CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: first additional language</title> <meta name="description" content="Search results for: first additional language"> <meta name="keywords" content="first additional language"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="first additional language" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="first additional language"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6054</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: first additional language</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6054</span> Canadian French as an Additional Language Teacher Candidates' Proficiency and Confidence Pre- and Post-Francophone Home-Stay: Practicum Experience as Revealed through Questionnaire and Interviews</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Callie%20Mady">Callie Mady</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the Canadian French as an additional language teacher candidates’ confidence and language maintenance strategies by means of questionnaires and interviews pre- and post- a Francophone home-stay practicum experience. Teacher French language proficiency is one of the components of teacher knowledge that can influence students’ French as an additional language acquisition. Although advantageous, seeking opportunities to use French in a French milieu comes with challenges. Teachers, for example, have been found to be hesitant to speak French with native speakers for fear of judgment. Another identified challenge to spending time in a French milieu is finances; while teachers have recognized the value of such an experience, cost is prohibitive. In recognition of the potential barriers and the need to maintain/improve the French proficiency of 'French as an additional language' teachers, this study provided a two-week home stay in a Francophone environment for teacher candidates of French as an additional language with financial subsidies for their participation. Through the post-experience interviews, the French as an additional language teacher candidates revealed an improvement in French proficiency. Similarly, the teacher candidates cited an increase in confidence in the interviews and through the questionnaire. They linked this increase in proficiency and confidence to their experiences with their host families and other Francophone members of the community. This study highlights the provision of immersion experiences as means to support teachers’ language confidence and proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20as%20an%20additional%20language%20education" title="French as an additional language education">French as an additional language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20confidence" title=" teacher language confidence"> teacher language confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20maintenance" title=" teacher language maintenance"> teacher language maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20proficiency" title=" teacher language proficiency"> teacher language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/79010/canadian-french-as-an-additional-language-teacher-candidates-proficiency-and-confidence-pre-and-post-francophone-home-stay-practicum-experience-as-revealed-through-questionnaire-and-interviews" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79010.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">382</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6053</span> Encounters of English First Additional Language Teachers in Rural Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rendani%20Mercy%20Makhwathana">Rendani Mercy Makhwathana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper intends to explore teachers' encounters when teaching English First Additional Language in rural public schools. Teachers are pillars of any education system around the globe. Educational transformations hinge on them as critical role players in the education system. Thus, teachers' encounters are worth consideration, for they impact learners' learning and the well-being of education in general. An exploratory qualitative approach was used in this paper. The population for this paper comprised all Foundation Phase teachers in the district. A purposive sample of 15 Foundation Phase teachers from five rural-based schools was used. Data were collected through classroom observation and individual face-to-face interviews. Data were categorized, analyzed, and interpreted. Amongst the revealed teachers' encounters are learners' inability to read and write and learners' lack of English language background and learners' lack of the vocabulary to express themselves. This paper recommends the provision of relevant resources and support to effectively teach English First Additional Language to enable learners' engagement and effective use of the English language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20additional%20language" title="first additional language">first additional language</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20second%20language" title=" english second language"> english second language</a>, <a href="https://publications.waset.org/abstracts/search?q=medium%20of%20instruction" title=" medium of instruction"> medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a> </p> <a href="https://publications.waset.org/abstracts/165686/encounters-of-english-first-additional-language-teachers-in-rural-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165686.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6052</span> [Keynote Talk]: Computer-Assisted Language Learning (CALL) for Teaching English to Speakers of Other Languages (TESOL/ESOL) as a Foreign Language (TEFL/EFL), Second Language (TESL/ESL), or Additional Language (TEAL/EAL)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Laghos">Andrew Laghos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computer-assisted language learning (CALL) is defined as the use of computers to help learn languages. In this study we look at several different types of CALL tools and applications and how they can assist Adults and Young Learners in learning the English language as a foreign, second or additional language. It is important to identify the roles of the teacher and the learners, and what the learners’ motivations are for learning the language. Audio, video, interactive multimedia games, online translation services, conferencing, chat rooms, discussion forums, social networks, social media, email communication, songs and music video clips are just some of the many ways computers are currently being used to enhance language learning. CALL may be used for classroom teaching as well as for online and mobile learning. Advantages and disadvantages of CALL are discussed and the study ends with future predictions of CALL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20language%20learning%20%28CALL%29" title="computer-assisted language learning (CALL)">computer-assisted language learning (CALL)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20English%20as%20a%20foreign%20language%20%28TEFL%2FEFL%29" title=" teaching English as a foreign language (TEFL/EFL)"> teaching English as a foreign language (TEFL/EFL)</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learners" title=" adult learners"> adult learners</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a> </p> <a href="https://publications.waset.org/abstracts/47997/keynote-talk-computer-assisted-language-learning-call-for-teaching-english-to-speakers-of-other-languages-tesolesol-as-a-foreign-language-teflefl-second-language-teslesl-or-additional-language-tealeal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47997.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">434</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6051</span> The Acquisition of Spanish L4 by Learners with Croatian L1, English L2 and Italian L3</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Peric">Barbara Peric</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of acquiring a third and additional language has garnered significant focus within second language acquisition (SLA) research. Initially, it was commonly viewed as merely an extension of second language acquisition (SLA). However, in the last two decades, numerous researchers have emphasized the need to recognize the unique characteristics of third language acquisition (TLA). This recognition is crucial for understanding the intricate cognitive processes that arise from the interaction of more than two linguistic systems in the learner's mind. This study investigates cross-linguistic influences in the acquisition of Spanish as a fourth language by students who have Croatian as a first language (L1). English as a second language (L2), and Italian as a third language (L3). Observational data suggests that influence or transfer of linguistic elements can arise not only from one's native language (L1) but also from non-native languages. This implies that, for individuals proficient in multiple languages, the native language doesn't consistently hold a superior position. Instead, it should be examined alongside other potential sources of linguistic transfer. Earlier studies have demonstrated that high proficiency in a second language can significantly impact cross-linguistic influences when acquiring a third and additional language. Among the extensively examined factors, the typological relationship stands out as one of the most scrutinized variables. The goal of the present study was to explore whether language typology and formal similarity or proficiency in the second language had a more significant impact on L4 acquisition. Participants in this study were third-year undergraduate students at Rochester Institute of Technology’s subsidiary in Croatia (RIT Croatia). All the participants had exclusively Croatian as L1, English as L2, Italian as L3 and were learning Spanish as L4 at the time of the study. All the participants had a high level of proficiency in English and low level of proficiency in Italian. Based on the error analysis the findings indicate that for some types of lexical errors such as coinage, language typology had a more significant impact and Italian language was the preferred source of transfer despite the law proficiency in that language. For some other types of lexical errors, such as calques, second language proficiency had a more significant impact, and English language was the preferred source of transfer. On the other hand, Croatian, Italian, and Spanish are more similar in the area of morphology due to higher degree of inflection compared to English and the strongest influence of the Croatian language was precisely in the area of morphology. The results emphasize the need to consider linguistic resemblances between the native language (L1) and the third and additional language as well as the learners' proficiency in the second language when developing successful teaching strategies for acquiring the third and additional language. These conclusions add to the expanding knowledge in the realm of Second Language Acquisition (SLA) and offer practical insights for language educators aiming to enhance the effectiveness of learning experiences in acquiring a third and additional language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=third%20and%20additional%20language%20acquisition" title="third and additional language acquisition">third and additional language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20influences" title=" cross-linguistic influences"> cross-linguistic influences</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20typology" title=" language typology"> language typology</a> </p> <a href="https://publications.waset.org/abstracts/181473/the-acquisition-of-spanish-l4-by-learners-with-croatian-l1-english-l2-and-italian-l3" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181473.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">55</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6050</span> Experiences and Views of Foundation Phase Teachers When Teaching English First Additional Language in Rural Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rendani%20Mercy%20Makhwathana">Rendani Mercy Makhwathana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper intends to explore the experiences and views of Foundation Phase teachers when teaching English First Additional Language in rural public schools. Teachers all over the world are pillars of any education system. Consequently, any education transformation should start with teachers as critical role players in the education system. As a result, teachers’ experiences and views are worth consideration, for they impact on learners learning and the wellbeing of education in general. An exploratory qualitative approach with the use of phenomenological research design was used in this paper. The population for this paper comprised all Foundation Phase teachers in the district. Purposive sampling technique was used to select a sample of 15 Foundation Phase teachers from five rural-based schools. Data was collected through classroom observation and individual face-to-face interviews. Data were categorised, analysed and interpreted. The findings revealed that from time-to-time teachers experiences one or more challenging situations, learners’ low participation in the classroom to lack of resources. This paper recommends that teachers should be provided with relevant resources and support to effectively teach English First Additional Language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20education%20system" title="the education system">the education system</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20additional%20language" title=" first additional language"> first additional language</a>, <a href="https://publications.waset.org/abstracts/search?q=foundation%20phase" title=" foundation phase"> foundation phase</a>, <a href="https://publications.waset.org/abstracts/search?q=intermediate%20phase" title=" intermediate phase"> intermediate phase</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20of%20learning%20and%20teaching" title=" language of learning and teaching"> language of learning and teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=medium%20of%20instruction" title=" medium of instruction"> medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a> </p> <a href="https://publications.waset.org/abstracts/154455/experiences-and-views-of-foundation-phase-teachers-when-teaching-english-first-additional-language-in-rural-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154455.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6049</span> Literacy in First and Second Language: Implication for Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuwa%20Danladi%20Bawa">Inuwa Danladi Bawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of African states in the development of education in the past and the present is the problem of literacy. Literacy in the first language is seen as a strong base for the development of second language; they are mostly the language of education. Language development is an offshoot of language planning; so the need to develop literacy in both first and second language affects language education and predicts the extent of achievement of the entire education sector. The need to balance literacy acquisition in first language for good conditioning the acquisition of second language is paramount. Likely constraints that includes; non-standardization, underdeveloped and undeveloped first languages are among many. Solutions to some of these include the development of materials and use of the stages and levels of literacy acquisition. This is with believed that a child writes well in second language if he has literacy in the first language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language" title=" english language"> english language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/3745/literacy-in-first-and-second-language-implication-for-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6048</span> Exploring Teachers’ Beliefs about Diagnostic Language Assessment Practices in a Large-Scale Assessment Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluwaseun%20Ijiwade">Oluwaseun Ijiwade</a>, <a href="https://publications.waset.org/abstracts/search?q=Chris%20Davison"> Chris Davison</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelvin%20Gregory"> Kelvin Gregory</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Australia, like other parts of the world, the debate on how to enhance teachers using assessment data to inform teaching and learning of English as an Additional Language (EAL, Australia) or English as a Foreign Language (EFL, United States) have occupied the centre of academic scholarship. Traditionally, this approach was conceptualised as ‘Formative Assessment’ and, in recent times, ‘Assessment for Learning (AfL)’. The central problem is that teacher-made tests are limited in providing data that can inform teaching and learning due to variability of classroom assessments, which are hindered by teachers’ characteristics and assessment literacy. To address this concern, scholars in language education and testing have proposed a uniformed large-scale computer-based assessment program to meet the needs of teachers and promote AfL in language education. In Australia, for instance, the Victoria state government commissioned a large-scale project called 'Tools to Enhance Assessment Literacy (TEAL) for Teachers of English as an additional language'. As part of the TEAL project, a tool called ‘Reading and Vocabulary assessment for English as an Additional Language (RVEAL)’, as a diagnostic language assessment (DLA), was developed by language experts at the University of New South Wales for teachers in Victorian schools to guide EAL pedagogy in the classroom. Therefore, this study aims to provide qualitative evidence for understanding beliefs about the diagnostic language assessment (DLA) among EAL teachers in primary and secondary schools in Victoria, Australia. To realize this goal, this study raises the following questions: (a) How do teachers use large-scale assessment data for diagnostic purposes? (b) What skills do language teachers think are necessary for using assessment data for instruction in the classroom? and (c) What factors, if any, contribute to teachers’ beliefs about diagnostic assessment in a large-scale assessment? Semi-structured interview method was used to collect data from at least 15 professional teachers who were selected through a purposeful sampling. The findings from the resulting data analysis (thematic analysis) provide an understanding of teachers’ beliefs about DLA in a classroom context and identify how these beliefs are crystallised in language teachers. The discussion shows how the findings can be used to inform professional development processes for language teachers as well as informing important factor of teacher cognition in the pedagogic processes of language assessment. This, hopefully, will help test developers and testing organisations to align the outcome of this study with their test development processes to design assessment that can enhance AfL in language education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beliefs" title="beliefs">beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20language%20assessment" title=" diagnostic language assessment"> diagnostic language assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20an%20additional%20language" title=" English as an additional language"> English as an additional language</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20cognition" title=" teacher cognition"> teacher cognition</a> </p> <a href="https://publications.waset.org/abstracts/96399/exploring-teachers-beliefs-about-diagnostic-language-assessment-practices-in-a-large-scale-assessment-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6047</span> Transportation Language Register as One of Language Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diyah%20Atiek%20Mustikawati">Diyah Atiek Mustikawati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language register refers to a variety of a language used for particular purpose or in a particular social setting. Language register also means as a concept of adapting one’s use of language to conform to standards or tradition in a given professional or social situation. This descriptive study tends to discuss about the form of language register in transportation aspect, factors, also the function of use it. Mostly, language register in transportation aspect uses short sentences in form of informal register. The factor caused language register used are speaker, word choice, background of language. The functions of language register in transportations aspect are to make communication between crew easily, also to keep safety when they were in bad condition. Transportation language register developed naturally as one of variety of language used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20register" title="language register">language register</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20variety" title=" language variety"> language variety</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=transportation" title=" transportation"> transportation</a> </p> <a href="https://publications.waset.org/abstracts/37039/transportation-language-register-as-one-of-language-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">486</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6046</span> Moving toward Language Acquisition: A Case Study Adapting and Applying Laban Movement Analysis in the International English as an Additional Language Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andra%20Yount">Andra Yount</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research project is to understand how focusing on movement can help English language learners acquire better reading, writing, and speaking skills. More specifically, this case study tests how Laban movement analysis, a tool often used in dance and physical education classes, contributes to advanced-level high school students’ English language acquisition at an international Swiss boarding school. This article shares theoretical bases for and findings from a teaching experiment in which LMA categories (body, effort, space, and shape) were adapted and introduced to students to encourage basic language acquisition and also cultural awareness and sensitivity. As part of the participatory action research process, data collection included pseudonym-protected questionnaires and written/video-taped responses to LMA language and task prompts. Responses from 43 participants were evaluated to determine the efficacy of using this system. Participants (ages 16-19) were enrolled in advanced English as an Additional Language (EAL) courses at a private, co-educational Swiss international boarding school. Final data analysis revealed that drawing attention to movement using LMA language as a stimulus creates better self-awareness and understanding/retention of key literary concepts and vocabulary but does not necessarily contribute to greater cultural sensitivity or eliminate the use of problematic (sexist, racist, or classist) language. Possibilities for future exploration and development are also explored. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dance" title="dance">dance</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=Laban" title=" Laban"> Laban</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/98431/moving-toward-language-acquisition-a-case-study-adapting-and-applying-laban-movement-analysis-in-the-international-english-as-an-additional-language-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6045</span> Artificial Intelligence in Duolingo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elana%20Mahboub">Elana Mahboub</a>, <a href="https://publications.waset.org/abstracts/search?q=Lamar%20Bakhurji"> Lamar Bakhurji</a>, <a href="https://publications.waset.org/abstracts/search?q=Hind%20Alhindi"> Hind Alhindi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Alesayi"> Sara Alesayi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Duolingo is a revolutionary language learning platform that offers an interactive and accessible learning experience. Its gamified approach makes language learning engaging and enjoyable, with a diverse range of languages available. The platform's adaptive learning system tailors lessons to individual proficiency levels, ensuring a personalized and efficient learning journey. The incorporation of multimedia elements enhances the learning experience and promotes practical language application. Duolingo's success is attributed to its mobile accessibility, offering basic access to language courses for free, with optional premium features for those seeking additional resources. Research shows positive outcomes for users, and the app's global impact extends beyond individual learning to formal language education initiatives. Duolingo is a transformative force in language education, breaking down barriers and making language learning an attainable goal for millions worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=duolingo" title="duolingo">duolingo</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence%20in%20duolingo" title=" artificial intelligence in duolingo"> artificial intelligence in duolingo</a>, <a href="https://publications.waset.org/abstracts/search?q=benefit%20of%20artificial%20intelligence" title=" benefit of artificial intelligence"> benefit of artificial intelligence</a> </p> <a href="https://publications.waset.org/abstracts/179165/artificial-intelligence-in-duolingo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6044</span> Assessing Language Dominance in Mexican Deaf Signers with the Bilingual Language Profile (BLP)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Mendoza">E. Mendoza</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Jackson-Maldonado"> D. Jackson-Maldonado</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Avecilla-Ram%C3%ADrez"> G. Avecilla-Ramírez</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Mondaca"> A. Mondaca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessing language proficiency is a major issue in psycholinguistic research. There are multiple tools that measure language dominance and language proficiency in hearing bilinguals, however, this is not the case for Deaf bilinguals. Specifically, there are few, if not none, assessment tools useful in the description of the multilingual abilities of Mexican Deaf signers. Because of this, the linguistic characteristics of Mexican Deaf population have been poorly described. This paper attempts to explain the necessary changes done in order to adapt the Bilingual Language Profile (BLP) to Mexican Sign Language (LSM) and written/oral Spanish. BLP is a Self-Evaluation tool that has been adapted and translated to several oral languages, but not to sign languages. Lexical, syntactic, cultural, and structural changes were applied to the BLP. 35 Mexican Deaf signers participated in a pilot study. All of them were enrolled in Higher Education programs. BLP was presented online in written Spanish via Google Forms. No additional information in LSM was provided. Results show great heterogeneity as it is expected of Deaf populations and BLP seems to be a useful tool to create a bilingual profile of the Mexican Deaf population. This is a first attempt to adapt a widely tested tool in bilingualism research to sign language. Further modifications need to be done. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20bilinguals" title="deaf bilinguals">deaf bilinguals</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20tools" title=" assessment tools"> assessment tools</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20language%20profile" title=" bilingual language profile"> bilingual language profile</a>, <a href="https://publications.waset.org/abstracts/search?q=mexican%20sign%20language" title=" mexican sign language"> mexican sign language</a> </p> <a href="https://publications.waset.org/abstracts/147694/assessing-language-dominance-in-mexican-deaf-signers-with-the-bilingual-language-profile-blp" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6043</span> Chronicling the Debates Around the Use of English as a Language of Learning and Teaching in Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manthekeleng%20Linake">Manthekeleng Linake</a>, <a href="https://publications.waset.org/abstracts/search?q=Fesi%20Liziwe"> Fesi Liziwe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ongoing argument over the use of English as a learning and teaching language in schools was examined in this study. The nature of the language proficiency gap is particularly relevant in light of the present emphasis on learning and educational quality in contemporary debates, as well as the education sustainable development goal. As a result, an interpretivist paradigm, a qualitative technique, and a case study-based research design were used in the work. Two school principals, two teachers, two members of the School Governing Body (SGB), and four learners were chosen using purposive sampling from two schools in the Amathole West Education District. The researchers were able to acquire in-depth information on the disputes surrounding the use of English as a language of learning and teaching by using semi-structured interview questions and focus groups. Despite knowing that they do not have the potential to do well in English, teachers found that despite appreciating the value of mother tongue and cultural identity, they prefer to use English as the language of teaching in schools. The findings, on the other hand, revealed that proponents of mother-language-based education argue that learning one's mother tongue is a human right. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20first%20additional%20language%20learners" title="English first additional language learners">English first additional language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title=" social justice"> social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capabilities" title=" human capabilities"> human capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/150535/chronicling-the-debates-around-the-use-of-english-as-a-language-of-learning-and-teaching-in-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150535.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6042</span> English for Specific Purposes: Its Definition, Characteristics, and the Role of Needs Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karima%20Tayaa">Karima Tayaa</a>, <a href="https://publications.waset.org/abstracts/search?q=Amina%20Bouaziz"> Amina Bouaziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid expansion in the scientific fields and the growth of communication technology increased the use of English as international language in the world. Hence, over the past few decades, many researchers have been emphasizing on how the teaching and learning of English as a foreign or as an additional language can best help students to perform successfully. English for specific purpose is today quite literally regarded as the most global language discipline which existed practically in every country in the world. ESP (English for Specific Purposes) involves teaching and learning the specific skills and language needed by particular learners for a particular purpose. The P in ESP is always a professional purpose which is a set of skills that learners currently need in their work or will need in their professional careers. It has had an early origin since 1960’s and has grown to become one of the most prominent of English language teaching today. Moreover, ESP learners are usually adults who have some quittances with English and learn the language so as to communicate and perform particular profession. Related activities are based on specific purposes and needs. They are integrated into subject matter area important to the learners. Unlike general English which focuses on teaching general language courses and all four language skills are equally stressed, ESP and practically needs analysis determine which language skills are the most needed by the learners and syllabus designed accordingly. This paper looked into the origin, characteristics, development of ESP, the difference between ESP and general English. Finally, the paper critically reviews the role of needs analysis in the ESP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title="English language teaching">English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20general%20purposes" title=" English for general purposes"> English for general purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20specific%20purposes" title=" English for specific purposes"> English for specific purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=needs%20analysis" title=" needs analysis"> needs analysis</a> </p> <a href="https://publications.waset.org/abstracts/43586/english-for-specific-purposes-its-definition-characteristics-and-the-role-of-needs-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6041</span> The Construct of Personal Choice within Individual Language Shift: A Phenomenological Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kira%20Gulko%20Morse">Kira Gulko Morse</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Choosing one’s primary language may not be as common as choosing an additional foreign language to study or use during travel. In some instances, however, it becomes a matter of internal personal struggle, as language is tied not only to specific circumstances but also to human background and identity. This phenomenological qualitative study focuses on the factors affecting the decision of a person to undergo a language shift. Specifically, it considers how these factors relate to identity negotiation and expression. The data for the study include the analysis of published autobiographical narratives and personal interviews conducted using the Responsive Interviewing model. While research participants come from a variety of geographical locations and have used different reasons for undergoing their individual language shift, the study identifies a number of common features shared by all the participants. Specifically, while all the participants have been able to maintain their first language to varying degrees of proficiency, they have all completed the shift to establish a primary language different from their first. Additionally, the process of self-identification is found to be directly connected to the phenomenon of language choice for each of the participants. The findings of the study further tie the phenomenon of individual language shift to a more comprehensive issue of individual life choices – ethnic revival, immigration, and inter-cultural marriage among others. The study discusses varying language roles and the data indicate that language shift may occur whether it is a symbolic driving force or a secondary means in fulfilling a set life goal. The concept of language addition is suggested as an alternative to the arbitrariness of language shift. Thus, instead of focusing on subtractive bilingualism or language loss, the emphasis becomes the integration of languages within the individual. The study emphasizes the importance of the construct of personal choice in its connection to individual language shift. It places the focus from society onto an individual and the ability of an individual to make decisions in matters of linguistic identification. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=choice%20theory" title="choice theory">choice theory</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20negotiation" title=" identity negotiation"> identity negotiation</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20shift" title=" language shift"> language shift</a>, <a href="https://publications.waset.org/abstracts/search?q=psycholinguistics" title=" psycholinguistics"> psycholinguistics</a> </p> <a href="https://publications.waset.org/abstracts/112861/the-construct-of-personal-choice-within-individual-language-shift-a-phenomenological-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112861.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6040</span> Enhancing English Language Learning through Learners Cultural Background</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Attahiru">A. Attahiru</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabi%20Abdullahi%20Danjuma"> Rabi Abdullahi Danjuma</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Bint"> Fatima Bint</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language and culture are two concepts which are closely related that one affects the other. This paper attempts to examine the definition of language and culture by discussing the relationship between them. The paper further presents some instructional strategies for the teaching of language and culture as well as the influence of culture on language. It also looks at its implication to language education and finally some recommendation and conclusion were drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship" title=" relationship"> relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/22922/enhancing-english-language-learning-through-learners-cultural-background" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6039</span> Linguistic Politeness in Higher Education Teaching Chinese as an Additional Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leei%20Wong">Leei Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Changes in globalized contexts precipitate changing perceptions concerning linguistic politeness practices. Within these changing contexts, misunderstanding or stereotypification of politeness norms may lead to negative consequences such as hostility or even communication breakdown. With China’s rising influence, the country is offering a vast potential market for global economic development and diplomatic relations and opportunities for intercultural interaction, and many outside China are subsequently learning Chinese. These trends bring both opportunities and pitfalls for intercultural communication, including within the important field of politeness awareness. One internationally recognized benchmark for the study and classification of languages – the updated 2018 CEFR (Common European Framework of Reference for Language) Companion Volume New Descriptors (CEFR/CV) – classifies politeness as a B1 (or intermediate) level descriptor on the scale of Politeness Conventions. This provides some indication of the relevance of politeness awareness within new globalized contexts for fostering better intercultural communication. This study specifically examines Bald on record politeness strategies presented in current beginner TCAL textbooks used in Australian tertiary education through content-analysis. The investigation in this study involves the purposive sampling of commercial textbooks published in America and China followed by interpretive content analysis. The philosophical position of this study is therefore located within an interpretivist ontology, with a subjectivist epistemological perspective. It sets out with the aim to illuminate the characteristics of Chinese Bald on record strategies that are deemed significant in the present-world context through Chinese textbook writers and curriculum designers. The data reveals significant findings concerning politeness strategies in beginner stage curriculum, and also opens the way for further research on politeness strategies in intermediate and advanced level textbooks for additional language learners. This study will be useful for language teachers, and language teachers-in-training, by generating awareness and providing insights and advice into the teaching and learning of Bald on record politeness strategies. Authors of textbooks may also benefit from the findings of this study, as awareness is raised of the need to include reference to understanding politeness in language, and how this might be approached. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20politeness" title="linguistic politeness">linguistic politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language" title=" Chinese language"> Chinese language</a>, <a href="https://publications.waset.org/abstracts/search?q=additional%20language" title=" additional language"> additional language</a> </p> <a href="https://publications.waset.org/abstracts/150325/linguistic-politeness-in-higher-education-teaching-chinese-as-an-additional-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150325.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6038</span> Aspects of Diglossia in Arabic Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adil%20Ishag">Adil Ishag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Diglossia emerges in a situation where two distinctive varieties of a language are used alongside within a certain community. In this case, one is considered as a high or standard variety and the second one as a low or colloquial variety. Arabic is an extreme example of a highly diglossic language. This diglossity is due to the fact that Arabic is one of the most spoken languages and spread over 22 Countries in two continents as a mother tongue, and it is also widely spoken in many other Islamic countries as a second language or simply the language of Quran. The geographical variation between the countries where the language is spoken and the duality of the classical Arabic and daily spoken dialects in the Arab world on the other hand; makes the Arabic language one of the most diglossic languages. This paper tries to investigate this phenomena and its relation to learning Arabic as a first and second language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20language" title="Arabic language">Arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20and%20second%20language" title=" first and second language"> first and second language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/24533/aspects-of-diglossia-in-arabic-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24533.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">564</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6037</span> Models and Metamodels for Computer-Assisted Natural Language Grammar Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evgeny%20Pyshkin">Evgeny Pyshkin</a>, <a href="https://publications.waset.org/abstracts/search?q=Maxim%20Mozgovoy"> Maxim Mozgovoy</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladislav%20Volkov"> Vladislav Volkov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper follows a discourse on computer-assisted language learning. We examine problems of foreign language teaching and learning and introduce a metamodel that can be used to define learning models of language grammar structures in order to support teacher/student interaction. Special attention is paid to the concept of a virtual language lab. Our approach to language education assumes to encourage learners to experiment with a language and to learn by discovering patterns of grammatically correct structures created and managed by a language expert. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20instruction" title="computer-assisted instruction">computer-assisted instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20grammar%20models" title=" natural language grammar models"> natural language grammar models</a>, <a href="https://publications.waset.org/abstracts/search?q=HCI" title=" HCI"> HCI</a> </p> <a href="https://publications.waset.org/abstracts/15680/models-and-metamodels-for-computer-assisted-natural-language-grammar-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15680.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6036</span> The Queer Language: A Case Study of the Hyderabadi Queers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sreerakuvandana%20Vandana">Sreerakuvandana Vandana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the term third gender is relatively new, the language that is in use has already made its way to the concept of identity. With the vast recognition and the transparency in expressing their identity without a tint of embarrassment, it is highly essential to take into account the idea of “identity” and “language”. The community however picks up language as a tool to assert their presence in the “mainstream”, albeit contradictory practices. The paper is an attempt to see how Koti claims and tries to be a language just like any other language. With that, it also identifies how the community wants to be identified as a unique group, but yet want to remain grounded to the ‘mainstream’. The work is an attempt to bring out the secret language of the LGBT community and understand their desire to be recognized as "main stream." The paper is also an attempt to bring into light this language and see if it qualifies to be a language at all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=queer" title=" queer"> queer</a>, <a href="https://publications.waset.org/abstracts/search?q=transgender" title=" transgender"> transgender</a> </p> <a href="https://publications.waset.org/abstracts/62333/the-queer-language-a-case-study-of-the-hyderabadi-queers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">541</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6035</span> Algerian Case Study of Age Effect and Cross Linguistic Influence in Third Language Phonology Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zouleykha%20Belabbes">Zouleykha Belabbes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning foreign languages is sine qua non in the era of globalization, mobility, and communications, which grants access and connectedness to the world. This urgent need is highlighted in monolingual settings, however, in multilingual contexts the case is, to some extent, complicated. In effect, research on bilingualism and multilingualism lead to the issue of Cross Linguistic Influence (CLI) which seeks to explain how and under which conditions prior linguistic knowledge of first language (L1) and / or second language (L2) influences the production, comprehension and development of a third language (L3) or additional language (Ln). Moreover, the issue of age is also one of the persistent topics in the field of language acquisition. This paper aims to scrutinize the effect of age and two previously known languages: Arabic (L1) and French (L2) in acquiring English (L3) phonology in Algerian context. The study consisted of 20 participants of different age range who were presented with recorded samples of English (L3). The findings confirm the results of some previous studies on the issue of Critical Period Hypothesis (CPH) and demonstrate a tendency for the L2 phonological transfer in L3 production at the initial stages of acquisition within young and later learners that for some circumstances diminished as L3 proficiency develop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=age%20effect" title=" age effect"> age effect</a>, <a href="https://publications.waset.org/abstracts/search?q=cross%20linguistic%20influence" title=" cross linguistic influence"> cross linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=L3%20phonology" title=" L3 phonology"> L3 phonology</a> </p> <a href="https://publications.waset.org/abstracts/73885/algerian-case-study-of-age-effect-and-cross-linguistic-influence-in-third-language-phonology-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73885.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6034</span> 2L1, a Bridge between L1 and L2</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Ginghina">Elena Ginghina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are two major categories of language acquisition: first and second language acquisition, which distinguish themselves in their learning process and in their ultimate attainment. However, in the case of a bilingual child, one of the languages he grows up with receives gradually the features of a second language. This phenomenon characterizes the successive first language acquisition, when the initial state of the child is already marked by another language. Nevertheless, the dominance of the languages can change throughout the life, if the exposure to language and the quality of the input are better in 2L1. Related to the exposure to language and the quality of the input, there are cases even at the simultaneous bilingualism, where the two languages although learned from birth one, differ from one another at some point. This paper aims to see, what makes a 2L1 to become a second language and under what circumstances can a L2 learner reach a native or a near native speaker level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20language%20acquisition" title=" first language acquisition"> first language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speakers%20of%20German" title=" native speakers of German"> native speakers of German</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/24096/2l1-a-bridge-between-l1-and-l2" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">574</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6033</span> Developing Language Ownership: An Autoethnographic Perspective on Transformative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Abbey">Thomas Abbey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is part of an ongoing research addressing the experience of language learners in developing a sense of language ownership in their second language. For the majority of language learners, the main goal of learning a second or foreign language is to develop proficiency in the target language. Language proficiency comprises numerous intersecting competency skills ranging from causally listening to speaking using certain registers. This autoethnography analyzes lived experiences related to transitioning from learning a language in a classroom to being in an environment where the researcher's second language is the primary means of communication. Focused on lived experiences, the purpose of this research is to provide an insight into the experiences of language learners entering new environments and needing to navigate life within another language. Through reflections, this paper offers a critical account of experience traveling to Baku, Azerbaijan as a Russian language learner. The analysis for this paper focuses on the development of a sense of language ownership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autoethnography" title="autoethnography">autoethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20ownership" title=" language ownership"> language ownership</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a> </p> <a href="https://publications.waset.org/abstracts/180528/developing-language-ownership-an-autoethnographic-perspective-on-transformative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6032</span> Linguistic Attitudes and Language Learning Needs of Heritage Language Learners of Spanish in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheryl%20Bernardo-Hinesley">Sheryl Bernardo-Hinesley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Heritage language learners are students who have been raised in a home where a minority language is spoken, who speaks or merely understand the minority heritage language, but to some degree are bilingual in the majority and the heritage language. In view of the rising university enrollment by Hispanics in the United States who have chosen to study Spanish, university language programs are currently faced with challenges of accommodating the language needs of heritage language learners of Spanish. The present study investigates the heritage language perception and language attitudes by heritage language learners of Spanish, as well as their classroom language learning experiences and needs. In order to carry out the study, a qualitative survey was used to gather data from university students. Analysis of students' responses indicates that heritage learners are motivated to learn the heritage language. In relation to the aspects of focus of a language course for heritage learners, results show that the aspects of interest are accent marks and spelling, grammatical accuracy, vocabulary, writing, reading, and culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heritage%20language%20learners" title="heritage language learners">heritage language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20attitudes" title=" linguistic attitudes"> linguistic attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20in%20the%20US" title=" Spanish in the US"> Spanish in the US</a> </p> <a href="https://publications.waset.org/abstracts/104167/linguistic-attitudes-and-language-learning-needs-of-heritage-language-learners-of-spanish-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104167.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">212</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6031</span> Links and Blocks: the Role of Language in Samuel Beckett’s Selected Plays</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Su-Lien%20Liao">Su-Lien Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article explores the language in the four plays of Samuel Beckett–Waiting for Godot, Endgame, Krapp’s Last Tape, and Footfalls. It considers the way in which Beckett uses language, especially through fragmentation utterances, repetitions, monologues, contradictions, and silence. It discusses the function of language in modern society, in the theater of the absurd, and in the plays. Paradoxically enough, his plays attempts to communicate the incommunicability of language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Beckett" title=" Samuel Beckett"> Samuel Beckett</a>, <a href="https://publications.waset.org/abstracts/search?q=theater%20of%20the%20absurd" title=" theater of the absurd"> theater of the absurd</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title=" foreign language teaching"> foreign language teaching</a> </p> <a href="https://publications.waset.org/abstracts/2324/links-and-blocks-the-role-of-language-in-samuel-becketts-selected-plays" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6030</span> Design Of An Arduino Shield For New Generation Microcontroller Training </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boubacar%20Niang">Boubacar Niang</a>, <a href="https://publications.waset.org/abstracts/search?q=Denis%20Raulin"> Denis Raulin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the design of a dedicated board for learning and programming with ATMEL AVR new generation micro controller’s family. This board designed as a "shield" for the Arduino Uno allows us to focus on the design and programming of basic micro controller functionalities in high level language with a considerable time saving because of dealing with additional components is not required. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arduino" title="Arduino">Arduino</a>, <a href="https://publications.waset.org/abstracts/search?q=microcontroller" title=" microcontroller"> microcontroller</a>, <a href="https://publications.waset.org/abstracts/search?q=programming" title=" programming"> programming</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a> </p> <a href="https://publications.waset.org/abstracts/21568/design-of-an-arduino-shield-for-new-generation-microcontroller-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">584</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6029</span> Effectiveness of Language Learning Strategy Instruction Based on CALLA on Iranian EFL Language Strategy Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Khani">Reza Khani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziba%20Hosseini"> Ziba Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ever since the importance of language learning strategy instruction (LLS) has been distinguished, there has been growing interest on how to teach LLS in language learning classrooms. So thus this study attempted to implement language strategy instruction based on CALLA approach for Iranian EFL learners in a real classroom setting. The study was testing the hypothesis that strategy instruction result in improved linguistic strategy of students. The participant of the study were 240 EFL learners who received language learning instruction for four months. The data collected using Oxford strategy inventory for language learning. The results indicated the instruction had statistically significant effect on language strategy use of intervention group who received instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALLA" title="CALLA">CALLA</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy" title=" language learning strategy"> language learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20instruction" title=" language learning strategy instruction"> language learning strategy instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20EFL%20language%20strategy" title=" Iranian EFL language strategy"> Iranian EFL language strategy</a> </p> <a href="https://publications.waset.org/abstracts/23853/effectiveness-of-language-learning-strategy-instruction-based-on-calla-on-iranian-efl-language-strategy-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">570</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6028</span> Towards an Indigenous Language Policy for National Integration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odoh%20Dickson%20Akpegi">Odoh Dickson Akpegi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is about the need for an indigenous language in order to meaningfully harness both our human and material resources for the nation’s integration. It then examines the notty issue of the national language question and advocates a piece meal approach in solving the problem. This approach allows for the development and use of local languages in minority areas, especially in Benue State, as a way of preparing them for consideration as possible replacement for English language as Nigeria’s national or official language. Finally, an arrangement to follow to prepare the languages for such competition at the national level is presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20language" title="indigenous language">indigenous language</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language" title=" English language"> English language</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20language" title=" official language"> official language</a>, <a href="https://publications.waset.org/abstracts/search?q=National%20integration" title=" National integration"> National integration</a> </p> <a href="https://publications.waset.org/abstracts/33579/towards-an-indigenous-language-policy-for-national-integration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33579.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">560</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6027</span> The Different Types of French Language in the Processes of Acquisition: Specifically about The Humor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akbarnejad%20Neda">Akbarnejad Neda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A foreign language acquisition occurs when we can tell a joke and understand it. Most jokes are told in slang and common language. In the process of foreign language acquisition, an autonomous learner try to learn the standard language. But there is a colossal divergence between the usage of the different types of language in society. Here, we investigate the french slang and common language and examine the accurate perception of their usage. We illuminate the slang language in the french literature that provide considerably different types of language for an autonomous learner. We provide furthermore evidence from the french novels that demonstrate properly the different types of language and give in one sentence its social meanings. For example, the famous Queneau expression « Doukipudonktant » present the impact of slang language in society. The characters in the novel transfer the slang and the common language and their accurate usages. We present that the language of the autonomous learner depends on the language of the text that is read. Because literature is a vehicle of the culture and the expression demonstrate their real significations and usage in the culture, slang and common language have a crucial role in the culture and all of them are manifested in the oral language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=common%20language" title="common language">common language</a>, <a href="https://publications.waset.org/abstracts/search?q=french" title=" french"> french</a>, <a href="https://publications.waset.org/abstracts/search?q=humor" title=" humor"> humor</a>, <a href="https://publications.waset.org/abstracts/search?q=slang%20language" title=" slang language"> slang language</a> </p> <a href="https://publications.waset.org/abstracts/131765/the-different-types-of-french-language-in-the-processes-of-acquisition-specifically-about-the-humor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131765.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">238</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6026</span> The First Language of Humanity is Body Language Neither Mother or Native Language </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Badriah%20Khaleel">Badriah Khaleel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language acquisition is one of the most striking aspects of human development. It is a startling feat, which has engrossed the attention of linguists for generations. The present study will explore the hidden identities and attributes of nonverbal gestures. The current research will reflect the significant role of body language as not mere body gestures or facial expressions but as the first language of humanity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20startling%20feat" title="a startling feat">a startling feat</a>, <a href="https://publications.waset.org/abstracts/search?q=a%20new%20horizon%20for%20linguists%20to%20rethink" title=" a new horizon for linguists to rethink"> a new horizon for linguists to rethink</a>, <a href="https://publications.waset.org/abstracts/search?q=explore%20the%20hidden%20identities%20and%20attributes%20of%20non-verbal%20gestures" title=" explore the hidden identities and attributes of non-verbal gestures"> explore the hidden identities and attributes of non-verbal gestures</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20third%20language" title=" English as a third language"> English as a third language</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20first%20language%20of%20humanity" title=" the first language of humanity"> the first language of humanity</a> </p> <a href="https://publications.waset.org/abstracts/30803/the-first-language-of-humanity-is-body-language-neither-mother-or-native-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">504</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6025</span> Play-Based Approaches to Stimulate Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sherri%20Franklin-Guy">Sherri Franklin-Guy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of language in young children has been well-documented and play-based activities that support its continued development have been utilized in the clinic-based setting. Speech-language pathologists have long used such activities to stimulate the production of language in children with speech and language disorders via modeling and elicitation tasks. This presentation will examine the importance of play in the development of language in young children, including social and pragmatic communication. Implications for clinicians and educators will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20development" title="language development">language development</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20stimulation" title=" language stimulation"> language stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=play-based%20activities" title=" play-based activities"> play-based activities</a>, <a href="https://publications.waset.org/abstracts/search?q=symbolic%20play" title=" symbolic play"> symbolic play</a> </p> <a href="https://publications.waset.org/abstracts/135651/play-based-approaches-to-stimulate-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135651.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=201">201</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=202">202</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=first%20additional%20language&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>