Language Abilities Research Articles

The Influence of Singing Activities on Children's Language Ability in the Pembina Siak Kecil State Kindergarten

Singing activities at the Pembina Siak Kecil State Kindergarten are an effective learning method in improving the language skills of young children. Through various song lyrics, children not only introduce new vocabulary, but also learn to construct simple sentences. With pleasant melodies and themes that are relevant to everyday life, singing activities facilitate children to remember new words more easily. In addition, this activity also supports the development of grammar and sentence structure, as well as encouraging social interaction among children, improving their communication and collaboration skills. With the support of teachers and parents, children feel more confident in language and are able to communicate better. Singing activities also stimulate children's cognitive abilities and improve motor skills through movements that are integrated with singing. Repetition of songs in class provides an opportunity for children to internalize new vocabulary effectively. Teachers play an important role in choosing songs that are appropriate to the child's developmental stage, so that each child can learn according to their level of ability. Overall, singing activities at the Pembina Siak Kecil State Kindergarten have a significant impact on children's language development, enrich vocabulary, and build a strong communication foundation for the future.

Competing identities in diverse classrooms: mapping social and academic hierarchies in perceived inclusive utopias

ABSTRACT The concept of inclusion, which emphasises access to education and well-being for all students, is fundamental to Icelandic schools, but its aims and applications continue to be impacted by various social and academic barriers experienced by an increasing diversity of students. This article is an ethnographic study focusing on power relations in a seemingly inclusive classroom and school in the capital city of Reykjavík. The analysis draws on Bourdieu’s concept of social space to examine the classroom as a network of intersecting social positions. Data consists of participant observations, teacher interviews, and sociograms derived from student questionnaires. Findings suggest that the hierarchies found within the framework of inclusion are affected not only by social and academic relationships among students, such as those based on gender, ethnicity, class, and language or academic ability, but also by teacher and student perspectives on normative cultural practices that are intertwined with inclusive practices.

Language and Cognitive Impairments in Multiple Sclerosis: a Comparative Study of RRMS and SPMS Patients.

Previous studies have reported that patients with Multiple Sclerosis (MS) face cognitive difficulties. Much less, however, is known about their language abilities. The present study aims to provide a clear view of the language abilities of adults with MS, considering their cognitive skills and the type of the disorder. Specifically, 20 patients with Relapsing-Remitting MS, 17 patients with Secondary Progressive MS, and two healthy control groups demographically matched with the clinical groups, took part in the study. Their language abilities were examined using the Adult Language Abilities Test, which explores morpho-syntactic and semantic phenomena of the Greek language in both comprehension and production modes. Our results did not reveal statistically significant differences between the two clinical groups on any cognitive or language subtest. Both groups, however, performed poorer than the control groups in producing the correct form of verbs, possessive and weak personal pronouns, and in comprehending relative and passive clauses. Participants' performance in morphosyntax was found to be related to their processing speed. Mapping the cognitive and language abilities of patients with MS is crucial for designing effective targeted interventions, which can help them adopt strategies to manage their specific cognitive and language symptoms.

Research on Computer-Assisted Task-Based Instruction in College English Writing Teaching

In the digital era, the application of Computer-Assisted Language Learning (CALL) in the field of foreign language teaching has been explored by many researchers. In addition, Task-based instruction (TBI) is also a widely accepted method in language teaching, which requires language learners to complete a series of meaningful tasks to improve their language abilities. In this research, I will combine the CALL and TBI teaching method, drawing on the advantages of both methods, aiming to enhance students' writing skills and studying interest by introducing technological means. This paper also explores the effectiveness of the application of a combination of CALL and TBI in improving college English writing teaching.

N-3 Fatty Acid Supplementation in Mothers and Infants for Childhood Psychomotor and Cognitive Development: An Updated Systematic Review and Meta-Analysis.

Long-chain n-3 polyunsaturated fatty acid (PUFA) consumption in maternal and infants has been positively associated with cognitive and visual development. Tails even meta-analysis showed mixed results. To evaluate the effects of maternal and infant n-3 PUFA supplementation on childhood psychomotor and cognitive development, PubMed, Embase, the Cochrane Library, PsycINFO and clinicaltrials.gov were searched. Randomized controlled trials were included to evaluate the effect on child cognitive and psychomotor outcomes of n-3 PUFA supplementation in mothers or infants (age ≤ 2 years). Findings were pooled with mean differences (MD) with 95% confidence intervals (95% CIs). Heterogeneity was explored using I2 and subgroup analyses, stratified for maternal (pregnancy and/or lactation) and infant (preterm infant and term infant). We identified 47 articles, with 14 trials on mothers and 33 on infants. Pooled results showed that infants' mental development index (MDI) increased with n-3 PUFA supplementation (MD = 2.91, 95% CI: 1.32-4.51, I2 = 65.1%). Subgroup analysis of MDI also demonstrated a benefit in preterm infants (MD = 4.16, 95% CI: 1.40-6.93, I2 = 49.5%) and term infants (MD = 2.28, 95% CI: 0.27-4.29, I2 = 70.1%). No significant association was found in subgroup analyses of supplementation to mothers during pregnancy or lactation period. Supplementation did not increase the psychomotor development index (PDI) in the mother or infant group. Language composite score increased for infants whose mothers accepted supplementation in pregnancy or breastfeeding (MD = 8.57, 95% CI: 5.09-12.04, I2 = 70.2%). The cognitive composite score did not improve in any subgroup. Intelligence Quotient (IQ) increased in the infants' group with n-3 PUFA supplementation (MD = 2.54, 95% CI: 0.45-4.63, I2 = 66.0%). Furthermore, IQ in term infants also improved (MD = 2.91, 95% CI: 0.24-5.57, I2 = 69.2%). The funnel plot and Egger's test confirmed no publication bias in any endpoints. Supplementation with n-3 PUFA during pregnancy or breastfeeding in mothers has increased language abilities. Furthermore, direct supplementation in term infants can improve intelligence in later childhood. However, insufficient evidence supports the claim that supplementation improves cognitive abilities.

The Effect of Literacy-Based Play Activities to Improve Early Childhood Language Skills

Developing linguistic competence during the formative years is critical for subsequent academic achievement, and targeted interventions can help children realize their maximum abilities. This investigation sought to evaluate the effects of literacy-oriented play activities on the linguistic abilities of children aged 4 to 6 years. The methodological approach employed was quasi-experimental, using a one-group pretest-post-test framework. The demographic focus of the study consisted of kindergarten children, with a purposively selected sample of 30 participants. Findings indicated a statistically significant improvement in the children's language abilities, evidenced by an average pretest score of 63.5 compared to a post-test score of 78.5 (p-value < 0.001). The overarching conclusion derived from this study is that interventions utilizing literacy-based play are efficacious in improving language skills in early childhood.

Enhancing English Proficiency in Korean Schoolchildren with Problematic Behaviors: Efficacy of Digital Game-Based Learning.

Objective: Language learning through computer games has been suggested to enhance language abilities compared with traditional learning methods. Training in language skills may also improve self-control and reduce problematic behaviors in children and adolescents. We hypothesized that computer game-based language training could be more effective than classical language instruction. Furthermore, we propose that the enhanced language skills obtained through computer game language training could correspond with improvements in problematic behaviors within this group. Materials and Methods: This was an 8-week crossover trial consisting of 4 weeks of gaming rounds and 4 weeks of control rounds for two groups. Wise-Ax English is a casual digital game developed for English vocabulary education targeting Korean children. The game incorporates 500 English words selected from a pool designated by the Korean Ministry of Education. The study included 38 Korean students. At the 4-week and 8-week marks, all students were assessed with English competency tests. Results: Over 80% of the participants expressed satisfaction with the digital game-based English education, noting significant improvements in their English abilities compared with those achieved using traditional English classes. During the gaming rounds, children with problematic behaviors demonstrated improvement in test scores relative to their peers without such behaviors. Conclusion: The educational game Wise-Ax English can effectively enhance English language skills among Korean elementary school students. Notably, the effectiveness of Wise-Ax English was more pronounced in students exhibiting higher levels of problematic behavior and anxiety.

Visualizing Language and Aging From 2013-2022

Abstract Declining cognitive abilities can be a concomitant of advanced age. As language is closely associated with cognitive abilities, changes in language abilities can be an important marker of changes in cognitive abilities. The current study is to review cognitive studies of language and aging by first identifying and exploring the major clusters and pivotal articles and then detecting emerging trends. Data of 3, 266 articles on language and aging from 2013 to 2022 were collected from the Web of Science Core Collection database. Adopting Document Co-citation Analysis, Freeman’s betweenness centrality metric (Freeman, 2002) and Kleinberg’s burst detection algorithm (Kleinberg, 2002), we explored major clusters, pivotal articles and emerging trends in this field. Cognition appears to be the most remarkable cluster. Bilingualism, speech production, listening effort, and reading comprehension are other major active clusters in a certain period. The most recent active cluster concerns the studies of Alzheimer’s disease. Articles serving as pivotal points concentrate on cognitive studies of the Framework for Understanding Effortful Listening (FUEL), the new Ease of Language Understanding model (EUL) and a hierarchical multi-representational generative framework of language comprehension. The progress in statistical methods, the relationship between language and cognitive impairment and the relationship between language abilities and cognition are the emerging trends. These emerging trends will provide some insights into how cognitive abilities influence language abilities in aging.

Excursion quest as a tool for developing socio-cultural competence of foreign students

The article is devoted to revealing the features of quest technology in the educational process, conducting a “live” excursion quest for the development of sociocultural competence of foreign students.The relevance of the study lies in the need to study the features of creating and conducting excursion quests in the preparation of foreign students.The purpose of the study is to consider the features of conducting a “live” excursion quest in a foreign audience, to analyze the effectiveness of integrating such a quest into the educational process as a tool for developing sociocultural competence at the pre-university stage. In accordance with the stated purpose of the study, the following tasks are identified: developing a “live” quest as part of a museum excursion; conducting a test to determine the degree of effectiveness of integrating the quest into the educational process.The development and testing of the quest was carried out on the basis of Southwest State University as part of teaching Russian as a foreign language at the pre-university stage.During the research process, theoretical, empirical, pedagogical methods were used, such as analysis and synthesis of scientific literature, descriptive method when disclosing the content of the developed excursion quest, and a statistical method when determining the level of formation of students’ socio-cultural knowledge.The research material was a developed excursion quest designed to work with foreign citizens as part of a visit to the city’s local history museum at the stage of pre-university preparation.An excursion quest is a promising technology for achieving educational goals when teaching foreign citizens. Quest technology updates the language knowledge, communication skills and abilities of students, while stimulating their cognitive activity and developing such important personality qualities as intelligence, attentiveness, and independence. Sociocultural competence is an integral part of foreign language communicative competence, and a “live” excursion quest, used within the framework of linguoeducation in a foreign audience, is capable, with careful preparation, of effectively introducing foreign speakers to the culture of the country in the context of real urban space, expanding their knowledge of culturally oriented vocabulary, and emphasizing the importance of sociocultural observation.

Research on Differences Between Chinese and American Foreign Language Classrooms and the Impact on English Education in China

In the context of globalization, the cultivation of foreign language abilities has emerged as a crucial objective in the pursuit of enhancing students comprehensive quality. It is obvious that there are notable discrepancies in the concept and practice of foreign language teaching between China and the United States, which directly affects the formation and advancement of students linguistic abilities. This paper focuses on English classrooms in Chinese universities and Spanish classrooms in the American universities, with a particular emphasis on the differences in teaching methods, classroom interactions, and assignment settings. The study used comparative survey method and literature review to study and analyze the foreign language classes of the two countries. The results show that Chinese university English classrooms tend to focus on the mastery of grammar and vocabulary, while Spanish classrooms in the United States pay more attention to the practical use of language and adopt interactive and task-oriented teaching methods. In light of these observations, this paper puts forward some suggestions for the improvement of English education strategies in China, including improving the interactivity in Chinese English classrooms, focusing on language practice and task-based teaching, so as to enhance students practical application ability. The research aims to provide insights for English education in China and help students better adapt to and cope with the challenges of language learning and application in the context of globalization.

A Comparative Analysis of Language Skills and Parent–Child Interactions in Monolingual and Bilingual Children Born Preterm

Children born preterm are at an elevated risk of language delays compared to children born full-term. However, there is a dearth of research investigating language outcomes in premature children exposed to more than one language. There is also limited empirical evidence linking the quantity and quality of parent input and language outcomes in premature children and the strength of these relationships in bilingual contexts remains unknown. Therefore, the current study examined language skills, parent input, conversational turns, and their associations at 16 months to 36 months in monolingual and bilingual children born preterm. Nine English-speaking monolingual parent–child dyads, and nine Spanish–English bilingual parent–child dyads participated in parent–child interactions that occurred over time in play-based contexts. Results revealed that preterm monolingual and bilingual children exhibited similar language abilities at all time points assessed. While both monolingual and bilingual dyads engaged in a comparable number of conversational turns at 16 m, monolingual mothers produced more words than bilingual mothers during play. Significant associations were observed between children’s vocabulary skills and their ability to combine words within and across most time points. Notably, relationships between parental input, conversational turns, and language skills were limited to a significant association between conversational turns at 16 m and vocabulary skills at 24 m. Together, findings indicate that bilingual children born preterm acquire language on the same timeline as monolingual children born preterm. While it is crucial that the current work be replicated in larger samples of children born preterm, the current work is the first to compare relationships between children’s language outcomes and the quantity and quality of parental input in monolingual and bilingual contexts.

Exploring the Feasibility and Acceptability of a Brief Online Dialogic Book-Sharing Training for Teaching Support Staff

Background/Objectives: In the UK, significant and rising numbers of children arrive in schools with marked deficits in key skills such as oral language. This rise has been further negatively impacted by the COVID-19 pandemic. Given this, the foundation phase of primary school education is a necessary environment for targeting language deficits. There is evidence to suggest that teaching assistant (TA)-led interventions can be effective when adequate training and support are provided. This study explored the feasibility of providing a brief, online dialogic book-sharing training to TAs, and whether this training would be effective in upskilling TAs and enable them to improve the language outcomes of children aged 3–7 years in a school context. Methods: North Wales primary schools were invited to nominate TAs for the two half-day training sessions. Five schools responded, and eleven TA–child dyads participated. Data were collected on recruitment, training acceptability and baseline, and post-training measures from TAs and children (2–3 weeks after the final training session) and 4–6 weeks after the first follow-up. Measures of TA competence and behavior were collected, along with measures of child language and behavior. Results: Schools and TAs were recruited; TAs reported positively to the training, and the results showed small to large effect size benefits on all TA skills and child expressive language with significant positive post-training effects on TAs’ use of reflections and child language abilities. However, these effects were somewhat reduced at follow-up. Conclusions: Overall, the results of this feasibility study provide positive evidence for this training as an accessible way for schools to strengthen their prevention infrastructures by professionalizing a growing, but relatively untrained, group within the school workforce.

Contributions of internal and external factors to bilingual development: Evidence from Kurdish-English adolescents

Aims: This study examined the role of internal and external factors in bilingual language outcomes in a societal/first language (L1) and minority/foreign language (FL) context. Methodology: Participants were 98 Kurdish-English adolescents, living in the Kurdistan Region of Iraq. The data collected through a detailed questionnaire and a battery of standardized and researcher-developed measures. Data and analysis: Data were analyzed using backward regression and hierarchical regression models. Findings: Richness of the Kurdish and English environment contributed to language outcomes, of which parental Kurdish proficiency, Kurdish input from media, and paternal English proficiency were the best predictors of greater Kurdish morphosyntactic knowledge and faster lexical access ability in Kurdish and English. Cognitive and age factors predicted language outcomes, of which nonverbal analytic reasoning and older age of English exposure were the best predictors of greater English morphosyntactic knowledge and larger vocabulary size in both languages. As two different sets, external factors outweighed internal factors in terms of vocabulary size and lexical access abilities in both languages as well as Kurdish morphosyntax. The contribution of two sets was alike for English morphosyntax. Conclusions: Sensitivity to variation in individual difference factors varies depending on the linguistic domains. External factors are more essential for bilingual development, but at the same time, the role of internal factors in dual language learning should not be underestimated. Originality: With valuable insights offered by previous research, this study contributes to the field of bilingual development through examining a large number of individual difference factors in one of the most under-studied bilingual populations.

УСНИЙ АНГЛОМОВНИЙ ДИСКУРС ІТ-ФАХІВЦІВ У КОНТЕКСТІ ФОРМУВАННЯ СТРАТЕГІЧНОЇ КОМПЕТЕНТНОСТ

The article reveals the features of oral English professional discourse of IT specialists. The strategic competence of future IT specialists is considered as an ability of these specialists to eff ectively apply the formed language knowledge, speech skills and abilities, since eff ective communication and fl exible interaction require the use of the entire linguistic potential of the individual. It has been found that, together with pragmatic, sociocultural and psychological factors, discourse can be considered as a coherent speech aimed at social action and interaction of people. It was found that each speech case within the situations of oral professionally oriented communication of IT specialists covers three dimensions: text (oral, written speech, visual image, or their combination), discursive practice and social practice. In our research, we view communication strategies as means to develop individuals’ speaking skills in English for professional purposes, in the present case – for IT sphere. The analysis of IT specialists’ professional discourse has shown that there is the correlation of IT specialists’ professional roles with the major communicative functions (cognitive, evaluative, social, psychological) of English. According to the criteria of the sphere of communication among the participants of the discourse, scholars defi ne the following types of discourse: everyday, scientifi c, political, religious, business and professional. Linguistic features of oral, professionally oriented communication of IT specialists involve the analysis of vocabulary, grammatical structures, syntax, and the coherence of sentences, with the help of which discourses and genres are realized linguistically. The following linguistic features of the oral professional discourse of IT specialists were highlighted during the study: use of special vocabulary, dominance of certain grammatical structures, use of nicknames, often associated with computer terminology, emotional coloring, and the implementation of communicative strategies and strategies for the use of language, taking into account the rules of etiquette and netiquette. Key words: professional discourse in oral English, strategic competence, communicative competence, professionally oriented oral English-language communication, future IT specialists.

A New Path to Enhance Students' Comprehensive Language Literacy based on Intelligent Language Laboratory

With the acceleration of globalization and the rapid development of information technology, the enhancement of language ability has become an important part of students' comprehensive literacy. This paper discusses the concept of “Intelligent Language Laboratory” and its application in improving students' comprehensive language literacy. By integrating modern information technology, language learning theory and teaching practice, the Smart Language Lab provides an interactive and personalized language learning environment for students. The study shows that the laboratory can effectively improve students' language expression, listening and speaking skills and cross-cultural communication skills, thus opening up a new path for cultivating comprehensively developed language talents.

Associations between perinatal biomarkers of maternal dairy fat intake and child cognitive development: results from the EDEN mother-child cohort.

Offspring's optimal neurodevelopment depends on maternal dietary lipids supply during the perinatal period. Dairy products are an important source of fat in Western diets. This study aimed at examining the associations between maternal dairy fat intake during pregnancy, evaluated through biomarkers in perinatal biofluids (C15:0 and C17:0) and child's cognitive outcomes. Participants (N up to 1200) were French mother-child pairs from the EDEN cohort study. Biomarkers were assessed in the following biofluids: maternal red blood cells (RBC) membrane at 24 weeks' gestation, cord RBC membrane, and colostrum. Cognitive outcomes were language abilities scores at ages 2 and 3 years and overall cognitive development scores at ages 3 and 5-6 years. Associations were assessed using multiple linear regression models adjusted for factors related to family socioeconomic context, maternal lifestyle, and healthy diet score. Interaction of any breastfeeding duration on the associations with dairy fat biomarkers in colostrum was studied. Positive associations were observed between levels of C17:0 in cord RBC and C15:0 in maternal RBC with language abilities. In children breastfed for at least 6 months, C15:0 level in colostrum was positively associated with language abilities at age 3 years and overall cognitive development at ages 3 and 5-6 years whereas C17:0 level was only associated with overall cognitive development at age 3 years. Our results suggest that maternal higher intake of dairy fat during perinatal period could be potentially associated with offspring's better cognitive development. These pioneering results call for external validation to challenge their causality.

Studi Kepustakaan tentang Perkembangan Bahasa pada Anak Sekolah Dasar

The development of language in elementary school children is a crucial topic in the fields of education, developmental psychology, and linguistics. This research addresses significant gaps in understanding how social and educational environments influence language development in children. Using a literature review methodology, the study analyzes various factors affecting language acquisition, including the roles of family, school, and socio-economic status. Data were collected from relevant literature published within the last five years, focusing on the interaction between children and their teachers, peers, and parents. The findings reveal that effective teacher training significantly impacts children's language skills, highlighting the importance of interactive teaching methods. Additionally, children from higher socio-economic backgrounds tend to have better access to educational resources, which positively influences their language development. The results underscore the critical need for a supportive environment that fosters language growth through active engagement. In conclusion, this research contributes to the understanding of how various factors intertwine to shape language abilities in elementary school children, providing insights that can inform educational policies and practices aimed at enhancing literacy and communication skills in Indonesia.

The Impact of Immersive Courses on Second Language Ability and Cultural Adaptation

Immersive language courses have garnered attention as an effective means of improving second language ability while fostering cultural adaptation. Unlike traditional classroom-based methods, immersive programs emphasize experiential learning by engaging learners directly in linguistic and cultural contexts. This paper explores the multifaceted impacts of these courses on language proficiency, cultural sensitivity, and adaptation. Drawing on theoretical frameworks, empirical evidence, and comparative analyses, the study evaluates the transformative potential of immersive education and its challenges. The findings underline the importance of integrating real-world experiences in language instruction to achieve linguistic and intercultural competence.

Assessing communication disorders in children: A brief overview

The review summarizes the various methods employed in assessing communication skills in children. Speech-language assessment is a complex procedure that aims to evaluate child’s receptive and expressive vocabulary, formation of sentences, using language for different purposes, and articulation. It is crucial for early identification, diagnosis, and intervention of children with communication disorders. It is the initial step taken towards understanding the difficulties faced by the parents or caregivers of the child and guiding them to make appropriate decisions regarding the intervention. Formal and Informal testing procedures are complementary approaches incorporated to understand the child’s speech and language abilities. The information gathered during assessment forms a foundation for making clinical decisions. The results obtained from the assessment determines whether the child has a language delay or demonstrates age-expected performance, which in turn influences the need for intervention.

Controlling the narrative: the relationship between narrative ability and executive functioning in children with developmental language disorder.

Children with developmental language disorder (DLD) experience problems in language comprehension and/or production. In particular, storytelling or narrative ability is often impaired, as this type of discourse involves all domains of language. These problems may lead to a lower quality of social interaction and mental health. Moreover, problems in oral narrative ability during early development have a negative effect on later literacy. However, telling a story involves more than language alone. Executive functioning is thought to play an important part in stimulating narrative ability, as linguistic utterances need to be planned in a temporal and causal order, and switching is needed between multiple characters and events in the story. Research has shown that children with DLD experience problems with executive functioning, independent of their language ability. Thus, the difficulties in storytelling may be caused by both impaired language and executive functioning, as both domains follow hierarchical developmental paths during the early childhood years. In this review, we discuss three components of narrative ability (comprehension, production of macrostructure and production of microstructure) and how they may be interconnected to the three core components of executive functioning (working memory, switching and inhibition) and attention. This review shows that updating and monitoring information in working memory plays an important part in all three components of narrative ability, across multiple studies. This result may give direction in the development of narrative assessment and intervention, and urge further research to disentangle the interplay between language and executive control in DLD.