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1.
本文以英国的两党政治为例,分析了不同时代、不同阶级的政治意识在语言中的反映。并从语义和语言的角度剖析了英国政党名称的内在含义。同时,本文还以江奈生·斯威夫和亨利·菲尔丁的作品为例,说明了在文学语言中,也可以找到英国两党政治意识,从而进一步证明了语言中存在阶级(或政治集团)意识,因此,在研究社会,人文科学时,不能忽略对语言的研究。 相似文献
2.
《British Educational Research Journal》2003,29(1):125-132
Book reviewed in this article: New Labour's Policies for Schools: Raising the Standard? Jim Docking (Ed.) Taking Education Really Seriously Michael Fielding (Ed.) Schools Achieving Success (White Paper) Department for Education And Skills The Learning Country (Paving Document) National Assembly For Wales 相似文献
3.
Henry Fielding,incontrovertibly praised as " the father of English novels,deserves another recognition,much more significantly,the first theorist on the obit of English novel with the theory of " comic epic poem in prose" as an attempt to revolt against new-classicism.This attempt,despite its revolutionary and bold flavor,is immature and incomplete,which is bound to be attributed to the general context of neo-classicism against which Fielding vigorously averted but inevitably leaned. 相似文献
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In secondary education, 'energy' is often introduced by distinguishing different 'forms of energy' for different phenomena. Of these forms of energy, only kinetic and potential energy are accepted in current science. The question has been raised whether 'forms of energy' should be eliminated from secondary school science curricula. As a contribution to this discussion we have analysed 'forms of energy' language for inconsistencies and limitations of validity in Part I. In this second part, results are presented of two teaching experiments at university level, each involving five students. In these experiments attempts are made to build on students 'forms of energy' language as well as to challenge its limitations. Details of student and teacher reasoning are presented. The conclusion is drawn that 'forms of energy' language must be reformulated before it can be evaluated with reference to experience. A reformulation in terms of 'value' (cf. Scheler 1997) proved to be productive. 相似文献
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Analysis of children's spoken narratives represents a potentially informative approach to language assessment within early childhood settings. Yet, narrative assessment is not readily amenable to at-scale use given the time needed to collect, transcribe, and analyze a child's narrative sample and the lack of consensus regarding what aspects of narrative expression ought to be examined (e.g., language form, language content). The purpose of this study was to describe a direct assessment of children's language abilities within a narrative context, the Narrative Assessment Protocol (NAP), which examines five aspects of language: sentence structure, phrase structure, modifiers, nouns, and verbs. In this study, we present findings regarding internal consistency, test–retest reliability, construct validity, and the concurrent and predictive validity of the NAP. NAP scores from 262 3–5-year-old children participating in preschool programs were assessed for these purposes. Findings indicated that the NAP exhibits reasonable psychometric properties across the areas addressed, to include significant concurrent and predictive relations with a norm-referenced measure of general language ability. Although more research is needed, preliminary findings indicate that the NAP provides professionals with a valid and informative assessment approach for examining children's language skills within a narrative context; such information may be useful for establishing and monitoring children's language growth within preschool programs or language interventions. 相似文献
6.
Patricia K. Kuhl 《Mind, Brain, and Education》2011,5(3):128-142
The last decade has produced an explosion in neuroscience research examining young children's early processing of language that has implications for education. Noninvasive, safe functional brain measurements have now been proven feasible for use with children starting at birth. In the arena of language, the neural signatures of learning can be documented at a remarkably early point in development, and these early measures predict performance in children's language and pre‐reading abilities in the second, third, and fifth year of life, a finding with theoretical and educational import. There is evidence that children's early mastery of language requires learning in a social context, and this finding also has important implications for education. Evidence relating socioeconomic status (SES) to brain function for language suggests that SES should be considered a proxy for the opportunity to learn and that the complexity of language input is a significant factor in developing brain areas related to language. The data indicate that the opportunity to learn from complex stimuli and events are vital early in life, and that success in school begins in infancy. 相似文献
7.
Tim Parke Rose Drury 《Early Years: An International Journal of Research and Development》2001,21(2):117-127
In this paper we examine the topic of the language development of three young bilingual children at both home and school. Our aim is to consider the language issues that arise in such children, taking into account their parents' language background and experience of school systems, language practices and 'policy' in the home, and the children's experience of a year of nursery school as reported by their teachers. We try to show how different strands of the children's experience fit together; their 'mother tongue', their mothers' aspirations for them, their teachers' view of their progression, and their competence in English, all considered against the background of current curriculum guidance. We conclude with an examination of the gains and losses these children have made in the school system so far, and with an analysis of what the roles of 'mother tongue' might be for children in these and similar circumstances. 相似文献
8.
《Australian Journal of Learning Difficulties》2013,18(3):117-124
Abstract This paper reviews the dynamic and interactive links between the development of children's language, phonological awareness, and reading. Some of the key issues explored are procedures to enhance children's language development, decoding and word recognition skills, along with some relevant assessment and programming strategies that can facilitate children's early reading development. In particular, the paper supports the suggestion that deficits in phonological awareness are often a consequence of slow vocabulary development (a classic marker of language delay) and that teachers need to be able to adapt their language and dialogue interactions for children with language delays. 相似文献
9.
It is widely accepted that assessment plays a role in monitoring the development of young children with special needs in early intervention/early childhood settings. The process of assessing young children's language skills often looks for delays within a solid language foundation. However, many children who are deaf or hard of hearing (DHH) may not have a solid language foundation to assess, leading to inaccurate assessment. When we reframe how we assess language skills in children who are DHH, we ensure the assessment provides a comprehensive picture of the child's language development. It is important to modify language assessment tools where necessary while ensuring the assessment stays reliable and valid. It is critical to use multiple assessment tools to monitor the child's progress, including standardized assessments and assessment tools normed for DHH populations. Finally, it is crucial to monitor the child's skills in each language that they are using, regardless of which language is used most often. We explain why each of these factors needs to be considered in the assessment of young children who are DHH, will discuss the challenges of assessing this population, and will provide solutions to some of the challenges of assessing language skills in of young children who are DHH. 相似文献
10.
Linda Pagett 《Literacy》2006,40(3):137-145
Although it contains a statutory inclusion statement, England's National Curriculum “hardly acknowledges the learning practices of different minority groups” ( Gregory and Williams, 2003 , p. 103). Through observation and interview, this study examines the repertoire of languages that six children for whom English is an additional language (EAL) choose to use at home and in their primary school settings in the West of England. The study bears out and extends previous research, which indicates that children from various ethnic backgrounds are involved in a struggle where they construct and reconstruct their identities according to the social situations they find themselves in. In addition to code switching between languages, the study reports on children using ‘bilingual parallel speech’, an unresearched practice. It shows that there may be a tension between schools' efforts to build upon the children's use of the home language and the children's reluctance to use it in a school setting, where the dominant institutional language is English, and where they would prefer to appear ‘like everyone else’. Social capital would appear to be an important factor affecting children's use of language and this may make them reluctant to maintain and develop their home language. Schools may need to consider strategies that value bilingual children's commonality with the school culture. 相似文献
11.
Michele H. Brenneman Robin D. Morris Marlyne Israelian 《Psychology in the schools》2007,44(2):171-181
A dearth of research has investigated the language preference of bilingual childhood populations and its subsequent relationship to reading skills. The current study evaluated how a sequential bilingual student's choice of language, in a particular environmental context, predicted reading ability in English and Spanish. The participants were Latino children ranging in age from 7 years, 5 months, to 11 years, 6 months, with 43% born in the United States. Results showed a relationship between a child's higher English language preference for media and for communication with others outside the family and better reading skills in English. Language preference differences predicted reading abilities better for English than for Spanish. Results suggested that sequential bilingual children's language preference may be a useful marker of English language (second language [L2]) facility and use that is related to their reading proficiency or influences the development of English reading skills in such bilingual children in the United States. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 171–181, 2007. 相似文献
12.
Carmela Briguglio 《Higher Education in Europe》2000,25(3):425-434
As transnational education continues to expand, providing countries are becoming increasingly aware of the need to offer a high-quality ''product'' in all aspects. Such provision includes not only the offering of quality courses but also the provision of the support structures that international students require. In many cases, the educational ''package'' is delivered in the English language that for many students is a second or foreign language. While the status of English as a ''world language'' makes it highly desirable to earn a higher degree in that language, the linguistic and cultural difficulties that doing so poses for many students should not be underestimated. This article discusses issues of educational support for international students and offers some suggestions based on the findings of several research projects undertaken in recent years at the Curtin University of Technology. 相似文献
13.
“A Fantasy of Untouchable Fullness”: Melancholia and Resistance to Educational Transformation 
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下载免费PDF全文 James Stillwaggon 《Educational theory》2017,67(1):51-66
The progressive language of growth and development that informs our shared ideal of the educated subject also informs the curricular structure of schooling, in which new learning builds upon established knowledge and students' development depends upon their desire to take on those identities associated with various achievements of knowledge. Each re‐creation of the student's identity requires a new production of the student's former identity as an uneducated self — a negative statement of the self‐overcome, fashioned in the language of the curriculum. But what of those objects of attachment or aspects of the child's identity that can neither be integrated in the student's educated identity nor accounted for as a recognizable lost object of childhood? In this essay James Stillwaggon argues that considering the student subject in terms of its melancholic attachments offers some alternatives to thinking of student identity primarily in terms of its progressive learning function. Julia Kristeva's treatment of melancholia as “asymbolia,” or against the representational function of language, is especially significant to this discussion, as it highlights the melancholic's resistance to the most basic educational purpose, namely the further engagement of the subject in language. 相似文献
14.
In secondary education 'energy' is often introduced by distinguishing different 'forms of energy' for different phenomena. Of these forms of energy, only kinetic and potential energy are accepted in current science. The question has been raised whether all forms of energy should be eliminated from secondary school science curricula. As a contribution to this discussion we will first analyse the language used to introduce 'forms of energy' in order to determine possible inconsistencies and limitations of validity, judged from the viewpoint of thermodynamics. In Part II, the results of two teaching experiments at university level will be presented. In these experiments attempts are made to build on students 'forms of energy' language as well as to challenge its limitations. As a result of both parts, conclusions will be drawn as to whether 'forms of energy' can be accepted 'as an intermediary language' and changes to the usual teaching sequence will be proposed. 相似文献
15.
Owen G. Mordaunt 《Educational studies》1990,16(2):131-140
16.
Development of speech and language is rapid in early years, yet if developmental problems in speech and language are not addressed they are likely to continue and impact negatively on a child's overall development and their life trajectory. Children who have experienced abuse and or neglect are particularly vulnerable. The aim of this study was to develop a tool to assist in identifying a child's need for assessment by a speech pathologist so that there could be early identification of problems. A culturally sensitive tool was developed to be completed by the child's carer included questions on language, speech and hearing, voice, fluency, understanding sentences, vocabulary and expression. Sixty-five children aged between 4 and 8 years, who had experienced abuse and/or neglect participated in the study. Fourteen percent were Aboriginal. A speech pathologist undertook an assessment for each child and the results were compared with the information on the Small Talk tool. The Tool was found to be high in sensitivity but low in specificity, requiring further refinement. However, it has the potential to assist non speech pathologists to identify a child's need for speech and language assessment with the findings identifying the Tool as promising practice. 相似文献
17.
Researchers believe that the way that students talk, specifically the language that they use, can offer a window into their reasoning processes. Yet the connection between what students are saying and what they are actually thinking can be ambiguous. We present the results of an exploratory interview study with 10 participants, designed to investigate the role of language in university physics students' reasoning about heat in thermodynamic processes. The study revealed two key findings: (1) students' approaches to solving certain heat-related problems are related to the way in which they explicitly define the word ‘heat’ and (2) students' tendency to reason with heat as a state function in inappropriate contexts appears to be connected to a model of heat implicitly encoded in language. This model represents heat or heat energy/thermal energy as a substance that moves from one location to another. In this model, students talk about thermodynamic systems as ‘containers' of heat, and temperature is a measure of the amount of heat ‘in' an object. 相似文献
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Lynne Vernon-Feagans Patricia Garrett-PetersMichael Willoughby Roger Mills-Koonce 《Early childhood research quarterly》2012
Studies have shown that distal family risk factors like poverty and maternal education are strongly related to children's early language development. Yet, few studies have examined these risk factors in combination with more proximal day-to-day experiences of children that might be critical to understanding variation in early language. Young children's exposure to a chronically chaotic household may be one critical experience that is related to poorer language, beyond the contribution of SES and other demographic variables. In addition, it is not clear whether parenting might mediate the relationship between chaos and language. The purpose of this study was to understand how multiple indicators of chaos over children's first three years of life, in a representative sample of children living in low wealth rural communities, were related to child expressive and receptive language at 36 months. Factor analysis of 10 chaos indicators over five time periods suggested two factors that were named household disorganization and instability. Results suggested that after accounting for thirteen covariates like maternal education and poverty, one of two chaos composites (household disorganization) accounted for significant variance in receptive and expressive language. Parenting partially mediated this relationship although household disorganization continued to account for unique variance in predicting early language. 相似文献
20.
In multicultural societies, much attention is given to children's language learning possibilities. In Estonia, the early language immersion programme for kindergarten children was started in the year 2000. The programme, while considered to be successful, has raised the question of whether the children participating in it are adequately prepared for school. The objective of the present study is to observe the readiness for school of those children who have participated in the early language immersion programme, taking into consideration the objectives of the curriculum and their teachers' and parents' assessments. The method of this study was a questionnaire employed over a three-year period (2009–2011) involving the teachers and parents of those children who were beginning their primary school education. The results of the study revealed that, according to the assessments of their teachers and parents, the readiness for school of the children having completed the early language immersion programme was very good. Data prove that language immersion programmes provide children with enough preparation to make a smooth transition from kindergarten to school life. 相似文献