Being able to use the words that are learned and encountered in school is an important skill for communicating and displaying understanding. Students are increasingly expected to be able to appropriately and effectively use complex academic words in their writing, yet we know little about this productive aspect of word knowledge. This study…

There is increasing realization that mathematics-related self-efficacy expectations are a strong predictor of an array of significant mathematics outcomes. It is also evident that the curricular practice in schools largely neglects development of a student understanding in the unique language of mathematics. Consequently, this study probes how…

Purpose: This study aimed to describe change in dual language learners' (DLLs) morphosyntactic skills from kindergarten to first grade based on a sentence repetition task in English and Spanish. Methods: The sample included Spanish-English speaking children (n = 25). Investigators employed a repeated measures analysis of variance with one…

The ability to detect non-adjacent dependencies (i.e. between "a" and "b" in "aXb") in spoken input may support the acquisition of morpho-syntactic dependencies (e.g. "The princess 'is' kiss'ing' the frog"). Functional morphemes in morpho-syntactic dependencies are often marked by perceptual cues that render…

The relevance of this study is due to migration processes in Russia, the emergence in Russian schools of migrant children. School practice shows that the education of migrant children the Russian language has its own specifics related to the problems of bilingualism (bilingualism), ethnic identification, insufficient knowledge of the Russian…

In this study we explored the revision process and strategies implemented by deaf and hearing students who attend the same bilingual school context (LIS and Italian). For that we analysed and compared the types and quality of revisions made by deaf and hearing participants to their first draft of a narrative text ("Frog, Where Are You?")…

Purpose: Pragmatic language difficulties have been documented as part of the FMR1 premutation phenotype, yet the interplay between these features in mothers and the language outcomes of their children with fragile X syndrome is unknown. This study aimed to determine whether pragmatic language difficulties in mothers with the "FMR1"…

Web 2.0 technologies have become an integral part of our lives, transforming not only how we communicate with others, but also how language is taught and learned in the L2 classroom. Several studies have looked into the use of these tools and how they influence L2 learning (e.g. Jin, 2015; Wang & Vásquez, 2014), yet only one has compared the…

Recent research has demonstrated that L2 learners and heritage speakers might have two different profiles in terms of their syntactic, morpho-syntactic, and lexical-semantic knowledge of a target language (Montrul, 2004, 2006, 2010; Montrul, Foote, & Perpinan, 2008). However, the most influential of the major studies have been limited to…

Drawing on usage-based approaches this paper addresses the challenge of capturing EMI teachers' linguistic needs for the purposes of teacher training in international Medical Education. The focus is on EMI medical teachers in various instructional formats. Each format requires a specific linguistic repertoire resulting dynamic interactions of…

Children entering kindergarten and grade 1 vary greatly in their emergent literacy skills. Because preschool teachers can help set the foundation of literacy skills related to school readiness, one way to address those gaps is to build teachers' capacity to apply evidence-based strategies in their language and literacy instruction.…

Syntactic priming occurs when structural information from one sentence influences processing of a subsequently encountered sentence (Bock, 1986; Ledoux et al., 2007). This article reports 2 eye-tracking experiments investigating the effects of a prime sentence on the processing of a target sentence that shared aspects of syntactic form. The…

The "Given-before-New" principle has been identified as one of the strongest pragmatic principles governing how information is organized in adult grammar (Clark & Clark 1977; Gundel 1988). The question of whether child grammars organize information in the same way is as yet unresolved. We address this question by considering the…

Purpose: Few tools are available to examine the narrative speaking ability of adolescents. Hence, the authors designed a new narrative task and sought to determine whether it would elicit a higher level of syntactic complexity than a conversational task in adolescents with typical language development. Method: Forty adolescents (M[subscript age] =…

Object-initial clauses (OCs) are associated with more processing difficulties than subject-initial clauses (SCs) in a number of languages (e.g. English, German and Finnish), but a supportive context can reduce or neutralize the difference between SCs and OCs with respect to reading times. Still, it is unresolved how context can affect the…