Background: Speech and language therapists (SLTs) are increasingly engaging in school-based interventions targeting children with language difficulties. Collaborative work between teachers and SLTs has shown to be beneficial in fostering language development in all children. Both groups of professionals have different but complementary roles in…

This article presents the results of an action-research project. The project consisted of a reflection process involving a year-long collaboration between a teacher, a teaching assistant and a speech therapist in a special education school, together with two researchers acting as counsellors. The reflection process sought to promote changes in the…

Recent currents in language learning research highlight the social and emergent aspects of second language (L2) development and recognize that learners need opportunities for interaction in meaningful contexts supported by explicit attention to language itself. These perspectives suggest new ways of conceptualizing the challenges faced by children…

This study examines the effectiveness of an output practice, i.e., Chinese-to-English translation, on promoting noticing and acquisition of a type of grammatical form, i.e., lexical phrases. It is confirmed that output is vital in facilitating learners' noticing and acquisition of the targeted linguistic forms.

Psychosocial development is the focus of this psychology textbook. In part 1, a view of human development and society, the following areas are covered: (1) basic concepts of psychosocial development; (2) ways of viewing human development; and (3) dilemmas in human development. Part 2, the development of symbolic behavior and special factors in…

Developments in lifelong learning and learner autonomy have given fresh impetus to the debate about learning without formal teaching. This paper concerns the educational relationship between learner and adviser in self-directed schemes. Two French self-directed language learning set-ups were observed, one situated at university level (Systeme…

The speech of 18 children aged 4;1 to 7;1 during role-playing sessions simulating family, doctor, and classroom situations was analyzed for the use of directives. Six categories of directive formula types were identified, and the use of each of these in each context was examined with a view to determining the child's sense of what directive is…

Examines one aspect of communicative competence: the recognition of linguistic correlates of sex roles. Acquisition occurred according to 2 patterns: (1) increasing approximation to adult norms, and (2) rule learning and rule differentiation. Timing of these developmental sequences is discussed. (GO)

Four children, aged 3.9 to 5.5, were recorded talking to different listeners (adult, peer, baby and baby doll) and role-playing a "baby just learning how to talk." As a measure of the children's responsiveness to situational cues, each sample was analyzed for formal and functional characteristics. (Author/RM)

To explore the relationship of language use and speech adaptation to role and context, the spontaneous speech of a 5-year-old boy was recorded in three different situations: playing alone, playing with a friend of the same age, and playing with his mother. (Author/SW)

Presents a language-awareness (LA) perspective on the concept of autonomy in second-language learning. The article distinguishes between two kinds of LA, examines child development and the role played by metalinguistic knowledge and literacy in first-language acquisition and examines the role played by both kinds of LA in second-language pedagogy.…

An anthology of literature on elementary school language arts concepts is presented. Its purpose is to provide specific content that may help prospective and practicing teachers to recognize the role of language content in teaching. The anthology is divided into seven parts. Part One presents a general picture of the language arts curriculum that…

Explored young children's ability to contrast social roles through language, using a technique of controlled improvisation with puppets. Found that from an early age (three or four years) children are aware of a broad range of social variation and are sensitive to the linguistic means of encoding this variation. (PD)

The school speech pathologist's function as a member of an interdisciplinary team responsible for diagnostic and prescriptive program planning and placement for children with language-learning problems is described. (LH)