This longitudinal study examined the moderating roles of language use and gender in the relations between maternal depressive symptoms and child internalizing behaviour problems in 242 preschool children (48% girls) enrolled in Head Start centres. Teachers and parents completed the "Child Behavior Checklist for Ages 1 1/2-5." Mothers…

The provision of CLIL teachers in Spain has outpaced the growth of the so-called bilingual programs, as there are no specific training requirements for CLIL teachers who are either content or language specialists. So, CLIL teachers have a preexistent teacher identity that could influence their pedagogical choices. This study examines how teachers…

This longitudinal study examined the development of narrative micro- and macrostructure in Japanese-English bilingual returnee children. Returnees are children of immigrant families who move to a foreign country, spending a significant portion of their formative developmental years in the foreign majority language context before returning to their…

The number of Multilingual Learners (MLs) enrolled in U.S. schools increased from 8.1% of the total student population to more than 10% between the 2000-2001 school year and the 2016-2017 school year (NCELA, 2016; U.S. Dept. of Education, NCES, 2020). Like all learners, MLs need support to ensure their engagement in mathematics classrooms (Kena et…

While most studies that explored children's incidental literacy acquisition focused on input from written text, this quantitative-qualitative study investigated the effects of using audio-visual input through close-captioned Aesop's Fables cartoons from PinkFong and Task-Induced Involvement (n=6 eight-year old pupils). Wilcoxon Signed Rank Test…

The practice of integrating listening and speaking in the classroom emanates from a belief that the attainment of proficiency in oral production is associated with listening since learners are plunged into the rich exposure of language input by means of listening tasks. Engaging in meaningful communication puts great demands on grammatical…

Previous research suggests that increased second language (L2) input at home may not support L2 acquisition in children from migrant backgrounds. In drawing this conclusion, existing work has largely aggregated across family members. This study contrasts the effect of L2 input from older siblings with that from mothers. Participants were 113 child…

We investigated how grapheme familiarity and grapheme-phoneme correspondence (GPC) congruence affect adult learners' ability to make use of orthographic input (OI) during phono-lexical acquisition. Native English speakers, with no Russian experience (naïve) or learners of Russian, heard auditory forms, saw pictured meanings, and saw written input…

Computer-Assisted Pronunciation Teaching (CAPT) provides EFL teachers with more alternatives to help learners who have serious problems in learning pronunciation. CAPT also provides EFL learners with a private, stress-free environment where they can have access to an enormous amount of input and repetitive practice pronunciation at their own pace.…

Captioned video is widely used to enhance second language (L2) learners' exposure to oral input beyond the classroom setting, and captioning has been found to provide an instantaneous, useful visual aid for parsing and understanding L2 oral discourse. Nevertheless, a meta-analysis has shown that captioning exerts a selective effect on L2 learners…

This dissertation presents various machine learning applications for predicting different cognitive states of students while they are using a vocabulary tutoring system, DSCoVAR. We conduct four studies, each of which includes a comprehensive analysis of behavioral and linguistic data and provides data-driven evidence for designing personalized…

The present study explores discourse and long-term effects of structured input (SI) and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of SI has indicated that it is the causative variable in the positive effects of processing instruction. To provide…

Researchers studying parent-child reminiscing in the preschool years have often focused on parents' and children's elaborative talk (i.e., provision of unique details). The current study proposes a novel conceptualization of parent-child reminiscing narratives by examining 4 levels of abstraction (i.e., a continuum of literal to inferential…

Everyday activities are replete with contextual cues for infants to exploit in the service of learning words. Nelson's (1985) script theory guided the hypothesis that infants participate in a set of predictable activities over the course of a day that provide them with opportunities to hear unique language functions and forms. Mothers and their…

The word gap, or the language gap, can be traced back to Hart and Risley's 1995 seminal work on language practices in high- and low-income families, and it is one of the most widely cited explanations for why children from low-income, minority contexts underperform academically in contrast to their white, middle-income counterparts. Despite its…