東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Supporting Language Access: Teaching...

Adams, Gail Fox.

Linked to FindBook

Google Book

Amazon

博客來

Supporting Language Access: Teaching Talk without Words.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supporting Language Access: Teaching Talk without Words./
Author:	Adams, Gail Fox.
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621642
ISBN:	9781303929137

Supporting Language Access: Teaching Talk without Words.
Adams, Gail Fox.

Supporting Language Access: Teaching Talk without Words. - 158 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 2014.

In neurotypical infants, genetically-specified attachment/attention mechanisms underpin the motivation to interact, which enables the acquisition of socio-cultural norms for language and accounts for the efficacy of socialization processes (Lee et al., 2009; Schumann, 2013). In children with autism, as in second language acquisition, neurodevelopmental differences in attachment/attention mechanisms may result in a diminished drive to interact, thus hindering the acquisition of socio-cultural norms for language and limiting the efficacy of language socialization (Lee et al., 2009; Schumann, 2013). This dissertation applies this theory of an "interactional instinct" (Lee et al., 2009), beginning with a review of its relevance in societies that predominately practice polyadic and often subdued infant-caregiver interactions when compared to dyadic, face-to-face interactions that are typical in Western societies. It offers evidence that the uniformity of primary language acquisition can be explained because the language socialization that infants experience is commensurate with what they need in order to become competent language users in their communities. Three qualitative studies then follow. In the first study, infant language acquisition is analyzed in terms of a clean-up routine at a daycare. A close examination of non-vocal and vocal exchanges between a teacher and a neurotypical 14 month old demonstrates how affiliative cues may help to sustain the infant's on-going opportunities for language learning. In the second study, the efficacy of a language intervention for minimally-verbal older children with autism is presented. How conversational and discursive structures relate to desired therapeutic outcomes are described, especially in terms of eliciting and increasing boys' participation in play routines with therapists. In the third study, the experiences of parents and their children with autism who attend a basic-skills training program in India are examined. The core components of the training link to neurobiological accounts of language acquisition, and participants' experiences in these areas suggest instructional strategies for those providing support to individuals with autism, even in under-resourced areas, as well as second language teachers for older individuals. The review and the three studies address the topic of language access, or opportunities to participate in community activities, that language learning requires. In particular, they describe how affiliation in everyday interactions between teachers/therapists and learners promotes language access, regardless of age or ability.

ISBN: 9781303929137Subjects--Topical Terms:

532624
Language arts.

Supporting Language Access: Teaching Talk without Words.
LDR:03570nmm a2200301 4500 001 2066247
005 20151223084717.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303929137
035 $a (MiAaPQ)AAI3621642
035 $a AAI3621642
040 $a MiAaPQ $c MiAaPQ
100 1 $a Adams, Gail Fox. $3 3181022
245 1 0 $a Supporting Language Access: Teaching Talk without Words.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Advisers: Tanya Stivers; John H. Schumann.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2014.
520 $a In neurotypical infants, genetically-specified attachment/attention mechanisms underpin the motivation to interact, which enables the acquisition of socio-cultural norms for language and accounts for the efficacy of socialization processes (Lee et al., 2009; Schumann, 2013). In children with autism, as in second language acquisition, neurodevelopmental differences in attachment/attention mechanisms may result in a diminished drive to interact, thus hindering the acquisition of socio-cultural norms for language and limiting the efficacy of language socialization (Lee et al., 2009; Schumann, 2013). This dissertation applies this theory of an "interactional instinct" (Lee et al., 2009), beginning with a review of its relevance in societies that predominately practice polyadic and often subdued infant-caregiver interactions when compared to dyadic, face-to-face interactions that are typical in Western societies. It offers evidence that the uniformity of primary language acquisition can be explained because the language socialization that infants experience is commensurate with what they need in order to become competent language users in their communities. Three qualitative studies then follow. In the first study, infant language acquisition is analyzed in terms of a clean-up routine at a daycare. A close examination of non-vocal and vocal exchanges between a teacher and a neurotypical 14 month old demonstrates how affiliative cues may help to sustain the infant's on-going opportunities for language learning. In the second study, the efficacy of a language intervention for minimally-verbal older children with autism is presented. How conversational and discursive structures relate to desired therapeutic outcomes are described, especially in terms of eliciting and increasing boys' participation in play routines with therapists. In the third study, the experiences of parents and their children with autism who attend a basic-skills training program in India are examined. The core components of the training link to neurobiological accounts of language acquisition, and participants' experiences in these areas suggest instructional strategies for those providing support to individuals with autism, even in under-resourced areas, as well as second language teachers for older individuals. The review and the three studies address the topic of language access, or opportunities to participate in community activities, that language learning requires. In particular, they describe how affiliation in everyday interactions between teachers/therapists and learners promotes language access, regardless of age or ability.
590 $a School code: 0031.
650 4 $a Language arts. $3 532624
650 4 $a Linguistics. $3 524476
650 4 $a Pedagogy. $3 2122828
650 4 $a Special education. $3 516693
690 $a 0279
690 $a 0290
690 $a 0456
690 $a 0529
710 2 $a University of California, Los Angeles. $b Applied Linguistics 0074. $3 2096010
773 0 $t Dissertation Abstracts International $g 75-10A(E).
790 $a 0031
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621642