Language impairment affects the ability to communicate. Children with languageimpairment have difficulties in using language in interaction to various degrees, and the contributions of the conversational partner are of great importance. The use of languagein interaction can be analysed by means of conversation analysis. The purpose of thepresent study was to study interaction of a group of pre-school children with language impairment with four different conversational partners. These were a peer with languag eimpairment, a peer with typical language development, a pre-school teacher and a parent. This study also intended to analyze the conversations in terms of similarities and differences between the participation frameworks. In all, 12 conversations were analyzedby using conversation analysis. A number of phenomena of interest were identified. The frequency of occurence of some of these phenomena was calculated to complement the qualitative analysis. The results show a number of phenomena occurring where mutualunderstanding is present and when it is limited. These phenomena are sequencing in theform of initiative-response and question-answer, back-channelling, development of conversational topic, breakdown, non-sequencing, topic drift, repair, clarification requestand confirmation. The results also demonstrate differences in the conversations betweenthe participation frameworks with reference to the frequency and the distinction of thephenomena. The greatest differences are found between child-child and adult-childconversations. The pre-school teacher and the parents ask more questions and use more clarification requests and confirmations than the children with language impairment. The development of conversational topics is more distinct in child-adult conversations. The development of conversational topics also occurs to some extent in conversations between two children with language impaiment. In conversations between a child withlanguage impairment and a child with typical language development this phenomenon isgenerally indistinct. Utterances lacking topical coherence in relation to each other areonly distinctly occuring in conversations between two children with language impairment. The pre-school teacher and the parents all perform more distinct other repairsthan the children with language impairment. / En språkstörning påverkar den kommunikativa förmågan. Barn med språkstörning harolika grad av svårighet i språklig interaktion med andra människor och samtalspartnern spelar en betydande roll. Samtalsanalys är ett sätt att analysera den faktiskaspråkanvändningen. Syftet med föreliggande studie var att studera interaktion hos engrupp förskolebarn med språkstörning i fyra olika deltagarstrukturer. De olika deltagarstrukturerna var samtal med ett annat barn med språkstörning, ett barn medtypisk språkutveckling, en person ur förskolepersonalen samt en förälder. Vidare syftade studien till att analysera likheter och skillnader i samtalen mellan de olika deltagarstrukturerna. Totalt analyserades 12 samtal med samtalsanalys, conversationanalysis (CA). Under analysen valdes ett antal fenomen ut och kompletterandeberäkningar gjordes på några av de utvalda fenomenen i samtalen. Resultatet visar att detfinns ett antal fenomen som belyser samförståelse och begränsad samförståelse i samtalen. Dessa fenomen utgörs av sekvensering i form av initiativ-respons och frågasvar, återkoppling, utvecklande av samtalsämne, sammanbrott, icke-relevant svar, yttrande som inte ämnesmässigt koherent i förhållande till föregående yttrande, ämnesglidning, reparation, begäran om förtydligande samt bekräftande av föregående yttrande. I resultatet framkommer skillnader i samtalen mellan de olika deltagarstrukturerna med avseende på hur ofta dessa fenomen förekommer och hur tydliga de är. De största skillnaderna återfinns mellan barn-barn- och barnvuxensamtalen. Personalen och föräldrarna ställer fler frågor samt begär förtydligande och bekräftar föregående yttrande i större utsträckning än barnen med språkstörning. Utvecklande av samtalsämne är tydligast i barn-vuxensamtalen. Utvecklande av samtalsämne förekommer också i viss utsträckning i deltagarstrukturen barn med språkstörning-barn med språkstörning. I deltagarstrukturen barn med språkstörning-barn med typisk språkutveckling är detta fenomen generellt otydligt. Yttranden som saknar ämnesmässig koherens i förhållande till varandra är endast tydligt förekommande ideltagarstrukturen barn med språkstörning-barn med språkstörning. Personalen och föräldrarna utför tydligare annan reparationer än barnen med språkstörning.

Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 2766.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/30/2009). Includes bibliographical references (leaves 113-118).

Thesis (Ph. D.)--University of California, San Diego, 2000. / Vita. Includes bibliographical references (leaves 148-160).

Thesis (M.A. (English Language and Linguistics))--Rhodes University, 2006.

Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2007. / Bibliography: 269-288.

The following diploma thesis addresses linguistic speech in the children's program at the Radio Junior Club. The first section describes verbal expressions, defines basic theoretical concepts related to the stratification of Czech language, defines child listeners with a focus on the pre-school development period as well as the primary and middle school period and also explains the concept of child-oriented speech. The structure of Czech Radio and individual programs at Radio Junior with emphasis on the Radio Junior Club are described at the end of the theoretical section. The practical section contains two analyses describing the moderator's language and how it is responded to positively according to sound level, lexicology, morphology and syntax. The recordings were taken from the Czech Radio archive and the ORAL2013 transcriptional system, which was adapted for analysis purposes, was used to transcribe the spoken language. The results of the analyses were compared and generalized along with findings in expert literature.

published_or_final_version / abstract / Linguistics / Master / Master of Arts

Rather limited research and few significant field studies have been done on recent immigrant students particularly from the Muslim societies of the Horn of Africa and the Middle East in the American high school context regarding their linguistic, cultural and religious needs. Most research studies suggest that immigrant students receive insufficient provision. The purpose of this study was to investigate the role high schools play in provision addressing the following questions: (1) What kinds of provision have been implemented to support a culturally sensitive education in public high schools in the U.S., and how effective have they been? (2) If any, what was the effect of the reform paper No Child Left Behind? (3) How could the role of teachers as culturally responsive educators be further enhanced regarding first/heritage language and cultural heritage maintenance? (4) Which steps would have to be taken in order to move towards a culturally responsive system? Peterson’s iceberg theory regarding cultures was the guiding theoretical approach which emphasizes the fact that in order to get to know each other’s cultures, one has to closely examine the underlying issues that belong to them as the information available on the surface is simply not sufficient. Qualitative case studies were conducted based on survey questionnaires and interviews among students, parents, ESOL/ELL teachers and mainstream teachers from 6 different high schools. This study has demonstrated that high schools can, in fact, be inviting, well-equipped with adequate ESOL/ELL programs. Findings from field work carried out in Loudoun and Fairfax County public schools in Virginia in 2011, indicate that there is a need to address misconceptions among ESOL/ELL students, their teachers and their parents as to what constitutes as multicultural education environment, and first language maintenance. It is explained how the role of culture-based after school extracurricular clubs like the Muslim Students Association can serve as a bridge between the culture of one’s origin and the host society. While teachers could serve as facilitators, students can become researchers and see relevance of their culture. The result from this investigation through existing literature, stories of individuals and institutions will add to current knowledge on ESOL/ELL provision and offer a deeper understanding of needs from both parties.

Os conhecimentos, percepções e práticas dos professores pedagogos e médicos pediatras em relação às alterações de linguagem na criança, revelaram grande variação de conceitos, atitudes e condutas, demonstrando um conhecimento insatisfatório quanto ao desenvolvimento da linguagem infantil. Dado preocupante, visto que esses profissionais trabalham diretamente com a criança em desenvolvimento, sendo cruciais no acompanhamento dos conteúdos linguísticos, devendo estar atentos para os sinais de alerta e fatores de risco para alterações no desenvolvimento da linguagem, podendo facilitar o diagnóstico e a intervenção precoce. O objetivo deste estudo foi o de verificar e comparar o conhecimento adquirido entre os profissionais pedagogos e pediatras, sobre a aquisição e o desenvolvimento de linguagem infantil típica e suas possíveis alterações, como também, verificar a qualidade do conteúdo apresentado e dos recursos tecnológicos utilizados. A metodologia foi composta por 54 profissionais das áreas de Pediatria e Pedagogia, sendo estes divididos em dois grupos, GM médicos Pediatras (N=27) e GP Pedagogos (N=27). Ambos os grupos foram convidados a visitar o ambiente virtual de aprendizagem desenvolvido por Martins (2012) e modificado por Marson (2014) e disponibilizado na web no link: http://fonopediatria.com. Devido ao contato acessível às escolas, para o GP o convite e a participação foram feitas de forma presencial em 03 escolas públicas de um município do interior de São Paulo. No propósito de romper barreiras, como a distância e a falta de tempo, o GM participou somente à distância, sendo o convite por meio do envio de email, redes sociais, e sociedades relacionadas. O GP respondeu a dois questionários, sendo o primeiro referente à avaliação do conhecimento específico sobre aquisição e o desenvolvimento de linguagem infantil pré e pós-leitura do conteúdo do ambiente virtual de aprendizagem e o segundo quanto à qualidade do conteúdo apresentado e dos recursos tecnológicos utilizados. O GM respondeu ao questionário de avaliação sobre aquisição e desenvolvimento de linguagem infantil pós-leitura do material do ambiente virtual e também, ao questionário quanto à qualidade do conteúdo apresentado e dos recursos tecnológicos utilizados. Resultados: Quanto ao questionário de desenvolvimento de linguagem, ambos os grupos adquiriram conhecimento, porém os resultados revelaram que o GP apresentou melhor desempenho no pós-análise do ambiente virtual de aprendizagem quando comparado com o GM. Em relação à avaliação geral da qualidade e dos recursos tecnológicos do material proposto, para ambos os grupos as escalas de conteúdo, precisão, autoria, atualizações, público, navegação, links externos e estruturas foram classificada em nível de excelência. Conclusão: Os profissionais adquiriram conhecimento quanto à aquisição e o desenvolvimento da linguagem infantil, como também, sobre os fatores de risco para alterações de linguagem. Além disso, consideraram o ambiente virtual de aprendizagem como sendo excelente para todos os aspectos avaliados. / The knowledge, perceptions and practices of pedagogues teachers and medical pediatricians in relation to language disorders in children, revealed wide range of concepts, attitudes and conducts, demonstrating an unsatisfactory knowledge about the development of children\'s language. Worrying statistic, as these professionals work directly with children in development, being crucial in monitoring the linguistic content and must be alert to the warning signs and risk factors for changes in language development and can facilitate diagnosis and early intervention. The objective of this study was to verify and compare the knowledge acquired among professionals pedagogue and pediatricians of typical acquisition and development of children\'s language and its possible alterations, but also check the quality of the content presented and technological resource used by means of the use of interactive distance learning. The methodology consisted of 54 professionals in the areas of Pediatrics and Pedagogy, which are divided into two groups, GM Pediatricians (N = 27) and GP Pedagogues (N = 27). Both groups were invited to visit the Virtual Learning Environment developed by Martins (2012) and modified by Marson (2014) and available on the web at link: http://fonopediatria.com . Due to the flexible access to schools, to the GP the invitation and participation were made in person in 03 public schools a city in the interior of São Paulo. In order to break down barriers such as distance and lack of time currently experiencing medical professionals, the invitation and participation for GM was the distance and the call through sending e-mail, social networking, and related societies. The GP answered two questionnaires, the first relating to the specific knowledge of acquisition and development of children\'s language pre and post reading the virtual learning environment content and the second on the quality of the content presented and the technological resources used. The GM only answered the questionnaire on acquisition and development of children\'s language after reading the virtual learning environment, as well as the questionnaire on the quality of the content presented and the technological resources used. Results: As to the questionnaire of language development, the results revealed that the GP showed better performance in the post virtual learning environment analysis when compared to the GM. Referring to the general evaluation of the quality and technological features of virtual learning environment, for both groups the content scales, accuracy, authorship, updates, public, navigation, external links and structures were classified in level of excellence.. Conclusion: The professionals acquired knowledge on the acquisition and development of children\'s language, but also about the risk factors for language disorders. Moreover, they considered the virtual learning environment as excellent for all aspects evaluated.