Parental Plurilingual Capital in a Monolingual Context: Investigating Strengths to Support Young Children in Early Childhood Settings

Parents who are plurilingual have a portfolio of assets they can use to support the language development of their children. This portfolio of assets is positioned as a strength that parents bring into their partnership with early childhood educators. However, not all parents who are plurilingual have the same assets in their language portfolios. Our study, using case studies of parents who have multiple languages and a desire to raise their children with more than one language, demonstrates that previous parental experiences with multiple languages, and intra-familial support for multiple languages combine to impact on parental language strengths and the expectations parents have of early childhood professionals. To build effective partnerships with parents, early childhood professionals need to understand the assets in parental language portfolios.     

由解构到建构--从"戏拟"看中国当代小说创作

在20世纪中西方文艺理论的交流中,时空的转换常常会带来意想不到的碰撞和共鸣.苏联杰出的语文学家、哲学家、美学家巴赫金的文化转型理论指涉的虽然是欧洲文化的脉络,但他的理论思路对于当代中国的转型文化同样有着深刻意义.狂欢节转化为文学语言,即巴赫金概念中的狂欢化(carnivalization)."戏拟"作为狂欢化的一种主要话语策略,在小说写作中的风格体现为我们探究文化转型期小说的复杂面貌和创作主体的深层心理提供了一个参考借鉴的窗口.     

Bakhtin's theory of dialogue: A construct for pedagogy, methodology and analysis

This article describes the application of Bakhtin's (1981, 1986a,b) theorisation of language as dialogue to the study of young students' struggle with discourses of ethnicity within the context of a Studies of Asia curriculum project (Hamston 2003). Bakhtin's rich conceptualisation of the productive and ethical nature of dialogue has operated at all levels in this study as a theoretical, pedagogical, methodological and analytic research construct.     

巴赫金的形式方法:意义与结构——解读《文艺学中的形式方法》

《文艺学中的形式方法》一书清晰体现了巴赫金文艺理论观点与俄国形式主义之间的传承脉络。巴赫金在这部著作中集中批判了俄国形式主义否认文学对现实的评价关系、漠视文学语言的意义的理论偏失。以此为鉴,他强调语言的社会性特征,把“有意义的结构”确定为文艺学的研究对象,着手构架自己的诗学理论框架。就此而言,巴赫金对形式主义的批判主要是立足于继承和改造。     

Collaborative IEPs for the education of pupils with profound and multiple learning difficulties

Individual educational plans (IEPs) are considered to be more effective when designed and implemented by a multidisciplinary team. This paper deals with the IEP as a collaborative tool for the education of pupils with profound and multiple learning difficulties (PMLD). Ten pupils with PMLD and the people working around them (e.g. teacher, speech and language therapist (SLT), physiotherapist, parents) were chosen as case studies. The design and implementation of IEPs were examined through IEP document analysis; semi‐structured interviews with teachers, parents and other professionals; observations at the Annual Review Meetings (ARMs); and follow‐up questionnaires to parents after the ARM. The study concludes that IEPs are not used as a tool for collaboration between teachers, parents and other professionals and this is attributed to the nature of the IEP itself. Collaborative changes are needed if IEPs are to be designed and implemented successfully. These changes include the introduction of broad goals, which could be shared between all those working around the child, together with less‐frequent but better‐quality evaluations of IEPs.     

语言·文本·翻译——试析巴赫金关于翻译的见解

在中外学者对米哈伊尔.巴赫金的研究中,“翻译”似乎是一个被遗忘的角落,涉及到巴赫金谈翻译的研究十分少见。作者以巴赫金符号学观点为切入点,对他关于语言和文本的翻译的论述作一简略概括,并潜入巴赫金论点的背后揭示其关于可译性问题的看法。     

Science Teaching as a Dialogue – Bakhtin,Vygotsky and some Applications in the Classroom

The theory of dialogism, developed by the Russian linguist Mikhail Bakhtin (1895–1975) with regard to literature and everyday communication, can be used to improve the teaching of science. Some of Bakhtin's conceptual instruments are helpful in analysing the teaching process, and it is interesting to compare them with former ideas about teaching and learning, especially with the points of view of other constructivists. Together with Lev Vygotsky's analysis of thought and language, Bakhtin's dialogism shows how teachers can support students effectively by addressing them as producers of a meaningful picture of the world. The differences between ‘dialogic’ teaching and the well-known ‘Socratic’ method are shown and analysed, as are Bakhtin’s discussions of a ‘carnivalistic’ approach to the students.     

School‐age children with autism spectrum disorders: screening and identification

This paper reports on the findings of a multi-centre, year-long study commissioned in July 1999 by the Department for Education and Employment (DfEE), Department of Health (DOH) and the National Assembly for Wales; the focus here is upon the perspectives of parents of children with a variety of speech and language needs, at various stages of assessment and provision within educational settings. Groups of parents were interviewed about their perceptions of the extent and nature of collaboration existing between the agents of health and education, and during the final ‘research into practice’ stage of the study, parents joined managers and practitioners from the two agencies in discussion groups aimed at generating innovative and practical ideas for facilitating future collaboration between the two agencies. Emphasizing their wish for a partnership relationship with professionals, some parents highlighted professionals' failure at times to communicate effectively with them. They perceived a lack of transparency in the process of assessment and provision, voicing concerns about continuity of provision, particularly at the stage of transition from primary to secondary education. In a context of insufficiently defined professional roles, some parents lacked confidence in a move towards a consultative model of speech and language therapy; they suggested a need for greater mutual understanding between teachers and speech and language therapists to provide a more secure basis for implementing therapy effectively.     

论巴赫金的参与性美学文论范畴

本文试图通过剖析巴赫金诗学的核心——参与性美学文论范畴的特点，探究巴赫金早期哲学美学与文学思想之间的深层次联系，从整体上理解巴赫金理论的价值立场。巴赫金参与性美学文论范畴的特点包括：文化整体视野下的大文学观和参与性思维上的审美事件性；形而上学基础上的文学形式观；以他人范畴为核心的范畴体系。     

Play and Toys in West Bengal: Self-reports of parents of children with cerebral palsy

Play, in the West, is seen by professionals as a crucial context for the transmission of skills, such as problem-solving, language, and communication. As such, it forms the vehicle for much intervention and therapy. Reports were elicited from parents of children with cerebral palsy in West Bengal on the activities they engaged in with their child and on the toys, if any, the child possessed. The majority of parents reported spending time playing with and teaching their child and all respondents named at least two toys belonging to their child. Associations between play and teaching and characteristics of the families are examined along with implications for parent involvement programs in non-Western contexts.     

The impact of sign language on the cognitive development of deaf children: the case of theories of mind

The ability to attribute false beliefs (i.e., demonstrate theory of mind) by 155 deaf children between 5 and 8 years of age was compared to that of 39 hearing children ages 4 to 6. The hypotheses under investigation were (1) that linguistic features of sign language could promote the development of theories of mind and (2) that early exposure to language would allow an easier access to these theories. Deaf children were grouped according to their communication mode and the hearing status of their parents. The results obtained in three false belief tasks supported the hypotheses: effective representational abilities were demonstrated by deaf children of deaf parents, whereas those born to hearing parents appeared delayed in that regard, with differences according to their communication mode.     

Ordinary magic: developing services for children with severe communication difficulties by engaging multiple voices

‘Not so ordinary’, I am told; it is unusual for healthcare professionals to co-construct new practices by learning together with the people who use services. This paper describes action learning and research with NHS professionals and the parents of children with severe communication difficulties to develop a new practice framework for children with severe communication difficulties and a new model for service development which is inclusive and integrates evidence from multiple sources. A methodology is presented which draws together theory, empirical research and narrative to present my account of an inquiry that, in a way, spans the whole of my working life. The paper focuses on the three-year time frame of an NHS research fellowship, which was a period of collaboration and participation between myself, speech and language therapists and parents of children with communication difficulties in Liverpool. The purpose was to co-create a research design with parents and therapists who were shaping an emerging methodology whilst developing themselves in the process. This paper tells the story of the design and implementation of this methodology and the differences it has made to the participants and to children's services in Liverpool.     

Challenges of primary education in Turkey: Priorities of parents and professionals

This article investigates the major issues and problems of Turkish society that may have an impact on people's daily lives, and the characteristics required of primary school graduates as citizens in response to those issues and problems from the perspectives of parents and educational professionals. Data was collected from 407 parents and 389 professionals using three questionnaires developed by the researchers. Results indicated that priority challenges of primary education were considered to relate to peace, the environment, human rights, democracy, justice and equality. Additionally, primary school graduates were said to require critical thinking, problem solving, language and life skills, as well as open-mindedness, expressiveness, peacefulness, flexibility and sensitivity towards environmental issues.     

从《节妇吟》的英译谈巴赫金对话理论对翻译研究的启示

对话理论是巴赫金思想的核心内容。巴赫金认为,对话性是文本产生和存在的基础。将对话理论带入翻译研究,从对话性角度审视翻译现象,可以更加全面地看待翻译中各主体间的复杂关系。以《节妇吟》的英译为例,分析翻译中各主体间的交流与对话的实现过程,以此揭示译者在翻译过程中所面临的多重困难。     

Non-finite loss and challenges to communication between parents and professionals

Elizabeth Bruce PhD, a psychologist in private practice, and Cynthia Schultz PhD, honorary associate at LaTrobe University, both live and work in Australia. Their work on supporting parents who have children with special needs, however, has been published around the world. In this article Bruce and Schultz explore the notion of 'non-finite loss', defined as the ongoing sense of grief experienced by parents caring for children with severe disabilities. The authors discuss the issues that professionals need to consider when working with parents in these circumstances. The article closes with a set of recommendations for promoting more effective partnerships between parents and professionals.     

The assessment needs of families with children who are deaf and hard of hearing referred for an autism spectrum disorder evaluation

With the increasing prevalence of autism spectrum disorder (ASD), clinicians and schools are receiving a larger number of assessment referrals for eligibility or diagnostic clarification of ASD in children who are deaf and hard of hearing (D/HH). Meeting this increasing demand is often difficult given not all assessment professionals seek specialized ASD training and even fewer have experience working with D/HH children. Therefore, families are disadvantaged because of the lack of assessment professionals who specialize in both these areas. School psychologists without such experience are at-risk for misinterpreting or missing key diagnostic information. This study explored the assessment experiences of four families of D/HH children who have ASD. Hearing parents’ and D/HH parents’ perspectives were gathered to explore the family needs. An open-ended survey asked parents to recall the assessment techniques utilized during the process and relate how their child's language skills were accounted for by the clinician. Parent responses revealed interpreters were utilized for various reasons unique to each family. Families expressed difficulty finding ASD specialists who had experience working with D/HH children. This study highlights the importance of selecting a trained interpreter and emphasizes the need of more professionals who have experience assessing ASD in D/HH children.     

Applying a family systems perspective for understanding parent—professional relationships: a study of families located in the Anglo‐Jewish community

Under current government directives, parents, along with professionals, are ascribed a central role in contributing to the processes associated with meeting their children's special needs. Yet many obstacles continue to hinder the achievement of good working relationships between parents and professionals. For parents located within minority ethnic communities, however, it is known that the challenges to attaining partnership working are often further heightened. Drawing on the day‐to‐day experiences of six families located in one minority ethnic context ‐ the Anglo‐Jewish community ‐ the author uses family systems theory as a useful lens through which parents' understandings of, and responses to professionals can be further interpreted and understood. All the names used in this article are pseudonyms.     

Communication Between Early Educators and Parents who Speak English as a Second Language A Semantic and Pragmatic Perspective

In this article, we discuss communication between early educators speaking their native language and parents who speak English as a second language. Parents who may have a limited proficiency in the second language face challenges to understanding semantic and pragmatic aspects of English. Actual early childhood conference talk in which parents were speaking English as a second language will illustrate potential difficulties to listening comprehension and communication. Additionally, semantics and pragmatics will be used as a framework for recommending strategies to facilitate these parents?? ability to comprehend and communicate during discussions with early educators.     

An alternative framework for conceptualizing and analysing special education research

People with severe disabilities (SD) communicate in complex ways, and their teachers, parents and other involved professionals find it difficult to gain knowledge and share their experiences regarding the person with SD’s communication methods. The purpose of this study is to contribute to our understanding of how parents and professionals share learning about communication and augmentative and alternative communication (AAC) for people with SD by participating in blended learning networks (BLNs). Thirty-six parents and professionals participated in online web-based BLNs according to a prepared format; four groups were formed, and all of the groups participated in four discussion sessions and an evaluation session. Detailed minutes from the 16 BLN sessions, an evaluation session and course evaluation data were thematically analysed. The theoretical frameworks were different perspectives on disability within communication research and special education research, and theories about shared learning in networks. The analyses revealed themes that focused on communication partners’ knowledge, attitudes and strategies regarding communicating with people with SD; the importance and power of using multimodal AAC; and the universality, user-friendliness and empowering aspects of iPads and apps. The findings suggest that participants perceive communication and AAC with people with SD from relational, dialogical and interactional perspectives, whereas the categorical perspective was less pronounced. In accordance with other professional competence research, the use of online web-based BLNs with mixed groups that was described in this paper yielded positive evaluations from the participants. The opportunity for meeting others involved in caring for people with SD, the actual blended groups and the sharing of technology and AAC experiences in particular were highlighted.     

语篇体裁概念之理论溯源

在当代语言学的研究领域里,语篇体裁的概念是一个颇多争议的问题。马林诺夫斯基的语言人类学、言语行为理论和巴赫金的言语体裁等理论都对当代语篇体裁的定义和理解产生了深远的影响。语篇体裁是一种有目的的社会文化交际事件,处于一种动态的发展过程,随社会文化环境的变迁而发展变化。因而,语篇体裁的结构形式有无限发展的可能性,特定文化中语篇体裁的种类也是无限的,构成开放的集合。不同体裁之间的界限具有一定的模糊性和连续性。无数个处于连续体的语篇体裁的总和构成了一种语言固有的文化。