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Nsengiyumva, Dominique Savio; Oriikiriza, Celestino; Nakijoba, Sarah – Indonesian Journal of English Language Teaching and Applied Linguistics, 2021
This paper discussed Cross-Linguistic Transfer (CLT) and Language Proficiency in multilingual education in general and highlighted samples of CLT in Burundi as the existing literature reveals. As there exist CLT on all linguistic levels, this discussion has provided examples of phonological (including phonetics), lexical and semantic, and…
Descriptors: Transfer of Training, Language Proficiency, Multilingualism, Second Language Learning
Naigles, Letitia R., Ed. – APA Books, 2017
In recent decades, a growing number of children have been diagnosed with autism spectrum disorder (ASD), a condition characterized by social interaction deficits and language impairment. Yet the precise nature of the disorder's impact on language development is not well understood, in part because of the language variability among children across…
Descriptors: Autism, Pervasive Developmental Disorders, Language Acquisition, Language Impairments
Ukrainetz, Teresa A., Ed. – PRO-ED, Inc., 2015
"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…
Descriptors: Speech Language Pathology, Allied Health Personnel, Language Acquisition, Intervention
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Kirk, Cecilia; Gillon, Gail T. – Language, Speech, and Hearing Services in Schools, 2009
Purpose: This study evaluated the effects of an intervention program aimed to improve reading and spelling ability through instruction in morphological awareness together with other forms of linguistic awareness, including knowledge of phonology, orthography, syntax, and semantics. Method: Sixteen children aged between 8;07 (years;months) and…
Descriptors: Morphology (Languages), Intervention, Literacy, Children
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Berman, Ruth Aronson – International Review of Applied Linguistics in Language Teaching, 1979
Discusses the need for both a "rule of thumb" grammar and more thorough grammatical rules in second language teaching. (AM)
Descriptors: Grammar, Language Instruction, Learning Theories, Morphology (Languages)
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Mentcher, E. – English Language Teaching Journal, 1979
By comparing Russian and English on the phonological and grammatical levels, guidelines are offered for teachers of English as a second language to Russian students. (CFM)
Descriptors: Contrastive Linguistics, English (Second Language), Grammar, Interference (Language)
Woytak, Lidia – 1986
The Polish notions catalog systematizes a variety of informational codes used in Polish, resulting in lists of notions, each presented from a structural perspective. Where applicable, they are accompanied by a morphological component, structural chart, semantic description, frequentative expressions, and related vocabulary items. The notions…
Descriptors: Catalogs, Directories, Morphology (Languages), Notional Functional Syllabi
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Ramsaran, Susan – ELT Journal, 1983
The use of poetry is recommended in language classes to develop both students' knowledge of English and their appreciation of literature. Poem extracts are presented that illustrate features of phonology, vocabulary, grammar, meaning, colloquialisms, and style. (MSE)
Descriptors: English (Second Language), Grammar, Instructional Materials, Literature Appreciation
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Sparks, Richard; And Others – Annals of Dyslexia, 1989
A theoretical framework is presented for understanding difficulties in foreign language learning, based upon a linguistic coding model that hypothesizes deficits in phonological, syntactic, and semantic information processing. Incidence of linguistic coding problems in 22 college-enrolled or college-bound students who petitioned to have the…
Descriptors: Coding, College Students, High Schools, Higher Education
Steward, Ann Harleman – 1987
Linguistics gives the student of literature an analytical tool whose sole purpose is to describe faithfully the workings of language. It provides a theoretical framework, an analytical method, and a vocabulary for communicating its insights--all designed to serve concerns other than literary interpretation and evaluation, but all useful for…
Descriptors: College Curriculum, Correlation, Discourse Analysis, Grammar
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Darian, Steven – System, 1979
Examines the role of redundancy, as a universal linguistic feature, in language learning and teaching. (Author/AM)
Descriptors: Body Language, Discourse Analysis, Language Instruction, Language Universals
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Leong, Che Kan – Journal of Learning Disabilities, 1989
In this commentary on Linda Siegel's paper (EC221505), it is argued that a minimum level of general ability is needed for successful reading performance. Above this threshold other kinds of intelligence are required and more important is the contribution of verbal efficiency, which is predicated on the covariance of phonology, morphology, and…
Descriptors: Educational Diagnosis, Elementary Secondary Education, Handicap Identification, Intelligence Quotient
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Hill, Leslie A. – Zielsprache Englisch, 1978
Discusses some general principles for planning corrective instruction and exercises in English as a second language, and follows with examples from the areas of phonemics, phonology, lexicon, idioms, morphology, and syntax. (IFS/WGA)
Descriptors: English (Second Language), Error Analysis (Language), Idioms, Language Instruction
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Prutting, Carol A. – Journal of Speech and Hearing Disorders, 1979
The article presents a rationale for the application of a stage process model to provide speech clinicians with guidelines, based on complexity, for the content and sequencing of communicative behaviors to be used in planning remedial programs for children with language disorders. (Author/DLS)
Descriptors: Conceptual Schemes, Developmental Stages, Language Handicaps, Language Instruction
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Sawyer, Diane J.; Butler, Katharine – Annals of Dyslexia, 1991
This paper discusses five language roots of reading: phonology, syntax, semantics, short-term and long-term memory, and auditory segmenting. Teachers are urged to focus early school experiences toward development of these five skills to reduce the incidence of reading difficulties. Specific teaching suggestions are offered. (Author/DB)
Descriptors: Auditory Training, Classroom Techniques, Decoding (Reading), Early Intervention
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