| 1 |
Latinx Writing Los Angeles: Nonfiction Dispatches from a Decolonial Rebellion
|
|
|
|
In: Conversations with Cal Poly Authors (2018)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Acquisition of L3 French wh-question structure by Persian-English bilinguals
|
|
|
|
In: ISSN: 2331-186X ; Cogent Education ; https://hal.univ-lorraine.fr/hal-03239130 ; Cogent Education, Cogent OA an imprint of Taylor & Francis, 2018, 5 (1), ⟨10.1080/2331186x.2018.1524551⟩ (2018)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Erasing or maintaining language boundaries-a contribution from creole studies ; Effacement ou mise en frontières des langues dans l'interaction : contribution des études créoles
|
|
|
|
In: 18e colloque de l’ACBLPE ; https://hal.archives-ouvertes.fr/hal-01965718 ; 18e colloque de l’ACBLPE, Jun 2018, Ziguinchor, Senegal (2018)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Anterior insular thickness predicts speech sound learning ability in bilinguals.
|
|
|
|
In: NeuroImage, vol 165 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Core vocabulary in the narratives of bilingual children with and without language impairment.
|
|
|
|
In: International journal of speech-language pathology, vol 20, iss 7 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The Receptive-Expressive Gap in English Narratives of Spanish-English Bilingual Children With and Without Language Impairment.
|
|
|
|
In: Journal of speech, language, and hearing research : JSLHR, vol 61, iss 6 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Cross-Linguistic Cognate Production in Spanish-English Bilingual Children With and Without Specific Language Impairment.
|
|
|
|
In: Journal of speech, language, and hearing research : JSLHR, vol 61, iss 3 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
|
|
|
|
In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
|
|
Abstract:
Purpose:This study examined the effects of single-language and conceptual scoring on the vocabulary performance of bilingual children with and without specific language impairment. We assessed classification accuracy across 3 scoring methods. Method:Participants included Spanish-English bilingual children (N = 247) aged 5;1 (years;months) to 11;1 with and without specific language impairment. Children completed the English and bilingual versions of the Expressive One-Word Picture Vocabulary Test-Third Edition (Brownell, 2000a, 2001). Six scores, 2 representing monolingual scores in English and Spanish and 4 conceptual scores, were derived. The conceptual scores included within-test conceptual scores, which credited language responses in the other language during test administration, and across-test conceptual scores, which we compiled by examining responses across independent administrations of the test in each language. Results:Across-test conceptual scoring resulted in the highest scores and better overall classification, sensitivity, and specificity than within-test conceptual scoring. Both were superior to monolingual scoring; however, none of the methods achieved minimum standards of 80% accuracy in sensitivity and specificity. Conclusions:Results suggest that bilingual children are not always able to readily access their other language in confrontation naming tasks. Priming or inhibition may play a role in test performance. Across-test conceptual scoring yielded the highest classification accuracy but did not meet minimum standards.
|
|
Keyword:
Child; Clinical Sciences; Concept Formation; Female; Hispanic Americans; Humans; Language; Language Development; Language Development Disorders; Language Tests; Male; Multilingualism; Preschool; Sensitivity and Specificity; Specialist Studies in Education; Speech-Language Pathology & Audiology; Vocabulary
|
|
URL: https://escholarship.org/uc/item/8h37t8k6
|
|
BASE
|
|
Hide details
|
|
|
| 9 |
Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
|
|
|
|
In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Collaborative Care for Depression among Patients with Limited English Proficiency: a Systematic Review.
|
|
|
|
In: Journal of general internal medicine, vol 33, iss 3 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
|
|
|
|
In: Reading Research Quarterly, vol 53, iss 4 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Cancer Counseling of Low-Income Limited English Proficient Latina Women Using Medical Interpreters: Implications for Shared Decision-Making.
|
|
|
|
In: Journal of genetic counseling, vol 27, iss 1 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
On recognizing persistence in the Indigenous language ideologies of multilingualism in two Native American Communities
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
A method to develop vocabulary checklists in new languages and their validity to assess early language development.
|
|
|
|
In: Journal of health, population, and nutrition, vol 37, iss 1 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Discovering Pride and Enthusiasm at a Dual Immersion School
|
|
|
|
In: Carranza, Jessica Leila. (2018). Discovering Pride and Enthusiasm at a Dual Immersion School. InterActions: UCLA Journal of Education and Information Studies, 14(1). Retrieved from: http://www.escholarship.org/uc/item/3n68b8qd (2018)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
A Memory Training for Alzheimer Patients
|
|
|
|
In: SETIT 2018: Proceedings of the 8th International Conference on Sciences of Electronics, Technologies of Information and Telecommunications (SETIT’18), Vol.1 ; SETIT 2018 ; https://hal.archives-ouvertes.fr/hal-02468599 ; SETIT 2018, Dec 2018, Gênes, Italy. pp.410-419, ⟨10.1007/978-3-030-21005-2_40⟩ (2018)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Idealism or pragmatism? ; Idealism or pragmatism?: Ad hoc multilingualism and Open English
|
|
|
|
In: The Politics of Multilingualism ; https://hal-sciencespo.archives-ouvertes.fr/hal-03393854 ; Peter Kraus; François Grin. The Politics of Multilingualism, John Benjamins, pp.305 - 332, 2018, 9789027201362 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Étudier des numérations orales en classe : quels savoirs mathématiques et langagiers ?
|
|
|
|
In: Au fil des maths ; https://hal.archives-ouvertes.fr/hal-01870517 ; Au fil des maths, APMEP, 2018 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Pratiques didactiques auprès des élèves allophones en France - quelques situations d'empowerment en classe de FLS
|
|
|
|
In: Formation et compétences plurilingues ; https://hal-normandie-univ.archives-ouvertes.fr/hal-02378162 ; Uniwersytet Warszawski, Centrum Ksztalcenia Nauczycieli Jezykow Obcych i Edukacji Europejskiej, Osrodek Kultury Francuskiej i Studiow Frankofonskich. Formation et compétences plurilingues, Werset, pp.210-226, 2018, 978-83-65713-35-3 ; https://werset.pl/links/formation_et_competences_pdf.php (2018)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
One country, many languages: Exploring a multilingual approach to mathematics teaching and learning in South Africa
|
|
|
|
In: Proceedings of the IV ERME Topic Conference ‘Classroom-based research on mathematics and language’ (pp. 8-16) ; https://hal.archives-ouvertes.fr/hal-01849650 ; Proceedings of the IV ERME Topic Conference ‘Classroom-based research on mathematics and language’ (pp. 8-16), Mar 2018, Dresde, Germany ; http://www.mathematik.uni-dortmund.de/~prediger/ERME/18-ETC4_Proceedings-Complete.pdf (2018)
|
|
BASE
|
|
Show details
|
|
|
|
|
