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Descriptors:
Writing (Composition); Freshman Composition; College Freshmen; English (Second Language); Classification; Time; Immigrants; Writing Assignments; Data Collection; Language Usage; Pattern Recognition; Native Language; Writing Achievement; Developmental Stages; Context Effect; English Language Learners; Definitions

Abstract:
Recently, scholars have suggested that "second-language writers" are made up of two distinct groups: Generation 1.5 (long-term U.S.-resident language learners) and more traditional L2 students (e.g., international or recently arrived immigrants). To investigate that claim, this study compares the first-year composition writing of Generation 1.5 students to the writing of their classmates to determine whether textual markers distinguish demographically identified groups. Results indicate no significant textual differences between Generation 1.5 and L1 (English as a first language) students but do indicate significant differences between Generation 1.5 and L2 students, suggesting that Generation 1.5 writers (broadly defined) may not be second-language writers. (Contains 7 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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World Problems; Discourse Communities; Creativity; Applied Linguistics; Interdisciplinary Approach; Global Approach; Social Sciences; Discourse Analysis; Second Language Learning; Second Language Instruction; Power Structure; Language Usage; Computational Linguistics; Language Role; Communication (Thought Transfer); Teaching Methods; Native Speakers; Ethnic Groups; English (Second Language); Self Concept; Foreign Countries; Language Variation; Music; Intercultural Communication; Multilingualism; Academic Discourse; Official Languages; Writing (Composition); Socialization; Immigrants; Criticism; Food

Abstract:
"The Routledge Applied Linguistics Reader" is an essential collection of readings for students of Applied Linguistics. Divided into five sections: Language Teaching and Learning, Second Language Acquisition, Applied Linguistics, Identity and Power and Language Use in Professional Contexts, the "Reader" takes a broad interpretation of the subject from its traditional foundations in language teaching and learning to cover the newer subdisciplines from corpus linguistics to forensic linguistics. Using a multidisciplinary approach, the "Reader" focuses on the topics and issues to which Applied Linguistics research has made a significant contribution, in particular: (1) our understanding of key concepts and notions in the study of real-world problems in which language and communication play a central role; (2) the theoretical debates of broader social science issues that impact on language teaching, learning and use; and (3) the main methodological advances. Featuring twenty-seven carefully selected readings, the "Reader" focuses on both the major contributions of Applied Linguistics, and the conceptual and theoretical issues of the subject in a variety of contexts and methods. The selection comprises seminal articles from leading researchers, as well as fresh perspectives from new voices in the subject. These readings are amplified by a general introduction as well as detailed, critical summaries of each section, discussion questions and recommended further reading for each article. Contents include the following: (1) The Native Speaker in Applied Linguistics (Alan Davies); (2) The Idealised Native Speaker, Reified Ethnicities and Classroom Realities (C. Leung, R. Harris and B. Rampton); (3) "Ownership" of English in The Outer Circle: An Alternative to The NS-NNS Dichotomy (Christina Higgins); (4) Non-native Speaker Teachers and English as An International Language (Enric Llurda); (5) The Nature of The L2 User ( Vivian Cook); (6) Appropriating English, Expanding Identities, and Re-visioning The Field: From TESOL to Teaching English For Globalized Communication (TEGCOM) (A.M.Y. Lin, W. Wang, A. Akamatsu and M. Riazi); (7) "Language, Localization, and The Real: Hip-hop and The Global Spread of Authenticity" (A. Pennycook); (8) Closing A Conceptual Gap: The Case For A Description of English as A Lingua Franca (Barbara Seidlhofer); (9) Lingua Franca English Multilingual Communities and Language Acquisition (S. Canagarajah); (10) Authority and invisibility: Authorial Identity in Academic Writing (K. Hyland); (11) Corpus-based Approaches to Issues in Applied Linguistics (Douglas Biber, Susan Conrad and Randi Reppen); (12) Talking, Creating: interactional Language, Creativity and Context (Ronald Carter and Michael Mccarthy); (13) Social Identity, investment, and Language Learning (B. Norton Peirce); (14) Identity in Applied Linguistics (David Block); (15) New Approaches to Gender, Class, and Race in Second Language Writing (Ryuko Kubota); (16) Convivial Communication: Recontextualizing Communicative Competence (Constant Leung); (17) Language Ecology in Multilingual Settings: Towards A Theory of Symbolic Competence (Claire Kramsch and Anne Whiteside); (18) Globalization and The Teaching of "communication Skills" (Deborah Cameron); (19) Discourse Community, Legitimate Peripheral Participation and The Non-native-english-speaking Scholar (John Flowerdew); (20) Language Assessment as Social Practice: Challenges For Research (Tim Mcnamara); (21) Learning Language For Work and Life: The Linguistic Socialization of Immigrant Canadians Seeking Careers in Healthcare (P. Duff, P. Wong and M. Early); (22) Multilingual Language Policies and The Continua of Biliteracy: An Ecological Approach (Nancy Hornberger); (23) Political Discourse Analysis From The Point of View of Translation Studies (C. Schaffner); (24) Everyday Creativity in Language: Textuality, Contextuality, and Critique (Janet Maybin and Joan Swann); (25) Non-native Speakers of English and The Miranda Warnings (A. Pavlenko); and (26) "But It's All True!" Commercialism and Commitment in The Discourse of Organic Food Promotion." (Guy Cook, Matt Reed and Alison Twiner). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sexuality; Self Efficacy; Adolescents; Mother Attitudes; Group Membership; Parent Child Relationship; Intention; Comparative Analysis; Scores; Models; Prediction; Social Behavior; Behavior Standards; Health Behavior; Health

Abstract:
This study distinguished two groups of mothers who have not communicated with their young adolescents about sexual health based on their intentions of having these discussions. We also compared these 2 groups to mothers who have had such communications. Overall, 29% of mothers had engaged in sexual discussions with their adolescent in some detail (active group), 22% intended to do so in the next 6 months (intender group), and 49% did not intend to do so in the next 6 months (nonintender group). Higher scores on variables consistent with the integrative model of behavioral prediction (parent knowledge, comfort, attitudes, perceptions of social norms, and self-efficacy for sexual communication) differentiated the 3 groups: The active group had the highest scores, the nonintender group had the lowest scores, and the scores of the intender group fell in between. Group membership varied by sexual topic. Suggestions for enhancing parent-adolescent sexual communication are discussed. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adoption; Social Indicators; Social Environment; Physical Environment; Child Welfare; Well Being; Family Environment; Economic Factors; Health Services; Safety; Child Behavior; Access to Education; Child Health; Family Structure; Marital Status; Child Care; Immigrants; English (Second Language); Early Parenthood; Child Abuse; Poverty; Family Income; Parents; Employment Level; Food; Health Insurance; Immunization Programs; Dental Health; Environmental Influences; Pollution; Smoking; Water; Hazardous Materials; Housing; Victims of Crime; Injuries; Death; Adolescents; Children; Drinking; Drug Abuse; Sexuality; Delinquency; Reading Aloud to Others; Parent Influence; Reading Achievement; Mathematics Achievement; Course Selection (Students); High School Students; Graduation Rate; College Attendance; Premature Infants; Infant Mortality; Behavior Problems; Emotional Problems; Depression (Psychology); Physical Activities; Eating Habits; Obesity; Diseases

Abstract:
"America's Children: Key National Indicators of Well-Being, 2011" is a compendium of indicators depicting both the promises and the challenges confronting our Nation's young people. The report, the 15th in an ongoing series, presents 41 key indicators on important aspects of children's lives. These indicators are drawn from the most reliable statistics, are easily understood by broad audiences, are objectively based on substantial research, are balanced so that no single area of children's lives dominates the report, are measured regularly so that they can be updated to show trends over time, and are representative of large segments of the population rather than one particular group. This year's report continues to present key indicators in seven domains: family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. The report incorporates several modifications that reflect the Forum's efforts to improve its quality and comprehensiveness. In addition to updating data sources and substantively expanding several indicators, the report presents a special feature on adoption. Appended are: (1) Detailed Tables; and (2) Data Source Descriptions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Cultural Differences; English (Second Language); Intercultural Communication; Second Language Learning; Adult Students; Second Language Instruction; Discourse Analysis; Teacher Student Relationship; Communicative Competence (Languages); Pragmatics; Teaching Methods

Abstract:
Given the cross-cultural differences underlying interactional routines such as "How are you?" or "How was your weekend?", managing such routine inquiries can be problematic for second language learners. Based on data from an adult ESL (English as a second language) class, this conversation analytic study shows how learners develop their competence in mastering the sociopragmatic and pragmalinguistic aspects of certain interactional routines in English over the span of nine weeks. Through detailed analyses of teacher-learner interactions, I show what is being "taught", how it is done, and what evidence of development may be garnered. Findings of this study contribute to the growing interest in the development of interactional competence and, in particular, the application of conversation analysis (CA) to the study of such development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Planning; Syntax; Foreign Countries; Literacy; Immigrants; English (Second Language); Second Language Learning; Social Integration; Parent Child Relationship; Oral Language; Family Environment; Educational Environment; Native Language; Folk Culture; Vocabulary; Language Usage; Second Language Instruction; Cultural Traits; Well Being; Linguistic Input; Multilingualism

Abstract:
The present study analyses the Family Language Policy (FLP) in regards language literacy development of children in Ethiopian immigrant families. Bridging the gap between linguistic literacy at home and at school hinders a smooth societal integration and a normative literacy development. This study describes the home literacy patterns shaped by internal and external forces in parent-child interaction among 60 Ethiopian families in Israel. Participants performed four extended discourse tasks. The findings indicate that these parents have preferences for certain extended discourses, and that the form and function of these preferred discourses coincide with those needed for better scholastic literacy. Ethiopian parents prefer oral not written discourse as the anchor for their literacy-driven parent-child interaction. They resort to descriptions and folk narratives coinciding with expected vocabulary use and the cannons of narrative syntax in their native language. The need for the institutionalised language education policy to make the "cultural and linguistic affordances" for these families' language policy requires mutual respect and interaction between the two literacy traditions. Legitimacy of the FLP can enhance both child's and parent's confidence and well-being contributing greatly to literacy enhancement and development. (Contains 6 figures, 3 tables, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Vocational Education; Family Characteristics; Leisure Time; Health; Social Behavior; Volunteers; Longitudinal Studies; Youth; Data; Guides; Housing; Surveys; Social Environment; Interests; Attitudes; Cohort Analysis

Abstract:
This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides social information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see ED536971. For other supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Well Being; Social Indicators; Child Welfare; Safety; Child Health; Family Structure; Racial Differences; Family Income; Poverty; Housing; Food; Nutrition; Breakfast Programs; Lunch Programs; Tax Credits; Financial Support; Access to Education; Enrollment Trends; Early Intervention; Special Education; Standardized Tests; Academic Achievement; Violence; Substance Abuse; Graduation Rate; High School Seniors; Educational Attainment; Health Insurance; Social Services; Death; Health Promotion; Diseases; Foster Care; Young Children; Adolescents; Young Adults; Early Parenthood; Delinquency; Sexually Transmitted Diseases; Acquired Immunodeficiency Syndrome (AIDS); Immigrants; Language Usage

Abstract:
"New Jersey Kids Count 2011" again documents both advances and setbacks in key areas that affect child well-being--poverty, health, child protection, education, including early learning, and adolescent well-being. To better gauge New Jersey's progress in essential areas, a "New Jersey Kids Count Report Card" that identifies trends in 15 key indicators of child well-being is produced for the first time. These data were chosen because they capture the basics children need to grow up safe, healthy and educated. Children need families who can provide for them--food, housing, clothes. They need health care, a good education and to be protected from abuse and neglect. The data used in the report card are, whenever possible, focused on outcomes. So, for example, rather than looking at enrollment counts in assistance programs, such as welfare, this report included measures of the economic health of New Jersey's families. Data Sources and Technical Notes are included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Strategies; Adults; Patients; Foreign Countries; Information Seeking; Health Services; Access to Information; Adult Basic Education; Interviews; Qualitative Research; Incidental Learning; Diseases; Health; Fear; Context Effect; Web Sites; Knowledge Level; Adult Education; English (Second Language); Second Language Learning; Immigrants

Abstract:
When people are ill, they want to know what is happening to them and how they can get better. Current health policies support patients' access to health information and encourage them to take part in decisions regarding their health. But little is known about how patients learn and the difficulties they may encounter in the process. This paper discusses the information-searching and learning strategies of 45 adults living in the north-west of England. At the time of participating in the research, all but two of them were students in adult basic education or English classes. The qualitative interviews revealed a variety of strategies for learning about health and disease, including using the Internet and health books and asking others for support. Learning that was reported was informal and incidental. It was always embedded in the wider activities of dealing with ill-health and treatment. Learning could be constrained by various factors, including the severity of the illness, the hierarchical nature of the health care context and fear. Learning included gaining medical knowledge and learning to engage with specific texts, such as websites. The paper concludes with some comments on the role of adult education classes in supporting learning about health. (Contains 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Linguistic Theory; Grammar; Social Change; Democracy; Semantics; Food; Clothing; Housing; Educational Philosophy

Abstract:
Dewey proposed a new theory of language, in which the form (such as symbols) and content of language are not separated. The content of language includes the physical aspects of the world, which are purely quantitative: the life process, which involves functional responses to qualities, and the human life process, which involves the conscious integration of the potentiality of qualities to form a functional whole. The pinnacle of this process is individuality, or the emergence of a unique function to change social habits through a democratic process. However, there is a real danger that the form and content of language become split. To prevent such a split, Dewey proposed education through the basic occupations of the production of food, clothing and shelter. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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