Use Of Expressive Language Research Articles

EXAMINING TYPES OF MEANING IN ACEHNESE CONTEMPORARY SONG LYRICS: A STUDY OF APACHE13’S ALBUM BÉK PANIK

This study investigates the meanings embedded within song lyrics from the Acehnese local band Apache13’s album Bék Panik (translated as ‘Don’t Panic’). The primary aim is to analyze the types of meaning present in these Acehnese songs using a semantic approach. The objectives are to identify and categorize meanings based on six distinct types: conceptual, social, affective, collocative, connotative, and associative. The qualitative analysis of the song lyrics revealed 186 distinct meanings. Conceptual meaning was the predominant type, with a majority of instances, followed by social meaning, affective meaning, collocative meaning, and connotative meaning. Notably, no occurrences of associative meaning were found. The prevalence of conceptual meaning in the lyrics suggests a focus on social criticism, conditions, and personal narratives within Apache13’s songs. Conversely, the limited use of connotative meaning aligns with a preference for direct and explicit expression among Acehnese youth, reflecting contemporary cultural norms. This study contributes to understanding the nuanced meanings conveyed through contemporary Acehnese music, reflecting generational differences in expressive language use.

Genre-Based Indonesian Language Learning Scientific Approach and Method

This study aims to analyze the scientific approach and method of learning and show the results in genre-based Indonesian language learning. This study used a qualitative approach. The data were collected from three sources: literature review, student learning outcomes, and questionnaire results. Data on students’ learning outcomes and views were explicitly taken from two groups. The first group consisted of 113 respondents who were asked to construct literary texts. The second group consisted of 105 respondents who were asked to construct exposition texts. The library research data was analyzed using theoretical and conceptual analysis, while the students’ learning outcome data were analyzed qualitatively and quantitatively. The data from the questionnaire were analyzed by quantitative analysis. Based on the analysis of the three forms of data, it was discovered that; (a) the terms scientific approach and method were relevant to genre-based (Indonesian) language learning, (b) scientific as a learning method (scientific method) could be used by teachers as a method in delivering learning material as well as by students to construct texts as a form of learning outcomes, (c) scientific method guides students to construct text systematically, in controlled, empirically, and analytically through scientific stages, and (d) there was a gap between the views of the students who think that the scientific method could guide students in constructing text and enhancing the quality of text production. With a score of 41.43, 91.15% of the students in the first group believed that the scientific approach might help students produce texts with high-quality output outcomes. 90% of the 105 respondents in the second group said that the scientific approach might help students create explanation texts even though the degree of text creation quality is low (score: 49.5). The students’ less expressive language use was to blame for this.

Manipulative use of political headlines in western and Russian online sources

The research identifies the amount of headline/article discrepancies in the corpora of western (the USA, the UK) and Russian online articles on sensitive political topics. A quarter of the western headlines and nearly half of the Russian headlines distort the publications they introduce. Language means and manipulative strategies employed by different sides vary considerably. Extensive use of expressive language and style variation are seen as leading causes of distortions in the western corpus. The rich imagery used by the authors (metaphors and metonymy in particular) forms emotional implicatures that affect the reader’s perception of the issue. In contrast, information substitution, subjective modality and selective citations are identified as major causes of distortions in the Russian corpus. Contributors to Russian news outlets rely on general rather than language manipulation strategies, including frequent use of logical fallacies and wrong generalizations. These techniques establish false logical sequences and wrong causative implicatures that compromise objective reporting. The underlying motives of the journalists’ creating false emotional and causative implicatures in the headlines lies beyond the scope of the study; however, it is assumed that intentional change of the information introduced by the headline could be viewed as a covert misinformation attempt.

Neurological and clinical outcomes in infants and children with a fetal diagnosis of asymmetric ventriculomegaly, interhemispheric cyst, and dysgenesis of the corpus callosum.

Advances in prenatal imaging have facilitated improvements in the fetal diagnosis of congenital anomalies. Asymmetric ventriculomegaly, interhemispheric cyst, and dysgenesis of the corpus callosum (AVID) is a constellation of congenital anomalies reported in fetal imaging. However, few data are available regarding postnatal outcomes of infants and children with a fetal diagnosis of AVID. The authors sought to report the neurodevelopmental outcomes of patients diagnosed with AVID before birth at a single institution. An institutional fetal imaging database was queried to identify cases with ventriculomegaly, interhemispheric cyst, and dysgenesis of the corpus callosum over a 10-year study period from 2000 to 2019. Overall, 41 maternal-infant dyads who met imaging criteria for AVID were identified; medical records were reviewed for prenatal variables including gestational age at birth, perinatal complications including fetal demise, and postnatal variables including demographics, mortality, hydrocephalus diagnosis and management, epilepsy, and neurodevelopmental outcomes at 2 years or the last follow-up. Among 41 patients, 25 (61%) were male. A slight majority of patients (55%) were born before 36 weeks of gestational age, and 27 patients (68%) were delivered via cesarean section because their head size precluded vaginal delivery. There were 8 incidences of fetal demise, 1 pregnancy was terminated, and 32 patients were born alive. Neonatal or early infant death occurred in 5 patients. Two children died during follow-up after the neonatal period (ages 7 months and 7 years). Twenty-six children survived to at least the 2-year follow-up, all of whom required treatment for hydrocephalus. Of those 26 children, 12 (46%) had a diagnosis of epilepsy, 14 (54%) could sit independently, 4 (16%) were in mainstream school, 16 (62%) had expressive language, and 7 (28%) had near-normal development without seizures. Among 41 maternal-fetal dyads with AVID, a majority of children survived to the 2-year follow-up, although all developed hydrocephalus. Many continued to have seizures, but expressive language use, attendance at mainstream school, and near-normal development without seizures were not infrequent. These data are critical for prenatal counseling and to establish the natural history of a diagnosis with limited outcome data.

The Protocol for the Analysis of Aided Language Samples in Spanish: A Tutorial

Purpose: The purpose of this tutorial is to describe a tool and a procedure to support the collection and qualitative manual analysis of aided language samples in Spanish. Method: The Protocol for the Analysis of Aided Language Samples in Spanish (PAALSS) was developed from the present knowledge of Spanish language acquisition, and established procedures for the analysis of aided language samples. A draft version of PAALSS was distributed among 476 augmentative and alternative communication (AAC) service providers in Argentina, Chile, Costa Rica, Mexico, and the United States, who provided feedback on their usability and applicability. The clinical application of PAALSS is illustrated through the analysis of three different language samples of an 8-year-old child who uses aided AAC. Results: The use of PAALSS allowed the child’s educational team to document the child’s strengths and to set therapy goals to address her needs, such as increasing the length of her utterances and other structures essential for grammaticalization including articles, adjectives, adverbs, diminutives, morphemes for gender and number, prepositions, and personal pronouns. Conclusions: PAALSS can be used to describe the expressive language use of children who use aided AAC in Spanish and are in the early stages of language development. PAALSS can also be used as a guide to set goals for and measure outcomes of language therapy along four domains of expressive language including vocabulary, morphology, grammatical complexity, and syntax. Supplemental Material: https://doi.org/10.23641/asha.19233237

Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder.

Children with autism spectrum disorder (ASD) have varying degrees of language impairment across multiple domains, which may include deficits in syntactic, pragmatic, and/or semantic skills. The heterogeneity of language profiles within ASD, coupled with the limited scope of existing standardized language measures, makes a comprehensive assessment of language impairments in ASD challenging. The Observation of Spontaneous Expressive Language (OSEL) is a new measure developed to capture children's spontaneous use of language in a naturalistic setting. The current study used the OSEL to examine the patterns of spontaneous expressive language abilities of 87 clinically ascertained children with ASD from 2 to 12 years. As expected, children with ASD were significantly more impaired in their spontaneous use of language compared to typically developing peers. Syntax and narrative skills continued to increase with age from toddler to elementary school years in cross-sectional comparisons. Pragmatic skills improved form toddler to preschool years but remained stable from preschool to elementary school years. Preliminary data also demonstrated significant improvements in OSEL syntax scores over time for a subset of children followed longitudinally (n = 8). Children with ASD consistently showed more impairments in spontaneous expressive language captured on the OSEL compared to language skills measured by other more structured standardized assessments, despite moderate convergent validity among those measures. Results suggest that impairments in the spontaneous and functional use of expressive language persist into middle childhood for many children with ASD, and a comprehensive assessment approach can lead to more precisely targeted treatment addressing specific language profiles. LAY SUMMARY: This study aimed to examine the variable language profiles in children with ASD. Children with ASD were shown to have impairments in the structure, meaning, and social use of language. These challenges were captured best by a measure that was created to assess the spontaneous use of language in a naturalistic environment. The results of this study emphasize the importance of a comprehensive assessment of language in ASD to inform treatment. Autism Res 2021, 14: 720-732. © 2020 International Society for Autism Research and Wiley Periodicals LLC.

Reframing less conventional speech to disrupt conventions of "compulsory fluency": A conversation analysis approach

Our purpose is to illuminate compliances with, and resistances to, what we are calling "compulsory fluency" which we define as conventions for what constitutes competent speech. We achieve our purpose through a study of day-to-day communication between a woman with less conventional speech and her support providing family members and friends. Drawing from McRuer's (2006) compulsory ablebodiedness and Kafer's (2013) compulsory able-mindedness, we use "compulsory fluency" to refer to a form of articulation that is standardized and idealized and imposed on all speakers including those whose speech is less conventional. We see compulsory fluency as central to North American conceptions of personhood which are tied to individual ability to speak for one's self (Brueggemann, 2005). In this paper, we trace some North American principles for linguistic competence to outline widely held ideals of receptive and expressive language use, namely, conventions for how language should be understood and expressed. Using Critical Disability Studies (Goodley, 2013; McRuer, 2006) together with a feminist framework of relational autonomy (Nedelsky, 1989), our goal is to focus on experiences of people with less conventional speech and draw attention to power in communication as it flows in idiosyncratic and intersubjective fashion (Mackenzie & Stoljar, 2000; Westlund, 2009). In other words, we use a critical disability and feminist framing to call attention to less conventional forms of communication competence and, in this process, we challenge assumptions about what constitutes competent speech. As part of a larger qualitative study, we conduct a conversation analysis informed by Rapley and Antaki (1996) to examine day-to-day verbal, vocal and non-verbal communications of a young woman who self identifies as "having autism" - pseudonym Addison - in interaction with her support-providing family members and friends. We illustrate a multitude of Addison's compliances with, and resistances to, compulsory fluency to bring awareness to competence inherent in less conventional speech and we argue this illumination as a call for listening with greater care and more open expectations in efforts to understand, and participate in the expression of, meanings embedded in less conventional speech.

Effects of Multicomponent Academic Vocabulary Instruction for English Learners With Learning Difficulties

We provided a multicomponent academic vocabulary intervention to six English learners with learning difficulties in a fifth-grade general education setting. A multiple probe design across word sets and replicated across students evaluated the effects of the intervention on students’ use of expressive language to read and define content-specific academic vocabulary words. After the academic vocabulary intervention, which incorporated English as a Second Language and self-regulation procedures, students improved their abilities to read and define words above baseline levels. Students’ performance on follow-up measures at 1, 3, and 6 months revealed maintenance of positive effects. Evaluations of the intervention reflected high levels of student satisfaction. Implications for practice and further research are discussed.

Environment and development

2 The child is a being undergoing constant development, both somatic development, with the differentiation of various organs, as well as neuropsychomotor development, with psycho-emotional differentiation. Development and environment are closely related; currently, several epigenetic phenomena are known to result from the modification of gene expression due to environmental influence. The environment in the very early phases of life influences the child’s health. Recent evidence reinforces not only an environment rich in motor and global attention stimuli for the child, but, specifically, the continuous and early use of expressive language by parents with their children promote the achievement of better cognitive performance, especially in more vulnerable populations.1,2 The effect of nutritional quality on growth has been conceptually known for many years, but the influence of the intestinal environment on the brain and the mechanisms involving the new concept of neuronutrition are recent. The intrauterine environment, type of maternal diet, type of delivery, gestational age at birth, and the presence of breastfeeding modulate the intestinal microbiome and are determinants of health or disease.3--5

The "Metaphorical Collage" as a Research Tool in the Field of Education

The aim of this paper is to propose a research tool in the field of education - the metaphorical collage. This tool facilitates the understanding of concepts and processes in education through the analysis of metaphors in works that include pictorial images and verbal images. We believe the metaphorical collage to be an important research tool that enables both researcher and research participant to understand children's worldview in regards to concepts in the field of education. The permits the use of expressive language in order to describe the question under investigation. The researcher has the ability to interpret the meaning of the events in which people are involved, and he is also capable of evaluating their educational significance. It is the researcher who is equipped with the requisite ability, sensitivity, and experience for conducting research by means of the metaphorical collage. With the help of the collage, the educational situation is grasped, and its meaning is interpreted.

Narrative Discourse Cohesion in Early Stage Parkinson’s Disease

Models of basal ganglia (BG) function suggest that expressive language deficits will likely and consistently present in BG disease. Disparities currently exist between the predictions of models of BG function in expressive language and data from studies of BG disease. Traditional expressive language assessment methodologies that emphasize measures of language form (word and sentence productivity) while not carefully considering how language is used, may only partially account for these disparities. To use measures of cohesion to examine the use of cohesive markers in narrative discourse. Twelve individuals with idiopathic Parkinson's disease (PD) were compared to 12 matched neurologically intact controls on measures of discourse performance. Three discourse samples (typical day, memorable vacation and family) were analyzed for measures of narrative productivity, number of cohesive ties and cohesive adequacy. Mixed model analyses were completed for group comparisons. Group differences were not observed on measures of language form as measured by narrative productivity, communication units, and number of cohesive ties produced. In contrast, group differences were observed in cohesive adequacy as individuals with PD produced a higher percentage of incomplete and erroneous cohesive ties relative the control subjects across narratives. These results support the conclusion that the BG in PD may have an executive role in expressive language use that can be disrupted without impacting language form.

Effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children's expressive language skills.

In this study, the authors examined the effects of the Teach-Model-Coach-Review instructional approach on caregivers' use of four enhanced milieu teaching (EMT) language support strategies and on their children's use of expressive language. Four caregiver-child dyads participated in a single-subject, multiple-baseline study. Children were between 24 and 42 months of age and had language impairment. Interventionists used the Teach-Model-Coach-Review instructional approach to teach caregivers to use matched turns, expansions, time delays, and milieu teaching prompts during 24 individualized clinic sessions. Caregiver use of each EMT language support strategy and child use of communication targets were the dependent variables. The caregivers demonstrated increases in their use of each EMT language support strategy after instruction. Generalization and maintenance of strategy use to the home was limited, indicating that teaching across routines is necessary to achieve maximal outcomes. All children demonstrated gains in their use of communication targets and in their performance on norm-referenced measures of language. The results indicate that the Teach-Model-Coach-Review instructional approach resulted in increased use of EMT language support strategies by caregivers. Caregiver use of these strategies was associated with positive changes in child language skills.

"An Event in Sound" Considerations on the Ethical-Aesthetic Traits of the Hermeneutic Phenomenological Text

In this article, we discuss some of the linguistic features of hermeneutic-phenomenological writing and, in so doing, we point to the close connection between lived experience and the ethical-aesthetic traits of writing the experience. Our exploration starts by contemplating texts written by the so-called Utrecht School. We reflect on their orientation as it has been understood, developed, and advocated by Max van Manen. The literary style of the Utrecht orientation is sometimes misunderstood and questioned. This article aims to explicate why and how hermeneutic phenomenology needs an expressive language to "write the lived experience" rather than to simply write "about" the lived experience. Lived experiences are always past experiences that we try to bring into the present, and so the difference between recollections and memories are discussed in connection to writing the experience. We argue that what is being told and not seen is, metaphorically speaking, an event in sound, which can have ethical and aesthetic virtues of truth and beauty. Lived experiences, whether written as anecdotes or as other kinds of experiential accounts, can shine forth through the use of expressive language. But is this kind of language poetry? Can such an account be regarded as poetic writing? If it is poetic writing, exactly how does it differ from academic writing? Our exploration of questions like these leads us to the tentative conclusion that, as hermeneutic phenomenological researchers, we dwell in the borderland between a "poetic attitude" and a utilitarian writing style.

Dissolution of spoken language in primary progressive aphasia

The dissolution of speech and language was investigated over a 4 year period in a male with an 8 year history of isolated speech and language deterioration exhibiting a non-fluent profile of primary progressive aphasia (PPA). The course of his communication impairment began with apraxia of speech and difficulty accessing word form (e.g. as evidenced by frequent ‘tip-of-the-tongue’ errors that typically contained correct production of word onsets or first syllables but not whole wores). Ultimately all aspects of oral language use deteriorated until the individual became non-vocal. His ability to communicate through non-verbal modalities remained intact. Results of repeated administrations of standardized tests and analyses of connected speech obtained over 2 years were compared. The ability of various assessment probes to substantiate clinical impressions of noticeable declines in expressive language use was examined. It was concluded that the most sensitive indices of spoken language dissolution are likely to be measures derived from connected speech. Unlike level-specific subtests (i.e. subtests that are designed to probe relatively isolated stages of processing such as word retrieval apart from syntactic formulation), the requisite simultaneity of processing across levels during connected speech taxes the aphasic's entire language processing system. Three principles guided the approach to management: (i) anticipatory implementation of treatment goals; (ii) therapy is dyad oriented; and (iii) therapy is directed at the level of the disability, defined as the limitations to perform specific functions within a natural context The cornerstone of this approach, labelled Proactive management, lies in the concept that the goals are formulated and implemented in anticipation of future declines so that the patient with PPA is prepared to maximize communication effectiveness at every stage despite the relentless progression of the disease.