Language Functions Elicited by Meaningful Activities

1983 ◽  
Vol 14 (3) ◽  
pp. 164-170 ◽  
Author(s):  
Claire F. Staab
Keyword(s):  
School Setting ◽  
The Self ◽  
Classroom Setting ◽  
Language Function ◽  
Classroom Situation ◽  
Research Project ◽  
Specific Language ◽  
Language Functions ◽  
School Settings ◽  
Significant Concentration

If children are to be considered competent language users within the school setting, they must meet the demands of the classroom situation in terms of language function. Five language functions normally required in school settings were delineated as follows: relating socially to others while stating personal needs; directing the actions of the self and others; giving information; reasoning, judging, and predicting; and imagining and projecting into nonclassroom situations. Meaningful activities were designed to elicit each of the five language functions, and a research project was undertaken to determine whether or not a particular activity could elicit a significant concentration of a specific language function. Results indicated that the specifically designed activity clearly tended to elicit the desired language function. The article describes the language functions as well as the activities, and presents suggestions for implementing the activities in both the clinic and classroom setting.

Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom

2021 ◽  
pp. 107429562110218
Author(s):  
Tia N. Barnes ◽  
Christina Cipriano ◽  
Yu Xia
Keyword(s):  
Best Practices ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
The Self ◽  
Daily Functioning ◽  
Classroom Setting ◽  
Effective Teacher ◽  
Training Opportunities

Teacher–paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we present best practices for developing effective teacher–paraprofessional collaboration.

A Project Zero Model Classroom in a Malaysian Culture

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Normah Abdullah ◽  
Laura Christ Dass ◽  
Siti Akmar Abu Samah
Keyword(s):  
Undergraduate Students ◽  
Graduate School ◽  
Classroom Teaching ◽  
Classroom Setting ◽  
School Of Education ◽  
School Settings ◽  
Harvard Graduate School ◽  
Culturally Different ◽  
Visible Thinking ◽  
Teacher's Perception

This paper is taken from a bigger study aimed at trialing a Western learning model in a Malaysian context where it is yet to be tested by previous research. The Visible Thinking (VT) Project of Project Zero research is used as benchmark for this study. A summary of selected PZ research projects presented in this paper highlights the learning benefits of establishing patterns of thinking within the classroom as projected by PZ studies of Harvard Graduate School of Education, the hallmark institution. Many aspects of classroom teaching have been shown by PZ research to enhance learning, this paper will focus on a Malaysian undergraduate classroom that has decided to trial this highly recommended model using a framework derived from PZ school settings. Part of the focus of the study was to check if the ideas and paradigms are transferable to a Higher Education ESL context of a culturally different setting in terms of the manifestations of classroom interactions, students’ and teacher’s perception of it as well as from the researcher’s observation of this classroom in session. The literature on the findings of VT project, mainly the thinking routines employed, the importance of establishing thinking routines in the classroom and examples of instances where these routines were visible in the classroom contexts are the summarized in this paper. Most of PZ research was conducted in school classrooms in a Western setting. This study prides itself in taking PZ research to a whole new level to study undergraduate students in a Malaysian classroom setting.

scholarly journals Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study

Pharmacy ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 148
Author(s):  
Ruth Vinall ◽  
Ashim Malhotra ◽  
Jose Puglisi
Keyword(s):  
Subgroup Analysis ◽  
Exploratory Study ◽  
Likert Scale ◽  
The Self ◽  
Classroom Setting ◽  
Participant Engagement ◽  
Significant Difference ◽  
Self Study ◽  
Team Based Learning ◽  
School Accreditation

Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (n = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.

scholarly journals AN ANALYSIS OF LANGUAGE FUNCTION OF INDONESIAN THERAPEUTIC DISCOURSE: CUPPING THERAPY

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Leony Mayang Seruni ◽  
Hamzah Hamzah
Keyword(s):  
Cupping Therapy ◽  
Language Function ◽  
Institutional Discourse ◽  
Therapeutic Discourse ◽  
Language Functions ◽  
Almost All ◽  
Descriptive Method

The conversation in therapeutic is a kind of institutional discourse that have its own characteristic to make the communication. This research aims to find the language function in the Cupping conversation between the therapist and the patient. This research uses descriptive method. The data of this research are the the transcriptions of recorded conversation between the therapist and the patient. The sources of this data are the conversation from five therapist and each therapist have four patients. Hence, there are 20 conversation recorded in this research. The records of their conversations are transcribed as the data. The theory that used in this research is Leech (1974) to show language functions of the conversation. The result of this research shows that the conversation between the Cupping therapists and the patients have the tendency to used several forms of language functions. It is found that almost all conversations contained the informative language, directive language, and phatic language.

scholarly journals PENGGUNAAN BAHASA INDONESIA DALAM INTERAKSI KELAS MATA PELAJARAN BAHASA INDONESIA (STUDI KASUS DI SMA NEGERI 2 SRAGEN)

2019 ◽  
Vol 7 (1) ◽  
pp. 113
Author(s):  
Dina Handayani ◽  
Sarwiji Suwandi ◽  
Budhi Setiawan
Keyword(s):  
Classroom Interaction ◽  
Regulatory Function ◽  
Language Function ◽  
Instrumental Function ◽  
Heuristic Function ◽  
Interaction Function ◽  
Language Functions ◽  
Bahasa Indonesia ◽  
Case Study Methods

<em>This research aims to describe and explain: (1) the conversation structure in the classroom interaction of Indonesian language subject between teachers-students and among students and (2) the language function of the teachers' language and students' language in the classroom interaction. This research was conducted at SMA Negeri 2 Sragen. The subjects of this study were the use of language the teacher and students in Indonesian language course. The data in the form of sentences and discourse were analyzed by Sinclair &amp; Cotlthard (1975) theory and Halliday (1973) theory. This research belongs to qualitative research using case study methods. The results of this study are; first, in the teachers-students conversation structure and the students-students conversation structure found new actions, namely, repeat. Both of the sequences of the conversation structure unit are from the largest to the smallest, namely: lesson, transaction, exchange, move, and act. Second, the language functions in the teachers’ language and students’ language, namely: the instrumental function, the regulatory function, the interaction function, the representational function, the personnel function, and the heuristic function.</em>

Cerebral Dominance and Its Relation To Psychological Function

PEDIATRICS ◽  
1963 ◽  
Vol 31 (3) ◽  
pp. 395-395
Author(s):  
RANDOLPH K. BYERS
Keyword(s):  
Left Hemisphere ◽  
Cerebral Dominance ◽  
Language Function ◽  
Psychological Function ◽  
Language Functions ◽  
Left Handed ◽  
The Subject

This little book is a review of and contribution to the subject of language and its relationship to cerebral dominance. In general it emphasizes that in right-handed people language function is nearly regularly and fairly strictly localized to the left hemisphere. In left-handed and clearly ambidextrous people there is still a tendency for language to be localized in the left hemisphere, but its localization is not as complete, and various language functions may escape in injury to one hemisphere. Recovery tends to be more complete following acute lesions of the left hemisphere in predominantly left-handed individuals.

Parenting Support and the School System

2017 ◽  
pp. 252-261
Author(s):  
Julie Hodges ◽  
Karyn L. Healy
Keyword(s):  
School Setting ◽  
Well Being ◽  
Shared Responsibility ◽  
The Self ◽  
Triple P ◽  
Management Skills ◽  
Factors Affecting ◽  
Parenting Support ◽  
Self Confidence ◽  
System P

Children’s academic and well-being outcomes are influenced by both the home and the school environments. This means that parents and schools have a shared responsibility for promoting children’s development. Research shows that when parents and schools work together, students, parents, and teachers all benefit. One way in which schools can engage parents in their child’s education is by offering parenting support through parenting programs like the Triple P—Positive Parenting Program. Triple P can assist parents to develop effective morning, afternoon, and bedtime routines and to help students gain the self-management skills and the self-confidence necessary to succeed at school. This chapter discusses strategies and considerations for successfully implementing Triple P in schools, taking into account the school setting, workforce, and factors affecting parent participation.

Conducting IPT-AST in Schools

2016 ◽  
pp. 136-143
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Boards Of Education ◽  
Depression Prevention ◽  
School Settings ◽  
School Based ◽  
Mental Health Programs

This chapter discusses the delivery of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in school settings. The literature on school-based mental health programs is reviewed. Advantages of delivering preventive interventions in schools and challenges to implementation are outlined. These challenges include obtaining agreement from school personnel and boards of education; identifying personnel who will take the lead in implementing IPT-AST; identifying adolescents who will be appropriate for these services; explaining IPT-AST to adolescents and parents to engage them in the program; and managing logistical and scheduling issues within the schools. The authors discuss strategies to address the challenges of implementing this depression prevention program in a school setting.

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