Only 15% of children with hearing loss who could receive a cochlear implant receive one leaving American Sign Language (ASL) as their access to communication. Spanish-speaking families face even greater challenges including learning different languages/cultures and lack of trained Hispanic professionals. This study identifies how Hispanic mothers…

In 2017, 53,716 refugees entered the United States; the state of Michigan ranks sixth in refugee resettlement numbers. Each year, nearly 600 new refugees settle in Newtown, Michigan, which is now home to more than 20,000 newcomers who represent diverse language and ethnic groups. In this ethnographic case study, the authors investigated the ways…

Bilinguals have been shown to differ from monolinguals especially in the realization and interpretation of phenomena that operate at the syntax/discourse interface. Hungarian has a well-known interface structure--identificational focus--which has been widely studied in the theoretical literature but never with bilinguals. The present article fills…

The authors provide guidelines, based on an extensive review of the international literature, for conducting, interpreting, and reporting primary and secondary research on children who are deaf and hard of hearing in Bosnia and Herzegovina. The purpose of the review is to present arguments in support of conceptualizing education and…

Reading, writing, speaking, and listening are the four foundational skills in language learning. In language learning classrooms, students are guided to achieve proficiency in all or some of these skills in order to be able to use language effectively. Using a qualitative approach, the study investigates the perspectives of some students of…

L1 influence research on L2 learners' spoken performance has focused on learners' use of L1-based cohesive devices and propositional organization. The problem in these studies was that even though L2 learners were using L1-based cohesive devices, they were not making any grammatical or pronunciation errors, but their L2 speech patterns were not…

Child language acquisition research has provided ample evidence of lexical frequency effects. This corpus-based analysis introduces a novel frequency measure shown to significantly constrain adult language variation, but heretofore unexplored in child language acquisition research. Among adults, frequent occurrence of a form in a particular…

There is robust evidence that reading aloud with young children can help them learn new vocabulary. Building upon prior research, this study tested the effects of "both" book text features "and" readers' spontaneous extra-textual word-highlighting strategies on 3- to 4-year-olds' vocabulary retention from repeated read alouds…

This paper reports on an exploratory qualitative investigation of the discourses of plurilingual children's parents, with a view to developing an understanding of their family language policy. Drawing loosely on Spolsky [2004. "Language Policy." Cambridge: Cambridge University Press], family language policy was conceptualised as having…

This article summarises the linguistic base of initial reading and spelling in English for the benefit of teachers and others engaged in education who need explicit understanding of parts of the linguistic base in order to teach initial literacy accurately. The aspects covered are those most relevant to children entering formal schooling: spoken…

This study examined the nature of parents' shared reading with their preschoolers between and across two different alphabet trade books. The "busy" book contains more sentences and words per page, more complex illustrations per page, and the target letter takes up less of the page and appears in the same colour as the text. The…

This study aims to enhance our knowledge of the associations between the quality of the language-learning environment in toddler childcare groups and children's vocabulary development from age 3 to age 5. Participants were 1,131 children (48% girls; age at T1 assessment: M = 35.5 months, SD = 2.7; age at T2 assessment: M = 60.3 months, SD = 1.4)…

Personalized augmentative and alternative communication (AAC) intervention refers to an approach in which intervention is tailored to the individual's needs and skills, the needs and priorities of the individual's family and other social environments, the evidence base, and the individual's response to intervention. This approach is especially…

Purpose: The present scoping review seeks to fill an important need in the bilingual research and education community by analyzing the recent research literature on how teacher factors potentially influence young bilingual children's language outcomes. The research aims are twofold: synthesize the research findings on teacher factors that…

This study explores typically developing bilingual children's performance in their English as a heritage language. The aim of this study is to advance our understanding of heritage language expectations and the role of chronological age and bilingual exposure. A broad range of receptive and expressive linguistic domains are investigated as a…