Notice bibliographique
Résumé
No AccessPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) PopulationsArticle1 Jul 2005Language Intervention From A Bilingual Mindset Elin Thordardottir Elin Thordardottir School of Communication Sciences and Disorders, McGill UniversityMontreal, Quebec, Canada Google Scholar More articles by this author https://doi.org/10.1044/cds12.2.17 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References ASHA. (1985, June). Clinical management of communicatively handicapped minority language populations.Asha, 27 (6), 29–32. Google Scholar Bialystok, E. (1999). Cognitive complexity and attentional control in the bilingual mind.Child Development, 70, 636–644. CrossrefGoogle Scholar Bialystok, E., & Martin, M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task.Developmental Science, 7, 325–339. CrossrefGoogle Scholar Bruck, M. (1982). Language impaired children's performance in an additive bilingual education program.Applied Psycholinguistics, 3, 45–60. Google Scholar Bruck, M. (1985). Predictors of transfer out of early French immersion programs.Applied Psycholinguistics, 6, 39–61. Google Scholar Dodson, C. (1983). Living with two languages.Journal of Multilingual and Multicultural Development, 4, 401–114. Google Scholar Galambos, S., & Goldin-Meadow, S. (1990). The effects of learning two languages on levels of metalinguistic awareness.Cognition, 34, 1–56. CrossrefGoogle Scholar Gardner, R., & Lambert, W. (1959). Motivational variables in second-language acquisition.Canadian Journal of Psychology, 13, 266–272. CrossrefGoogle Scholar Genesee, F. (1989). Early bilingual development: One language or two?.Journal of Child Language, 16, 161–179. CrossrefMedlineGoogle Scholar Goodz, N. (1989). Parental language mixing in bilingual families.Infant Mental Health Journal, 10, 25–44. CrossrefGoogle Scholar Gutierrez-Clellen, V. (1999). Language choice in intervention with bilingual children.American Journal of Speech-Language Pathology, 8, 291–302. LinkGoogle Scholar Hakuta, K., & Garcia, E. (1989). Bilingualism and education.American Psychologist, 44, 374–379. Google Scholar Juarez, M. (1983). Assessment and treatment of minority language-handicapped children: The role of the monolingual speech-language pathologist.Topics in Language Disorders, 3(3), 57–65. Google Scholar Kay-Raining Bird, E., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A, & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. Manuscript under review. Google Scholar Kay-Raining Bird, E., Thordardottir, E., Cleave, P., Trudeau, N., & Sutton, A. (2003, November). Bilingualism and children with Down syndrome. Paper presented at the annual ASHA Convention, Chicago. Google Scholar Kayser, H. (1995). Intervention with children from linguistically and culturally diverse backgrounds. In M. Fey, J. Windsor, & S. Warren (Eds.), Language intervention: Preschool through the elementary years (Vol. 5) (pp. 315–331). Baltimore: Brookes. Google Scholar Kiernan, B., & Swisher, L. (1990). The initial learning of novel English words: Two single-subject experiments with minority-language children.Journal of Speech and Hearing Research, 33, 707–716. AbstractGoogle Scholar Kohnert, K., & Derr, A. (2004). Language intervention with bilingual children. In B. Goldstein (Ed.), Bilingual language development: A focus on Spanish-English speakers (pp. 311–342). Baltimore: Brookes. Google Scholar Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L. (in press). Intervention with linguistically diverse preschool children.Language, Speech and Hearing Services in Schools. Google Scholar Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI: How do they compare with their monolingual peers?.Journal of Speech, Language, and Hearing Research, 46, 113–127. LinkGoogle Scholar Perozzi, J., & Sanchez, M. (1992). The effects of instruction in L1 on receptive acquisition in L1 on receptive acquisition of L2 for bilingual children with language delay.Language, Speech, and Hearing Services in Schools, 23, 348–352. LinkGoogle Scholar Thordardottir, E. (2002, November). Parents' views on language impairment and bilingualism. Paper presented at the annual ASHA Convention, Atlanta. Google Scholar Thordardottir, E. (in press). Early lexical and syntactic development in Quebec French and English: Implications for cross-linguistic and bilingual assessment.International Journal of Language and Communication Disorders. Google Scholar Thordardottir, E., Ellis Weismer, S., & Smith, M. (1997). Vocabulary learning in bilingual and monolingual clinical intervention.Child Language Teaching and Therapy, 13, 215–227. CrossrefGoogle Scholar Toppelberg, C., Snow, C., & Tager-Flusberg, H. (1999). Severe developmental disorders and bilingualism.Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1197–1199. Google Scholar Weininger, O. (1982). Learning a second language: The immersion experience and the whole child.Interchange on Educational Policy, 13, 20–40. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 12Issue 2July 2005Pages: 17-22 Get Permissions Add to your Mendeley library History Published in issue: Jul 1, 2005 Metrics Topicsasha-topicsasha-article-typesasha-sigsCopyright & Permissions© 2005 American Speech-Language-Hearing AssociationLoading ...
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».