Language Development Research Articles

Māori and Pasifika Whānau expertise and experiences in the ear and hearing health system in the counties Manukau Region, Auckland

ABSTRACT Unaddressed hearing loss and middle ear problems have lifelong implications for speech and language development, social skills, education, and future employment opportunities. In Aotearoa New Zealand, Māori and Pasifika peoples are overrepresented in ear and hearing health statistics and experience many unmet needs. Despite the promise of equal outcomes under Te Tiriti o Waitangi, there is a well-established body of literature reporting poor health-related outcomes for Māori and Pasifika peoples. Tamariki (children) and their whānau (families) face a range of multi-factorial barriers when accessing ear and hearing health services. This study aims to explore the experiences of Māori and Pasifika whānau accessing these services in the Counties Manukau region, Auckland. The research was guided by Kaupapa Māori and Pan-Pacific research principles, which aim to address power relationships in research, critique deficit discourses, and maintain high quality standards for Māori and Pacific health research. Six whānau interviews were conducted and thematic analysis of data resulted in three themes – Whānau are experts, Power and control, and What makes a good ear and hearing health service. In addition, Māori and Pasifika whānau made suggestions for improvements in ear and hearing healthcare, which will inform larger scale ear and hearing health projects in NZ. Glossary of Māori words: hapū: kinship group, clan, tribe, subtribe – section of a large kinship group; iwi: tribe, nation, people, nationality, race; karakia: prayer, grace, blessing; lotu: prayer, blessing; Māori: normal, ordinary, indigenous people of Aotearoa New Zealand; mokopuna: grandchild, great-nephew or great-niece; Pākehā: (Te Reo Māori) European; Papa'a: (Cook Island Māori) European; raranga: weaving; tamariki: children; taonga: treasure; Tauiwi: (Te Reo Māori) non-Māori people of Aotearoa New Zealand; Te Taiao: world; Earth; natural world; environment; tikanga: correct procedure, custom, method, manner, rule, way, code, practice; wāhine: woman, female; whakapapa: genealogy; lineage; descent; whānau: extended family network, family group.

Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening

Neonatal hearing screening (NHS) is a critical public health measure for early identification of hearing loss, ensuring timely access to interventions that can dramatically improve a child’s language development, cognitive abilities, and social inclusion. Beyond clinical benefits, NHS provides long-term advantages in education and quality of life. Given that congenital hearing loss affects approximately 1–2 in every 1000 newborns worldwide, the case for universal screening is clear. Countries like the United States and Australia have successfully implemented NHS, leading to earlier diagnoses, improved language development, and better educational outcomes. In Europe, while many nations have adopted NHS, consistency remains a challenge. Countries such as Norway and the United Kingdom stand out for their well-established systems, whereas others, like Greece, have made notable progress but have yet to mandate NHS nationwide. This highlights the need for cohesive national policies across Europe to ensure universal coverage. Screening methods such as Transient Evoked Otoacoustic Emissions (TEOAE) and Automated Auditory Brainstem Response (AABR) are established tools for detecting hearing impairments in neonates. Despite their demonstrated efficacy, NHS remains inconsistent globally, particularly in low- and middle-income regions that lack mandatory policies or access to reliable screening technologies. This perspective advocates for the urgent need to make NHS mandatory in all countries, emphasizing its societal benefits and cost-effectiveness. Early diagnosis supports prompt intervention, like hearing aids or cochlear implants, which are most effective when implemented before six months. It also empowers families to make informed decisions, fosters educational inclusion, and mitigates the social and emotional challenges of undiagnosed hearing loss. Policymakers, healthcare providers, and international organizations must prioritize universal NHS to ensure no child is left behind due to unaddressed hearing loss.

Context matters: Examining the linguistic aspects of educator-toddler talk

The quantity and quality of educator-child talk in early childhood education plays a critical role in children’s language development. This study analysed the linguistic aspects of educator-toddler interactions in 24 New Zealand early childhood classrooms, sampling 25 minutes of naturally occurring interaction across five contexts: book-reading, mealtime, play, group, and nappy-change. Both the quantity (e.g., total utterances) and linguistic quality (e.g., lexical diversity, mean length of utterance in morphemes) of educator and child talk were analysed. The quantity and quality of educator-toddler verbal interactions varied across contexts, with book-reading displaying positive features of educators’ language, and nappy-changes showing positive features of children’s language. This information about which contexts naturally promote high-quality verbal interactions will pave the way for oral language interventions in New Zealand and worldwide.

Social Dynamics and Language Learning: Do Extroverts Excel in L2 Acquisition? An Analysis through the Lens of Interactionism Theory

The objective of this study is to explore the relationship between social dynamics and second language acquisition, with a specific emphasis on whether extroverts surpass in learning English as a second language more efficiently and effectively than introverts. Moreover, the research is grounded in the Interactionism theory by Lev Vygotsky (1962) which states that language development is hugely determined by social and cultural communication and interaction. So, this study examines whether the personality traits such as being extrovert affect learner’s engagement to learn language more efficiently by socially interacting with other people or not. For this purpose, students of the BS English department of Army Burn Hall College for Girls, Abbottabad were selected as the participants to share their views through a mixed-method approach. A structured questionnaire was designed to gather insights from the students. Results for the close-ended questions have been shown through graphs whereas thematic analysis has been done for open-ended questions. The findings revealed that though ESL learners face many challenges during social meet-ups they still learn vocabulary, pronunciation, confidence, fluency, etc.

Oral language intervention in the late primary school years is effective: evidence from a randomised control trial

BackgroundOral language skills provide the foundation for formal education, and children may require language support over an extended period of time to maximise their education potential. Most work on language intervention, however, has focussed on the preschool or early school years. Here, we describe the development and evaluation of the Oral Language for Literacy Intervention (OLLI) programme which is designed to support children with weak language skills in the later primary school years.MethodsWe conducted a randomised control trial in 33 schools (50 classrooms). The language skills of all 8–9 year‐old children in each participating classroom (n = 1,423) were assessed using an automated app (LanguageScreen). The six children with the weakest LanguageScreen scores within each classroom (n = 296) were randomly allocated to the intervention (n = 148) or control group (n = 148). The children in the intervention group received the OLLI programme delivered in individual and small group sessions over 20 weeks. Children in the control group received their typical teaching.ResultsChildren receiving the OLLI programme made significantly larger gains than children in the control group on a preregistered latent variable reflecting standardised measures of oral language ability (d = 0.38) and on a measure of their written expression (d = 0.42).ConclusionsThese findings have important implications for improving educational attainment in children in the late primary school years. The OLLI programme is designed to be deliverable at scale and is of relatively low cost.

Reflexive neural circuits and the origin of language and music codes

Conscious activity is grounded on the reflexive self-awareness in sense perception, through which the codes signifying sensual perceptive events operate and constrain human behavior. These codes grow via the creative generation of hypertextual statements. We apply the model of Vladimir Lefebvre (Lefebvre, V.A., 1987, J. Soc. Biol. Struct. 10, 129-175) to reveal the underlying structures on which the perception and creative development of language and music codes are based. According to this model, the reflexive structure of conscious subject is grounded on three thermodynamic cycles united by the control of the basic functional cycle by the second one, and resulting in the internal action that it turn is perceived by the third cycle evaluating this action. In this arrangement, the generative language structures are formed and the frequencies of sounds that form musical phrases and patterns are selected. We discuss the participation of certain neural brain structures and the establishment of reflexive neural circuits in the ad hoc transformation of perceptive signals and show the similarities between the processes of perception and of biological self-maintenance and morphogenesis. We trace the peculiarities of the temporal encoding of emotions in music and musical creativity, as well as the principles of sharing musical information between the performing and the perceiving individuals.

OVERVIEW OF THE DEVELOPMENT OF STUNTING CHILDREN AGED 2-5 YEARS IN GEDOG VILLAGE

Stunting is a growth and development problem that has an impact on intellectual abilities, decreased economic productivity and the risk of metabolic diseases which will affect the development of children in the future. The purpose of this study was to determine the development of stunted children aged 2-5 years in Gedog Village. This research design uses descriptive quantitative with a sample size of 42 stunted children aged 2-5 years who meet the inclusion criteria and are selected using purposive sampling method. Data collection was carried out on February 7-29, 2024 at each integrated healthcare center in Gedog Village. Instruments in the study using the Denver Development Screening Test I and results of the DDST assessment are normal, abnormal, suspect, and unstable. The data obtained is presented in the form of diagrams and narrated. The results of this study were gross motor development 75% scored normal and 25% scored advanced, fine motor development 69% of children were normal, 22% delay and 8% caution, language development 53% normal, 39% caution and 8% delay, personal social development 47% normal, 47% delay and 6% caution and overall normal results 53%, Abnormal 19% and suspect 28%. From these results, it is found that stunting is not the main cause of developmental abnormalities in children. Parenting and the environment are also one of the factors that make children reach their developmental stage.

Reliability, validity and developmental sensitivity of the Language Use Inventory (LUI) in the Spanish context

IntroductionThe Language Use Inventory (LUI) is a standardized parent-report questionnaire to assess pragmatic language development in children 18 to 47 months of age. The aim of this study is to describe the translation of the Language Use Inventory (LUI) from English to Spanish and to report findings on the Spanish version's reliability, validity and developmental sensitivity. MethodsThe original English version of the LUI was translated into Spanish. Parents of 236 typically developing children completed the inventory. A sub-sample of 107 participants completed the LUI-Spanish, again within 2 weeks, to assess test-retest reliability. ResultsResults showed that the LUI-Spanish demonstrates robust psychometric properties, exhibiting strong internal consistency and test-retest reliability, as well as good developmental sensitivity. Children's scores showed a decrease with age in the subscales that assess communication with gestures. In contrast, subscales that assess communication with sentences obtained significant higher scores with participants' age. No significant differences were found in terms of gender. ConclusionsFindings indicate that the LUI-Spanish is a suitable tool for assessing the pragmatic skills of toddlers and preschool-aged children.

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.

The Role of Nigerian University Libraries in Archiving Hausa Royal Songs for Effective Service Delivery to Researchers

The need for archiving oral literature in any society cannot be overemphasized. However, in Nigeria, archiving practices for oral literature are still low. The aim of this paper, therefore, is to explore the role of university libraries in enhancing archiving practices for Hausa royal songs for effective service delivery to different researchers and other interest groups. Oral literature in the form of royal songs in the Hausa language plays very significant roles towards preserving history, cultural heritage, language development and other traditional values. However, the emergence of Hausa popular literature songs due to advancements in technology appeared to be a deviation from the traditional Hausa oral songs. Hence, the consequences of not archiving the traditional Hausa oral songs could endanger the historical and linguistic preservation of the language as well as its tangible and intangible cultural heritage. The qualitative approach based on content analysis of different sources of information was adopted for this study. The techniques, opportunities and challenges of print and digital archiving of oral songs were discussed. Furthermore, the role of Nigerian university libraries in archiving Hausa royal songs was highlighted. The libraries can be repositioned to enhance archive management of oral literature for effective service delivery to researchers who may desire access to such resources to satisfy research and other information needs. Key strategies that university libraries could implement to ensure long-term preservation and promote accessibility to Hausa royal songs were also proposed. These strategies include training for print and digital archiving of oral literature. In conclusion, the paper provides some insights that will serve as a guide to university libraries and other organizations, on the necessity of selecting, acquiring and archiving Hausa oral songs for research and studies by present and future generations.

Factors Influencing Malays as a Second Language Learning in Essay Writing: A case study of Iban Ethnic Students in Sarawak, Malaysia

Second language learners, such as Iban students studying Malay, often face significant challenges in essay writing due to the proficiency gap between their first language and Malay. The lack of daily use of Malay further complicates their ability to grasp complex sentence structures and vocabulary, making essay writing a particularly difficult task for non-native speakers. This study aims to identify the factors influencing the learning of Malay as a second language in essay writing among Iban ethnic students. The study employed a qualitative research approach, involving semi-structured interviews with eight primary school Malay language teachers in the Kapit district of Sarawak. The data were analysed thematically using Nvivo 12 software. The findings identified three main factors: (i) mother tongue factors influence, (ii) linguistic environment factors influence, and (iii) psychological factors influence. As a result, the process of second language acquisition in educational settings requires deliberate and structured approaches, rather than relying on the natural language development seen with a first language. This study offers useful perspectives for both researchers and educators to refine teaching methods, focusing on more targeted strategies that can better support Iban students in improving their proficiency in Malay as a second language.

Working Memory, Attention Skills, and Language Proficiency in Children with Unilateral and Bilateral Cochlear Implants.

Previous studies observed that children with cochlear implants (CIs) have poor language, working memory, and attention skills. The ability to perform cognitive tasks, such as attention and memory, plays a crucial role in the academic achievement and everyday life of children with hearing impairment. This study aimed to evaluate and compare the effects of age at the time of implantation and bilateral hearing on cognitive skills, such as language development, working memory, and selective attention, among children with CIs. Language skills were assessed using the Test of Language Development-Primary: Fourth Edition (TOLD-P:4), working memory using the Visual-Aural Digit Span Test-Revised Form (VADS-R), and selective attention skills using the Stroop Test TBAG Form. A total of 58 participants, comprised of 21 children with early unilateral CIs (before 2 years), 18 children with late unilateral CIs (after 2 years), and 19 children with bilateral CIs, between the ages of 6 and 9 years, were included in the study. According to the age at the time of implantation and whether or not the participant was unilaterally or bilaterally implanted, the mean scores, percentage values, and resultant scores of the participants were calculated using the Mann-Whitney U test. The number of repeated backward digit spans for the VADS-R test, completion times, number of errors and corrections for the Stroop test, raw scores, scaled scores corresponding to raw scores at the relevant age, descriptive terms for the TOLD-P:4 test, and within-group comparisons for all tests were examined. There were significant differences in language, working memory, and attention skills between individuals with early and late unilateral cochlear implantation, whereas there were no significant differences in many subtests between individuals with early unilateral and bilateral cochlear implantation. These findings demonstrate the importance of early cochlear implantation and bilateral hearing on the development of cognitive processes, such as language development, selective attention, and memory skills, which are important factors that may contribute to children's academic performance and overall success.

Auditory agnosia progressing to cortical deafness. Long-term follow up of a one-year-old child to age 37

Background There are two types of central auditory disorders due to pathology of the bilateral auditory cortices in adult patients: auditory agnosia with residual hearing; cortical deafness with total hearing loss. However, long-term changes of hearing acuity over physical development time are unknown. Objective The aim of this case report was to illustrate the pathophysiology of auditory changes in a 1 year-3 months old child who was diagnosed with auditory agnosia as a sequel of herpes encephalitis and later developed cortical deafness during a 36-year follow-up. Materials and Methods Brain MRI, hearing tests, ABR, DPOAE and developmental tests of speech/language were periodically performed. Results Brain imaging revealed extensive damage in the bilateral auditory cortices. His auditory speech perception was lost and his language development was seriously delayed. His hearing threshold progressively decreased over time from normal at first to profound hearing loss as a teenager. However, at 29 years of age his ABR was normal. He was able to communicate and converse by sign language or writing. Conclusions and Significance Later developing cortical deafness with profound hearing loss could be caused by retrograde degeneration of the auditory radiation overtime to the bilateral medial geniculate bodies.

Assessing Children’s Language Development: A Systematic Literature Review on Early Language Milestone Scales

Assessing Children’s Language Development: A Systematic Literature Review on Early Language Milestone Scales

Assessment of Linguistic Profile of Oral-Language-Proficient Hearing-Impaired Children Using Clinical Evaluation of Language Fundamentals: Fifth Edition (CELF5)

Background/Objectives: Specific tests for the assessment of language development and language skills in deaf children are scarce. For this reason, parent inventories and/or standardized tests that are reliable and valid in the hearing population are used. The main aim of this study was to assess the usefulness of the Clinical Evaluation of Language Fundamentals 5 (CELF5) in determining the language skills of hearing-impaired children in a comprehensive way in comparison to their hearing peers. Methods: The sample consisted of 70 deaf and 73 hearing children aged 5–11 years. Although the results show statistically significant differences in language skills between deaf and hearing children, deaf children scored around average on 8 of the 12 subtests of the CELF5. Results: Children using total communication modality had the highest scores, followed by those using oral language and sign language. The CELF5 subtests showed high internal consistency in the deaf group. A percentile scale was also developed for this population group. Conclusions: The CELF5 showed to be a reliable test for the assessment of receptive and expressive language in children with deafness who are competent in oral language. However, further research is needed to develop language assessment tests adapted to the deaf population that are sensitive to different communication modalities.

A Conversation Analysis-Complex Dynamics Systems Theory (CA-CDST) Approach for Analyzing Longitudinal Development in L2 Pragmatics

The compatibility of Conversation Analysis (CA) and Complex Dynamics Systems Theory Approach (CDST) in analyzing second language (L2) development has long been discussed (e.g., Larsen-Freeman & Cameron, 2008a). Nevertheless, how CA and CDST are compatible and how the method can be applied to data to analyze L2 development has been rarely demonstrated, with a few exceptions (e.g., Siegel & Seedhouse, 2024). This paper builds upon these prior discussions, explaining the compatibility of CA and CDST and a demonstration of the Conversation Analysis-Complex Dynamics Systems Theory (CA-CDST) approach to holistically analyze L2 pragmatic development. The CA-CDST approach is exemplified through the analysis of the use of code-switching in L2 interaction. The analysis demonstrates that unmarked code-switching in L2 interaction is not an omnipresent interactional phenomenon. Rather, it is learned; it is an interactional resource that is co-constructed through the sequential process of multiple encounters, adaptation, and accommodation to both the interlocutor and the interactional setting. Moreover, the analysis demonstrates the adaptable nature of CA and how the CA-CDST can elucidate the non-linear nature of L2 pragmatic development.

Protocol for a systematic review with meta-analysis and trial sequential analysis of preventive interventions versus any control intervention for parents with a mental disorder on offspring outcomes

BackgroundOffspring of parents with a mental disorder are at high risk of a range of adverse outcomes, highlighting the need for preventive interventions. However, a comprehensive overview of the beneficial and harmful effects of preventive interventions for parents with mental disorders on offspring outcomes are uncertain. The main objective of this systematic review will be to assess the effects of preventive interventions versus any control intervention for parents with a mental disorder on offspring outcomes.Methods/designWe will conduct a systematic review with meta-analysis and report it as recommended by Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), bias will be assessed with the Cochrane Risk of Bias tool-version 2 (ROB2), an eight-step procedure will be used to assess if the thresholds for clinical significance are crossed, trial sequential analysis will be conducted to control for random errors, and the certainty of the evidence will be assessed with the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) approach. To identify relevant trials, we will search for published trials in several electronic databases from their inception to the present. We will also search for unpublished trials and grey literature. Two review authors will independently screen the articles, extract data, and perform a risk of bias assessment. We will include any published or unpublished randomized clinical trial comparing a psychological preventive intervention versus any control intervention for parents with any mental disorder. The primary outcomes will be quality of life and incidence of a mental disorder. Secondary outcomes will include internalizing symptoms, externalizing symptoms, serious adverse events, out-of-home placement, and absence from school or daycare. Exploratory outcomes include trauma, socioemotional development, and language development. All outcomes will be assessed in offsping only.DiscussionThere is an urgent need for a comprehensive, updated systematic review of the beneficial and harmful effects of preventive interventions for children of parents with a mental disorder. The findings of this systematic review are expected to provide evidence-based information for policymakers, clinicians, and researchers to help them make informed decisions about the most effective interventions and guide future research for this highly prevalent population.Systematic review registrationPROSPERO CRD42023463421.

Artificial Intelligence in Arabic Linguistic Landscape: Opportunities, Challenges, and Future Directions

The widespread use of artificial intelligence applications in current era has created unique opportunities and challenges for the broad linguistic field of Arabic language and the possibility of employing these applications in learning, generating, and proofreading Arabic language. The primary research question addresses the effectiveness and challenges of AI applications in Arabic language contexts. This study tests whether AI tools enhance Arabic language more than traditional methods, despite challenges. A comprehensive literature review of studies was conducted using a focused strategy on Google scholar, employing specific keywords such as “AI” and “Arabic language” and selecting studies related to AI’s role in Arabic language education, translation and processing. This research sheds light on the relationship between AI applications and Arabic language, including a review of the research published in this field to identify the reality of using these applications and the extent of their effectiveness in serving Arabic language. A synthesis of the collected data identified the key themes, including current applications of AI in Arabic language learning, the development if natural language processing tools and the challenges of resource availability. The review highlights the considerable potential of AI in enhancing Arabic language and emphasizing their applications in understating and processing the language. Given the rapid and continuous development of these technologies, this study highlights emerging Arabic achievements in bridging the gap between Arabic language and modern technology and explores the future prospects of AI in Arabic language development. Moreover, this study contributes to the ongoing research on the intersection of Arabic language and AI addressing future research directions and promoting more effective AI-based education al tools for Arabic language.

Prenatal to Adulthood: The Responsibility of the Speech-Language Pathologist on the Comprehensive Cleft Palate and Craniofacial Team.

Comprehensive cleft care is an important component when caring for a child with cleft palate with or without cleft lip (CP ± L). Speech-language pathologists (SLPs) serve different capacities on comprehensive cleft palate and craniofacial teams. This tutorial highlights the role of the SLP on the cleft palate and craniofacial team from the prenatal consultation to adulthood. This tutorial emphasizes the importance of collaboration between the cleft team SLP and other professionals on a comprehensive cleft team. Additionally, the tutorial provides education for feeding infants with CP ± L and focuses on assessment and treatment of children with CP ± L before and after the palate repair. Finally, this tutorial underscores the importance of working as part of and collaborating with interdisciplinary team members. SLPs are an essential member of comprehensive cleft teams in addition to other medical providers. SLPs play a critical role on these multidisciplinary teams and are fundamental to the assessment and treatment of feeding, speech, language, and resonance disorders in children with CP ± L. It is critical that SLPs are involved in comprehensive cleft team care from the prenatal consultation through adulthood to monitor resonance, speech, and language development and outcomes.

Parents Plus: A Parent-Implemented Intervention for Preschool Children With Developmental Language Disorders.

Parent engagement is a critical component of optimizing services for young children with disabilities, including those with language disorders. Without training, however, many parents may lack the knowledge and skills to effectively facilitate their children's language development during the essential early childhood years. The Parents Plus intervention was designed to support parents, through online training and coaching, in using focused stimulation, an evidence-based strategy for fostering early language development. Thirty-one parents and their children with developmental language disorder participated in a small-scale randomized controlled trial to provide a preliminary test of Parents Plus. Sixteen parent-child dyads completed the Parents Plus intervention, while 15 parent-child dyads were in the control condition. Findings indicate that Parents Plus shows promise in improving children's vocabulary and morphosyntactic skills. Additionally, Parents Plus emerged as a socially valid approach, with parents reporting that its goals, content, procedures, and outcomes were acceptable. Implications for education and directions for future research are discussed.