Development Of Programming Languages Research Articles

Neoliberalism and Minority-Language Planning in the Highlands and Islands of Scotland

This paper describes the influence of neoliberal ideologies and practices of governance on minority-language planning in Scotland. It focuses on the development practices of Gaelic-language planning through the example of a particular language development program called the “Gaelic in the Community Scheme.” The Scheme was funded with a combination of European Union Structural Funds and Scottish public economic development grants, and its purpose was to disburse grants to voluntary community groups in order to help create infrastructure for “Gaelic activities.” Based on field research conducted in 1999–2000, I describe three aspects of the Scheme that demonstrate how neoliberal economic development practices can negatively impact Gaelic-language planning, even as they seem to facilitate the creation of language-planning programs. The first aspect is the use of both English and Gaelic registers of “development discourse,” which reinforces Gaelic-English diglossia in Gaelic-speaking areas. The second is the problem of unexamined conceptions of “community,” which can reduce the number of opportunities for Gaelic-English bilinguals to speak Gaelic. The third aspect is the quantifiable and economistic nature of the criteria used to assess the success or failure of the Scheme, which do not take into account the actual linguistic behavior of participants. These aspects of the Scheme illustrate how language planning based on sociolinguistic principles has been marginalized from neoliberally influenced Gaelic-language planning.

DO INTERNATIONAL NESB STUDENTS NEED AN ACADEMIC LANGUAGE DEVELOPMENT PROGRAM

This study examined the academic language skills of international students from non-English speaking background (NESB) at the University of Melbourne. It aimed to determine whether or not they need an academic language development program. The participants were 158 international NESB students of distinct categories. The students' academic language were measured using the Diagnostic English Language Assessment (DELA) test administered before the commencement of their academic study. Scores of the test were compared across categories and correlated across academic language skills. The results from this study suggested that. in general. international NESB students need a language development program to improve their academic writing skill. In addition. it was suggested that the development of the academic writing skill of international N ESB students be accomplished through a program directly related to academic language writing.

Vers un profil de sortie: l’actualisation linguistique et le perfectionnement du français (ALF/PDF)

Abstract: The present study examined the current situation of language development programs (Actualisation linguistique et perfectionnement du français, ALF/PDF [French language upgrading]) to develop a readiness profile to assess student skills in communicating, learning, and cultural expression. The readiness profile, an overall and detailed assessment of student performance, can be used to guide and develop consistent conditions for the transfer of ALF/PDF students into the regular program.

The Politics of Bilingual Education

Proposition 227 was approved by Californians in June 1998. In essence, the voters amended the state constitution to outlaw bilingual education. This use of political power was used to solve technical arguments over language instruction for limited English proficiency (LEP) students. This article creates a framework for analyzing the politics of language development research and school program implementation. The model is then applied to language development programs in a large Southern California school district. The educational and political implications of the model and its application to Proposition 227 are discussed.

Don Francisco Márquez survives: a meditation on monolingualism

Heritage-language monolinguals may have an important impact in their communities. This article examines an 85-year-old male monolingual Speaker of Mexicano (Nahuatl). His son and grandson exhibit unusually conservative Mexicano usage, in spite ofeconomic and educational success that would normally predict for them an advanced position on t he languageshift continuum. The influence of monolinguals might be emulated in language-development programs by rewarding Speakers who agree to behave like monolinguals.

Information Modeling Aspects of Software Development

The distinction between the modeling of information and the modeling of data in the creation of automated systems has historically been important because the development tools available to programmers have been wedded to machine oriented data types and processes. However, advances in software engineering, particularly the move toward data abstraction in software design, allow activities reasonably described as information modeling to be performed in the software creation process. An examination of the evolution of programming languages and development of general programming paradigms, including object-oriented design and implementation, suggests that while data modeling will necessarily continue to be a programmer‘s concern, more and more of the programming process itself is coming to be characterized by information modeling activities.

Language background, proficiency in English, and selection for language development.

With a diverse language background profile in an Australian medical student population, teaching interventions are necessary for students whose English language proficiency is not adequate for the study of medicine. This paper describes the screening of written and aural English language proficiency in 143 first year undergraduate students using a standardized instrument. Students identified as experiencing language difficulties were subsequently assessed by interview and allocated to faculty-based Language Development Programme. Students with the greatest need for language support participated in a full 2 year programme. Those requiring less assistance were offered more limited support in the form of specific modules within the programme. Students allocated to the full programme were significantly weaker in language proficiency compared to those offered specific modules and those not offered a placement. The information gathered during the structured interview is valuable in establishing for medical educators specific areas in which language-related teaching for students who require it can be directed. Future research is required to evaluate the effectiveness of faculty-based language interventions in terms of improvement in language proficiency over time and the effect of any improvements in language proficiency on academic and clinical performance.

Creating an Integrated Language Development Program

Creating an Integrated Language Development Program

Preschool Education for Black South African Children: A Descriptive Study of 32 Educare Centers

The education of young African children in South Africa was ignored during apartheid. In response, groups of African women, many lacking formal education or knowledge of early childhood education (ECE) practices, established private preschools called Educare centers in urban areas, townships, and rural homelands. In 1995, nongovernment organizations with assistance from USAID began training Educare teachers. An evaluation of 32 Educare facilities was conducted to assess the relationship of this training to improved ECE practices. Overall, the training was found to improve Educare teachers' ability to provide a healthy, safe environment and appropriate learning experiences for children. This article reports on that study, describing the deprived conditions found at most centers but also highlighting the incredible dedication of Educare teachers and staff. In most industrialized nations, the care and welfare of young children is seen as a basic social right (Lubeck, 1991). Throughout the industrialized world, preschool services are provided in a variety of settings including home-based care, public and private child care centers, worksite centers, and public schools. In new or developing nations, however, early childhood education-indeed, education generally-typically is provided to only a privileged few, not the masses. According to Pollitt (1984), explicit literacy-nurturing activities are not part of the early childhood experience of most poor children in developing countries. As these nations move toward more widespread empowerment of their populations, they usually experience the need to become more inclusive in their educational policies. At that point, policymakers in these nations, and the nations that support them, require information on how best, given limited resources, to implement and sustain educational programs for citizens ranging from the youngest toddlers to the oldest adult learners. One major educational policy issue facing new and developing nations involves early childhood education (ECE). As these nations move to establish stable social and economic environments, their policymakers must consider the impact of ECE on national progress. In effect, they must determine the educational as well as societal and economic benefits for the nation when very young children are afforded meaningful learning experiences. Myers (1991) cautions that the schools, families, and social institutions in nonindustrialized, Third World countries differ from those in industrialized, Western nations in significant ways. The causal mechanisms that seem to work in the United States or Europe, he notes, may or may not work in nations where large classes, an inadequate number of school places, scanty instructional resources, and minimally trained teachers are the norm. Nonetheless, research indicates that the quality of early schooling has a significant effect on poor children's primary school progress and performance (Haddad, 1979; Heyneman & Loxey, 1983; Schiefelbein & Farrell, 1978). For example, McKey, Condelli, Ganson, McConkey, and Plantz (1985) and Schweinhart, Barnes, and Weikert (1993) report that children attending Head Start, an ECE program for poor children in the United States, showed both immediate and continual improvement in their intellectual and socioemotional performance and health. Zill, Collins, West, and Hausken's (1995) research links attending Head Start, prekindergarten, or other centerbased preschool programs to higher emerging literacy scores. They further contend that the benefit of preschool attendance accrues to children from both high-risk and low-risk family backgrounds. Reporting empirical evidence about the effects of the School Readiness Language Development Program (SRLDP) for four-year-old African American and Hispanic children, Champagne (1987, 1988, 1989, 1990) notes that these preschool students' performance improved significantly on all subtests of the Cooperative Primary Preschool Inventory. …

Acquisition, generalization, and spontaneous use of color adjectives: A comparison of incidental teaching and traditional discrete-trial procedures for children with autism

Incidental teaching and traditional discrete-trial procedures were used to teach two children with autism the expressive use of two color adjectives to describe preferred toys and food items. The two teaching procedures were performed in a classroom setting, and generalization and spontaneous usage were assessed at home with parents. The results demonstrated that traditional discrete-trial teaching was more efficient and produced faster acquisition and, initially, greater generalization. However, by follow-up, the incidental teaching methods resulted in equal retention, greater generalization, and equal or greater spontaneous usage. The findings indicate that although it takes a longer time for children with autism to learn with incidental teaching procedures, once they have acquired an ability, it may be more permanent. It is recommended that incidental teaching procedures be included in future language development programs for children with autism.

Canadians Generate Blissymbolic Communication Development

Blissymbolics, a comprehensive core communication system through which non-speaking people are able to communicate, has been developed and made available throughout Canada and the world by the Blissymbolics Communication Institute in Toronto, Canada. In addition, Canadian users of the system have become leaders in helping to increase universal awareness of the intellectual, social, emotional and communication needs of communicatively impaired and disadvantaged people.Charles K. Bliss who was born in Australia and now resides in Australia, originally developed Blissymbolics between 1942 and 1965 as an international communication system to promote better understanding among people. The system was first successfully applied during the early 1970’s by a multidisciplinary group of specialists at the Ontario Crippled Children’s Centre in Toronto to cerebral palsied, school-aged, non-speaking children. This graphic and meaning-based system provided them with a means of more grammatically complete communication than picture or word boards.Since its first application, Blissymbolics has been expanded to many other applications and populations. Today it is used as an augmentative communiation system with cognitive and language development programs to support reading and pre-reading activities. Its users include people who are retarded, multiply-handicapped, autistic, aphasic and stroke victims.As experimentation and the use of Blissymbolics increased during the 1970’s, the need for training programs and instructional materials, for information about ongoing programs, for more symbols and for a structure to maintain a standard form of Blissymbols also grew. In order to meet and co-ordinate these requirements the Blissymbolics Communication Foundation was established in Toronto in 1975. The Foundation, through a licensing agreement with Mr. Bliss, obtained the exclusive mandate to co-ordinate the applications of Blissymbolics with non-speaking people around the world. Its mandate was to maintain symbol standards and to provide training and material for the increasing number of people applying the system with non-speaking people. The Foundation was re-named the Blissymbolics Communication Institute in 1978 to better represent its role as a central, co-ordinating educational organization.

Introducing the Microcomputer into English. III. An evaluation of TRAY as a program using problem‐solving as a strategy for developing reading skills

AbstractThe models of reading and learning that underlie TRAY are examined, and criteria for selecting texts for classroom use identified. The kinds of language activities characteristic of groups using TRAY are described, and 15 categories of language activity are identified. The results of an analysis of the language activities of three groups are presented. The kinds of learning that are encouraged by TRAY are considered. Pupil and teacher evaluations are found to be favourable. TRAY is concluded to be an example of a good, content‐free, problem‐solving language development program.

Practical English Structure (review)

Reviews Practical English Structure, Marcia Bordman, Patricia Byrd, and Bernadene Schlein, Vol. 1, 200 pp., Vol. 2, 223 pp., Vol. 3, 219 pp., $9.95 each, Gallaudet College Press, Kendall Green, Washington, D.C. 20002, 1977. Written specifically to address the structural language needs of hearing-impaired high school and college students, this series of textbooks is strongly influenced by English as a Second Language (ESL) approaches to grammar instruction . While the authors emphasize that the texts should not be considered remedial in nature, the content and exercises appear to be designed for use with intermediate English students in need of systematic structural practice and drill work. The authors transform the traditional ESL oral approach into a totally written response format that stresses contextual usage through three basic types of exercises: controlled sentences, guided paragraphs, and vocabulary skill checks. Each chapter begins with a vocabulary check which consists of the presentation of a sentence containing an idiomatic phrase. Students are required to select the meaning of the idiom from four possible options written in a multiple-choice format . This exercise emphasizes the use of contextual clues. The content of these exercises does not appear to be integrated into the content of the remainder of the chapter. Controlled sentence exercises are introduced at this point. Students are instructed to examine sample sentences and then to respond in writing with appropriate similar, transformed, or expanded structures. Finally, guided paragraphs are provided which the students are instructed to read and respond to with content-specific tasks. Each lesson (chapter) has clearly stated objectives for both the student and the teacher. A variety of constructions are presented that range from simple practice with articles in a variety of contexts to complex manipulations of clauses. The organization of the books' content could be a source of confusion to the reader because grammatical construction is dealt with in a number of different chapters and levels. Each of these chapters may present a different syntactic environment or context for the structure and may provide the student with highly specific information and opportunities for practice . Overall, this type of organization could lead to difficulty when trying to adapt these books for use in a total language development program . The books are cumulative in nature; the content is age appropriate; and the illustrations are cleverly drawn and integrated into the books. A cumulative index of the content of all volumes is located at the end of each text. Books such as these can be extremely useful as part of an English language program for adults and young adults who are hearing impaired: a population which has been without appropriate materials for far too long. Margaret H. Finnegan, M.S. Ed. Temple University Philadelphia, PA 19119 Communication Programming for the Severely Handicapped: Vocal and Non-Vocal Strategies, Caroline R. Musselwhite, Ed. D., CCC, and Karen H. St. Louis, M.S., CCC, 325 pp., $29.50, College-Hill Press, 4580-E Alvarado Canyon Road, San Diego, CA 92120, 1982. The authors have compiled a wealth of information in a comprehensive, practical source book which covers vocal and nonvocal strategies for a wide variety of persons with severe communication disorders. The book will be most useful to speech-language pathologists and special educators. Part I discusses the decision process, issues in communication training, preliminary training strategies, and supportive services. An overview of issues and selected vocal language programs comprises Part II. Part III describes in some depth a wide variety of nonvocal communication systems: "gestural" communication such as Blissymbols, rebus, and words. Part IV, the appendices, comprises one third of the book. It is extremely useful even for the more knowledgeable reader. Appendix A is an annotated bibliography of recent literature in programming for the severely handicapped. Appendix B reviews 25 selected communication programs. In Appendix C, publications and services provided by organizations and agencies are described. Appendix D is a descriptive list of assessment tools and procedures. The strength of this book is the wide coverage of a broad topic in a very practical manner. The appendices are invaluable. It is an excellent resource book from which readers can further explore various areas according to their interests. Mata B. Jaffe, Ph...

Language Development Program for Schools in Aboriginal Communities (Years 4 – 7). Department of Education, Queensland.

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Modeling, Intelligence, and Language Development

Abstract Eighteen black preschool children from poverty backgrounds were equally divided between two experimental language-development programs: one on the modeling of simple language units (single sentence utterances), the other on complex units (multiple-sentence). Both programs were found to result in increases in language use. However, the most pronounced gains in language use were demonstrated by low IQ Ss assigned to the simple-unit program. Both progams resulted in significant increases in IQ. However, only Ss participating in the complex-unit program demonstrated a significant increase in verbal expression, a subtest measure of the Illinois Test of Psycholinguistic Abilities.

Evaluation of a language program for young autistic children.

This report presents retrospective data comparing an individualized language development program for preschool autistic children receiving language remediation (experimental subjects) with a group receiving the basic school curriculum only (control subjects). All findings favored the language remediation group, as indicated: (1) experimental subjects made significant gains in one year while the control group required two years; (2) after one year, experimental subjects surpassed controls on four measures; (3) only experimental subjects made significant gains in communicative speech, noteworthy because interpersonal interaction is so difficult for the autistic child; and (4) after two years, 58% of the experimental subjects, but only 14% of the controls, had mastered all seven skills. These results support the hypothesis that an individualized language remediation program facilitates the acquisition of prelinguistic and linguistic skills.

English Prosodics: A Contrastive Approach

The Modern Language JournalVolume 62, Issue 8 p. 410-413 English Prosodics: A Contrastive Approach Seymour Pollock, Seymour Pollock Mercy College, Miami Seymour Pollock (Ph.D., University of Massachusetts) is Associate Professor of Spanish and serves as Coordinator for the Department of Modern Languages and Literatures at Mercy College Miami Center for Bilingual Education, Miami, Florida. He has taught ESL/EFL and served as a consultant in second language acquisition and development programs in Spain, Brazil, Somalia, Madagascar, Tunisia, and the United States.Search for more papers by this author Seymour Pollock, Seymour Pollock Mercy College, Miami Seymour Pollock (Ph.D., University of Massachusetts) is Associate Professor of Spanish and serves as Coordinator for the Department of Modern Languages and Literatures at Mercy College Miami Center for Bilingual Education, Miami, Florida. He has taught ESL/EFL and served as a consultant in second language acquisition and development programs in Spain, Brazil, Somalia, Madagascar, Tunisia, and the United States.Search for more papers by this author First published: December 1978 https://doi.org/10.1111/j.1540-4781.1978.tb02412.xCitations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume62, Issue8December 1978Pages 410-413 RelatedInformation

The Speech-Language Pathologist and the Classroom Teacher: A Team Approach to Language Development

This project was designed to enable kindergarten and first-grade teachers in a rural school to integrate principles of language development into regular classroom curriculum. In the absence of a school clinician, a university clinical instructor in speech-language pathology served as a consultant to help the teachers define, design, and implement a language-development program. This article reviews the nature and scope of the project and the consultative model on which it was based.

A Language Development Program for the Institutionalized Mentally Retarded: The use of A Para-Professional Trainer

SummaryA language development program was delivered to 24 severely intellectually handicapped young adults from a residential training centre for the intellectually handicapped, by a paraprofessional trainer These subjects were matched on the basis of age, age at institutionalization length of institutionalization, and baseline score with 24 other residents from the Centre who did not receive the language training Half of each group attended a daily skills development program which was independent of the language envelopment program Measures were taker net are the program commenced. three months later when the program ceased, and at the month follow-up The results indicated that there was a significant improvement in language skills in subjects receiving the language training both at the conclusion of the program and at the follow-up Inclusion in the skills development program did not enhance effects suggestions for future studies are made.

Using a Readability Formula to Produce Multi‐Level Reading Texts

48 The purpose of this paper is to outline the attitude of one publishing house, Drake Educational Associated Ltd., to the problem of generating reading texts of theoretically pre-determined difficulty by the use of a readability formula and to briefly describe the process by which such texts are originated with particular reference to the multi-level language development programme Language Centre 1. Language Centre 1 is one of a series of three boxed kits which cover the chronological ages 5-7, 7-9 and 9-11 respectively. Each kit contains a set of graded comprehension reading cards, a set of graded vocabulary skills development cards and a set of audio cassettes for developing listening skills. For the purpose of this paper, only the reading comprehension component will be considered. In setting out to publish a multi-level reading programme three basic premises are accepted as true. The first of these is that any learning group is going to be a mixed-ability group. This is particularly so in the primary school where streaming or setting has virtually disappeared. It is also the case in the lower years of many comprehensive schools where unstreaming is being introduced. Even where streaming or setting is attempted however, there is little practical possibility of achieving a completely matched set in which case the group remains of mixed ability even if the extremes of attainment are reduced to more manageable proportions.