Course Of Language Development Research Articles

Къэбэрдей-шэрджэсыбзэр ужьыхынымкIэ, кIуэдыжыпэнымкIэ шынагъуэ зыпылъ Iуэхугъуэ щхьэхуэхэр

This paper highlights the most important issues of the state and functioning of the modern Kabar-dino-Circassian language in impending globalization and the existing realities in the field of state language policy. The study examines the fundamental risk factors that, without appropriate drastic measures, will inevitably accelerate the process of extinction and subsequent disappearance of the Adyghe language. Material for the presented research was normative legal acts in the field of functioning, preservation and development of the languages of the peoples of the Russian Federa-tion, journalistic materials of the republican newspaper “Adyge Psal”, Kabardian broadcasts of radio and television of the Republic. The work uses descriptive, comparative research methods, synthesis, and analysis. Conducted research allows us to conclude that the most important condi-tion for the preservation and development of minority languages, which include Kabardino-Circassian, is the implementation of a unified “protective” state language policy in the country, which would not only declare the legal and social status of the language but also provide a real opportunity for its use in official spheres with a guarantee translation, since an indispensable con-dition for the functioning of any language is its relevance to society; the suppression of the cur-rently violent interference in the natural course of language development by introducing fictional terms into its vocabulary instead of established lexical units that native speakers actively use.

Language competency in autism: a scientometric review.

The study of atypical language acquisition in children with, autism spectrum disorder (ASD) is crucial for both practical and theoretical reasons. Understanding the course of language development in ASD can inform potential interventions and treatments while shedding light on the necessary conditions for language development in typically developing children. This scientometric review aims to provide a comprehensive overview of the research landscape in this field, identifying trends, patterns, and knowledge gaps. The methods employed in this review comprise a systematic search of three major databases: Scopus (5,026 documents), Web of Science (WoS; 4,570 documents), and Lens (3,235 documents). The analysis includes bibliometric indicators such as knowledge production size by year, country, university, source, subject area, author, and citation. Scientometric indicators consist of burst detection, silhouette, clusters, citation, and co-occurrence of keywords. The analysis reveals clusters focusing on various aspects of language development in ASD, such as motor skills, parental communication strategies, cognitive processes, and genetics. Key clusters include the relationship between fine motor gestures and language usage patterns, the role of expressive language skills and maternal gesture use, and the effectiveness of online parent training modules for improving prelinguistic predictors. Other noteworthy clusters explore the importance of core language skills, the role of natural language input and syntactic complexity, and the genetic underpinnings of language abilities in high-functioning adults with ASD. In conclusion, this scientometric review highlights the top 10 clusters and their respective Silhouette values, providing valuable insights into language acquisition in ASD. These findings have important implications for guiding future research directions and informing the creation of targeted and effective interventions to support language acquisition in this population.

Some Names of “Bee Houses” in the Udmurt language of the 18th Century

The study of the terminology of various crafts, including beekeeping, is one of the current trends in modern linguistics. The purpose of the study is to trace the history of the fixation of the words podem ‘bort’ and umorto ‘beehive’ in the Udmurt language, starting from the 18th century - the earliest written monuments - and ending with dictionaries of the modern period, to analyze the development of their semantics, and also to determine the origin. To achieve this goal, the article solves problems focused on identifying and describing the above terms and comparing them with data from other languages. The material of the study was written monuments of the 18th- 19th centuries, modern dictionaries of the Udmurt language, as well as parallels from related and contacting languages. A descriptive method, elements of semantic and etymological analysis are used. The work for the first time traces the history of more than two centuries of fixation of Udmurt words related to beekeeping. The study revealed the expansion of the lexical content of the word umorto in the course of language development. The etymological analysis made it possible to reveal that podem ‘bort’ is a native Udmurt word, and umorto ‘beehive’ was borrowed from Tatar.

Online Learning of Early Childhood Language Development Courses Third Semester Students of the Early Childhood Education Teacher Education Study Program (PGPAUD) STKIP Muhammadiyah Bogor

This study aims to analyze: 1) To analyze the process of developing google classroom learning courses early childhood language development courses third semester students of the Early Childhood Education Teacher Education Study Program (PGPAUD) STKIP Muhammadiyah Bogor. 2) To analyze the feasibility of online learning google classroom The Early Childhood Language Development course based on the ADDIE model is integrated with the PEDATI model for third semester students of the Early Childhood Education Teacher Education Study Program (PGPAUD) STKIP Muhammadiyah Bogor. 3) To analyze the effectiveness of google classroom-based online media for learning the Early Childhood Language Development course for third semester students of the Early Childhood Education Teacher Education Study Program (PGPAUD) STKIP Muhammadiyah Bogor. This research method is development research or also called Research and Development (RD). By using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model using integrated with the PEDATI learning system design model. The subjects in this study were students in the third semester of the Early Childhood Education Teacher Education Study Program (PGPAUD) STKIP Muhammadiyah Bogor. The result shown is a multimedia feasibility assessment by the material expert obtained a score of 83% (good). The feasibility assessment by media experts obtained a score of 89% (good). Based on the results of the researchers, it can be concluded that the online learning activities of STKIP Muhammadiyah Bogor students are effective. From this calculation, the average N-Gain of students was obtained as much as online learning of STKIP Muhammadiyah Bogor students in the High N-Gain category, which was 0.78.

Global competence development in EFL teacher training – An interview study on the global content in EFL teacher trainers' courses in Hungary

Abstract In today's world, education needs to empower students to become active global citizens who are prepared for 21st century challenges and who can solve local and global problems, thus, who are globally competent. To affect lasting change in our education systems, it seems urgent to incorporate the global perspective as early as in initial teacher training, and nurture globally competent teacher trainees. As essentially teachers decide on what and how they teach, it is worth examining how they develop the knowledge dimension of global competence, i.e., what content they teach for global competence development (GCD). The main aim of this study, involving five university tutors involved in EFL teacher training in Hungary, is to inquire into what topics they deal with for GCD, what attitudes they have towards dealing with these topics, and how they decide on the content in their first-year language development courses. Findings suggest that they deal with a variety of global and intercultural issues in their lessons; however, they tend to avoid certain local ones. Overall, they have a reasonably positive attitude towards these issues. Finally, the participants predominantly consider the connection to the syllabus, students' language level, and personal and student interest important when deciding on what topics to deal with in class.

УСПАДКОВАНА ТА ЗАПОЗИЧЕНА ЛЕКСИКА: ВІДМІННІСТЬ ПОНЯТТЯ ЕТИМОЛОГІЇ СЛІВ І ЗАПОЗИЧЕННЯ (на матеріалі іспанської та української мов)

The article deals with the semantic processes peculiar to the vocabulary of foreign origin in Spanish and Ukrainian. As it is known, in the vocabulary of any language there are inherited, own and adopted words by their origin. It seems interesting to compare and conclude whether there are common approaches to the definition of these terms – and, accordingly, to the processes of their adopting – in the two comparable languages. In the case of the Ukrainian language, experts believe that the actual Ukrainian vocabulary was created after the All-Slavic linguistic unity and at the present time is registered in the written works of the Ukrainians, founding its basis and forming national features of the language meanwhile adopted vocabulary are linguistic units that had come from different languages in the moment of direct or indirect communication. These are mainly Polish, Russian, Turkic languages, Latin and Greek. A similar approach is found in works of ulgarspecialists who have analyzed a similar phenomenon in Spanish, with the difference that the actual Spanish vocabulary was formed on the basis of Vulgar Latin, also known as Popular or Colloquial Latin, and adopted units also appeared in the course of historical development of direct or indirect communication (languages of pre Latin and post-Latin periods). These included mainly Latinisms, Greekisms, Arabisms, Indianisms and a small number of Germanisms. It seems important that the criteria for distinguishing specific and etymologically foreign vocabulary have not found an unambiguous definition, which leads to significant differences in terms of the quantitative composition of vocabulary in terms of its origin. Etymologically, foreign language vocabulary in the course of assimilation often loses its primary meaning and acquires a new in the course of language development. Such tokens acquire the status of interlingual paronyms (false friends of the translator).

Tracking Child Language Development With Neural Network Language Models

Recent work on the application of neural networks to language modeling has shown that models based on certain neural architectures can capture syntactic information from utterances and sentences even when not given an explicitly syntactic objective. We examine whether a fully data-driven model of language development that uses a recurrent neural network encoder for utterances can track how child language utterances change over the course of language development in a way that is comparable to what is achieved using established language assessment metrics that use language-specific information carefully designed by experts. Given only transcripts of child language utterances from the CHILDES Database and no pre-specified information about language, our model captures not just the structural characteristics of child language utterances, but how these structures reflect language development over time. We establish an evaluation methodology with which we can examine how well our model tracks language development compared to three known approaches: Mean Length of Utterance, the Developmental Sentence Score, and the Index of Productive Syntax. We discuss the applicability of our model to data-driven assessment of child language development, including how a fully data-driven approach supports the possibility of increased research in multilingual and cross-lingual issues.

Blended Learning as a Means of Foreign Students’ Integration into a University Educational Process

This paper considers the problem of blended learning as a means of foreign students’ integration into higher school environment. This process is not that simple, it demands special methods to help foreign students to be integrated easily. The use of blended learning in education facilitates easy students’ integration and leads to positive learning results. However, the application of blended learning is connected with challenges both educators and foreign students can face. The aim of the article is to consider and assess the use of blended learning at the lessons of English implemented into a university educational process. For that purpose, we applied such methods as a needs analysis (among lecturers of English from South Ural State University), a questionnaire and an interview (among three groups of students from similar bachelor’s programs). The findings show that the majority of those surveyed do understand the importance of blended learning as a means of foreign students’ integration, but they are not familiar with the types and how to use them. Based on the results of this analysis, the authors applied blended learning into the process of English teaching, such as flipped classroom, station rotation, and a new online language development course, “Methodological support to the textbook by McCarthy, M. “Touchstone”. The drawn conclusions indicate that blended learning allows not only to boost foreign language skills, but to promote easy foreign students’ integration into the educational process of the university.

Message From the Editors

Dear Colleagues
 It is an honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Also our major aim is to increase the quality of the journal day by day. We are ready to publish the new studies of Cypriot Journal of Educational Sciences which has 6 full length articles written by authors from Spain, Turkey, Cyprus.
 The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Baena Ampudia, Ana Mª; Fernández Tilve, Mª Dolores have carried out an unprecedented and ongoing survey in Galicia with the intention of taking a closer look at continuing education for non-university teachers promoted by trade union organisations. On the other hand, Magda Maria Ventura Gomes da Silva, María del Pilar Quicios García investigate some results of an international research on the social risk manifestations published in eight periodicals in Rio de Janeiro (five newspapers: O GLOBO, EXTRA, MEIA HORA, O DIA, EXPRESSO and three magazines: ÉPOCA, ISTO É, VEJA) from July 2013 to December 2014. The results of the qualitative study were obtained by analysis of the most frequent categories of the social risks found. Also, Pelin Piştav Akmeşe, Nilay Kayhan aim of this study is to examine the contents and credits of the communication and the language development courses in Teacher Education Programs for hearing-impaired, intellectual disability, gifted and talented multiple disabilities, visual impairment education at the special education department. In this study in which the descriptive research method is used, the data have been collected from the sources of Turkey and European Union member countries, called Agencies of the European Union, Eurydice-Network on Education Systems and Policies in Europe. In addition to these, Eser Ceker and Fezile Ozdamli aim of this research is to underline the fundamentals (basic elements) of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look for the latest technology supported tools of PBL). Also Murat Tezer, Celalettin Ozden and Mucahit Elci investigate the relationship between academic achievement and attitudes towards technology and design lesson of the middle school eighth grade students. Finally Basak Baglama and Mukaddes Sakalli Demirok aims to determine the views of preservice special education teachers about early childhood intervention.
 I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to make their articles published, all reviewers working seriously in the process of publishing, and also quest editors supporting us in this process.
 Best regards,
 Editor-in-Chief
 Prof. Dr. Huseyin Uzunboylu
 Executive Editor
 Assoc. Prof. Dr. Cigdem Hursen

An examination of the special education teacher training programs in Turkey and European Union member countries in terms of language development and communication education

The academic terms and the periods of the courses related to the language development and communication differs considerably in the programs of the countries which train teachers for the special education department. The aim of this study is to examine the contents and credits of the communication and the language development courses in Teacher Education Programs for hearing-impaired, intellectual disability, gifted and talented multiple disabilities, visual impairment education at the special education department. In this study in which the descriptive research method is used, the data have been collected from the sources of Turkey and European Union member countries, called Agencies of the European Union, Eurydice-Network on Education Systems and Policies in Europe. The courses in Special Education Teacher Training undergraduate programs of higher education institutions of each country stated in the reports of National Education System Descriptions have been examined to reach these data. While there are undergraduate programs for four years of study related to each disability type in Turkey, it has been seen that the department of hearing impaired education teacher training is the department which mainly includes the language development and communication skills courses among mentioned programs. The countries such as Luxemburg, Sweden, Greece, Belgium, Ireland, Finland Ireland and Lithuania give common ground courses of special education department to the preservice teachers in 6 to 7 academic terms.
 
 Keywords: Special education, teacher training program, communication and language development education

Portioning-Out and Individuation in Mandarin Non-interrogative wh-Pronominal Phrases: Experimental Evidence From Child Mandarin.

Portioning-out and individuation are two important semantic properties for the characterization of countability. In Mandarin, nouns are not marked with count-mass syntax, and it is controversial whether individuation is encoded in classifiers or in nouns. In the present study, we investigates the interpretation of a minimal pair of non-interrogative wh-pronominal phrases, including duo-shao-N and duo-shao-ge-N. Due to the presence/absence of the individual classifier ge, these two wh-pronominal phrases differ in how they encode portioning-out and individuation. In two experiments, we used a Truth Value Judgment Task to examine the interpretation of these two wh-pronominal phrases by Mandarin-speaking adults and 4-to-6-year-old children. We found that both adults and children are sensitive to their interpretative differences with respect to the portioning-out and individuation properties. They assign either count or mass readings to the bare wh-pronominal phrase duo-shao-N depending on specific contexts, but only count readings to the classifier-bearing wh-pronominal phrase duo-shao-ge-N. Moreover, the portioning-out and individuation properties associated with the individual classifier ge emerge independently in the course of language development, with the portioning-out property taking precedence over the individuation property. Taken together, the present study provides new evidence for the view that the portioning-out and individuation properties in Mandarin are encoded in classifiers rather than in nouns, and these two semantic properties are two distinct components in our grammar.

Student Preferences for Group Size in a Language Development Course

Student Preferences for Group Size in a Language Development Course

Lexical Diversity in Cypriot-Greek-Speaking Toddlers: A Preliminary Longitudinal Study

Background/Aims: The number of different words (NDW), an essential measure of lexical diversity, is extremely valuable towards providing data regarding children’s language development. However, in Cyprus, practitioners are deprived of the opportunity to utilize NDW, as no normative data exist for toddlers who speak Cypriot Greek (CYG). Methods: The language samples of 36 monolingual CYG-speaking toddlers (aged 36, 40, 44, and 48 months) with a typical course of language development were collected and quantitatively analyzed. Based on the language sample analysis, we ascertained typical NDW values at the aforementioned ages and tested through a linear mixed-effects model whether gender and age affected NDW. Results: The results showed that age significantly predicted NDW increase; gender did not emerge as a significant predictor of NDW, but this may be due to the small statistical power. Conclusion: This study intends to provide the first step towards longitudinal investigation of the level of NDW for CYG-speaking children with a typical course of language development. The provided data, which could serve as preliminary norms, may be used – under some restrictions for the time being – during language assessment. Moreover, these acquired data could contribute to the development of an NDW database for diverse CYG-speaking populations of different age ranges in the future.

Govorno-jezičke sposobnosti i pokretljivost govornih organa kod dece sa spastičnom cerebralnom paralizom - preliminarno ispitivanje

Introduction Although clinical practice shows that children with spastic cerebral palsy have disturbances in the development of speech and language, literature is very scarce with data in this area. In particular, it is missing data on the specificities of speech-language disorders and the mobility of speech organs. Objective the aim of this paper is to assess the development of speech and language abilities and to determine the characteristics of speech disorders in children with spastic cerebral palsy. We were also interested in the state of mobility of speech organs in this category of children. Method the sample consisted of 10 respondents (6 boys and 4 girls), aged four years, with spastic cerebral palsy who were treated at the Special hospital for cerebral palsy and developmental neurology in Belgrade. Based on the medical documentation and the results of testing, the course of language development, speech-language abnormalities and mobility of speech organs were analysed. The Test for the articulation assessment and the Test for voice assessment were applicable, while the prosodic features of speech were assessed by perceptual analysis of recorded speech patterns. The mobility of speech organs was assessed by clinical observation and by using a Test of voluntary oral motor activity. Results the results showed that children with spastic cerebral palsy have a significant delay in speech and language development. They master the elements of the linguistic structure much later than the typically developing children. Most children with spastic cerebral palsy have dysarthria characterized by difficulties in the articulation of the consonants, the change in voice quality, and disturbance of rhythm and rate of speech. Disturbances in speech are accompanied by slow movements of speech organs. Conclusion Children with spastic cerebral palsy are late in the development of speech-language abilities, they have a disorder of articulation of consonants, altered voice quality and impairment of the prosodic features of speech.

Learner and Teacher Perceptions about Progress Made in an EFL Language Development Course in a BA English Programme In Hungary

This paper aims to explore the factors that affect first-year university English language learners’ progress, such as their motivation, their teachers’ assessment techniques and the teaching process they underwent. The goal of the research was to find out how the students perceive their progress, and how teachers see their students’ improvement in relation to their teaching practices. In order to gather this information, two written retrospective online questionnaire surveys were conducted. The data were analyzed by discerning patterns in the results, and by comparing the answers from the respondents. It was discovered that students were generally satisfied with the elements of the course, their language skills development and with the teaching approaches employed by their teachers, though there were some disparities in certain areas. Teachers had some shared viewpoints, and were in agreement with the students as to the methods of teaching, yet in regards to evaluating students’ progress, there were dissimilarities. The results of the research provide beneficial information and guidelines which may assist course designers in modifying parts of the language practice course.

A Content Analysis of the English Language Development Courses in Bangladeshi University English Departments

Syllabus, as one of the most important tools of teaching-learning, must contain necessary contents. A clearly designed, well-presented syllabus with the contents following the best practices in the field is a prerequisite for effective teaching. To analyze the contents of the syllabi of English language development courses of Bangladeshi university English departments, this study prepared a checklist of an ideal syllabus following the relevant literature and theories. The study has found that the contents in those syllabuses are presented in a haphazard way. They cannot the meet most of the criteria of an ideal syllabus in terms of contents. Most of them have only some learning topics or items as contents; and names of some books as materials. Regarding the other aspects like goals and objectives, assessment, rubric, teaching-learning methodologies, types of useful materials etc., the syllabuses present a very poor scenario. In the presentation and organisation, a linear fashion is found seemingly without any grading.

Smart Technology Integration in the System of Bachelors’ Language Training

This paper considers the problem of smart technology integration into the system of bachelors’ language training at higher school environment. The use of smart technology in education helps to enrich traditional teaching methods and bring positive learning outcome. However, the application of smart technologies is connected with challenges both educators and students can face. The aim of the article is to consider and assess the use of smart technologies implemented into a foreign language teaching process. For that purpose, we applied such methods as a needs analysis (among lecturers of English from South Ural State University), a questionnaire and an interview (among three groups of students from similar bachelor’s program). The findings show that the majority of those surveyed do understand the importance of smart technology for professional education, but they are not familiar with the types of smart technologies and how to use them. Based on the results of this analysis, the authors applied smart technologies in the process of English teaching, such as different language learning platforms (Ed-modo, TEDed), social networks (VKontakte, Facebook), and a new online language development course, “English for General Purposes” which was implemented through the Moodle (the university corporate learning management system). The analyzed results and the drawn conclusions indicate that the integration of smart technologies allows to boost foreign language skills and encourage motivation.

Language in Preterm Born Children: Atypical Development and Effects of Early Interventions on Neuroplasticity.

Predicting language performances after preterm birth is challenging. It is described in the literature that early exposure to the extrauterine environment can be either detrimental or advantageous for neurodevelopment. However, the emphasis mostly lies on the fact that preterm birth may have an unfavorable effect on numerous aspects of development such as cognition, language, and behavior. Various studies reported atypical language development in preterm born children in the preschool years but also in school-aged children and adolescents. This review gives an overview of the course of language development and examines how prematurity can lead to atypical linguistic performances. In this paper, we mainly focus on environmental and neurophysiological factors influencing preterm infant neuroplasticity with potential short- and long-term effects on language development. Further research, however, should focus on examining the possible benefits that early exposure might entail.

Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax and language process skills with the Quick Interactive Language Screener (QUILS)

Early language competence is a reliable and powerful predictor of children’s success in school, and word gaps linked to socioeconomic status disparities have cascading effects on academic outcomes. While early research – such as the work of Hart and Risley (1995) – focused on gaps in vocabulary, growing evidence reveals wide gaps in syntax as well. Language is an interdependent developing system of vocabulary, syntax, and language processes, yet existing research has not evaluated how SES gaps compare for these language components or how these components are linked for children from lower- and higher-SES families. Such a profile is sorely needed to understand the course of language development in all children. A new language measure, the Quick Interactive Language Screener (QUILS), expands on other measures by evaluating preschoolers’ vocabulary and syntax knowledge, along with their language-learning process skills. This screener was administered to a large, diverse sample of English-speaking children ages 3 through 5. Results indicated that the effect of SES was significant and comparable for all three language components, at all ages tested. Additionally, correlations among syntax, vocabulary and process were robust for low- and mid-SES children. These findings highlight the importance of looking beyond vocabulary to language syntax and process to better understand the SES gap in language.

Predicting Graduate School Success in a Speech-Language Pathology Program

Graduate programs in speech-language pathology continue to experience high volumes of applicants seeking admission. There appear to be as many configurations of admission criteria as there are graduate programs. Yet, what evidence do we have for these criteria making a difference in graduate student outcome? Graduate Record Examination (GRE) scores, undergraduate grade point average (GPA), prerequisite GPA, letters of recommendation, and letters of intent are valued differently by programs. These variables were investigated for their value in predicting successful graduate school outcome in a program of speech-language pathology. Three measures proved predictive: the verbal portion of the GRE, the quantitative portion of the GRE, and the grade in the speech and language development course taken prior to admission.