This edited collection presents two sets of interdisciplinary conversations connecting theoretical, methodological, and ideological issues in the study of language. In the first section, Approaches to the study of the indigenous languages of the Americas, the authors connect historical, theoretical, and documentary linguistics to examine the crucial role of endangered language data for the development of biopsychological theory and to highlight how methodological decisions impact language revitalization efforts. Section two, Approaches to the study of voices and ideologies, connects anthropological and documentary linguistics to examine how discourses of language contact, endangerment, linguistic purism and racism shape scholarly practice and language policy and to underscore the need for linguists and laypersons alike to acquire the analytical tools to deconstruct discourses of inequality. Together, these chapters pay homage to the scholarship of Jane H. Hill, demonstrating how a critical, interdisciplinary linguistics narrows the gap between disparate fields of analysis to treat the ecology of language in its entirety.

Online learning has increasingly been viewed as a possible way to remove barriers associated with traditional face-to-face teaching, such as overcrowded classrooms and shortage of certified teachers. While online learning has been recognized as a possible approach to deliver more desirable learning outcomes, close to half of online students drop out as a result of student-related, course-related, and out-of-school-related factors (e.g., poor self-regulation; ineffective teacher-student, student-student, and platform-student interactions; low household income). Many educators have expressed concern over students who unexpectedly begin to struggle and appear to fall off track without apparent reason. A well-implemented early warning system, therefore, can help educators identify students at risk of dropping out and assign and monitor interventions to keep them on track for graduation. Despite the popularity of early warning systems, research on their design and implementation is sparse. Early Warning Systems and Targeted Interventions for Student Success in Online Courses is a cutting-edge research publication that examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of early warning systems and targeted interventions and discusses their implications for policy and practice. Moreover, this book will review common challenges of early warning systems and dashboard design and will explore design principles and data visualization tools to make data more understandable and, therefore, more actionable. Highlighting a range of topics such as curriculum design, game-based learning, and learning support, it is ideal for academicians, policymakers, administrators, researchers, education professionals, instructional designers, data analysts, and students.

Language users are creatures of habit with a tendency to re-use morphosyntactic material that they have produced or heard before. In other words, linguistic patterns and tokens, once used, persist in discourse. The present book is the first large-scale corpus analysis to explore the determinants of this persistence, drawing on regression analyses of a variety of functional, discourse-functional, cognitive, psycholinguistic, and external factors. The case studies investigated include the alternation between synthetic and analytic comparatives, between the s-genitive and the of-genitive, between gerundial and infinitival complementation, particle placement, and future marker choice in a number of corpora sampling different spoken registers and geographical varieties of English. Providing a probabilistic framework for examining the ways in which persistence - among several other internal and external factors - influences speakers' linguistic choices, the book departs from most writings in the field in that it seeks to bridge several research traditions. While it is concerned, in a classically variationist spirit, with internal and external determinants of grammatical variation in English, it also draws heavily on ideas and evidence developed by psycholinguists and discourse analysts. In seeking to construct a comprehensive model of how speakers make linguistic choices, the study ultimately contributes to a theory of how spoken language works. The book is of interest to graduate students and researchers in variationist sociolinguistics, probabilistic linguistics, psycholinguistics, and computational linguistics.

Speech and language are central to the human experience; they are the vital means by which people convey and receive knowledge, thoughts, feelings, and other internal experiences. Acquisition of communication skills begins early in childhood and is foundational to the ability to gain access to culturally transmitted knowledge, organize and share thoughts and feelings, and participate in social interactions and relationships. Thus, speech disorders and language disorders-disruptions in communication development-can have wide-ranging and adverse impacts on the ability to communicate and also to acquire new knowledge and fully participate in society. Severe disruptions in speech or language acquisition have both direct and indirect consequences for child and adolescent development, not only in communication, but also in associated abilities such as reading and academic achievement that depend on speech and language skills. The Supplemental Security Income (SSI) program for children provides financial assistance to children from low-income, resource-limited families who are determined to have conditions that meet the disability standard required under law. Between 2000 and 2010, there was an unprecedented rise in the number of applications and the number of children found to meet the disability criteria. The factors that contribute to these changes are a primary focus of this report. Speech and Language Disorders in Children provides an overview of the current status of the diagnosis and treatment of speech and language disorders and levels of impairment in the U.S. population under age 18. This study identifies past and current trends in the prevalence and persistence of speech disorders and language disorders for the general U.S. population under age 18 and compares those trends to trends in the SSI childhood disability population.

In The Everyday Language of White Racism, Jane H. Hillprovides an incisive analysis of everyday language to reveal theunderlying racist stereotypes that continue to circulate inAmerican culture. provides a detailed background on the theory of race andracism reveals how racializing discourse—talk and text thatproduces and reproduces ideas about races and assigns people tothem—facilitates a victim-blaming logic integrates a broad and interdisciplinary range of literaturefrom sociology, social psychology, justice studies, critical legalstudies, philosophy, literature, and other disciplines that havestudied racism, as well as material from anthropology andsociolinguistics Part of the ahref="http://eu.wiley.com/WileyCDA/Section/id-410785.html"target="_blank"Blackwell Studies in Discourse and CultureSeries/a

Persistence & Purpose: My Life with a Language Learning Disability I have written this story of my life with a Language Learning Disability to share with parents, children & teachers. I hope it will be educational and through the real life stories show how I coped emotionally, physically and personally to get to the successful life I have today as an adult. Seventeen years ago my speech pathologist interviewed my mother about my life at school and my transition into the work force. These interviews gave new insights and ideas to help others and the speech pathologists used them to create more resources for parents and teachers working and living with people with a language learning disability This book also gives you a perspective from both my experience and the experience of my parents. .The ups and downs, the important people and the time it has taken me to learn the skills I needed. My story has been the inspiration for the development of educational programs and resources for students with language learning difficulties. These resources are collated in One in 11: Practical Strategies for teaching Adolescents with a Language Learning Disabilityand in Working Together: Linking Skills and Curriculum for Adolescents with a Language Learning Disability (both published by ACER press Australia).