapes to adult learners and using signed rhymes in early language stimulation.
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2

Tellier, Angela, and Karen Roehr-Brackin. "Metalinguistic awareness in children with differing language learning experience." EUROSLA Yearbook 13 (August 2, 2013): 81–108. http://dx.doi.org/10.1075/eurosla.13.06tel.

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Theoretical research concerned with the notion of second language (L2) learning difficulty has resulted in specific criteria that can be used to predict the learning difficulty of different languages in terms of both explicit and implicit knowledge. The characteristics of the constructed language Esperanto suggest that this language has lower explicit and implicit learning difficulty than other languages. It may therefore be a suitable ‘starter language’ for child L2 learning in the classroom. Specifically, we propose that Esperanto may facilitate the development of metalinguistic awareness and, as a consequence, boost children’s budding capacity for explicit learning. This would be particularly advantageous in the minimal-input setting of the average foreign language classroom. We present findings from an empirical study which compared 11 to 12-year-old English-speaking children who had learned Esperanto and a European L2 (N = 35) with children who had learned various combinations of European and non-European L2s (N = 168) in terms of their performance on a measure of metalinguistic awareness. No significant differences in overall level of metalinguistic awareness were identified, but the Esperanto group significantly outperformed the comparison group on one of the eleven metalinguistic tasks included in the measure. Moreover, the Esperanto group displayed a more homogeneous performance than the other groups of children. This suggests that learning Esperanto may have a lasting levelling effect, reducing differences between children with varying metalinguistic abilities.
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3

Bruck, Maggie, and Fred Genesee. "Phonological awareness in young second language learners." Journal of Child Language 22, no. 2 (June 1995): 307–24. http://dx.doi.org/10.1017/s0305000900009806.

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ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.
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Cossu, Giuseppe, Donald Shankweiler, Isabelle Y. Liberman, Leonard Katz, and Giuseppe Tola. "Awareness of phonological segments and reading ability in Italian children." Applied Psycholinguistics 9, no. 1 (March 1988): 1–16. http://dx.doi.org/10.1017/s0142716400000424.

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ABSTRACTThe early evidence pertaining to the development of phonological segmentation abilities and their relation to reading was collected with English-speaking subjects. Although data from other languages have been obtained, explicit cross-language comparisons have not been made. It was considered that since languages vary in their phonological structures, they may also vary in the demands they make on the beginning reader. The present study compared the segmentation abilities of Italian children with those of English-speaking (American) children using the same methods of assessment and the same subject-selection criteria. At the preschool level, though the Italian children manifested a higher level of performance overall, their pattern of performance paralleled that obtained earlier with American children. In both groups, syllable segmentation ability was stronger than phoneme segmentation. After school entrance, this pattern remained unchanged in American children but was reversed in Italian beginning readers. In both language groups, however, phonemic segmentation ability distinguished children of different levels of reading skill. The discrepancies between the language groups were seen as reflecting phonologic and orthographic differences between the languages.
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Luo, Yang Cathy, Becky Xi Chen, and Esther Geva. "Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children." Written Language and Literacy 17, no. 1 (April 11, 2014): 89–115. http://dx.doi.org/10.1075/wll.17.1.05luo.

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The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one language are related to the same constructs measured in another language in Chinese-English bilinguals. Moreover, we assessed the cross-linguistic effects of the two constructs on reading concurrently and one year later in Grade 1. Participants of the study included 91 kindergarten and Grade 1 Chinese-English bilingual children. The children were tested twice, approximately one year apart, on a battery of cognitive and literacy measures in both languages. The data were analyzed with comprehensive path models that included phonological awareness, morphological awareness, and word reading in both languages. Our results demonstrate cross-linguistic transfer of phonological awareness and morphological awareness at the construct level and cross-linguistic transfer of phonological awareness to reading concurrently. Keywords: transfer; phonological awareness; morphological awareness; word reading; Chinese-English bilingual children
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6

Parke, Tim. "Bilingualism and language awareness in young children." Language Awareness 3, no. 3-4 (January 1994): 209–19. http://dx.doi.org/10.1080/09658416.1994.9959858.

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7

Sohail, Juwairia, Kathleen Hipfner-Boucher, Hélène Deacon, and Xi Chen. "Reading Comprehension in French L2/L3 Learners: Does Syntactic Awareness Matter?" Languages 7, no. 3 (August 9, 2022): 211. http://dx.doi.org/10.3390/languages7030211.

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This study examines the contributions of syntactic awareness to reading comprehension, both within and across languages, in third-grade children learning French as a second (L2) or third language (L3). Participants were 72 non-francophone children enrolled in a Canadian French immersion program in which all academic instruction is in French. Children completed measures of reading comprehension, syntactic awareness, word reading, vocabulary, and reading-related control variables in both English and French. Regression analyses examining within-language relations revealed that French syntactic awareness made a significant unique contribution to French reading comprehension after controlling for nonverbal reasoning, language status (French as either L2 or L3), word reading, and vocabulary. Furthermore, French syntactic awareness contributed across languages to English reading comprehension, after accounting for English controls (word reading, vocabulary, syntactic awareness) in addition to nonverbal reasoning and language status. In sharp contrast, measures of English syntactic awareness made no unique contribution to reading comprehension in either English or French after the aforementioned controls. These findings add to theoretical models of reading comprehension by highlighting the importance of syntactic awareness in the language of instruction in supporting bilingual children’s reading comprehension.
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Gottardo, Alexandra, Norah Amin, Asma Amin, Redab Al-Janaideh, Xi Chen, and Johanne Paradis. "Word reading in English and Arabic in children who are Syrian refugees." Applied Psycholinguistics 41, no. 6 (August 11, 2020): 1305–28. http://dx.doi.org/10.1017/s014271642000034x.

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AbstractWord reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with their ages. Within- and across-language skills were examined in 96 children, ages 6 to 13 years. Results showed that phonological awareness and morphological awareness were strong within-language variables related to reading. Additionally, Arabic phonological awareness and morphological processing were strongly related to English word reading. Commonality analyses for variables within constructs (e.g., phonological awareness, morphological awareness) but across languages (Arabic and English) in relation to English word reading showed that in addition to unique variance contributed by the variables, there was a high degree of overlapping variance.
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Baoqi, Sun, Guangwei Hu, and Xiao Lan Curdt-Christiansen. "Metalinguistic contribution to reading comprehension: A comparison of Primary 3 students from China and Singapore." Applied Psycholinguistics 41, no. 3 (May 2020): 657–84. http://dx.doi.org/10.1017/s0142716420000132.

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AbstractThis study examined the within- and cross-language metalinguistic contribution of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to reading comprehension in monolingual Chinese-speaking children from Mainland China (n = 190) and English–Chinese bilingual children from Singapore (n = 390). Moreover, the effect of home language use on the relationship between metalinguistic awareness and reading performance was investigated. For monolingual children, hierarchical regression analyses revealed that after partialing out the effects of age, nonverbal intelligence, and oral vocabulary, syntactic awareness uniquely predicted 7%–13% of the variance in reading comprehension measures, whereas this relationship was not observed between morphological awareness and reading comprehension. For the bilingual children, within-language regression analyses revealed that English/Chinese morphological awareness and syntactic awareness both contributed significantly to English/Chinese reading measures over and above vocabulary and phonological awareness. Cross-linguistically, structure equation modeling results demonstrated that the bilingual children’s English and Chinese metalinguistic awareness were closely related and jointly supported reading comprehension in both languages, thus lending support to Koda’s transfer facilitation model. Furthermore, home language use was found to contribute to the bilingual children’s reading proficiency via its impact on metalinguistic awareness. The paper concludes with a discussion of the policy and pedagogical implications that can be drawn from these findings.
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Rickard Liow, Susan J., and Kenneth K. L. Poon. "Phonological awareness in multilingual Chinese children." Applied Psycholinguistics 19, no. 3 (July 1998): 339–62. http://dx.doi.org/10.1017/s0142716400010213.

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ABSTRACTPhonological awareness has been shown to be important for early literacy development in unilingual readers of English. We investigated its impact in English and Mandarin for 57 multilingual pupils whose language backgrounds were English, Chinese (Mandarin/dialect), or Bahasa Indonesia, using a homophone decision task, an English lexicality spelling test, and a Hanyu Pinyin (romanised Mandarin) spelling test. All three groups of pupils were studying English and Mandarin in the same school, and so, somewhat unusually, the influence of their language background (especially script exposure) could be seen in the absence of differences in teaching strategies. In English, the results showed that a relationship between script exposure and phonological awareness develops in line with the orthographic depth hypothesis (Frost, Katz, & Bentin, 1987). The Bahasa Indonesia group exhibited the highest levels of alphabetic phonological awareness, followed by the English group and then the Chinese group. In Mandarin, the pupils' performance on the Hanyu Pinyin spelling test suggested that tonal phonological awareness is relatively independent of alphabetic phonological awareness. It seems that language background can influence the nature and development of phonological awareness, and that this in turn may affect children's strategies for the subsequent acquisition of a second (or third) written language.
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Дисертації з теми "Language awareness in children"

1

Shaw, Rhonwen Elisabeth. "Word awareness and grammatical awareness in normally developing children and children with specific language impairment." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243717.

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Wong, Ka-po Gwen. "Phonological awareness of Cantonese-speaking language-disordered children." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209557.

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Thesis (B.Sc)--University of Hong Kong, 1997.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.
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3

Thatcher, Karen L. "Phonological awareness in children with specific language impairment." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263923.

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Анотація:
This study investigated the phonological awareness abilities of children who were typical and atypical. The primary purpose of this study was to determine whether there were developmental differences in the phonological awareness abilities (i.e., syllable, onset/rime, phonemes) of the two groups of participants through a sound segmentation task. The participants were arranged into preschool, kindergarten, and first grade groups. Stimuli included one and two syllable words, which were originally used by Treiman and Zukowski (1991) when they investigated the sound segmentation abilities of typical children. As part of the sound segmentation task, participants were asked to listen to a pair of words and indicate if the one and two syllable words had any sounds in common, either at the phoneme, onset/rime, or syllable levels.An analysis of Variance (ANOVA) was performed and results revealed a significant difference between children who were typical and children that were specific language impaired (SLI) on segmenting. The children who were typical were more effective at segmenting than children who were SLI. Results also revealed that there was a significant different between the first grade children and the preschool children in both groups to segment words at all three conditions. Significant differences were also noted between the types of phonological task completed among participants. The phoneme task was significantly different than the onset/rime and syllable tasks. Also, the onset/rime task was significantly different that the phoneme and syllable task.The combined data from this study revealed developmental trends in phonological awareness for the typical population. However, the developmental trend was not observed in the SLI population. It was noted that the typical population was more efficient in segmentation of words than the SLI population.The data that were obtained provides additional information on the phonological awareness development in typical children and children with SLI. The data may also assist researchers and clinicians in the identification and treatment of children with language impairments. The results may also provide researchers and practitioners important insight into literacy development, given the strong correlation between sound segmentation and the ability to read and write.
Department of Special Education
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4

Tsang, Kit-sheung Kitty. "Syntactic awareness and language development of Cantonese-speaking children." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209740.

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Анотація:
Thesis (B.Sc)--University of Hong Kong, 1998.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.
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5

Fricke, Silke. "Phonological awareness skills in German speaking preschool children." Idstein : Schulz-Kirchner, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2946256&prov=M&dok_var=1&dok_ext=htm.

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6

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 development of a novel clinical assessment of MPA for school-aged children called the Assessment of Metapragmatics (AMP). The AMP task is a set of 13 Video Items each depicting a conversation between pairs of school-aged children. Each Video Item portrays a different pragmatic rule violation. After viewing each AMP Video Item the participants were asked a set of Assessor Questions designed to measure MPA. The AMP Video Items were shown to 40 children with typical language development (cwTLD), 34 cwPLI and 14 cwSLI. Preliminary analyses revealed the AMP to be sensitive to age-related changes in MPA and to demonstrate good internal reliability. For the cwTLD there was a distinct developmental shift in MPA ability around seven years of age. At this age there was an increase in the child’s ability to use explicit metapragmatic vocabulary to describe a pragmatic rule violation. CwTLD demonstrated superior MPA ability in comparison to the cwPLI and the cwSLI. No differential impairment in MPA abilities was present between the cwPLI and cwSLI. Considerable variability in MPA abilities occurred for both the cwPLI and cwSLI and this was associated with language ability. This suggests that where MPA is found to be impaired, the child’s language ability should be taken into account and that language ability should be remediated before MPA is targeted in intervention. Where MPA is impaired, raising awareness of pragmatic rule may be the first step for intervention. Where MPA is age-appropriate, the child’s ability to monitor their use of the pragmatic rule, or their motivation to use the pragmatic rule, may be a more effective target of intervention in order to change behaviour. The relationship between MPA and social understanding for the pragmatic rule violation is also discussed and further studies of MPA are considered.
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Ricciardelli, Lina. "Childhood bilingualism, metalinguistic awareness and creativity /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phr492.pdf.

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8

Wilson, Kristina Erickson Karen A. "Phonological awareness, speech, and language skills in children with clefts." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1021.

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Анотація:
Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements of the degree of Doctor of Philosophy in the Department of Allied Health Sciences (Speech and Hearing Sciences)." Discipline: Allied Health Sciences; Speech and Hearing Sciences; Department/School: Medicine.
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Cohen, Catherine. "Input factors, language experiences and metalinguistic awareness in bilingual children." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26621/.

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Previous studies have examined either the input factors predicting language proficiency in bilingual children or the relationship between bilingualism and metalinguistic awareness. This thesis takes a novel approach exploring the two areas simultaneously. A study was conducted to investigate, first, the input factors that may cause variation in bilingual language proficiency and, secondly, the effects of differing levels of bilingualism on metalinguistic awareness. The participants were 38 French-English bilingual children aged six to eight, of middle to high socio-economic status, attending an international school in France. Data on the children's language experiences and family background were collected through questionnaires given to parents and children. Language proficiency was measured using the standardised French and English versions of the Peabody Picture Vocabulary Test. Metalinguistic awareness was assessed through seven metalinguistic tasks each given in both languages. The findings are discussed in relation to Bialystok's (1986a) analysis and control framework and Cummins' (1976) threshold hypothesis. The results indicated a strong association between language exposure estimates and language proficiency measures for each language. Furthermore, the child's stronger language was shown to be a reliable predictor of variables related to language use, including the language used with peers and the language the child finds easier to speak. The results for metalinguistic awareness were generally consistent with Bialystok's and Cummins' predictions. High level balanced bilinguals outperformed dominant bilinguals on high control tasks and on certain analysis tasks, but only when the child's best score, sometimes coming from the weaker language, was considered. A strong relationship was found between the language proficiency measures and the analysis tasks. Likewise, children scoring above the median on each of the Peabody tests generally outperformed those scoring below on analysis tasks. Overall, the results indicate that proficiency in each language, as well as degree of bilingualism, impact on metalinguistic awareness.
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Lee, Hoi-lam Caroline. "Orthographic awareness in primary school children in Hong Kong." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207627.

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Анотація:
Thesis (B.Sc)--University of Hong Kong, 2000.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.
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Книги з теми "Language awareness in children"

1

Molnar, Monika. The roots of language learning: Infant language acquisition. Malden, MA: John Wiley & Sons Ltd, 2014.

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2

Kwarciak, Bogusław. Początki i podstawowe mechanizmy świadomości metajęzykowej. Kraków: Nakł. Uniwersytetu Jagiellońskiego, 1995.

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3

Torgesen, Joseph K. Test of phonological awareness: Examiner's manual. 2nd ed. Austin, Tex: Pro-ed, 2004.

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4

Jager, Adams Marilyn, ed. Phonemic awareness in young children: A classroom curriculum. Baltimore, Md: P.H. Brookes, 1998.

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5

Tardif, Twila. User's guide and manual for the Chinese communicative development inventories (putonghua and cantonese). Beijing Shi: Peking University Medical Press, 2008.

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6

Shaw, Rhonwen. TOWGA: Test of word and grammatical awareness. Windsor: NFER-Nelson, 2000.

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7

Newcomer, Phyllis L. Test of phonological awareness skills: Examiner's manual. Austin, Tex: Pro-Ed, 2003.

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8

Clipperton, Robert C. Language awareness and humour comprehension in skilled and less skilled readers. Regina, Sask: Research Center, Saskatchewan School Trustees' Association, 1985.

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9

Roberts, Anthony David. The role of metalinguistic awareness in the effective teaching of foreign languages. Oxford: Peter Lang, 2011.

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10

N, T͡S︡eĭtlin S., Eliseeva M. B, and Kuzʹmina T. V, eds. Deti o i͡a︡zyke. Sankt-Peterburg: Soi͡u︡z, 2001.

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Частини книг з теми "Language awareness in children"

1

Leong, Che Kan. "From Phonemic Awareness to Phonological Processing to Language Access in Children Developing Reading Proficiency." In Phonological Awareness in Reading, 217–54. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3010-6_8.

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Lau, Lily H. S., and Susan J. Rickard Liow. "Chapter 14: Phonological Awareness and Spelling Skill Development in Bilingual Biscriptal Children." In Second Language Writing Systems, edited by Vivian Cook and Benedetta Bassetti, 357–72. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597954-016.

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Xiaobao, Wei, Zhao Xi, and Rao Xiaofei. "Effects of cross-language literacy experience on Uyghur children's phonological awareness development and literacy development." In Trilingual Education of Uyghur Children, 138–61. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003473596-5.

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Krausneker, Verena. "Language use and awareness of deaf and hearing children in a bilingual setting." In Studies in Bilingualism, 195–221. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/sibil.38.10kra.

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Melloni, Chiara, and Maria Vender. "Chapter 19. Morphological awareness in L2 Italian children with a migrant background." In Studies in Bilingualism, 500–528. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.19mel.

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Research on morphological awareness in bilingual children has generated conflicting evidence, with studies reporting bilingual gains and others finding poorer performance relative to monolinguals. In this study, we explored further this issue by testing 54 school-aged children speaking Italian as an L2 on a broad domain of morphology and by means of nonword tasks, with the aim to reduce potential vocabulary effects on morphological abilities. One group of monolingual Italian-speaking children and two groups of bilingual L2 Italian children (with Romanian and Albanian as L1s) took part in the experiment. Results evidenced similar performances in most tasks, but limited underachievement was found in bilinguals, especially in the Albanian-Italian speaking children. This bilingual gap can be explained by the genealogical and typological distance between the L1 and the target language. Crucially, it disappears once vocabulary and exposure factors are taken into account.
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Tellier, Angela, and Karen Roehr-Brackin. "2. Raising Children’s Metalinguistic Awareness to Enhance Classroom Second Language Learning." In Learning Foreign Languages in Primary School, edited by María del Pilar García Mayo, 22–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-004.

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Bae, Eun Young, Gahye Song, and Seunggon Jeong. "Addressee Honorifics as an Interactional Resource for Socialization in Korean Adult–Child Interaction." In Exploring Korean Politeness Across Online and Offline Interactions, 55–89. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-50698-7_4.

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AbstractThis study examines how addressee honorifics, recognized as an index of deference and respect, are utilized as an interactional resource for socialization in Korean adult–child interaction. This study analyzes 62 instances of adults’ use of Korean addressee honorific utterances to children collected from video recordings of five different families using multimodal discourse analytic and language socialization frameworks. The study identifies three major environments where addressee honorification serves as a tool for socializing children into socio-moral values of Korean society: a) giving compliments, b) showing gratitude, and c) issuing directives. In these interactional environments, addressee honorification is used alongside semiotic resources to evaluate children’s behaviors and draw attention to the action and content of honorific utterances. The analysis of status-incongruent and creative or performative uses of adults’ addressee honorifics further demonstrates that honorifics, which are sometimes employed for politeness and deference toward addressees, do also serve as resources for fostering social awareness, social responsiveness, and courtesy in children. This may contribute to children becoming competent members of Korean society who think, feel, and act in accordance with Korean cultural norms and expectations.
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Ødegaard, Elin Eriksen, and Håkon Hoffart. "PLUM—SKUM: The Making of a Handwashing Video for the Youngest Children After the Outbreak of Covid-19." In Cultural-historical Digital Methodology in Early Childhood Settings, 267–74. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59785-5_22.

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AbstractThis chapter demonstrates how information regarding infection control was recrafted on the principles of critique and attraction to art and imagination in a digital agile response in a time of crisis. The chapter narrates the process of making a video targeting the youngest children by using cultural-historical and aesthetic analytic models and concepts where co-creation, creativity and imagination are crucial. The design was explorative and collaborative, as the process involved ongoing dialogue between the researcher, the artist, a family with children aged two and four years, kindergarten teachers, and children in three groups (1–3-year-olds). Inspired by a cultural-historical methodology of collaborative exploration, we name the event as pedagogical innovation. We start off with a problem experienced in the early days of the pandemic: informing children about the importance of washing one’s hands. The information provided by the health and educational authorities was almost exclusively shaped in a manner best suited to ages four and up. The authors identified a lack of developmental and institutional knowledge and awareness regarding successful communication with children in the tool kit provided by the authorities. Although older children might follow the commands of adults regarding infection control, younger children lack the logical tools to process such information. On the basis of this critique, we responded by engaging children, kindergartens, and families in the co-creation of a 90-second video. This animated short video used imaginative language rather than the more common instruction, with the aim of targeting the youngest children. The result of the creative co-creation was a colourful, abstract cartoon language with stimulating rhythms.
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Cobb, Wendy, and Virginia Bower. "Language awareness." In Language Learning and Intercultural Understanding in the Primary School, 10–27. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129738-2.

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Svalberg, Agneta M.-L. "Language Awareness." In The Routledge Handbook of English Language Teaching, 399–412. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-34.

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Тези доповідей конференцій з теми "Language awareness in children"

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Wang, Shizhen, Patti Price, Yi-Hui Lee, and Abeer Alwan. "Measuring children²s phonemic awareness through blending tasks." In Speech and Language Technology in Education (SLaTE 2009). ISCA: ISCA, 2009. http://dx.doi.org/10.21437/slate.2009-22.

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Sitepu, Yanti Br, Harwintha Yuhria Anjarningsih, and Myrna Laksman-Huntley. "Syllable Awareness of Indonesian Children with Developmental Dyslexia." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007171706010606.

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Otake, Takashi, and Akemi Iijima. "Submoraic awareness by Japanese school children: evidence from a novel game." In 7th International Conference on Spoken Language Processing (ICSLP 2002). ISCA: ISCA, 2002. http://dx.doi.org/10.21437/icslp.2002-499.

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Asyifa, Hira Hanif, and Eri Kurniawan. "Morphological Awareness of Kindergarten Children: A Case of Reduplication." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007164001700174.

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Kurniawan, Eri, and Mochamad Salim Maridi Nurdiansyah. "Morphological Awareness of Indonesian Kindergarten Children Aged 5-6: A Case of Inflection." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007163301340139.

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Toledo, Sebastián, Catalina Astudillo-Rodriguez, Priscila Verdugo, Santiago Cedillo, and Jackelín Verdugo. "Educational game to stimulate phonological awareness in elementary school children." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003146.

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Phonological awareness (PA) is the ability to analyse, segment, and manipulate language structure consciously. Its development at an early age is crucial for acquiring skills in reading and writing. For the mentioned and considering that we belong to a digitised society where technology constitutes a tremendous educational resource and a source of interest for children, the proposal arises to support learning through the inclusion of digital applications that facilitate differentiated instruction and integrate playful ways and motivate. In this context, educational games have become a modern and precise tool to solve these needs. This work aims to develop a serious game to support literacy learning by stimulating phonological awareness in elementary school children. For this purpose, a methodology based on the SCRUM Framework and User-Centered Design (UCD) principles was applied, emphasising users’ active involvement in developing the game. The method comprised a four-phase process, including scope definition and analysis in the first two phases; translation of user requirements into contextual and prototype design, and subsequent software development in the third phase; and finally, an empirical study was conducted to evaluate the usability of the prototype in the final phase. As a result, a serious game was obtained that allows the creation of linguistic exercises from a series of activities designed by the therapist in the context of a playground to promote playful learning in a familiar environment for the children. The usability study revealed a score of 74.44 based on the System Usability Scale (SUS), indicating that the system was well-received and considered highly usable by the participants. In conclusion, involving therapists in an iterative UCD process brings benefits such as confidence in using digital tools for phonological awareness skills training and identifying needs that require alternative mechanisms of interaction, encouraging children to participate in learning.
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Zeguniene, Vaida. "FOREIGN LANGUAGE: A FACTOR OF GLOBAL CITIZENSHIP DEVELOPMENT AT PRE-PRIMARY SCHOOL." In 9th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscah.2022/s11.26.

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This article reveals the links between second language learning and the development of global citizenship in pre-school education. A review of educational policy documents shows that global citizenship education is defined as a democratic and sustainable education focused on the development of competences of a global citizen. It emphasises the importance of global citizenship in the education of the pre-school child, since from this point onwards, the child becomes familiar with his/her surroundings, not only locally but also globally. Education at this age is linked to knowledge of the world, communication in the mother tongue and in a foreign language, the development of values relevant to modern society, awareness of human rights, etc. The ethnographic research carried out and the analysis of the data obtained have shown that language learning is closely linked to the development of global citizenship, which is recommended to start at pre-school age, as children can easily absorb new knowledge and apply it in formal and informal activities. Preschool teachers agree that children are very receptive to foreign languages because of modern information technology and its use in communicating with their peers in formal and informal activities in and outside the preschool setting. Thus, combining global citizenship education with foreign language learning is seen as essential for a growing global citizen because of the wider educational opportunities.
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Myers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.

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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking parents. Young children absorb language like sponges repeating their teacher and if their French is inaccurate, learning the mistakes. What is however of more crucial importance is not to replicate language programs delivery from which learners emerge without sufficient mastery to make themselves understood because of inaccurately learnt language forms. Therefore, we have to uncover remedies to properly guide all learners, through strategies and techniques for their individual management of the language they are trying to acquire-learn. We want to ensure an economy of time in teaching programs with efficient contact times. Revisiting language programme approaches to uncover what was advocated for error correction, we looked at actional attention (Ellis, 1992), work on noticing (Fotos, 1993), markedness (Larsen-Freeman, 2018), interference (Abdullah & Jackson, 1998) interlanguage theory (Selinker, 1972), the monitor model (Krashen, 1982) and recent types of approaches, namely notional functional, communicative, and action-oriented. As well, we gleaned insights from a review of the literature on strategies and techniques including Raab, (1982) on spectator hypothesis with feedback to the whole class; through peer correction by Cheveneth, Chun and Luppesku (1983); with other innovative techniques suggested by Edge (1983); techniques advocated by Vigil and Oller (1976) for oral correction; and correction across modalities (Rixon, 1993). We will report on a qualitative study (Creswell & Poth, 2018) based on an analysis of instructor’s notes regarding the observed effect on some of the strategies that were tried and across different student groups. In this study, notes on how the instructor devised ways of drawing attention and using metacognition to obtain the best results are examined. In addition, ways involving the affective domain, through emotions and also using innovative ways through disruptions etc. were tried to see if they provided a further impact. Students reported that they appreciated the corrective feedback the way it was dispensed. However results show a variety of concerns, namely the problem with deeply fossilized errors, some students’ being over confident about their language ability, and either a deep concern for making errors that is paralyzing or a belief that over time correction will take place in interlanguage development without making any effort. Due to page limitations, in this paper we will essentially present overarching aspects."
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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.
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Figueira, Ana Paula Couceiro, Sofia Campos, and Célia Ribeiro. ""THE IMPORTANCE OF UNDERSTANDING METAPHORS WORKING WITH FIGURATIVE LANGUAGE: SOME TOOLS"." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact090.

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"We present two versions of assessment/intervention tools for metaphors awareness or their comprehension: the TCM, Metaphor Comprehension Test, for children aged 9 to 14, or elementary school (Portugal), and the junior TCM, for children aged 4 to 6 years, or preschool age. They are versions/adaptations for European Portuguese of existing tools in Italian. The authors of the Italian versions are professors at the University of Sapienza, Rome, Italy, with internationally recognized work, presenting the original versions with good psychometric qualities. At the moment, the two instruments are already adapted for Portuguese, in the process of being applied in order to obtain the normative data and their validation. We expect, similar to what happens with the Italian versions, to obtain valid tools, with triple instrumentality: psychometric assessment and dynamic assessment and intervention resource, for various stages of development."
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Звіти організацій з теми "Language awareness in children"

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Rollo, Greta, and Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, June 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students' progress through each construct as described in this paper can be tracked and used to inform teaching and learning.
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Mohwinkel, Sheryl. Phonological Awareness Skills in Children with Highly Unintelligible Speech. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7039.

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Owens, Bonnie. A Comparison Study of the Syntactical Language Skills of Children in the Monterey Language Program with Children Not in a Formal Language Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2510.

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Harvey, Jr, and J. C. U.S. Navy Language Skills, Regional Expertise, and Cultural Awareness Strategy. Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada503388.

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Kellogg, Loretta. Temperament and Language Development in First Grade Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7156.

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Lu, Catherine. Teaching language to hearing impaired children who have had no previous language experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1329.

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Clancy, Kathleen. Second Grade Academic Performance in Normal Children, Children with a History of, and Children with Expressive Language Delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6624.

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Siri Ming, Siri Ming. Can children with autism learn more flexible language patterns? Experiment, July 2014. http://dx.doi.org/10.18258/2920.

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Belfiore, Kathleen. Intervention History of Children with Slow Expressive Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6820.

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Waters, Anna. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1030.

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