A5024972024- Hearing Impairment and Communication
- Language, Discourse, Communication Strategies
- Subtitles and Audiovisual Media
- Language Development and Disorders
- Multilingual Education and Policy
- Language, Metaphor, and Cognition
- Second Language Learning and Teaching
- Educational Assessment and Improvement
- Reading and Literacy Development
- Educational Assessment and Pedagogy
- Assistive Technology in Communication and Mobility
- Discourse Analysis in Language Studies
- Educational Theory and Curriculum Studies
University of the Witwatersrand
2014-2025
Université Stendhal – Grenoble 3
2009
ABSTRACT The aim of this paper is to compare speech and co-speech gestures observed during a narrative retelling task in five- ten-year-old children from three different linguistic groups, French, American, Italian, order better understand the role age language development multimodal monologue discourse abilities. We asked 98 narrate short, wordless cartoon. Results showed common developmental trend as well gesture differences between groups. In all languages, older were found give more...
In linguistically diverse and multilingual South African communities, it is common to use non-standard language varieties (NSLVs), often called mixed languages, as lingua franca. These NSLVs are primarily spoken in black townships throughout Africa. Previous studies show that the discursive production of oral narratives impacts development higher-order processing, they require knowledge, skills abilities produce coherent discourse. The main focus existing literature narrative mostly on...
With a long-term aim of empowering researchers everywhere to contribute work on language development, we organized the First Truly Global /L+/ International Summer/ Winter School Language Acquisition, free 5-day virtual school for early career researchers. In this paper, describe school, our experience organizing it, and lessons learned. The had diverse organizer team, composed 26 (17 from under represented areas: Subsaharan Africa, South Southeast Asia, Central America); volunteer with...
The present study reports on a developmental and cross-linguistic of oral narratives produced by speakers Zulu (a Bantu language) French Romance language). Specifically, we focus narrative performance as bimodal (i.e., linguistic gestural) behaviour during the late language acquisition phase. We analyzed seventy-two L1 adults primary school children aged between five ten years old. data were all collected using retelling task. results revealed strong effect age discourse performance,...
Literature on child language development usually focuses mainly early acquisition (0 - 4 years) and non-Bantu languages. This article 1) late 2) the complete communicative process, which includes non-verbal clues in first Zulu oral narratives. study brings evidence that shows pragmatic discursive ability develops with age spontaneous co-speech gesture parallel. In a controlled production task, narratives were elicited from three cohorts (6 years, 9 years 12 one adult group. Results show...
A survey of diversity in leading language acquisition journals revealed that only 2% the 7,000+ languages world are represented. With a long-term aim empowering researchers everywhere to contribute this literature, we organized First Truly Global /L+/ International Summer/Winter School on Language Acquisition (/L+/). was free 5-day virtual school facilitated interchange expertise among early career about all levels development monolingual and multilingual contexts. Our paper provides an...
This study seeks to investigate the development of noun and predicate comprehension production in isiZulu-speaking children between ages 25 36 months. It compares lexical isiZulu, using an Italian developed validated vocabulary assessment tool: The Picture Naming Game (PiNG) by Bello, Giannantoni, Pettenati, Stefanini Caselli (2012). PiNG tool includes four subtests, one each for subnoun (NC), (NP), (PC), (PP). Children are shown these items then asked show produce certain items. After...
AbstractThis study examines the structure and cognitive demands of questions found in Grade 5 learners' English first additional language (FAL) isiZulu home (HL) subject workbooks. Using document analysis as qualitative method, present provides an different comprehension task using Bloom's revised taxonomy educational objectives (BRT) a framework for evaluating standard existence continuum thinking skills expected learners from curriculum. The results show that subjects do not follow...
How Language Began: Gesture and Speech in Human Evolution David McNeill (2012)