Art Integration in EFL

The global pandemic of COVID-19 has evidenced the need EFL education has of better and innovative practices in its classrooms; in response to these challenges, art integration in the EFL classroom comes as an alternative to improve not only linguistic development, but to promote critical thinking, social and cultural awareness, and enhance empathy in students. However, this tool cannot reach its full potential without reflecting its use and the purposes it can serve in daily practices, most especially during an emergency educational period such as the one the world is currently going through. This chapter portrays the experience of 35 pre-service teachers registered in an elective class called Artistic Expressions in the Language Classroom and how the implementation of art-related activities, their follow-up, socialization and discussion in class, and their reflections in the assigned papers led them to acknowledge the pedagogical value art can constitute in their educational communities, particularly when teaching online.

Current Implementation and Future Prospects of Santi-Morf V.1.0

SANTI-Morf (Prihantoro, 2021) is a new morphological analyser for Indonesian. In SANTI-Morf annotation scheme (Prihantoro, 2019), morpheme tokens are linked to their annotations. The tokens are presented in their orthographic and citation forms to allow (allo)morph or morpheme-based searches. Users can also perform retrievals on the basis of formal and functional morphological criteria as SANTI-Morf tagset encodes the analyses of morphemes’ forms (e.g. roots, clitics, affix type) and functions (e.g. passive voice, active voice, adjective degrees, etc.). Currently, the scheme is implemented in Nooj (Silberztein, 2003), a linguistic development environment. It enables users to index and annotate Indonesian texts in their local PC, and later perform searches based on morphological criteria and or tokens defined by the SANTI-Morf scheme. AbstrakSANTI-Morf (Prihantoro, 2021) adalah sebuah program analisis morfologi terbaru untuk bahasa Indonesia. Dalam skema anotasi SANTI-morf (Prihantoro, A new tagset for morphological analysis of Indonesian, 2019), setiap token morfem terhubung dengan anotasinya. Token-token ini direpresentasikan dalam bentuk ortografis dan bentuk sitasi sehingga memungkinkan pengguna untuk melakukan penelusuran berbasis (alo)morf atau morfem. Selain itu, pengguna juga bisa melakukan penelusuran berbasiskan bentuk atau fungsi morfem. Ini karena tagset analitik yang digunakan di SANTI-morf mencakup bentuk (di antaranya: akar, klitik, jenis afiksasi) dan fungsi (di antaranya: aktif, pasif, derajat ajektiva). Saat ini, SANTI-morf diimplementasikan menggunakan NooJ (Silberztein, 2003), sebuah program pengembangan aplikasi linguistik. Pengguna dapat mengindeks dan menganotasi teks berbahasa Indonesia di komputer mereka, dan selanjutnya melakukan penelusuran menggunakan kriteria morfologi dan skema tokenisasi yang digunakan di skema anotasi SANTI-morf.

Opóźnienia w funkcjonowaniu językowym jako wczesny symptom zaburzeń w rozwoju dziecka1

Human linguistic development is constitutionally conditioned and is achieved through contact with adult language users. All children follow the same rules and stages in the development of speech. The knowledge of their course and consequences enables early recognition of deviations from the norm, which may be delayed speech development or a symptom of other, often serious developmental disorders. The analysis of the research results shows that the most common reason for parents’ seeking diagnosis and therapeutic support is an incorrect linguistic functioning of the child. Diagnostic procedures often end with the diagnosis of other developmental disorders in which linguistic retardation was an early symptom. Therefore, it is legitimate to increase social knowledge and sensitivity of parents and specialists in monitoring the linguistic development of children under 3 years of age.

The Guides Verbs in the Arabic Language: Are Its Terms Originals or Borrowed?

Grammarists differed about the definition of the verb in the Arabic language, but they were in great agreement in dividing it from different sides. From these sides, we find the division of verbs according to the function of directing, which is the subject of this study. The view of the ancient grammarians to the function was affected by the grammatical direction followed (factor theory, semantics). It was noted in some of what they termed a clear dimension of the function of guidance, and with reference to the global grammar that created entrances between languages, even if the characteristics of languages differed among them, borrowing as a mechanism of linguistic development of the Arabic language has allowed, based on this way, to borrow many terms from Other languages were -sometimes- more compatible than that we find in the Arabic language used, for this reason, the researcher tried to study the guides verbs in the Arabic language; After enumerating them and clarifying their terms in the Arabic language, then comparing them with what is used in the French and English languages; It was found that some of the guides Arabic verbs were labeled with a term that is a sign of this function, and some of them were affected by the factor theory in grammar, so their terms did not express the function of directing, and after compare them with modern Arabic studies ,and also, in English and French, we were able to find an appropriate term to achieve the concept of directing. Therefore, the researcher suggested updating or changing these terms by creating appropriate terms that take advantage of the English and French languages, as well as modern Arabic conventions..

Gesture development in Peruvianchildren and its relationship with vocalizations and vocabulary

We examine gestural development, and correlations between gesture types, vocalizations and vocabulary at ages 8 to 15 months, employing data from MacArthur-Bates Communicative Development Inventories for Peruvian Spanish, in the first such study with Peruvian children. Results show (1) significant change with age in the production of gesture types, with older children producing more; (2) important correlations between gesture types, and both vocalization types and vocabulary after controlling for age effects; and (3) correlations between the trajectory of the pointing gesture in its two modalities (whole-hand and index-finger) with age, vocalizations, and vocabulary, an effect that persists with respect to vocalizations after controlling for age. Our findings, based on a sample from a non-weird population, support a key role for gesture production in early communicative and linguistic development.

Active listening techniques in the language skills of the upper basic of the San Cayetano Chone educational unit

Active listening is a necessary aspect to develop in students with this, positive relationships are created within the classroom, achieving conflict resolution. The objective of this research was to identify the creative active listening techniques used by teachers to improve the language skills of students at the San Cayetano de Chone Educational Unit, Ecuador. The study was carried out under a quantitative - qualitative descriptive and exploratory approach. To collect the information, the bibliographic study and the survey technique were used. The results show inadequacies in the management of language skills for active listening in students. It is concluded that students present some degree of difficulty to communicate effectively with other people. Most of the teachers apply methodological strategies for the linguistic development of the students; However, it is necessary to apply innovative techniques to improve active listening in students, since the students admitted to a certain degree having flaws in the management of language skills, on the other hand they consider that the authorities of the educational institution are working to improve methodological strategies for the development of active listening in students.

KO MPETENCJE SŁOWOTWÓRCZE POLSKICH DZIECI DWUJĘZYCZNYCH MIESZKAJĄCYCH W IRLANDII(NA PRZYKŁADZIE NAZW OSOBOWYCH ŻEŃSKICH)

The complexity of word-formation in Slavic languages, especially in the Polish language, makes it very difficult for Polish speaking children and bilingual children to learn, especially when the second language is not Slavic. In this article I would like to concentrate on the linguistic problems in the context of learning word-formation by bilingual children aged 5-9 who live in Ireland and who learn Polish and English at the same time. I would like to juxtapose their level of word formation competence with those children who are Polish language speakers living in Poland and who are in the same age group (5-9). The research described below concerns the category of feminine gender words. The linguistic data used for the description were collected during the fieldwork research carried out with the group of thirty bilingual children. The results of the research allowed to establish the differences in the linguistic development of monolingual and bilingual children and to indicate the factors that determine the acquisition of word-formation competences. This type of research will help teachers and other specialists (psychologists, speech therapists) working with such children to better assess the language skills of bilingual children. They also allow to estimate the scale of difficulties that Polish children returning from emigration will encounter.

How Chatty Are Daddies? An Exploratory Study of Infants' Language Environments

Purpose Fathers play a critical but underresearched role in their children's cognitive and linguistic development. Focusing on two-parent families with a mother and a father, the present longitudinal study explores the amount of paternal input infants hear during the first 2 years of life, how this input changes over time, and how it relates to child volubility. We devote special attention to parentese, a near-universal style of infant-directed speech, distinguished by its higher pitch, slower tempo, and exaggerated intonation. Method We examined the daylong recordings of the same 23 infants at ages 6, 10, 14, 18, and 24 months, given English-speaking families. The infants were recorded in the presence of their parents (mother–father dyads), who were predominantly White and ranged from mid to high socioeconomic status (SES). We analyzed the effects of parent gender and child age on adult word counts and parentese, as well as the effects of maternal and paternal word counts and parentese on child vocalizations. Results On average, the infants were exposed to 46.8% fewer words and 51.9% less parentese from fathers than from mothers, even though paternal parentese grew at a 2.8-times faster rate as the infants aged. An asymmetry emerged where maternal word counts and paternal parentese predicted child vocalizations, but paternal word counts and maternal parentese did not. Conclusions While infants may hear less input from their fathers than their mothers in predominantly White, mid-to-high SES, English-speaking households, paternal parentese still plays a unique role in their linguistic development. Future research on sources of variability in child language outcomes should thus control for parental differences since parents' language can differ substantially and differentially predict child language.