The Application of Integrating Psychological Regulation with Classroom Sports in English Teaching / La aplicación de la integración de la regulación psicológica con los deportes de aula en la enseñanza del inglés

The integration of sports and psychological regulation in English teaching can improve students' language skills as well as increase their interest and confidence in learning English. To investigate the implementation of classroom sports integration and psychological regulation in English language instruction. This study employed t-tests and other statistical techniques to analyse the self-efficacy data and academic performance data of students before and after the experiment. Data processing was conducted using SPSS 12.0 statistical software. A random sample of 200 freshmen majoring in English was selected from a specific university. The scale utilises a five-point scoring system, with 1 representing full compliance, 2 representing partial compliance, 3 representing minimal compliance, 4 representing partial non-compliance, and 5 representing full non-compliance. There is a positive correlation between scores and self-efficacy. In general, students with high physical self-efficacy demonstrate superior physical performance, whereas those with low physical self-efficacy exhibit poorer physical performance. The relationship is reciprocal. This suggests that having a strong belief in one's ability to succeed in physical education is associated with achieving positive learning outcomes in the subject. Additionally, achieving positive learning outcomes in physical education may also contribute to the development of a strong belief in one's ability to succeed in the subject. Incorporating psychological regulation into classroom sports has been found to be advantageous in enhancing students' technical skills and test scores, particularly among intermediate and disadvantaged students.(AU)

Enhancing Mental Health Education and Foreign Language Skills in Sports School Students: An Integrated Approach / Mejora de la educación sobre salud mental y las habilidades en lenguas extranjeras en estudiantes de escuelas deportivas: un enfoque integrado

Lay the foundation of quality education is an important prerequisite for cultivating students' core quality. According to the relevant characteristics of students 'psychology, scientific educational activities and effective mental health education can not only better explore students' learning interest and passion, gradually build high-quality psychological quality, cultivate excellent communication skills, but also improve students' initiative and promote their healthy development. Therefore, current research aimed is to propose the integration and application of mental health education and foreign language teaching for sports school students, firstly, the current situation of mental health among students in sports schools and the problems existing in English classroom teaching are elaborated, and corresponding methods for integrating mental health education into English teaching in sports schools are proposed. A comprehensive analysis of the value of mental health education in the implementation of English courses in sports schools can effectively promote students in sports schools to better understand English, and improve psychological literacy in sports competitions during the learning stage. Studying the integration of English courses and mental health education can help cultivate students' strong psychological resilience and ability to overcome difficulties, laying a solid foundation for future employment and lifelong development. In addition, an integrated approach to enhancing mental health education and foreign language skills in sports school students can lead to improved overall well-being and language proficiency, fostering holistic development. The research limitations and future directions were also discussed that the end of study.(AU)

Autonomia política como prática de cuidado: a gramática da educação zapatista / La autonomía política como práctica del cuidado: la gramática de la educación zapatista / Political autonomy as a practice of care: the grammar of zapatista education

RESUMO. Este artigo tem como objetivo discutir, com bases em diferentes registros, a gramática presente na discursividade de informes oficiais do Movimento Zapatista, no que tange especificamente à educação zapatista, em especial desde a noção de autonomia como modo de organizar esta dimensão da vida em sociedade, entendendo a autonomia como resistência à tutela do Estado na gestão da escola e, micropoliticamente, a ruptura da tutela do processo educativo pelo promotor de educação. Observamos, a partir do estudo das Declarações da Selva Lancadona e da Escuelita Zapatista, que estas fundam-se numa crítica aos modelos estatais de governo da educação, refutando a perspectiva intercultural, defendendo a pluridiversidade. Este modo de compreender o processo educativo, e o modo de praticar o cuidado nos leva a uma compreensão mais ampla para a psicologia, refletindo sobre possibilidades de conexão entre novas invenções psi no trabalho junto à infância e à psicologia da educação.

RESUMÉN Este artículo tiene como objetivo discutir, a partir de diferentes registros, la gramática presente en el discurso de los informes oficiales del Movimiento Zapatista, con respecto específicamente a la educación zapatista, especialmente desde la noción de autonomía como una forma de organizar esta dimensión de la vida en sociedad, entendiendo la autonomía como resistencia a la tutela del Estado en la gestión de la escuela y, micropolíticamente, la ruptura de la tutela del proceso educativo por parte del promotor de la educación. Observamos, a partir del estudio de las Declaraciones de la Selva Lancadona y Escuelita Zapatista, que estos se basan en una crítica a los modelos estatales de gobierno en educación, refutando la perspectiva intercultural, defendiendo la pluridiversidad. Esta forma de entender el proceso educativo, y la forma de practicar el cuidado, nos lleva a una comprensión más amplia de la psicología, reflexionando sobre las posibilidades de conexión entre los nuevos inventos psi en el trabajo con los niños y la psicología de la educación.

ABSTRACT. This article aims to discuss, based on different records, the grammar present in the discourse of Zapatista Movement official reports, specifically regarding the Zapatista education, especially from the idea of autonomy as a way of organizing this dimension of life in society, understanding this autonomy as resistance to State tutelage in the management of schools, as well as the rupture of the educational process tutelage by the promoters of education in micropolitical terms. We observed, based on the study of the Statements of the Selva Lancadona and Escuelita Zapatista, that these are centered on a criticism of state models of government in education, refuting the intercultural perspective, defending pluridiversity. This way of understanding the educational process, and the way of practicing care, leads us to a broader understanding of psychology, reflecting on possibilities of connection between new psychology inventions at work with children and the psychology of education.

Technological devices for developing the oral communicative competence in the English language / Dispositivos tecnológicos para el desarrollo de la competencia comunicativa oral en lengua inglesa

ABSTRACT Background: The use of technologies for developing the oral communicative competence in the English language constitutes an effective tool for the communicative exchange among people supported by the benefits of using the technological devices in the foreign languages students' initial training process. Objective: To implement didactic procedures for the development of the oral communicative competence in the English language through the efficient use of technological devices. Methodology: A pre-experiment was applied from September 2018 to July 2019 in Foreign Languages Major from José Martí University. The sample was composed of 18 students from first year class. Six professors participated in the research process, who taught Integrated English Practice I and II subjects. Results: The initial diagnosis confirmed the low level of the proposed indicators and an insufficient integration of the technological devices for the development of the oral communicative competence in the English language. The implemented didactic procedures were effective; the results were corroborated in the final stage of the research process. Conclusions: The integration of the technological devices on Integrated English Practice I and II courses contributed to the efficient development of the oral communicative competence in the English language.

RESUMEN Fundamento: El uso de las tecnologías para el desarrollo de la competencia comunicativa oral en lengua inglesa constituye un efectivo medio que favorece el intercambio comunicativo a partir de los beneficios del empleo de dispositivos tecnológicos en el proceso de formación inicial de estudiantes de Lenguas Extranjeras. Objetivo: Implementar procedimientos didácticos para el desarrollo de la competencia comunicativa oral en lengua inglesa a través del uso de dispositivos tecnológicos. Metodología: Se realizó un pre experimento a 18 estudiantes del 1.er año de la carrera Lenguas Extranjeras de la Universidad José Martí en el período de septiembre 2018 a julio 2019, participaron 6 profesores que impartieron las asignaturas Práctica Integral de la Lengua Inglesa I y II. Resultados: En el diagnóstico inicial se observó en los estudiantes bajo nivel en los indicadores planteados e insuficiente integración de dispositivos tecnológicos en las clases de Práctica Integral de la lengua Inglesa I y II como vía para contribuir al desarrollo de la competencia comunicativa oral. Los procedimientos didácticos implementados fueron efectivos, lo que se constató en el diagnóstico final. Conclusiones: La integración de dispositivos tecnológicos en las asignaturas Práctica Integral de la Lengua Inglesa I y II contribuyó al desarrollo eficiente de la competencia comunicativa oral en esta lengua extranjera.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement.

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the "binding agent" between orthography, phonology, and semantics (Perfetti, 2007) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

The Importance of Morphological Awareness in Bilingual Language and Literacy Skills: Clinical Implications for Speech-Language Pathologists.

Purpose This clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness, orthographic knowledge, and rapid automatic naming to name a few. While MA aids in the development of decoding fluency, vocabulary development, and reading comprehension, explicit morphological instruction does not occur regularly in reading intervention. For English learners (ELs), instruction should focus on improving MA, semantic awareness, and orthographic processing, which in turn would exert a positive influence on reading accuracy, fluency, and comprehension. This clinical focus article aims to provide speech-language pathologists with applicable tasks to measure MA and strategies to guide explicit morphological instruction. Method The role of MA in reading development will be described with regard to its importance beyond other predictors and the role it plays in theoretical models of reading development. Then, MA will be described across orthographies, with a focus on cross-linguistic influences. Finally, measurement tasks will be described, and clinical implications will be discussed in terms of using different strategies and tools to explicitly address MA. Conclusion Clinical implications of morphological instruction should be further explored and incorporated in current practices. With regard to ELs, it is important that we provide effective and specific instruction to better bridge the academic achievement gaps and increase overall language and literacy skills. Morphological instruction should be explicit and provided in conjunction with other domains of language. Equally important is leveraging families of ELs to promote their children's oral language and literacy in their first language.

Integrating Morphological Awareness in a Multilinguistic Structured Literacy Approach to Improve Literacy in Adolescents With Reading and/or Language Disorders.

Purpose Reading and writing are language-based skills, and effective literacy instruction/intervention practices should include an explicit linguistic focus. A multilinguistic structured literacy approach that integrates morphological awareness is proven beneficial to improve reading and writing for students with language literacy deficits. The key components of this approach are explored. Method An intensive 2-week clinical summer camp, Camp CHRONICLE, which utilizes a multilinguistic structured literacy intervention model that integrates morphological awareness for adolescents with literacy deficits, is reviewed, and three case examples are included. Conclusion Multilinguistic structured literacy intervention with a morphological awareness focus is an ideal approach to improve literacy skills of children and adolescents with language literacy deficits. Supplemental Material https://doi.org/10.23641/asha.12291029.

Morphological Supports: Investigating Differences in How Morphological Knowledge Supports Reading Comprehension for Middle School Students With Limited Reading Vocabulary.

Purpose The current study takes a practical and theoretically grounded look at assessment of morphological knowledge and its potential to deepen understanding of how morphological knowledge supports reading comprehension for students with limited reading vocabulary. Specifically, we explore how different morphological skills support reading comprehension for students with typical reading vocabulary development compared to students with limited reading vocabulary. Method A sample of 1,140 fifth through eighth graders were assessed via a gamified, computer-adaptive measure of language that contained a morphological knowledge assessment. Links to standardized reading comprehension were explored with a focus on determining differences for the 184 students in the sample who showed limited reading vocabulary knowledge. Specifically, multiple regression analyses were used to test for the relation between morphology skills and standardized reading comprehension, as well as the moderator effect of reading vocabulary on the relation between morphological knowledge and standardized reading comprehension. Results Findings indicate that the four instructionally malleable morphological skills identified by the assessment differentially supported reading comprehension. These skills were (a) Morphological Awareness, (b) Syntactic Morphological Knowledge, (c) Semantic Morphological Knowledge, and (d) Phonological/Orthographic Morphological Knowledge. Significant interactions for students with limited reading vocabulary were shown in how the skills of Syntactic Morphological Knowledge, Semantic Morphological Knowledge, and Phonological/Orthographic Morphological Knowledge supported standardized Reading Comprehension. Conclusions Given the challenges students with limited reading vocabulary have with semantic information, Syntactic Morphological Knowledge and Phonological/Orthographic Morphological Knowledge were particularly supportive, suggesting the compensatory role of these morphological skills. In contrast, Semantic Morphological Knowledge had a negative relationship with Reading Comprehension for students with limited reading vocabulary. Implications for theory, research, and practice are discussed.

Morphological Knowledge: Opportunities for Collaboration Through Multitiered System of Supports.

Purpose The study of morphological knowledge and its role in literacy development for early elementary students is growing. The aim of this tutorial is to illustrate the role a school-based speech-language pathologist (SLP) has as a collaborative partner in multitiered system of supports (MTSS) in elementary for morphological knowledge. Method This tutorial presents the role of morphology in the English writing system and the documented benefit of morphological interventions to support students' oral and written language development. Next, the role of morphology in literacy development as it appears in curricular standards is highlighted. Lastly, strategies are provided for how SLPs can be part of a collaborative educational team to increase morphological knowledge in early elementary school within an MTSS framework. Conclusion Given school-based SLPs' language and literacy expertise, we are well suited for engaging in collaborative partnerships in the school setting to increase academic outcomes. The information presented in this tutorial provides a guide to establish collaborative partnerships within educational teams to support morphological knowledge development through all MTSS tiers. Additionally, the need for further evidence to support the role of morphological knowledge in literacy development is presented.

Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention.

Purpose Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade (n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. Supplemental Material https://doi.org/10.23641/asha.12290687.

"Wonderful! We've just missed the bus." - Parental use of irony and children's irony comprehension.

Irony is one of the linguistic means in which intended and expressed meaning diverge. It serves social-communicative functions, requires the understanding of the speaker's mental state and its comprehension takes place at an advanced stage of language acquisition. In the present study, we investigated 8-year old's irony comprehension and social skills and asked their parents about their preferred use of irony towards their children. We then compared children with the highest scores in irony comprehension test with those with lower scores. The full sample included 46 families from Poland. Results show positive associations between children's levels of irony comprehension and levels of mothers irony use. No such relations were found for fathers. No differences were found in ToM scores between proficient and non-proficient irony comprehenders. Our findings provide a base for future studies to study the use of irony in child-parent talk in more diverse culturally and linguistically diverse populations.

English foreign language teachers' linguistic knowledge, beliefs, and reported practices regarding reading and spelling instruction.

The study investigated English as a foreign language (EFL) teachers' knowledge of the linguistic foundations of the English language, teachers' reported classroom practices regarding time allocation to different language teaching and learning activities, and the relationship between these two parameters. An additional goal was to investigate teachers' beliefs regarding various aspects of literacy acquisition. Results indicated low scores for language constructs, especially those related to phonology and orthography. EFL teachers reported dedicating the largest amount of classroom time to vocabulary-related activities whereas the smallest amounts of time were allotted to teaching phonemic awareness and word reading. Teachers with higher scores on phonological, syllabic, and orthographic knowledge allocated more time to teaching and practicing phonemic awareness, grapheme-phoneme correspondence, and reading skills. Educational implications include the importance of research based, focused teacher professional training both in content knowledge of basic language constructs and in pedagogical knowledge of EFL literacy acquisition.

Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction.

Teacher's knowledge can influence the act of teaching and affect children's learning outcomes. Linguistic and language knowledge of teachers plays an important role in supporting learners at the beginning to read stage. This study examines the language and linguistic knowledge of teachers of beginning readers in New Zealand, how these teachers perceive their own practices in teaching reading, and the relationship with the nature of observed instructional practices. The teachers in the study used predominantly implicit approaches to early reading instruction, with word-level instruction and prompting used only after context, even when teachers with high linguistic knowledge used implicit approaches, suggesting that teacher's knowledge is not sufficient, on its own, to ensure effective, explicit, word-level instruction to beginning readers.

Conciencia fonológica y resolución de problemas matemáticos en educación infantil / Phonological awareness and mathematical problem solving in preschool

Introducción. Algunos estudios revelan la participación del procesamiento lingüístico en la resolución de problemas matemáticos, subrayando su papel en la representación y en el procesamiento de información. Estas investigaciones no suelen considerar población en edades tempranas. Objetivos. Este estudio tiene un doble objetivo: analizar la influencia lingüística en resolución de problemas matemáticos en la etapa de educación infantil y analizar qué habilidades lingüísticas explican significativamente por sí solas la resolución de problemas matemáticos. Método. Participaron 76 niños españoles que cursaban tercero de educación infantil. Se evaluaron habilidades semánticas, morfosintácticas y conciencia fonológica, memoria verbal y velocidad de procesamiento verbal. El rendimiento en resolución de problemas se evaluó por medio de problemas de operaciones lógicas y a través de problemas con enunciados orales con y sin apoyo visual. Resultados. Las habilidades lingüísticas correlacionaron significativamente con las habilidades de resolución de problemas que involucran el pensamiento lógico y problemas con enunciado verbal, con y sin apoyo visual. Las habilidades lingüísticas, en conjunto, se relacionan con la resolución de problemas, explicando un incremento significativo de varianza adicional a la explicada por el nivel de inteligencia. La conciencia fonológica resulta ser la habilidad lingüística que mejor predice el rendimiento en problemas con enunciados sin apoyo de material concreto. Conclusiones. La conciencia fonológica es buen indicador de la calidad de las representaciones fonológicas que permiten manipular la información lingüística contenida en problemas matemáticos a edades tempranas. Estos hallazgos tienen relevancia en procesos de aprendizaje matemático, tanto en población con desarrollo típico como con dificultades de procesamiento fonológico

Introduction. Solving mathematical problems requires a number of different skills. Several studies have highlighted the role of language processing in problem solving through its influence on mental representation and information processing in mathematical problems. However, these studies usually focus on the primary school years and less often on children at preschool level. Objectives. The objective of this study was twofold: to analyse the effect of linguistic competence on problem solving in mathematics at the kindergarten stage and to identify which specific language skills are most closely associated with problem-solving skill. Method. The sample included 76 children attending a kindergarten third grade class. Composed measures of semantic and morphosyntactic skills, phonological awareness, verbal memory and processing speed were formed from the CELF subscales. Problem-solving skill was assessed by asking children to solve a range of different mathematical problems involving Piagetian logical operations, and word problems with and without accompanying visual representations. Results. Linguistic skills correlated significantly with skill in solving problems involving logical thinking, and verbal statement problems with and without visual representation. Linguistic skills predicted children’ problem-solving skills as they accounted for additional variance beyond that accounted for by IQ. Phonological awareness was the single best predictor of scores in solving word problems without visual support. Conclusions. Phonological awareness is a good indicator of the quality of phonological representations that allow manipulation of the linguistic information contained in mathematical problems at an early age. These findings have practical consequences for helping children to achieve normative development and for children with phonological processing difficulties

Cardiac vein y vein of heart / No disponible

No disponible

"¿Sabés qué es ?" Explicaciones de niños tutores en torno a vocabulario no familiar. Un estudio con niños de poblaciones urbano marginadas de Argentina / "Do you know what it is ?" Explanations of child tutors about non familiar vocabulary. A study with children from marginalized urban populations of Argentina

Resumen En el presente estudio se analizan situaciones de alfabetización entre díadas de niños de 12 años, que asistían a la escuela primaria y niños de 5 años de jardín de infantes generadas en el marco del programa de niños tutores en alfabetización "De niño a niño" (Rosemberg y Alam, 2009) orientado a promover el aprendizaje de la lectura y la escritura de niños, quienes viven en poblaciones urbano marginadas de Argentina. El análisis se focaliza en las secuencias de intercambio en las que los niños mayores (tutores) explican palabras poco familiares a los niños pequeños (aprendices) durante dis tintos tipos de actividades: lectura de cuentos y actividades focalizadas en el sistema de escritura y el vocabulario. Durante el año escolar, se llevaron a cabo 7 sesiones y las sesiones de 8 díadas fueron filmadas y transcriptas. Se identificaron 89 secuencias donde el tutor explicaba una palabra al apren diz. Para el análisis, se elaboró una categorización que da cuenta de la estructura conversacional de las secuencias de explicación -modalidad monologal o dialogal- y del tipo de información empleada -estrategias que recurren a aspectos semánticos y de contextualización. A fin de comparar cómo se despliegan estas secuencias en cada tipo de actividad, se emplearon pruebas estadísticas no paramé tricas. Los resultados mostraron una preeminencia de la modalidad monologal y un mayor empleo de estrategias que recurren a aspectos semánticos en las situaciones de lectura. En las otras actividades de alfabetización, prevaleció la modalidad dialogal y el empleo de estrategias de contextualización.

Abstract: This study analyzes literacy situations between dyads of 12-year-olds attending primary school and 5-year-old kindergarten children generated in the framework of the "De niño a niño" program (Rosemberg & Alam, 2009). The goal of this program is to promote reading and writing learning among children living in urban-marginalized populations in Argentina. The analysis focuses on the interventions used by older children (tutors) to explain un familiar words to younger children (apprentices) in the context of different types of activities: reading stories and activities focused on the writing system and vocabulary. During the school year, 7 sessions were held. The tutoring sessions of 8 dyads were videotaped and transcribed. Eighty-nine exchanges in which a tutor explained a word to the apprentice were identified. For the analysis, a categorization was elaborated focusing on the conversational structure of the explanation sequence modality - monologal or dialogal - and the type of information used for the explanation -strategies that resort to semantic and contextual aspects. In order to compare how these sequences were deployed in each type of activity, nonparametric statistical tests were used. The results showed a pre-eminence of the monologal modality and a greater use of strategies that resort to semantic aspects in reading situations. In the other literacy activities, the dialogal modality and the use of contextual aspects prevailed.

Huellas del francés en el lenguaje cardiológico (y II) / No disponible

No disponible

Análisis longitudinal del impacto de un programa de alfabetización temprana / A longitudinal study of the impact of an early literacy intervention program / Estudo longitudinal do impacto de um programa de alfabetização precoce

Se presenta un estudio longitudinal del desempeño de niños que participaron de un programa de promoción del desarrollo lingüístico en el jardín de infantes y en 1º grado del nivel primario. Un grupo de niños participantes (198) fue evaluado en vocabulario pasivo y productivo, escritura y lectura; su desempeño fue comparado con el de un grupo control (43). Se observó un mejor desempeño de los niños participantes, tanto en el jardín de infantes como en 1°grado. El análisis de regresión múltiple mostró que algunas de las habilidades evaluadas en el Nivel Inicial predicen el desempeño de los niños en 1º grado. Los resultados destacan la relevancia de una intervención planificada y sistemática en el Nivel Inicial con el fin de conseguir logros observables en el desempeño de los niños.

The study presents the results of a longitudinal study focused on the performance of a group of children that participated in an educational program aimed to promote linguistic development among students in kindergarten and 1st Grade of primary school. A group of children that participated in the program (198) were tested to assess their receptive and expressive vocabulary and reading and writing skills. Their performance was compared to a control group (43). Results showed a better performance in the children who participated in the program both in kindergarten as well as in 1st Grade. The multiple regression analysis showed that some of the abilities tested in kindergarten can predict children’s academic performance in 1st Grade. The results outline the importance of carrying out planned and systematic interventions in kindergarten that contribute to observable achievements in children ́s performance.

Apresenta-se um estudo longitudinal do desempenho de crianças que participaram de um programa de promoção do desenvolvimento linguístico na escola de Educação Infantil e na 1ª série do Ensino Fundamental: um grupo de crianças participantes (198) foi avaliado em vocabulário receptivo e produtivo, escrita e leitura; seu desempenho foi comparado com o de um grupo de controle (43). Observou-se um melhor desempenho das crianças participantes, tanto na escola infantil quanto no ensino fundamental. A análise de regressão múltipla mostrou que algumas das habilidades avaliadas na Educação Infantil predizem o desempenho das crianças na 1ª série. Os resultados destacam a importância de uma intervenção planejada e sistemática na escola infantil de forma a atingir resultados observáveis no desempenho das crianças.

Lexical and grammatical development in trilingual speakers of isiXhosa, English and Afrikaans.

BACKGROUND: There is a dearth of normative data on linguistic development among child speakers of Southern African languages, especially in the case of the multilingual children who constitute the largest part of this population. This inevitably impacts on the accuracy of developmental assessments of such speakers. Already negative lay opinion on the effect of early multilingualism on language development rates could be exacerbated by the lack of developmental data, ultimately affecting choices regarding home and school language policies. OBJECTIVES: To establish whether trilinguals necessarily exhibit developmental delay when compared to monolinguals and, if so, whether this delay (1) occurs in terms of both lexical and grammatical development; and (2) in all three the trilinguals' languages, regardless of input quantity. METHOD: Focusing on isiXhosa, South African English and Afrikaans, the study involved a comparison of 11 four-year-old developing trilinguals' acquisition of vocabulary and passive constructions with that of 10 age-matched monolingual speakers of each language. RESULTS: The trilinguals proved to be monolingual-like in their lexical development in the language to which, on average, they had been exposed most over time, that is, isiXhosa. No developmental delay was found in the trilinguals' acquisition of passive constructions, regardless of the language of testing. CONCLUSION: As previously found for bilingual development, necessarily reduced quantity of exposure does not hinder lexical development in the trilinguals' input dominant language. The overall lack of delay in their acquisition of the passive is interpreted as possible evidence of cross-linguistic bootstrapping and support for early multilingual exposure.