| Papers [1-16] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LANGUAGE DEVELOPMENT": |
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Low Income Families and Language Development, 2005.
A discussion on children from low-income families and the effect this has on their language development.
2,700 words (approx. 10.8 pages), 10 sources, AU$ 138.95
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Abstract
This paper discusses children from low income families, and language development in modern society. The paper examines the societal contention that children raised in poverty will develop inadequate language patterns as well as be candidates for special education programs when their school years commence. The research provides evidence that low income children may develop language complications because the resources for learning are not available to them.
From the Paper
"Children learn language by sound or phonology that allows them to begin to form words, sentences, and structures that serve them in communication (Wright, 2004, p. 61). Children, by nature have a strong inclination to attempt to understand what things mean in order to function within their lives, and relate to the world around them (Athey, 1983, p. 197). It has been contended, however, that children of low-income families have historically suffered from language problems that begin in early childhood, and then progress throughout life because the society in which poor children are reared is absent of the verbal intricacies that children of higher income households are accustomed to."
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Early Language Development, 2002.
Language development from birth to adulthood.
2,900 words (approx. 11.6 pages), 4 sources, AU$ 138.95
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Abstract
This paper is on language development from birth to adult. It shows how the brain plays an important role in speech development.
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Language Development, 2005.
An analysis of the effects of low income on the language development of preschoolers.
3,150 words (approx. 12.6 pages), 10 sources, AU$ 161.95
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Abstract
This paper deals with the concepts of low income, language development and preschoolers. It thoroughly explains each concept and applies it appropriately. It then presents evidence with respect to current research investigations in the area as well as to improvements needed. The paper presents some case studies and draws the conclusion that low income familial status is extremely important with respect to language acquisition.
From the Paper
"The Effects of Low Income on Language Development of Preschoolers The study of language development, one of the most fascinating human achievements, has a long and rich history, extending over thousands of years (Chomsky, 2000). As the nature-versus-nurture argument is inevitable to arise whenever human behaviors are discussed, it is not surprising that language experts have debated the relative influences of genetics and the environment on language development (Hulit & Howard, 2002). Among the various proposals concerning the mechanisms involved in acquiring a language, two opposing theoretical positions, the behaviorist and the nativist, are the most prominent and influential (Ayoun, 2003; Garton & Pratt, 1998; Owens, 2001). "
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The California English Language Development Test, 2008.
This paper is a review of the literature on the California English Language Development Test (CELDT) and student achievement when learning English as a second language.
1,580 words (approx. 6.3 pages), 14 sources, APA, AU$ 66.95
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Abstract
This paper explains that the California English Language Development Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.
Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion
From the Paper
"The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."
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The Effects of Television on the Language Development of Children, 2002.
A historical overview of studies done on the effects of television viewing on children's language development.
1,845 words (approx. 7.4 pages), 22 sources, MLA, AU$ 77.95
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Abstract
A discussion of the negative and fewer positive effects that television has on children and their language skills. Several propositions seem undisputed by all the researchers such as: children are the largest audience for television, television is a continuing interest for most children, and television can provoke a response in children. This paper concludes that television can invigorate the vocabulary of children, encourage their reading, and inspire their writing.
From the Paper
"Without doubt, television influences the mental processes and speaking habits of young people who may develop their language skills in the family den as much as they do in the classroom. Indeed, statistics abound on the television habits of children. High school seniors will have watched about 15,000 hours of television by the time they graduate (1986 Nielson Report as cited in Powell 41). To gain perspective, Hal Blythe and Charlie Sweet put it this way: "By the time the vidkids matriculate at their favorite institution of higher learning, almost one-half of their waking life will have been spent being Superseted, Chromacolored, and Colortaked" (22-23). Sister Rosemary Winkeljohann reports this incident: A few seasons ago, on an episode of "Happy Days," Fonzie got a library card as a small part of the overall story. The producers thought nothing of it until they later learned that librarians all over the country were swamped the next day with children coming to the library. Children who had never used the library facilities now wanted library cards! (100) "
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Bilingual Language Development, 2004.
An exploration of the process of double language acquisition by children.
2,676 words (approx. 10.7 pages), 11 sources, MLA, AU$ 104.95
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Abstract
This paper examines how there are several different ways to expose children to a second language. It looks at how some children are exposed to two languages since birth and how others are exposed to a second language once they enter a school program. It discusses how the process of double language acquisition is not so smooth and how there are a few discrepancies in fluency and language confusion to be taken into account.
Outline
Introduction
How Children Learn Two Languages
Stages of Development
Code Switching
Language Mixing
Two Languages, One Sentence: Not a Sign of Confusion
Language Imbalance
Language Loss and Semilingualism
Conclusion
From the Paper
"For some bilingual children, code switching is a normal language phenomenon. While some children acquiring a second language appear to confuse the two languages at first, code switching is a normal aspect of second language acquisition. Young bilingual children tend to insert single items from one language into the other (McClure, 1977), primarily to resolve ambiguities and clarify statements. Children over nine and adults, however, tend to switch languages at the phrase or sentence level, typically to convey social meanings. Studies of code switching in adults show it to be a sophisticated, rule-governed communicative device used to achieve goals such as conveying emphasis or establishing cultural identity."
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Preschool Programs and Language Development, 2007.
A discussion of the article "Language and Literacy Environments in Preschools" by C. Snow, S. Burns and P. Griffin.
943 words (approx. 3.8 pages), 1 source, MLA, AU$ 43.95
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Abstract
The paper reveals that high quality preschool programs for poor children can reduce the delay in the development of their communication skills. The paper reviews the article "Language and Literacy Environments in Preschools" by Snow, Burns and Griffin that explores how best to help preschool children develop communication skills so that they will be ready to learn how to read when they go to school. The writer discusses how he/she applies these principles in his/her preschool program.
From the Paper
"The article (Snow, Burns, & Griffin, 1999) states, "it is precisely on measures of the language environment that many preschool programs serving poor children have scored in the inadequate range" (p. 1). The article doesn't say how many programs are inadequate or what the percentage overall might be of programs which do not help children develop their communication skills. The author goes on to say, or at least to imply, that Headstart programs are no better than any other programs for preschool children coming from impoverished homes: "A study of 32 headstart classrooms similarly found the lowest scores for language and reasoning on the same test" (p. 2)."
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E-Commerce: Application Development and XML(Extensible Mark-up Language), 2001.
A look at the applications developed for commerce through the Internet.
1,295 words (approx. 5.2 pages), 5 sources, MLA, AU$ 56.95
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Abstract
This paper discusses the growth of e-commerce and explores the different applications that were developed for use in e-commerce. One of these, XML, is explored in detail, including its development, its advantages over HTML for e-commerce, and the companies that first used it. The paper discusses the advantages of e-commerce and conversely, e-commerce's failures.
Contents: Early Application Developments for E-commerce; XML; Primary & Early Users of Leading Edge Applications; Development of Products by Businesses and Industries; Leaders and Followers; Applying Technologies to Business Problems and Solutions; Successes and Failures; The Future; Vision
From the Paper
"Among the more recent application developments for the web is the Extensible Mark-up Language (XML) designed to improve the functionality of the Web by providing more flexible and adaptable information identification. (?The XML FAQ,? Jan 2002). The flexibility and extensibility of XML are very significant features since at present further development of the Web is held back by important constraints due to dependence on a single inflexible document type-HTML (the Hypertext Mark-up Language most frequently used on the web) which is already stretched to the limit with over-use and has severe limitations for data transfer and storage."
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The Phonetics of Language and Culture, 2009.
This paper discusses the role that culture plays on language development and looks at the different stages, and outward effects that culture has on language.
1,573 words (approx. 6.3 pages), 7 sources, APA, AU$ 66.95
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Abstract
This paper discusses language and the role of culture within learning. The paper asserts that the culture and environment a child is exposed to during the cultivation of language plays a key role in the development of his or her unique language facility. Specifically in this paper, the author opens by defining the two main schools of thought, the Nativist (or Hereditarians) and the Interactionists (or Environmentalists), as well as the Interactionists, asserting that the one similarity between each view is the need for social interaction either as a learning tool or an activation device. The paper goes on to discuss the stages of development throughout life and the concrete language development within each stage. Additionally, the paper assesses how the effects of culture on language are outwardly visible, for example through the act of translation or through the learning of additional languages. Finally, the paper concludes that throughout all of this, it can be shown that culture and language are mutually inclusive.
From the Paper
"During the ongoing stages of development, semantics, syntactic and pragmatics the individual absorbs almost unconsciously the nuances of the language and the culture he or she is raised within. The rate at which a child increases vocabulary during the semantic stage is directly proportionate to the degree of their exposure to language through active verbal interactions from those around them such as parents, siblings as well as teachers and other caregivers. During the syntax phase the more formal development of language takes place wherein the child is learning to comprehend the basic rules of grammar and can more readily convey their thoughts and ideas in complete sentences. (Broderick & Blewitt 2006:.91-93) This is where the order of language that the culture has imposed comes into play. In some languages, such as Spanish, verbs begin sentences and are often a combination of the noun-subject and the action, in English the culture has delineated the subject from the action and the correct arrangement is subject -verb -object."
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Bilingual First Language Acquisition, 2002.
An examination of early language development theory for potential bilingual children.
7,808 words (approx. 31.2 pages), 35 sources, MLA, AU$ 219.95
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Abstract
This paper examines the criteria for measuring early language development, the concepts associated with ascertaining a child?s developmental progress, the research supporting the prevailing theories and the significant findings inherent in credible research in these areas. It discusses how all over the globe young children seem to effortlessly acquire two or more languages at one time, while some uphold the belief that children who are exposed to multiple languages too early may experience developmental language delays and/or confusion. It evaluates how scientific research has attempted to examine whether young bilinguals can ascertain that they are acquiring two separate and distinct languages early on.
Outline
Introduction
Research and Analysis
Bilingual Paradox
Bilingual Deficit Hypothesis
Unitary Language System Hypothesis
Bilingual Advantage Hypothesis
Differentiated Language System Hypothesis
Vocabulary Development
The MacArthur CDI
Linguistic Milestones
Lexical Identifiers
Neutrals
Translation Equivalents
Interlocutor Sensitivity
Language Choice
Codemixing
Parental Discourse Strategies
Early Constraints
Conclusion
Bibliography
From the Paper
"The line of thought that resembles popular opinion about whether or not children should be raised bilingual from birth is called the ?Bilingual Paradox?. It is a paradox because there are conflicting contemporary theories about whether or not it is the preferred method of introducing two languages. While much research shows that, by several measures, children who are exposed to two languages simultaneously between the ages of zero and three achieve major milestones within the same timeframe and with similar results as monolinguals, the contemporary line of thought has been to teach a child one language early on, reserving the introduction of a second language for the later school years. The thinking associated with the latter opinion is that introducing two languages early on will confuse the child, or that the child will be disadvantaged in mastery of one or both languages. There are, however, steps parents can take early on based on proven research to give their child an advantage in learning language skills. Methodologies, tools, timing mechanisms and support strategies have been developed through testing and observation that aids children in successful and timely language development, specifically in the adoption of multiple languages."
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Overextension Theories and Childhood Development, 2002.
An investigation of overextension theories in respect to childhood language development.
4,900 words (approx. 19.6 pages), 12 sources, AU$ 231.95
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Abstract
This paper explores three major theories applying to overextension in child language development and addresses which theory is the most likely to occur during the overextension process. It concludes that the displacement theory is the most likely cause of overextension.
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Primate Language, 2007.
An examination of language development, focusing on primates' ability to communicate.
838 words (approx. 3.4 pages), 3 sources, MLA, AU$ 38.95
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Abstract
The paper examines how language educators and researchers continue to debate how language is developed in humans. The paper further examines the differences between humans and other higher primates regarding language. The paper explores how, in order to gain more insight on how language evolved in early humans, researchers closely study language acquisition in primates.
From the Paper
"What Stokoe finds most interesting is the turning of the head, just as signers of American Sign Language turn their head and gaze to mark a change from one part of a complex structure to another. Concludes Stokoe: Children are fortunate that elementary sign language preceded spoken language. As people get older, they forget how they used their bodies, eyes and heads. However, once speech is acquired at another stage and a person is fully articulate, it is still possible to go to "Nevada or Oklahoma and enter into conversation with a chimpanzee." "
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Language Acquisition, 2007.
This paper explores the debate of nature vs. nurture in language development.
1,546 words (approx. 6.2 pages), 6 sources, MLA, AU$ 65.95
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Abstract
The paper discusses the nativist theory that children have some built in or learned knowledge of ideas before the actual development of language. These theorists believe that functions of language are universal and innate. The paper then looks at the functionalists and anti-nativists who argue that culture and language itself shape the meanings behind language. Finally, the paper discusses those theorists who believe that children possess innate understanding of ideas before language and also learn about ideas from language and culture. The paper examines the ideas of Dan I. Slobin, Behrens Heike, Melissa Bowerman and Soonja Choi.
From the Paper
"How exactly do children learn to connect language with the things around them? Though virtually all of us were participants in this complex process, a full understanding of how children learn language and learn through language is a matter of debate. Primarily, the debate takes on two major points on view. Those who argue for a nativist theory find that children have some built in or learned knowledge of ideas before the actual development of language (Shanker 481; Slobin 407). These theorists believe that functions of language are universal and innate. This is the "nature" side of the argument."
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Evolution of Language, 2005.
This paper examines the various models of how language developed.
2,475 words (approx. 9.9 pages), 11 sources, AU$ 127.95
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Abstract
This paper discusses language acquisition and the evolution of language, describing models that have been proposed for the evolutionary development of the human language faculty and for the processes involved, with some empirical support for the different models. The paper concludes that the issue remains unresolved as far as deciding on one specific model over all others.
From the Paper
"Language acquisition has been much studied as to ways in which speakers learn language in the first place, then learn other languages if they do and add words to their store of knowledge as an ongoing process. Another issue has been the origins of language of any sort, extending back as far in the historical record as possible and then considering how human beings may have first started communicating using a language. Different models have been proposed for the evolutionary development of the human language faculty and for the processes involved, with some empirical support for the different models. The issue remains unresolved as far as deciding on one specific model over all others. One view of the origin of language is discussed by Hewes 1992 and the idea that the first human language was primarily gestural, following the way various primates communicate (1992:65)."
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Language and Cognition, 1993.
Exploration of the relationship between language and cognitive development in terms of how reading, writing and discussion contribute to cognitive development.
1,350 words (approx. 5.4 pages), 8 sources, AU$ 61.95
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From the Paper
"Language and Cognition
Introduction
Robbins Burling (1993) noted that language is indelibly linked to human cognitive processes and that studying these processes can give us a better understanding of language emergence and language acquisition. The intent in the following pages is to explore the relationship between language and cognitive development, looking particularly at how reading, writing, and discussion . the basic language functions . contribute to cognitive development.
Origins
One of the current theories regarding the relationship of the brain and cognition to language is that expressed by Terrence ..."
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Human Language, 2007.
Examines the development of language in humans.
1,440 words (approx. 5.8 pages), 2 sources, APA, AU$ 61.95
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Abstract
This paper explains that, although there is a larger amount of evidence supporting the notion that human language develops from natural and inborn processes, socialization and learning is important to the development of language. The paper first describes the basic components of language, which are classified as content morphemes and grammatical morphemes. The paper then presents research to support both arguments that language is innate and that the development of human language is closely linked to the development and transformation of human cognition.
From the Paper
"From day one, we seem naturally equipped to develop and explore language. When a new infant is born, he/she is immediately able to distinguish his/her mother's voice. Young infants start to babble at a very young age as if they are trying to communicate with one's caregivers. Amazingly enough, deaf children initially start to babble as well, but eventually stop verbal communication because they do not hear any feedback. An interesting aspect of language development is an infant's ability to be sensitive to all languages when under the age of 6 months."
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