DOCSLIB.ORG

Language Testing 98-599 Wennerstrom, Ann (U

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Language Testing 98-599 Wennerstrom, Ann (U Language testing 98-599 Wennerstrom, Ann (U. of Washington). Language testing Intonation as cohesion in academic discourse. Studies in Second Language Acquisition (New York), 20, 1 (1998), 1-25. 98-601 Brindley, Geoff (Macquarie U., Sydney). This paper reports the results of a study of the intona- Assessing listening abilities. Annual Review of tion of 18 Mandarin Chinese speakers lecturing in Applied Linguistics (New York), 18, (1998), 171-91. English. As a basis for the study, it is proposed that into- Assessment of listening ability has received relatively lim- nation be considered a grammar of cohesion in English ited coverage in the language testing literature. This discourse: drawing from the intonational model of paper begins by presenting current views of second lan- Pierrehumbert and Hirschbery (1990), it is argued that guage listening. Whilst drawing attention to the inade- discrete morphemes of intonation correspond to the quacies of current models of listening comprehension, it categories of cohesion in Halliday and Hasan's (1976) identifies two common points of consensus in the litera- typology. The study investigated the hypothesis that the ture on the nature of listening processes: the assumption non-native speakers who were able to use the intona- by test developers that there are identifiable, hierarchical tion system of English most effectively would score listening skills; and the move towards a more interactive higher on a global language test. Using a Computerised model of the listening process. It then reviews various Speech Lab to measure pitch, four aspects of intonation issues and challenges in the assessment of listening: assess- were averaged for each speaker: (a) the pitch difference ing higher level skills and listening in oral interaction, the between newly introduced content words and function confounding of skills (which threatens the validity of lis- words; (b) the use of high pitch at phrase boundaries to tening tests), and dealing with authenticity (purpose, link related constituents; (c) the use of pitch to distin- task, text). Aspects of task construction for assessment guish contrasting items from given items; and (d) the include factors affecting test performance, practical issues pamtone or increase in pitch range at rhetorical junc- in listening test construction, and item formats. Some tures to signal topic shift. These four measures were consideration is given to potential applications of new chosen for their contribution to the cohesion of the technology (video and computers), and some avenues for lectures. Multiple regression analysis indicates that the further research are suggested.There is both an annotated fourth intonation variable, the pamtone, was a significant and extensive unannotated bibliography. predictor of these subjects' test scores. Examples are given of the other variables in context from both low- 98-602 Brindley, Geoff (Macquarie U., Sydney). and high-scoring speakers. It is emphasised that intona- Outcomes-based assessment and reporting in tion is not only a stylistic component of accent but also a meaning-bearing grammatical system. language learning programmes: a review of the issues. Language Testing (London), 15,1 (1998), 45-85. 98-600 Youngju, Han (Youngsan U. of International Affairs) and Ellis, Rod. Implicit In recent years educational authorities in many coun- knowledge, explicit knowledge and general tries have introduced outcomes-based assessment and language proficiency. Language Teaching Research reporting systems in the form of national standards, (London), 2,1 (1998), 1-23. frameworks and benchmarks of various kinds which are used both for purposes of system accountability and for This paper explores ways of measuring implicit and assessing individual progress and achievement in lan- explicit second language knowledge and examines the guage learning. However, in some cases the introduc- relationship between these measures and measures of tion of these systems has proved problematic, owing to general language proficiency. Scores were obtained a number of political, technical and practical factors. from a timed oral production test, a timed grammatical- These include the difficulty of combining formative ity judgement test (administered twice), a delayed assessment with summative reporting, the differing grammaticality judgement test and an interview information requirements of different audiences, con- designed to tap metalingual knowledge, all of which cerns about the validity and reliability of outcome focused on learners' knowledge of verb complementa- statements, and the lack of appropriate resources to tion in English. A factor analysis revealed a two-factor support implementation. This paper suggests that such solution, reflecting a clear distinction between those problems may be able to be alleviated by closer consul- measures that incorporated a time constraint (hypothe- tation between policy-makers, administrators and prac- sised to reflect implicit knowledge) and those that did titioners, by undertaking further research into the not (hypothesised to tap explicit knowledge). Both validity and consistency of outcome statements, and by factors were found to correlate with scores on the strengthening the links betwen assessment and report- Secondary Level English Proficiency Test. However, ing. A major investment in teacher professional devel- only one measure of explicit knowledge (the Delayed opment is deemed necessary if teachers are to be Grammaticality Judgement test) was found to be signif- responsible for carrying out their own assessments. icantly related to scores on the Test of English as a Ongoing research needs to be conducted into the Foreign Language. The significance of these results for effects of outcomes-based assessment and reporting on language teaching and testing is considered. student learning. 244 Downloaded from https://www.cambridge.org/core. IP address: 170.106.33.14, on 23 Sep 2021 at 19:16:26, subject to the Cambridge Core terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/S0261444800013409 Language testing 98-603 Egbert, Maria and Maxim, Hiram (U. of 98-605 Kuo, Jane and Jiang, Xixiang (American Texas at Austin). Incorporating critical thinking and Grad. School of Internat. Management). Assessing authenticity into Business German testing. The the assessments: the OPI and the SOPI. Foreign Modern Language Journal (Madison, Wl), 82,1 Language Annals (New York), 30, 4 (1997), 503-12. (1998), 19-32. This paper examines the two forms of oral proficiency For some time, foreign language proficiency theoreti- testing currendy in use in most language teaching pro- cians and practitioners as well as executives in interna- grammes across the United States: the Oral Proficiency tional business have identified critical thinking as an Interview (OPI) and the Simulated Oral Proficiency essential skill. Despite this demand, the leading world- Interview (SOPI). The authors, who have extensive wide examinations for assessing oral and written com- experience in conducting the OPI and in training municative competence in Business German, the SOPI raters, attempt to provide an objective assessment Priifung Wirtschaftendeutsch International [International of the two tests by comparatively examining the test Business German Examination] (PWD) and the administration, response elicitation, and rating proce- Zertificat Deutsch fur den Beruf [German Certificate for dures. The paper also provides a concise but general Professional Purposes] (ZD£B), test only students' infor- overview of the two test instruments regarding their mation retrieval skills and fail to test their critical think- theoretical underpinnings, administrative support from ing abilities. This article proposes to integrate critical their test developers, and the test structures and con- thinking and problem solving into the exams and to tents.While recognising that the two tests are both valid contextualise the tests' tasks in a more authentic busi- and reliable oral proficiency measurements, the authors ness setting without compromising the PWD's and the have examined the characteristics that distinguish them ZDfB's content. These proposals should then be as two different tests suitable for different purposes in researched using qualitative as well as statistical methods different situations. Teachers are encouraged initially to in order to develop a stronger test. For each component identify the specific testing needs of their own institu- of these exams, the article offers ways to include an tions, and then to align the features of the two tests assessment of the students' ability to reflect on, analyse, with these before deciding on a particular form of the and critically evaluate business information. Parallels test. are drawn with the ACTFL (American Council on the Teaching of Foreign Languages) Proficiency 98-606 McNamara, Tim (U. of Melbourne). Guidelines. 'Interaction' in second language performance assessment: whose performance? Applied 98-604 Glisan, Eileen W. and Foltz, David A. Linguistics (Oxford), 18, 4 (1997), 446-66. (Indiana U. of Pennsylvania). Assessing students' oral proficiency in an outcome-based curriculum: This paper addresses the notion of interaction within student performance and teacher intuitions. The performance-based language assessment. Discussions of Modern Language Journal (Madison, Wl), 82,1 interaction in second language performance assessment have generally been loosely psychological in orienta-
Load more

Recommended publications
  • Manual for Language Test Development and Examining
    Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity
    [Show full text]
  • Assessing L2 Academic Speaking Ability: the Need for a Scenario-Based Assessment Approach
    Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL, Vol. 17, No. 2, pp. 36-40 The Forum Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach Yuna Seong Teachers College, Columbia University In second language (L2) testing literature, from the skills-and-elements approach to the more recent models of communicative language ability, the conceptualization of L2 proficiency has evolved and broadened over the past few decades (Purpura, 2016). Consequently, the notion of L2 speaking ability has also gone through change, which has influenced L2 testers to constantly reevaluate what needs to be assessed and how L2 speaking assessment can adopt different designs and techniques accordingly. The earliest views on speaking ability date back to Lado (1961) and Carroll (1961), who took a skills-and-elements approach and defined language ability in terms of a set of separate language elements (e.g., pronunciation, grammatical structure, lexicon), which are integrated in the skills of reading, writing, listening, and speaking. According to their views, speaking ability could be assessed by test items or tasks that target and measure different language elements discretely to make inferences on one’s speaking ability. On the other hand, Clark (1975) and Jones (1985) put emphasis on communicative effectiveness and the role of performance. Clark (1975) defined speaking ability as one’s “ability to communicate accurately and effectively in real-life language-use contexts” (p. 23), and this approach encouraged the use of performance tasks that replicate real-life situations. However, the most dominant approach to viewing L2 speaking ability and its assessment has been influenced by the models of communicative competence (Canale, 1983; Canale & Swain, 1980) and communicative language ability (Bachman, 1990; Bachman & Palmer, 1996), which brought forth a multicomponential approach to understanding speaking ability in terms of various underlying and interrelated knowledge and competencies.
    [Show full text]
  • Call for Proposals: Language Testing Special Issue 2021
    February 28, 2019 Call for Proposals: Language Testing Special Issue 2021 The editors of Language Testing invite proposals from prospective guest editors for the 2021 special issue of the journal. Each year Language Testing devotes a special issue to papers focused on an area of current importance in the field. Guest editors are responsible for overseeing the solicitation, review, editing, and selection of articles for their special issue. Upcoming and past special issue topics have included the following: 2020: Repeated Test Taking and Longitudinal Test Score Analysis, edited by Anthony Green and Alistair Van Moere 2018: Interactional Competence, edited by India Plough, Jayanti Banerjee and Noriko Iwashita 2017: Corpus Linguistics and Language Testing, edited by Sara Cushing 2016: Exploring the Limits of Authenticity in LSP testing: The Case of a Specific-Purpose Language Tests for Health Professionals, edited by Cathie Elder 2015: The Future of Diagnostic Language Assessment, edited by Yon Won Lee 2014: Assessing Oral and Written L2 Performance: Raters’ Decisions, Rating Procedures and Rating Scales, edited by Folkert Kuiken and Ineke Vedder 2013: Language Assessment Literacy, edited by Ofra Inbar-Lourie 2011: Standards-Based Assessment in the United States, edited by Craig Deville and Micheline Chalhoub-Deville 2010: Automated Scoring and Feedback Systems for Language Assessment and Learning, edited by Xiaoming Xi The Language Testing editors will be happy to consider proposals on any coherent theme pertaining to language testing and
    [Show full text]
  • British Council, London (England). English Language *Communicative Competence
    DOCUMENT RESUME ED 258 440 FL 014 475 AUTHOR Alderson, J. Charles, 54.; Hughes, Arthur, Ed. TITLE Issues in Language Testing. ELT Documents 111. INSTITUTION British Council, London (England). English Language and Literature Div. REPORT NO ISBN-0-901618-51-9 PUB DATE 81 NOTE 211p, PUB TYPE Collected Works - General (020)-- Reports - Descriptive (141) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Communicative Competence (Languages); Conference Proceedings; *English (Second Language); *English for Special Purposes; *Language Proficiency; *Language Tests; Second Language Instruction; Test Validity ABSTRACT A symposium focusing on problems in the assessment of foreign or second language learning brought seven applied linguists together to discuss three areas of debate: communicative language testing, testing of English for specific purposes, and general language proficiency assessment. In each of these areas, the participants reviewed selected papers on the topic, reacted to them on paper, and discussed them as a group. The collected papers, reactions, and discussion reports on communicative language testing include the following: "Communicative Language Testing: Revolution or Evolution" (Keith Morrow) ancl responses by Cyril J. Weir, Alan Moller, and J. Charles Alderson. The next section, 9n testing of English for specific purposes, includes: "Specifications for an English Language Testing Service" (Brendan J. Carroll) and responses by Caroline M. Clapham, Clive Criper, and Ian Seaton. The final section, on general language proficiency, includes: "Basic Concerns /Al Test Validation" (Adrian S. Palmer and Lyle F. Bachman) and "Why Are We Interested in General Language Proficiency'?" (Helmut J. Vollmer), reactions of Arthur Hughes and Alan Davies, and the `subsequent response of Helmut J. Vollmer.
    [Show full text]
  • LINGUISTICS' Selected Category Scheme: Wos
    Journal Data Filtered By: Selected JCR Year: 2020 Selected Editions: SSCI Selected Categories: 'LINGUISTICS' Selected Category Scheme: WoS Rank Full Journal Title ISSN Journal Impact Factor 1 APPLIED LINGUISTICS 0142-6001 5.741 2 Language Teaching 0261-4448 5.327 3 Computer Assisted Language Learning 0958-8221 4.789 4 MODERN LANGUAGE JOURNAL 0026-7902 4.759 5 LANGUAGE LEARNING 0023-8333 4.667 6 LANGUAGE LEARNING & TECHNOLOGY 1094-3501 4.313 7 International Journal of Bilingual Education and Bilingualism 1367-0050 4.159 8 STUDIES IN SECOND LANGUAGE ACQUISITION 0272-2631 3.988 9 Language Teaching Research 1362-1688 3.899 10 TESOL QUARTERLY 0039-8322 3.692 11 Language Testing 0265-5322 3.551 12 JOURNAL OF SECOND LANGUAGE WRITING 1060-3743 3.538 13 Bilingualism-Language and Cognition 1366-7289 3.532 14 Annual Review of Linguistics 2333-9691 3.512 15 SYSTEM 0346-251X 3.167 16 RESEARCH ON LANGUAGE AND SOCIAL INTERACTION 0835-1813 3.077 17 JOURNAL OF MEMORY AND LANGUAGE 0749-596X 3.059 18 Studies in Second Language Learning and Teaching 2083-5205 3.036 INTERNATIONAL JOURNAL OF LANGUAGE & 19 COMMUNICATION DISORDERS 1368-2822 3.020 20 LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS 0161-1461 2.983 21 ReCALL 0958-3440 2.917 JOURNAL OF MULTILINGUAL AND MULTICULTURAL 22 DEVELOPMENT 0143-4632 2.814 23 ENGLISH FOR SPECIFIC PURPOSES 0889-4906 2.804 24 APHASIOLOGY 0268-7038 2.773 25 International Journal of Multilingualism 1479-0718 2.714 26 JOURNAL OF PHONETICS 0095-4470 2.670 27 Applied Linguistics Review 1868-6303 2.655 28 JOURNAL OF FLUENCY DISORDERS
    [Show full text]
  • Language Development Language Development
    Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development.
    [Show full text]
  • Modeling Language Variation and Universals: a Survey on Typological Linguistics for Natural Language Processing
    Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, Thierry Poibeau, Ekaterina Shutova, Anna Korhonen To cite this version: Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, et al.. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing. 2018. hal-01856176 HAL Id: hal-01856176 https://hal.archives-ouvertes.fr/hal-01856176 Preprint submitted on 9 Aug 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Maria Ponti∗ Helen O’Horan∗∗ LTL, University of Cambridge LTL, University of Cambridge Yevgeni Berzaky Ivan Vuli´cz Department of Brain and Cognitive LTL, University of Cambridge Sciences, MIT Roi Reichart§ Thierry Poibeau# Faculty of Industrial Engineering and LATTICE Lab, CNRS and ENS/PSL and Management, Technion - IIT Univ. Sorbonne nouvelle/USPC Ekaterina Shutova** Anna Korhonenyy ILLC, University of Amsterdam LTL, University of Cambridge Understanding cross-lingual variation is essential for the development of effective multilingual natural language processing (NLP) applications.
    [Show full text]
  • Essentials of Language Typology
    Lívia Körtvélyessy Essentials of Language Typology KOŠICE 2017 © Lívia Körtvélyessy, Katedra anglistiky a amerikanistiky, Filozofická fakulta UPJŠ v Košiciach Recenzenti: Doc. PhDr. Edita Kominarecová, PhD. Doc. Slávka Tomaščíková, PhD. Elektronický vysokoškolský učebný text pre Filozofickú fakultu UPJŠ v Košiciach. Všetky práva vyhradené. Toto dielo ani jeho žiadnu časť nemožno reprodukovať,ukladať do informačných systémov alebo inak rozširovať bez súhlasu majiteľov práv. Za odbornú a jazykovú stánku tejto publikácie zodpovedá autor. Rukopis prešiel redakčnou a jazykovou úpravou. Jazyková úprava: Steve Pepper Vydavateľ: Univerzita Pavla Jozefa Šafárika v Košiciach Umiestnenie: http://unibook.upjs.sk Dostupné od: február 2017 ISBN: 978-80-8152-480-6 Table of Contents Table of Contents i List of Figures iv List of Tables v List of Abbreviations vi Preface vii CHAPTER 1 What is language typology? 1 Tasks 10 Summary 13 CHAPTER 2 The forerunners of language typology 14 Rasmus Rask (1787 - 1832) 14 Franz Bopp (1791 – 1867) 15 Jacob Grimm (1785 - 1863) 15 A.W. Schlegel (1767 - 1845) and F. W. Schlegel (1772 - 1829) 17 Wilhelm von Humboldt (1767 – 1835) 17 August Schleicher 18 Neogrammarians (Junggrammatiker) 19 The name for a new linguistic field 20 Tasks 21 Summary 22 CHAPTER 3 Genealogical classification of languages 23 Tasks 28 Summary 32 CHAPTER 4 Phonological typology 33 Consonants and vowels 34 Syllables 36 Prosodic features 36 Tasks 38 Summary 40 CHAPTER 5 Morphological typology 41 Morphological classification of languages (holistic
    [Show full text]
  • Koalas, Kiwis and Kangaroos
    http://lexikos.journals.ac.za Koalas, Kiwis and Kangaroos: The Challenges of Creating an Online Australian Cultural Dictionary for Learners of English as an Additional Language Julia Miller, School of Education, The University of Adelaide, Australia ([email protected]) Deny A. Kwary, Department of English Literature, Airlangga University, Indonesia ([email protected]) and Ardian W. Setiawan, The State Polytechnic Manufacture Bangka Belitung, Sungai Liat, Indonesia ([email protected]) Abstract: This article reports on an online cultural dictionary for learners of English as an Addi- tional Language (EAL) in Australia. Potential users studying English for academic purposes in an Australian university pre-entry program informed each stage of the dictionary's creation. Consid- eration was given to the need for such a dictionary; terms to be included; information necessary for each entry (including audio and visual material); use of a limited defining vocabulary; example sentences; notes on each term's usage; and evaluation of user feedback once the dictionary had been launched online. Survey data indicate that users particularly value the dictionary's ease of use, example sentences, and specifically Australian content (including pronunciation given in an Australian accent). It is suggested that more entries be added, and that cultural dictionaries be created for other varieties of English, as well as for other languages. Keywords: AUSTRALIAN, CULTURE, DICTIONARY, ENGLISH AS AN ADDITIONAL LANGUAGE, LEARNER'S DICTIONARY, ONLINE Opsomming: Koalas, kiwi's en kangaroes: Die uitdagings in die skep van 'n aanlyn Australiese kulturele woordeboek vir aanleerders van Engels as 'n addisionele taal. In hierdie artikel word verslag gedoen oor 'n aanlyn kulturele woordeboek vir aanleerders van Engels as 'n Addisionele Taal (EAT) in Australië.
    [Show full text]
  • Second Language Acquisition and First Language Phonological Modification
    Second Language Acquisition and First Language Phonological Modification Gillian Lord University of Florida 1. Introduction While many second language (L2) acquisition studies analyze the effects that the first language (L1) has on L2 development, less common are studies that examine the converse situation: does acquisition of an L2 impact the L1? This study examines the effects of L2 acquisition on L1 use by looking at the L1 phonological productions of advanced L2 learners vis-à-vis the production of monolingual speakers of the same languages. While most research on L1 phonological modification focuses on speakers who lose their L1 as a result of becoming members of bilingual communities and reside in the L2 community, few studies investigate L2 speakers that remain in their L1 community. This pilot study project begins to fill in the picture of L1 attrition by investigating the modifications of advanced L2 learners of Spanish who remain in their L1 (English) community (the US). It has been documented that L2 speakers are invariably influenced, to some degree, by their L1. However, following Flege’s (1987, 2005) Merger Hypothesis, it is proposed that the merging of phonetic properties of phones that are similar in the L1 and L2 can potentially impact not only the acquired language but the native one as well. In other words, an English speaker with advanced proficiency in Spanish could not only pronounce Spanish with an English characteristics, but will also pronounce English words less “English-like” than a monolingual English speaker would. While this has been shown in French-English bilinguals (i.e., Flege 1987), corroborating evidence from Spanish- English bilinguals has been lacking (Flege 2005).
    [Show full text]
  • First Language Loss in Spanish-Speaking Children Patterns of Loss and Implications for Clinical Practice
    Excerpted from Bilingual Language Development and Disorders in Spanish-English Speakers, Second Edition Edited by Brian A. Goldstein, Ph.D., CCC-SLP 10 First Language Loss in Spanish-Speaking Children Patterns of Loss and Implications for Clinical Practice Raquel T. Anderson One of the most salient linguistic characteristics of immigrant populations across the world is that in language contact situations, fi rst language (L1) skills will be aff ected. How these skills are changed in terms of structure and degree depends on a myriad of variables. Latino children living in the United States are not immune to this phenomenon, and practitioners coping with the complexities of assessing and treating children from dual language envi- ronments need to understand the phenomenon and how it is manifested in the children’s use of Spanish, which is oft en their L1. Not understanding language contact phenomena may result in incorrectly interpreting performance, thus increasing the potential for the misdiagnosis of language ability or disability. Th e purpose of this chapter is to describe Spanish-speaking children’s patterns of use of their L1 as they begin to learn to use their second language (L2), which, in the United States, is usually English. In particular, the phenomenon of fi rst language loss in children is described, with a particular emphasis on Spanish. By understanding what is known about L1 loss and how it is manifested in Spanish-speaking children, speech-language patholo- gists will be able to interpret L1 skill in the context of L1 loss and thus discern true disability in this population.
    [Show full text]
  • An Assessment of Emotional-Force and Cultural Sensitivity the Usage of English Swearwords by L1 German Speakers
    Graduate Theses, Dissertations, and Problem Reports 2019 An Assessment of Emotional-Force and Cultural Sensitivity The Usage of English Swearwords by L1 German Speakers Sarah Dawn Cooper West Virginia University, [email protected] Follow this and additional works at: https://researchrepository.wvu.edu/etd Part of the German Linguistics Commons Recommended Citation Cooper, Sarah Dawn, "An Assessment of Emotional-Force and Cultural Sensitivity The Usage of English Swearwords by L1 German Speakers" (2019). Graduate Theses, Dissertations, and Problem Reports. 3848. https://researchrepository.wvu.edu/etd/3848 This Thesis is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. An Assessment of Emotional-Force and Cultural Sensitivity The Usage of English Swearwords by L1 German Speakers Sarah Dawn Cooper Thesis submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Master of Arts in World Languages, Literatures, and Linguistics Cynthia Chalupa, Ph.D., Chair Jonah Katz, Ph.D.
    [Show full text]