The thesis followed up language of preschool children,that come from sociallly and culturallly disadvantaged environment. The aim of thesis was to describe language of socially and culturally handicapped preschoolers, specially the aspects of syntax, morphology, vocabulary, and pronunciation. Further to describe language of preschool children without the handicap. Thesis is divided into theoretical and practical part. Theoretical part researched children language development. It describes some of linguistic and sociolinguistic theories, follows up the development of specific linguistic aspects in preschool age and characterizes speech disorders. Thesis is also contains a description of social and cultural handicap, characterizes groups of social and cultural handicapped children and reviews of legislative documents about social and cultural handicap. Third chapter focuses on Roman minority language specifics. There is description of Roman language, Romany ethnolect of Czech language and some of communication specifics which are based on cultural differences. Practical part is description of qualitative research on language of preschool children. It is a multiple case study, which specifically describes language and speech of six socially and culturally handicapped children and six preschool...

The goal of this diploma thesis is to describe the origin and development of the concept of national language in France and to analyze the meaning of this concept in the French environment. Task of the first part is to define the key concepts like "langue nationale", "langue officielle" and to explain their conception in the French environment. The next part pays attention to the relation between national language and dialects and describe the approach to dialects during the French revolution. The aim of the third chapter is to introduce the issue of "grammatisation" and to outline the proces of grammatization of the French language. Follows the chapter analyzing the chronological development of the French as the national language of France, the most important periods of the 18th century and the French revolution are described in particular chapters. The final chapter outlines the importance and role of the language policy and mentions some most significant institutional interventions into the development of the French.

The language children bring to the classroom (home language) is often different from the language that is expected or accepted in schools. These language differences are often met with a variety of reactions from teachers. The purpose of this research is threefold: (a) to apply a narrative inquiry design to explore how teachers respond to the language that children bring (home language) to the early childhood classroom and the effects this response has on their work with children; (b) to engage in research efforts that will explore how differences in language may affect or be affected by pedagogy, curriculum development, and teachers' expectations; (c) to understand how teachers feel about their preparation and capacity to address the issue of language diversity. The 4 participants in this study are either current or former teachers of children between the ages of 4 to 8 years. Through the use of narrative inquiry, I have acquired stories from each of the 4 participants. The stories provide insight into these teachers' perceptions of children's language in the classroom. The stories also open discussions on language diversity and the role it plays in early childhood education classrooms as well as how prepared teachers are to deal with language differences. With this study I hope to contribute to the research that focuses on language and language diversity in early childhood education. I would also hope to prompt further research on issues such as teachers' approaches to children's language differences within the classroom, the affects of different approaches to language diversity on pedagogy and curriculum, and finally on culturally sensitive pedagogy.

Det övergripande syftet med denna studie var att få fram förskollärares syn på högläsning i förskolan och hur förskollärare använder både spontan och planerad högläsning. Studien gjordes genom semi-strukturerade intervjuer och deltagarna som intervjuades var fyra förskollärare som jobbade inom samma kommun. Resultatet visade att förskollärare som deltog i studien tyckte att högläsning är viktigt för språkutveckling liksom bokvalet. Resultatet visade även att användningen av planerad högläsning kunde kopplas till pågående projekt och läsvilan. Den spontana högläsningen användes mest som ett tillfälle att låta barnens inflytande gå igenom och även som ett tillfälle att läsa böcker på ett mer ingående sätt. Avslutningsvis visar studien att pedagoger kan se på högläsning som en viktig del i förskolans verksamhet och inte bara som en rutin. / The overall aim of this study was to obtain pre-school teachers' views on read-aloud in preschool and the preschool teachers use of both spontaneous and planned read-aloud situations. The study was done by qualitative semi-structured interviews and the participants interviewed were four preschool teachers who worked within the same city. The results showed that preschool teachers' views on reading aloud was that they thought reading aloud was important for language development and how they read a book and book choice was important. The results also showed that the use of planned reading aloud could be linked to ongoing projects and reading relaxation. The spontaneous reading aloud was mostly used as an opportunity to let the children´s will go through, but also as an opportunity to read books in a more detailed way. Finally, the study shows how teachers can see read-aloud as part of the preschool that is not just a routine, but an important part of the pre-school that is important for children’s development.

Children and pre-school teachers daily meet pictures in picture books, usually during planned reading sessions. The purpose of this study is to provide a picture of what strategies pre-school teachers have about the use of images in childrens literature to stimulate childrens language development. This study is a qualitative interview where I have chosen to focus on the pre-school teachers views on pictures and how they use them. This study shows that language development is a large area in which the picture is an important part. All pre-school teachers use the pictures to stimulate childrens language development. Three out of four pedagouges interviewed said that they deliberately discuss the pictures in the picture books with the children. / Bilder i barnböcker möter barn och pedagoger dagligen i förskolan, vanligen vid planerade lässtunder. Syftet med denna studie är att ge en bild av vilka strategier pedagogerna har kring användandet av bilderna i barnlitteraturen för att stimulera barns språkutveckling. Denna studie är en kvalitativ intervjustudie där jag har valt att fokusera på pedagogernas syn på bilder samt deras användande av bilderna. Denna studie visar att språkutveckling är ett stort område där bilden är en viktig del. Samtliga pedagoger använder sig av bilder för att stimulera barns språkutveckling. Tre av fyra intervjuade pedagoger svarade att de medvetet för diskussioner om bilderna i barnböckerna tillsammans med barnen.

Abstract The aim of this study is to focus on language development investigating how teachers and principals look at the concept of language development and what language developmental methods the teachers use in teaching. The study has been conducted through qualitative interviews and non-participatory observations at a primary school in a city in central Sweden. The informants in the study consist of two principals and three teachers of theoretical subjects at the senior level of the nine-year compulsory school. The theoretical point of departure is the socio-cultural theory of language use, scaffolding, proximal development and interaction. The result shows that different teaching methods and elements in a lesson where language is applied, are necessary in order to become language developing. The result also shows that important aspects of teaching are common to the three teachers, i.e design, implementation and structure, and are part of the language developmental approach, but teaching also differs depending on the subject of teaching. / Sammanfattning Syftet med denna studie är att med fokus på språkutveckling undersöka hur lärare och rektorer ser på begreppet språkutveckling och vilka språkutvecklande arbetssätt lärarna använder sig av i undervisningen. Studien har genomförts genom kvalitativa intervjuer och icke-deltagande observationer på en grundskola i en stad i mellansverige. Informanterna i studien består av två rektorer och tre ämneslärare i teoretiska ämnen på högstadiet. Den teoretiska utgångspunkten utgörs av den sociokulturella teorin där språkanvändning, stöttning, den proximala utvecklingszonen och interaktion ingår. Resultatet av studien visar att olika arbetssätt och lektionsmoment där man arbetar med språket krävs för att undervisningen ska vara språkutvecklande. Resultatet visar även att viktiga aspekter i undervisningen är gemensamma hos de tre lärarna, nämligen utformning, genomförande och struktur, och är en del av det språkutvecklande arbetssättet, men undervisningen skiljer sig också åt beroende på vilket ämne undervisningen sker i.

The purpose of this study is to examine how preschool teachers use the tablet as a digital tool for children's language development. Interviews are the method used in the work. Three preschool teachers and a special pedagogue have been interviewed in the study. The result of the study shows that preschool teachers and the special pedagogue, the respondents, have knowledge of the tablet as a digital tool for children's language development. It differs slightly from the respondents. The result also shows that preschool teachers’ definition of digital literacy is about knowledge in the use of digital tools: tablets, computers and projectors, in terms of both software and hardware. Preschool teachers also feel that digital literacy is a tool for teachers and children in learning. The special pedagogue believes that with digital skills, children can use the digital tools. / Syftet med denna studie är att undersöka hur förskollärare använder surfplattan som ett digitalt verktyg för barns språkutveckling. Intervjuer är den metod som använts i arbetet. Tre förskollärare och en specialpedagog har intervjuats i studien. Resultatet av studien visar att förskollärarna och specialpedagogen, respondenterna, har  kunskap om surfplattan som ett digitalt verktyg för barns språkutveckling. Det skiljer sig en aning mellan respondenterna. Resultatet visar också på att förskollärarnas definition av digital kompetens handlar om kunskap i att använda digitala verktyg: surfplattor, datorer och projektorer, både vad gäller mjukvara och hårdvara. Förskollärarna menar också att den digitala kompetensen är ett verktyg för pedagoger och barn i lärandet. Specialpedagogen anser att med digital kompetens menas, att barnen kan använda de digitala verktygen, samt att de vet innebörden av användandet av appar och dess innehåll och inte bara använder sig av dra-och-släppa-strategin[1]. [1] Dra-och-släppa-strategi menas att barnet spelar spelt på surfplattan utan att reflektera över hur appen fungerar, bara för att vinna eller att få så många stjärnor som möjligt (Nilsen, 2014, s. 93-94). Ett exempel på en sådan situationen kan vara att barnen ska lägga alla äpplen i korgen, men barnet börjar med päronen och sedan bananen efter ett får barnet slumpmässigt ner alla äpplena i korgen.

Syftet med den här studien är att inspirera förskollärare i arbetet med flerspråkiga barn. Att ge en tydligare bild och förståelse för hur biblioteket kan användas som pedagogisk resurs i den flerspråkiga förskoleverksamheten och i främjandet av flerspråkiga barns språkutveckling. Studien kan också fungera som inspiration till hur ett samarbete mellan verksamheterna kan se ut. Genom semistrukturerade intervjuer synliggörs fyra bibliotekariers syn på sitt arbete i relation till stöd för förskolors arbete med flerspråkighet. Resultatet visar att de medverkande bibliotekarierna har positiva attityder till arbete som främjar flerspråkiga barns utveckling. Flerspråkighet anses vara något positivt och ses som något värdefullt då kunskap inom i andra språk lägger en förutsättande grund även för utvecklandet av det svenska språket. Flerspråkighet bidrar även till gemenskap. Biblioteket visar sig kunna fungera som en pedagogisk resurs i den utsträckningen att tillhandahålla flerspråkiga böcker/ljudböcker samt att fungera som rådfrågare till pedagoger men initiativet måste komma från pedagogerna. / The purpose of this study is to inspire preschool teachers in their work with multilingual children. To provide a clearer picture and understanding of how the library can be used as an educational resource in multilingual preschool activities and in the promotion of multilingual children's language development. The study also serves as an inspiration for how cooperation between the two professions can appear. Through semistructured interviews, four libraians view their work in relation to support for preschool´s work with multilingualism. The results show that the participating libraries have positive attitudes towards work that promote the development of multilingual children. Multilingualism is considered to be something positive and seen as something valuable since knowledge in other languages ​​adds a prerequisite to the development of the Swedish language. The library proves capable of serving as an educational resource to the extent of providing multilingual books / audiobooks as well as acting as a consultant to educators.

Este estudo tem como objetivo verificar se a condição de um bebê possuir um irmão mais velho com Transtorno do Espectro do Autismo (TEA) associa-se a maior ausência de sinais enunciativos de aquisição de linguagem em comparação àqueles bebês que não possuem um irmão com este diagnóstico. O instrumento SEAL (Sinais enunciativos de aquisição de linguagem) foi aplicado em 80 duplas mãebebês, com bebês de até 12 meses e 29 dias, sendo 38 do grupo caso (bebês irmãos de crianças com TEA) e 42 do grupo controle (bebês irmãos de crianças sem TEA). A base de dados é secundária, sendo retirada da pesquisa Vulnerabilidade de pais e irmãos de crianças com transtorno do espectro autista, com coordenação do Prof. Dr. Rogério Lerner do Instituto de Psicologia da USP. Como objetivos secundários, a presente pesquisa pretendeu averiguar se crianças que foram sinalizadas com dificuldade de desenvolvimento pelo instrumento IRDI (Indicadores de Risco para o Desenvolvimento Infantil) e sinalizadas com retraimento pelo instrumento ADBB (AlarmDistress Baby Scale) também foram aquelas indicadas com dificuldade de linguagem pelo SEAL. Dada uma correlação baixa encontrada, discutiu-se qualitativamente uma vinheta do material filmado de uma dupla mãe-bebê indicada somente pelo SEAL. A discussão teórica se dá a partir de autores com fundamentação da perspectiva enunciativa, da qual o SEAL se baseia, além da teoria de desenvolvimento emocional do psicanalista Donald Winnicott. Encontrou-se nos resultados que bebês da primeira subfaixa de idade (2 meses a 6 meses e 29 dias) do grupo caso possuem mais dificuldades de linguagem do que os do grupo controle e que bebês da segunda subfaixa de idade (7 meses a 12 meses e 29 dias) do grupo caso possuem menos dificuldades de linguagem, se comparados ao grupo controle, contrariando as expectativas. Além disto, bebês da segunda subfaixa de idade tiveram mais dificuldades de linguagem do que os da primeira subfaixa de idade. Houve consonância entre o IRDI, ADBB e SEAL na primeira subfaixa de idade, indicando que bebês com não dificuldades de desenvolvimento e sem retraimento não possuem também dificuldades de linguagem. Com a vinheta clínica foi possível observar mais atentamente as nuances vocais maternas, competência do bebê e sintonia da dupla. A complexidade em se avaliar uma dupla mãe-bebê em um único momento de filmagem também foi evocada, afirmando a importância de acompanhamento longitudinal das díades. Apesar dos dados inconclusivos para a detecção de dificuldades de linguagem entre os grupos caso e controle na amostra, isto não elimina a necessidade de atenção e cuidados para mãe e bebês irmãos de crianças com TEA. Estudos precisam ser desenvolvidos a fim de fundamentarem melhor a discussão dos instrumentos de linguagem e bebês de irmãos de crianças com TEA / This study aims to verify if the condition of a baby with an older brother with Autism Spectrum Disorder (ASD) is associated with a greater absence of enunciative signs of language acquisition in comparison to those infants who do not have a sibling with this diagnosis. The SEAL instrument was applied in 80 double mother-babies, with infants up to 12 months and 29 days, 38 of the case group (infants of children with ASD) and 42 of the control group (infants siblings of children without ASD). The database is secondary, being taken from the research \"Vulnerability of parents and siblings of children with autism spectrum disorder\", with coordination of Prof. Dr. Rogério Lerner of the Institute of Psychology of USP. As secondary objectives, this study aimed to investigate whether children who were flagged with developmental difficulty by the IRDI instrument (Indicators of Risk for Child Development) and signaled with withdrawal by the ADBB (Alarm Distress Baby Scale) instrument were also those indicated with language difficulty by SEAL. Given a low correlation found, a vignette of the filmed material of a mother-infant indicated only by SEAL was discussed qualitatively. The theoretical discussion is based on authors based on the enunciative perspective, on which the SEAL is based, in addition to the theory of emotional development of the psychoanalyst Donald Winnicott. It was found in the results that infants of the first sub-age group (2 months to 6 months and 29 days) of the group had more language difficulties than those in the control group and that infants of the second sub-age group (7 months to 12 months and 29 days) of the group if they have less language difficulties, when compared to the control group, contrary to expectations. In addition, infants of the second sub-age group had more language difficulties than those of the first sub-age group. There was agreement between the IRDI, ADBB and SEAL in the first subage group, indicating that infants with no developmental difficulties and no withdrawal did not also have language difficulties. With the clinical vignette, it was possible to observe more carefully the maternal vocal nuances, the baby\'s competence and the tune of the pair. The complexity in evaluating a dual-motherbaby in a single moment of filming was also evoked, stating the importance of longitudinal accompaniment of the dyads. Despite the inconclusive data for the detection of language difficulties between the case and control groups in the sample, this does not eliminate the need for attention and care for sibling mothers and infants of children with ASD. Studies need to be developed in order to better inform the discussion of the language instruments and infants of siblings of children with ASD

Language is integrally involved in all stages of the learning process. Children who have a language disability are therefore likely to have difficulty with their schooling. The Centre for Language and Hearing Impaired Children was established to provide these children with an optimal start to their education and to maximize the impact of early intervention. The aim of this retrospective study was to obtain follow-up information about the pupils who attended this language-rich nursery school environment, and to discover if their progress reflected significant long-term improvements in their education. The study design involved both quantitative aspects, for which it became necessary to create an educational outcome scoring system in order to objectively assess children’s outcomes, and descriptive components to understand the children’s progress. The data collection involved two phases, where the initial data provided the basic demographics of 94 children who attended the Centre, and the second stage considered information obtained in the follow-up interviews with 32 families that could be traced. The latter data showed that, in spite of previously reported improvements while at the Centre, significant disabilities persisted in 56.25 % of the children, where they were unable to reach mainstream education. In addition, there were significant numbers (81.25%) that attended or passed through remedial/special education during their formal school career, reinforcing the need for supportive, therapeutic forms of education for children with language impairments.