This case study examines emergent, evolving language ideologies of a trilingual child, from age 3-7, who was simultaneously acquiring two heritage languages, Korean and Farsi, as well as English in the United States. A qualitative analysis of the child's conversations in a naturally occurring home context extends the literature centered on the…

This article establishes a pedagogic reading of Wittgenstein's later work, which explores the significance of teaching and learning themes through close textual analysis and archival work on his Nachlass. I argue for the prevalence and importance of Wittgenstein's references to teaching, learning and training by showing the role these references…

Advanced theory-of-mind (AToM) development was investigated in three separate studies involving 82, 466, and 402 elementary school children (8-, 9-, and 10-year-olds). Rasch and factor analyses assessed whether common conceptual development underlies higher-order false-belief understanding, social understanding, emotion recognition, and…

Joint attention (JA) skills are deficient in children with autism; however, children with autism seem to vary in the degree to which they display joint attention. Joint attention skills refer to verbal and nonverbal skills used to share experiences with others. They include gestures such as pointing, coordinated looks between objects and people,…

This paper examines the ideologies and practices surrounding respect at a Korean American heritage language school in California. It illustrates the interaction between locally circulating metadiscourses about children's dispositions, intentions, and identities and the enforcement of classroom norms of respect. In some cases, teachers accommodated…

Suggests that sociolinguistic knowledge is realized from the beginning of language use. The roles of formulaic language and of interactional consequences are described as explanations for the acquisition of style-switching. (30 references) (Author/JL)

Objective: To examine developmental and behavioral status of children in child welfare (CW) over time, by intensity of CW involvement using a national probability sample. Methods: As part of the National Survey of Child and Adolescent Well-being (NSCAW), data were collected on 1,049 children 12-47 months old investigated by CW agencies for…

Examines the quality of conversation produced by small groups of subjects in fifth, ninth, and twelfth grades and the last year of college. Results supported Piaget's sequence of conversational development. However, topical coherence apparently is not fostered by focused turns but emerges as a generalization of the normative constraints applying…

Criticizes Dorval and Eckerman (included in this issue) for their findings' lack of generality due to the artificial nature of the conversational groups studied. Also both age changes in the ability to plan large conversational units and the functions of particular kinds of turns within these larger units are left unexplored. (CB)