‘Backwards talk’ in Smith Island, Maryland

2021 ◽  
pp. 1-47
Author(s):  
Natalie Schilling
Keyword(s):  
Atlantic Coast ◽  
Critical Evaluation ◽  
Central Function ◽  
Smith Island ◽  
The Face ◽  
Nonliteral Language ◽  
Potential Loss ◽  
Community Continuity ◽  
The U.S

This article presents an exploration of the discourse-level phenomenon known as ‘backwards talk’ in Smith Island, a small, endangered dialect community in Maryland’s Chespaeake Bay, on the U.S. mid-Atlantic coast. The article examines how backwards talk, basically pervasive, highly creative irony, compares with irony more generally; how it patterns across generations and contexts; how important it is to island residents, who view backwards talk as the defining feature of their dialect; and why the feature has gained such importance in the face of dialect loss - and potential loss of community continuity as well. Because backwards talk is irony, it has important solidarity functions. As playful, nonliteral language, it serves as a symbol of the performed ‘islandness’ that islanders increasingly take up as they come into more and more contact with outsiders. Finally, as a means of offering critical evaluation of outsiders, backwards talk can be seen as a form of anti-language or counterlanguage, with a central function of resistance against outside forces.

Social Skills in Individuals with Nonverbal Learning Disabilities

2016 ◽  
pp. 1718-1740
Author(s):  
Lisa Marchinkoski
Keyword(s):  
Real Life ◽  
Social Contexts ◽  
Nonverbal Learning Disabilities ◽  
Social Situations ◽  
Social Exchanges ◽  
Balanced Approach ◽  
Nonverbal Learning ◽  
Nonliteral Language ◽  
Negative Impacts ◽  
Auditory Skills

Nonverbal learning disability (NLD) is often a highly misunderstood diagnosis. Challenges with the understanding and use of language in social contexts can have significant negative impacts on individuals with this diagnosis, in that they struggle to interpret both nonverbal communication and nonliteral language. Understanding these challenges is critical in order to provide effective intervention. Assessment in these domains provides information about the areas to target for intervention. While individuals with NLD rely heavily on their auditory skills, it is imperative to provide means for them to learn social pragmatic and language skills in order to function in dynamically changing social exchanges. It is often indicated that teaching must occur only through verbal scripting. However, relying solely on this modality will limit students' abilities to effectively learn to apply targets in real life social situations. Therefore, a balanced approach that strives toward generalization is necessary. This chapter will provide information regarding assessment and intervention practices related to social interactions for individuals with NLD.

Social Skills in Individuals with Nonverbal Learning Disabilities

2015 ◽  
pp. 316-338 ◽  
Author(s):  
Lisa Marchinkoski
Keyword(s):  
Real Life ◽  
Social Contexts ◽  
Nonverbal Learning Disabilities ◽  
Social Situations ◽  
Social Exchanges ◽  
Balanced Approach ◽  
Nonverbal Learning ◽  
Nonliteral Language ◽  
Negative Impacts ◽  
Auditory Skills

Nonverbal learning disability (NLD) is often a highly misunderstood diagnosis. Challenges with the understanding and use of language in social contexts can have significant negative impacts on individuals with this diagnosis, in that they struggle to interpret both nonverbal communication and nonliteral language. Understanding these challenges is critical in order to provide effective intervention. Assessment in these domains provides information about the areas to target for intervention. While individuals with NLD rely heavily on their auditory skills, it is imperative to provide means for them to learn social pragmatic and language skills in order to function in dynamically changing social exchanges. It is often indicated that teaching must occur only through verbal scripting. However, relying solely on this modality will limit students' abilities to effectively learn to apply targets in real life social situations. Therefore, a balanced approach that strives toward generalization is necessary. This chapter will provide information regarding assessment and intervention practices related to social interactions for individuals with NLD.

Parents’ use of nonliteral language with preschool children

1997 ◽  
Vol 23 (2) ◽  
pp. 99-118 ◽  
Author(s):  
Marie A. Sell ◽  
Roger J. Kreuz ◽  
Lori Coppenrath
Keyword(s):  
Preschool Children ◽  
Nonliteral Language
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