Idioms Research Articles

Analisis Metode Penerjemahan dalam Novel “Alice’s Adventures in Wonderland”

Comparing the translation of literary works and the translation of scientific texts shows the differences in terms of complexity and challenges. One example of a literary work is a novel. Novels with figurative language and idiomatic expressions certainly need to be translated accurately for the target readers. This study aims to explain the translation methods used in Alice's Adventures in Wonderland. This research is a descriptive qualitative research. The data sources in this study are taken from the original English novel published by D. Appleton and Co in 1866 and the Indonesian translation translated by Inkraian in 2015 published through wattpad. The research was conducted using the translation method proposed by Newmark (1998). The results show that there are seven translation methods used in translating Alice's Adventures in Wonderland, namely 6 data for literal translation, 6 data for free translation, 5 data for faithful translation, 4 data for communicative translation, 4 data for adaptation translation, 3 data for semantic translation, and 2 data for idiomatic translation.

The Emotional Face of Language: Sentiment Analysis of English and Korean Subtitles on Barbie

Barbie: A Touch of Magic, Eposide 5th, an English and Korean subtitled Barbie cartoon, is used in this study to investigate the relationship between language culture and emotions. Finding out how language and culture impact emotional expression and what this means for language acquisition, emotional intelligence development, and cross-cultural communication are the key objectives. An in-depth analysis was done on the emotional intonations that change between the Korean and English subtitles, as well as any possible implications for language learning. The study emphasizes the intricate connection between language and society as well as the significance of including affective components in language instruction materials. The results imply that when learning a language and acquiring cross-cultural communication skills, the degree to which an emotion is communicated matters. The study offers helpful data that can be utilized in the domains of communication techniques, translation, and language instruction. It also emphasizes how important cultural sensitivity is for developing good communication and empathy skills. The purpose of this study is to advance knowledge of the relationship between language and culture and establish the framework for further investigation into this field.

Exploring cross-linguistic differences in parental input and their associations with child expressive language in ASD: Bulgarian versus English comparison.

Parental input plays a central role in typical language acquisition and development. In autism spectrum disorder (ASD), characterized by social communicative and language difficulties, parental input presents an important avenue for investigation as a target for intervention. A rich body of literature has identified which aspects of grammatical complexity and lexical diversity are most associated with child language ability in both typical development and autism. Yet, the majority of these studies are conducted with English-speaking children, thus potentially overlooking nuances in parental input derived from cross-linguistic variation. To examine the differences in verbal parental input to Bulgarian- and English-speaking children with ASD. To examine whether aspects of verbal parental input found to be concurrent predictors of English-speaking children's expressive language ability are also predictors of the expressive language of Bulgarian-speaking children with ASD. We compared parental input to Bulgarian-speaking (N=37; 2;7-9;10 years) and English-speaking (N=37; 1;8-4;9 years) children with ASD matched on expressive language. Parent-child interactions were collected during free play with developmentally appropriate toys. These interactions were transcribed, and key measures of parental input were extracted. English-speaking parents produced more word tokens and word types than Bulgarian-speaking parents. However, Bulgarian parents produced more verbs in relation to nouns and used more statements and exclamations but asked fewer questions than English-speaking parents. In addition, child age and parents' use of questions were significant concurrent predictors of child expressive vocabulary. This is one of the first studies to conduct a cross-linguistic comparison of parental input in ASD. The differences found emphasize the need to further study parental input to Bulgarian children and adapt naturalistic parent-mediated interventions to the local language and its specific characteristics. What is already known on the subject A rich body of literature has identified the specific aspects of grammatical complexity, lexical diversity, and question-asking that are concurrently and longitudinally associated with the language ability of children with typical development and of children with ASD. Yet, the majority of these studies are conducted with English-speaking children. What this paper adds to the existing knowledge The present study finds that there are specific differences in verbal parental input to Bulgarian- and English-speaking children with autism in terms of lexical composition and question-asking. Bulgarian parents used more verbs than nouns, and the opposite pattern was found for English-speaking parents. In addition, Bulgarian parents asked fewer questions but used more statements and exclamations. Nevertheless, parental question use was significantly correlated with children's language ability across both groups, suggesting that question-asking should be further examined as a potential target for parent-mediated language interventions for Bulgarian children with autism. What are the potential or actual clinical implications of this work? Most language and social communication interventions for autism are designed and piloted with English-speaking children. These interventions are often simply translated and used in different countries, with different populations and in different contexts. However, considering that one of the defining characteristics of autism is language difficulty, more studies should examine (1) how these language difficulties manifest in languages other than English, and (2) what characterizes verbal parental input in these other contexts. Such research investigations should inform future language and social communication interventions. The present study emphasizes the cross-linguistic differences between Bulgarian- and English-speaking parents' verbal input to their children with autism.

WORK OF CROATIAN LANGUAGE TEACHERS WITH STUDENTS WITH SPECIFIC DIFFICULTIES IN READING AND WRITING

Although teacher competencies are acquired during initial training in faculties of education, among which methodological competencies have a special place, many teachers are not trained to work with students with specific learning difficulties and do not know how to deal with them in the classroom. Research on specific learning difficulties has begun recently as the symptoms of such students have been gradually explored and efforts have been made to adapt teaching methods to each student. The purpose of this paper is to explain the specific learning difficulties - dyslexia and dysgraphia - and to describe the ways in which teachers can work with students who suffer from these difficulties. A survey was conducted to investigate how Croatian language teachers adapt their work to students with reading and writing difficulties. The teachers’ awareness of the students’ difficulties, the way they prepare teaching materials, the use of teaching methods when working with these students, the way they give work instructions, the way they check their knowledge, and effective examples of teaching students with specific reading and writing difficulties were investigated. The sample included 40 Croatian language teachers at primary and secondary level of education. The result are generally satisfactory, and it can be said that teachers’ handling of students with these difficulties in teaching language expression is good, although additional training could improve the quality. Keywords: Croatian language teacher; dysgraphia; dyslexia; language expression teaching; specific learning difficulties

The Effectiveness of a Counseling program on Developing Expressive Skills and Social Interaction Skills among Pre-School Children

The study aimed to reveal the effectiveness of a counseling program in developing expressive skills and social interaction among a sample of pre-school children. Five skills were identified for their development: expressive linguistic skills, forming friendships, expressing feelings, social participation, and communicating with others. The semi-experimental approach was used to achieve the objectives of the study. The study tools applied the Expressive Language Scale and the Social Interaction Scale to a sample consisting of selected intentionally (20) children from Al-Qabas Kindergarten in Khartoum. The sample was distributed into two groups, an experimental group and a control group. After applying the two skills scales: the expressiveness and social interaction in the experimental and control groups (pre-post), differences were found between the average scores of the experimental and control groups in the post-application of the expressive skills scale (total), where the arithmetic average of the experimental group’s scores was (4.18), while the arithmetic average of the control group’s scores was (3.62). The study also found that there was an apparent difference between the average scores of the experimental and control groups in the post-application of the (total) social interaction scale, where the arithmetic average of the experimental group’s scores was (4.20), while the arithmetic average of the control group’s scores was (3.55) The study concluded with a number of recommendations, the most important of which is preparing programs to develop expressive linguistic skills among pre-school children.

Nonverbal Cognitive Skills in Children With Aicardi Goutières Syndrome.

Aicardi Goutières syndrome (AGS) is type I interferonopathy characterized by severe neurologic impairment. Although many children with AGS demonstrate motor and expressive language deficits, the magnitude of receptive language impairment is uncharacterized. We sought to characterize cognitive function in AGS-affected children using assessment tools with reduced dependence on motor abilities and compare cognitive testing outcomes with overall severity and parental assessment of adaptive behavior. We performed a cross-sectional study. Children were recruited as part of the Myelin Disorders Biorepository Project at the Children's Hospital of Philadelphia. We included individuals with a confirmed diagnosis of AGS. We administered the Leiter International Performance Scale, third edition (Leiter-3), and the Vineland Adaptive Behavior Scale, third edition (VABS-3), in the context of research encounters. Motor skills were categorized by AGS Severity Scale mobility levels. Descriptive statistics and Spearman's rank correlation were used to compare assessments. Mann-Whitney and Kruskal-Wallis tests with correction with Dunn's multiple comparison test were used to compare test performance between mobility groups. Cognitive and adaptive behavior performance was captured in 57 children. The mean age at encounters was 8.51 (SD 5.15) years. The median (IQR) Leiter-3 score was 51 (interquartile range [IQR] 60), with administration failure in 20 of 57 (35%) individuals. On the VABS-3, the Motor Domain (median 29, IQR 36.25) was more impacted than the Communication (median 50, IQR 52), Daily Living Skills (median 52, IQR 31), and Socialization (median 54, IQR 40) Domains (p < 0.0001). The AGS Scale correlated with VABS-3 (r = 0.86, p < 0.0001) and Leiter-3 (r = 0.87, p < 0.0001). There was correlation between VABS-3 Domains and Leiter-3 (r-range 0.83-0.97). Gross motor and fine motor categories, respectively, correlated with VABS-3 (H = 39.37, p < 0.0001; U = 63, p < 0.0001) and Leiter-3 (H = 40.43, p < 0.0001; U = 66, p < 0.0001). Within each gross motor and fine motor category of the AGS Scale, a subset of children scored within normal IQ range. Parental assessment of function by the VABS-3 correlated with directly assessed performance measures. Our data underscore the potential value of VABS-3 and Leiter-3 as tools to assess psychometric function in AGS. With a deeper understanding of our patients' abilities, we can better guide clinicians and families to provide appropriate support and personalized interventions to empower children with leukodystrophies to maximize their communication and educational potential.

HOW HUMAN THINKING IS INFLUENCED BY THE SPOKEN LANGUAGE

This paper aims to prove a deep connection between language and thought and confirm that language is a powerful tool that humans possess. It is not just a collection of words, but rather a medium of communication that has far-reaching impacts. Effective communication heavily relies on language, which serves as a vital tool for communicating with others. Although it may not determine our thought patterns, language is universally recognized as an essential component of human interaction. With over 7,000 languages spoken worldwide, each one boasts a unique vocabulary, sound, and structure. Humans possess an incredible ability to convey complex ideas and thoughts through language. Language can also impact our perception of time and color. Different languages have varying words to describe colors, with some having only a few, such as dark and light. This article explores these various aspects of language. The connection between language and thought is intricate and multi-dimensional. Language is an essential aspect of human interaction, and its structure is linked to brain processes and external factors in nature. This article intends to discuss the varying meanings of language expressions and their significance.

A Cognitive Analysis of “Power”

Cognitive linguistics, as a newly established method for the study of language that emerged in the 1970s, focuses on the study of general cognitive abilities and conceptual processes of human beings. With the development of society, many new lexical items and concepts emerge, and they all need to be encoded in the form of language expression. An economical and practical way is to give a word multiple meaning. Based on the prototypical theory of cognitive linguistics, this paper analyzed the semantic network and semantic distribution of the polysemous word “power.” Fourteen senses of “power” used as nouns were collected from the Oxford Advanced English-Chinese Dictionary (9th Edition), and connections between different senses were explored by analyzing the semantic features. Meanwhile, 100 sentences containing “power” were randomly extracted from the BNC corpus to figure out the distribution of different senses. It was found that the prototypical sense and extended senses of “power” revealed the characteristics of family resemblance, and extended senses centered on the prototypical sense and extended radially outward. Among the 14 senses of “power,” the sense of “political right” is the most commonly used, while the senses of “multiplication” and “deity” are rarely used. Finally, some suggestions on the teaching of polyseme are put forward hopefully to offer valuable guidance for English learners.

A Linguistic Analysis of Idiomatic Expressions in Town Bemba: A Systematic Functional Linguistic

Idioms, as linguistic expressions, convey meanings that go beyond the literal interpretation of words. They are deeply rooted in historical and cultural contexts and are widely utilized by language speakers to effectively communicate specific messages. These expressions have diverse origins, including historical events, folklore, mythology, and popular culture, and they form an integral part of daily communication among Bemba speakers. In recent times, urban speakers of Town Bemba have developed idioms that reflect modern life and are associated with multilingual practices and shared experiences. This study aims to examine the nature of Town Bemba idioms as spoken in the Copperbelt province in Zambia. The study is guided by aspects of the Systemic Functional Linguistics (SFL) model and the concept of recontextualization in analyzing the nature of idiomatic expressions used in Town Bemba. The study collected idioms from 20 purposively selected speakers of Town Bemba for oral interviews. The data were descriptively examined to unpack the conveyed meanings and the nature and form of the idioms in Town Bemba. The findings suggest several linguistic processes that give rise to idiomatic expressions, including linguistic coining, blending, and recontextualization of meaning. Additionally, the study demonstrates how multilingualism is used as a resource in forming non-traditional idiomatic expressions, incorporating linguistic features from different language sources. The study further shows how socio-cultural context and shared experiences of the speakers play a key role in determining the meaning associated with idioms.

SPECIFIC FEATURES OF THE UNITS DENOTING REPROACH IN THE ENGLISH AND UZBEK LANGUAGES

This study explores the linguistic and cultural dimensions of reproach expression in English and Uzbek languages. Through semantic, syntactic, and cultural analysis of reproach-denoting units, the study examines the diverse ways in which individuals convey dissatisfaction or disappointment towards others' actions or behaviors. The findings reveal a rich variety of expressions reflecting cultural norms, social values, and interpersonal dynamics. Syntactic analysis uncovers structural patterns shaping the tone and intensity of reproachful expressions, while cultural analysis highlights the importance of considering cultural nuances in interpretation and usage. The study underscores the implications for language learning, translation, and intercultural communication, emphasizing the need for awareness of cultural and linguistic factors in cross-cultural interactions.

THE USING OF NON COMMON EXPRESSIONS IN ENGLISH MASS MEDIA

This thesis explores the utilization of non-common expressions in English mass media, investigating the implications of this linguistic phenomenon on public discourse and perception. Drawing upon a range of contemporary media sources, from printed newspapers to digital platforms, the study analyzes how unconventional expressions, including idiomatic phrases, industry jargon, and neologisms, shape narratives and potentially influence readers’ understanding of events and issues. The research engages with theories of communication and linguistics to examine the functions and effects of these expressions, looking at their frequency, contexts, and the dynamics between traditional linguistic norms and the evolving language within the public sphere. Clear evidence is provided that the use of non-common expressions not only captures attention and conveys complex ideas succinctly but also serves to frame issues in specific ways, carrying subtle connotations and cultural references. This study thereby sheds light on the role of language innovation in journalism and its broader social implications, offering insights into the strategic use of language in mass media.

Pedagogical sentiment analysis based on the BERT-CNN-BiGRU-attention model in the context of intercultural communication barriers.

Amid the wave of globalization, the phenomenon of cultural amalgamation has surged in frequency, bringing to the fore the heightened prominence of challenges inherent in cross-cultural communication. To address these challenges, contemporary research has shifted its focus to human-computer dialogue. Especially in the educational paradigm of human-computer dialogue, analysing emotion recognition in user dialogues is particularly important. Accurately identify and understand users' emotional tendencies and the efficiency and experience of human-computer interaction and play. This study aims to improve the capability of language emotion recognition in human-computer dialogue. It proposes a hybrid model (BCBA) based on bidirectional encoder representations from transformers (BERT), convolutional neural networks (CNN), bidirectional gated recurrent units (BiGRU), and the attention mechanism. This model leverages the BERT model to extract semantic and syntactic features from the text. Simultaneously, it integrates CNN and BiGRU networks to delve deeper into textual features, enhancing the model's proficiency in nuanced sentiment recognition. Furthermore, by introducing the attention mechanism, the model can assign different weights to words based on their emotional tendencies. This enables it to prioritize words with discernible emotional inclinations for more precise sentiment analysis. The BCBA model has achieved remarkable results in emotion recognition and classification tasks through experimental validation on two datasets. The model has significantly improved both accuracy and F1 scores, with an average accuracy of 0.84 and an average F1 score of 0.8. The confusion matrix analysis reveals a minimal classification error rate for this model. Additionally, as the number of iterations increases, the model's recall rate stabilizes at approximately 0.7. This accomplishment demonstrates the model's robust capabilities in semantic understanding and sentiment analysis and showcases its advantages in handling emotional characteristics in language expressions within a cross-cultural context. The BCBA model proposed in this study provides effective technical support for emotion recognition in human-computer dialogue, which is of great significance for building more intelligent and user-friendly human-computer interaction systems. In the future, we will continue to optimize the model's structure, improve its capability in handling complex emotions and cross-lingual emotion recognition, and explore applying the model to more practical scenarios to further promote the development and application of human-computer dialogue technology.

Bridging Cultural Perspectives: Developing a Sustainable Framework for the Comparative Aesthetic Evaluation of Eastern and Western Art

Sustainability in art is crucial for fostering intercultural understanding and preserving cultural heritage, which is essential to promoting the Sustainable Development Goals (SDGs). In previous research on Western and Chinese art, studies typically focused on individual artists and summarized their aesthetic values, often suffering from a lack of comparative analysis, a unidimensional sensory perspective, and a deficiency in comprehensive aesthetic evaluation standards. Consequently, this study selected representative watercolor works from five master artists in Western and Chinese art history as an example, constructing a comprehensive aesthetic evaluation system focusing on composition, color, themes, and techniques. Beginning with the influence of aesthetic and non-aesthetic perspectives by natural experimental method, the research employs correlation analysis and structural equation modeling to analyze the functional relationships between evaluative factors, perspective forces, and the overall aesthetic appeal of the paintings. Furthermore, the study reveals the distinctions between Eastern and Western paintings through multi-group analysis. Key findings include the following: Evaluation factors have varying effects on the influence of aesthetic and non-aesthetic perspectives. All factors, except conceptual expression (X12), brushwork expressiveness (X14), and watercolor language (X16), positively impact the overall aesthetic appeal. In mediation effects, X16 positively mediates between the influence of aesthetic perspectives and the overall aesthetic appeal. Factors such as warm–cool relationship (X8), X12, emotional atmosphere (X11), X14, and X16 positively or negatively affect the relationship between non-aesthetic perspectives and the overall aesthetic appeal. Multi-group analysis reveals significant differences in the evaluation factors and mediation effects that influence the overall aesthetic appeal. This study demonstrates the relationship between evaluation factors from different perspectives and aesthetics, providing valuable insights into evaluating Eastern and Western art. This evaluation system is applicable to academic research and practice in cultural heritage preservation and evaluation and art education, facilitating a deeper understanding of artistic values and promoting cross-cultural exchanges.

Effects of Donepezil on Clinical Symptoms, Language, and Executive Skills in Individuals with Autism Spectrum Disorder: A Systematic Review

Background. This study assessed the potential efficacy of donepezil in treating autism spectrum disorder (ASD), a neurodevelopmental condition characterized by social communication difficulties and repetitive behaviors. Donepezil, primarily used to treat Alzheimer’s disease as an acetylcholinesterase inhibitor, has gained attention as a potential treatment for ASD symptoms. Methods. Following PRISMA guidelines, a systematic review was conducted to investigate the effects of donepezil on individuals with ASD. Outcome measures assessed various aspects of ASD, including language skills, executive function, behavior, and core symptoms. Nine studies were identified, including four randomized controlled trials (RCTs), three retrospective studies, one open-label trial, and one case report. Results. One RCT reported significant improvements in expressive and receptive language skills, especially in younger children. Another study combining donepezil with choline supplementation showed enhanced receptive language skills, particularly in younger participants. An open-label trial indicated improved rapid eye movement sleep patterns in autistic children treated with donepezil. Several retrospective studies reported improvements in behavioral symptoms, such as aggression and hyperactivity. However, other RCTs did not find statistically significant improvements in executive functioning. Conclusion. In general, donepezil use in ASD demonstrates promise in specific areas, notably language development and behavioral symptom management. However, the results are contradictory, requiring further research to clarify its role, optimal dosing, long-term effects, and potential side effects in individuals with ASD. Practical Implications. Donepezil can be used to improve the clinical global impression and language skills of people with ASD.

Controlled query evaluation in description logics through consistent query answering

Controlled Query Evaluation (CQE) is a framework for the protection of confidential data, where a policy given in terms of logic formulae indicates which information must be kept private. Functions called censors filter query answering so that no answers are returned that may lead a user to infer data protected by the policy. The preferred censors, called optimal censors, are the ones that conceal only what is necessary, thus maximizing the returned answers. Typically, given a policy over a data or knowledge base, several optimal censors exist.Our research on CQE is based on the following intuition: confidential data are those that violate the logical assertions specifying the policy, and thus censoring them in query answering is similar to processing queries in the presence of inconsistent data as studied in Consistent Query Answering (CQA). In this paper, we investigate the relationship between CQE and CQA in the context of Description Logic ontologies. We borrow the idea from CQA that query answering is a form of skeptical reasoning that takes into account all possible optimal censors. This approach leads to a revised notion of CQE, which allows us to avoid making an arbitrary choice on the censor to be selected, as done by previous research on the topic.We then study the data complexity of query answering in our CQE framework, for conjunctive queries issued over ontologies specified in the popular Description Logics DL-LiteR and EL⊥. In our analysis, we consider some variants of the censor language, which is the language used by the censor to enforce the policy. Whereas the problem is in general intractable for simple censor languages, we show that for DL-LiteR ontologies it is first-order rewritable, and thus in AC0 in data complexity, for the most expressive censor language we propose.

Didactic Aspects of Figurative Syntagms in the Teaching Process

In the discursive process, figurative phrases with high expressive intensity are frequently used, representing one of the various sources of expression for each speaker in different communicative contexts. However, due to their nature, their teaching at school presents some difficulties. Although they are understandable to a particular linguistic community, they can be incomprehensible or difficult to interpret for anyone learning a foreign language, since their first meaning is in many cases not the meaning of the words that compose them and can be very different from the meaning they acquire in an idiomatic context. Idiomatic expressions rarely have corresponding translations in different languages, and their meaning is often rendered by completely different passages that have nothing in common with their direct meaning. In this article, we have tried to point out some of the methodological aspects to be considered when analyzing texts for didactic purposes and in foreign language teaching when it comes to figurative expressions. Since figurative phrases express a part of a nation’s culture, it is important for students to recognize the syntactic structures as words come together in the discursive process to express and convey thoughts and become part of various meaningful and formal grammatical relationships. They should be learned and acquired by keeping in mind the characteristics of their different types, their density, and their pragmatic use in the respective linguistic community. In this study, we will also try to show that the study of figurative syntagma can shed more light on theories of foreign language acquisition. Previous studies on figurative syntagma in Albanian have mainly been conducted within the narrow confines of linguistics, especially traditional linguistics. We assume that their investigation in the context of language didactics, as we approach it here, is only a first step that needs to be completed and deepened in further and more comprehensive studies. Received: 28 April 2024 / Accepted: 30 June 2024 / Published: 02 July 2024

A Packet Content-Oriented Remote Code Execution Attack Payload Detection Model

In recent years, various Remote Code Execution vulnerabilities on the Internet have been exposed frequently; thus, more and more security researchers have begun to pay attention to the detection of Remote Code Execution attacks. In this paper, we focus on three kinds of common Remote Code Execution attacks: XML External Entity, Expression Language Injection, and Insecure Deserialization. We propose a packet content-oriented Remote Code Execution attack payload detection model. For the XML External Entity attack, we propose an algorithm to construct the use-definition chain of XML entities, and implement detection based on the integrity of the chain and the behavior of the chain’s tail node. For the Expression Language Injection and Insecure Deserialization attack, we extract 34 features to represent the string operation and the use of sensitive classes/methods in the code, and then train a machine learning model to implement detection. At the same time, we build a dataset to evaluate the effect of the proposed model. The evaluation results show that the model performs well in detecting XML External Entity attacks, achieving a precision of 0.85 and a recall of 0.94. Similarly, the model performs well in detecting Expression Language Injection and Insecure Deserialization attacks, achieving a precision of 0.99 and a recall of 0.88.

Picture Exchange Communication System (PECS) to Enhance the Expressive Language Skills of Children with Developmental Language Disorders

A B S T R A C T Expressive language disorder is a child's inability to express the words and sentences they want to say in accordance with the proper language order. As a result, the subject has no friends at school, has difficulty communicating, is unable to articulate his wishes, and in the end often fights with his friends. This study aims to determine the role of Picture Exchange Communication System (PECS) in improving expressive language skills in children with expressive language disorders. The subject is a boy aged 3 years and 6 months who was diagnosed with expressive language disorder. This study applies an experimental methodology and a single-subject research design. PECS was given to children for 6 meeting sessions. The results of this study were analyzed using descriptive analysis which showed an increase in the subject's expressive language skills after the intervention. Keywords : Language development disorders, expressive language skills, Picture Exchange Communication System

Translation of the Idiomatic Expressions in Suits (2011-2019) into Arabic: An EmicEtic Approach

Translation of the Idiomatic Expressions in Suits (2011-2019) into Arabic: An EmicEtic Approach

LanguageScreen: The Development, Validation, and Standardization of an Automated Language Assessment App.

Oral language skills provide a critical foundation for formal education and especially for the development of children's literacy (reading and spelling) skills. It is therefore important for teachers to be able to assess children's language skills, especially if they are concerned about their learning. We report the development and standardization of a mobile app-LanguageScreen-that can be used by education professionals to assess children's language ability. The standardization sample included data from approximately 350,000 children aged 3;06 (years;months) to 8;11 who were screened for receptive and expressive language skills using LanguageScreen. Rasch scaling was used to select items of appropriate difficulty on a single unidimensional scale. LanguageScreen has excellent psychometric properties, including high reliability, good fit to the Rasch model, and minimal differential item functioning across key student groups. Girls outperformed boys, and children with English as an additional language scored less well compared to monolingual English speakers. LanguageScreen provides an easy-to-use, reliable, child-friendly means of identifying children with language difficulties. Its use in schools may serve to raise teachers' awareness of variations in language skills and their importance for educational practice.