This book is about the ways in which teachers and speech language therapists work together with children with communication problems in mainstream schools, special units and special schools. It explores issues that have influenced these working relationships and why children with communication problems may benefit from a professional partnership of teacher and therapist. In addition, it explores information brought together for the first time about current practice in educational settings with reference to current literature, both from this country and abroad, as well as strategies for the development of working relationships.

The statement, "The Right Hemisphere (RH) processes language"--while not exactly revolutionary--still provokes vigorous debate. It often elicits the argument that anything the RH does with language is not linguistic but "paralinguistic." The resistance to the notion of RH language processing persists despite the fact that even the earliest observers of Left Hemisphere (LH) language specialization posited some role for the RH in language processing, and evidence attesting to various RH language processes has steadily accrued for more than 30 years. In this volume, chapters pertain to a wide, but by no means, exhaustive set of language comprehension processes for which RH contributions have been demonstrated. The sections are organized around these processes, beginning with initial decoding of written or spoken input, proceeding through semantic processing of single words and sentences, up to comprehension of more complex discourse, as well as problem solving. The chapters assembled here should begin to melt this resistance to evidence of RH language processing.
This volume's main goal is to compile evidence about RH language function from a scattered literature. The editorial commentaries concluding each section highlight the relevance of these phenomena for psycholinguistic and neuropsychological theory, and discuss similarities and apparent discrepancies in the findings reported in individual chapters. In the final chapter, common themes that emerge from the enterprise of studying RH language and future challenge for the field are reviewed. Although all chapters focus only on "typical" laterality of right handed people, this work provides a representative sample of the current state of the art in RH language research.
Important features include:
* a wide range of coverage from speech perception and reading through complex discourse comprehension and problem-solving;
* research presented from both empirical and theoretical perspectives; and
* commentaries and conclusions integrating findings and theories across sub-domains, and speculating on future directions of the field.

TheHistory of Linguistics, to be published in five volumes, aims to provide the reader with an authoritative and comprehensive account of the attitudes to language prevailing in different civilizations and in different periods by examining the very varied development of linguistic thought in the specific social, cultural and religious contexts involved. Issues discussed include the place of language in education, variation and prestige, and approaches to lexical and grammatical description. The authors of the individual chapters are specialists who have analysed the primary sources and produced original syntheses by exploring the linguistic interests and assumptions of particular cultures in their own terms, without seeking to reinterpret them as contributions towards the development of contemporary western conceptions of linguistic science. The third volume of the History of Linguistics covers the Renaissance and the Early Modern Period. The chapter on the Renaissance (15th and 16th centuries), examines the study of Latin in both the new Humanist and rationalist traditions, along with the foundations of vernacular grammar in the study of Romance, Germanic and Slavic. The chapter on the Early Modern Period (17th and 18th centuries) presents the study of language in its philosophical context (Bacon, Port-Royal, Hobbes, Locke, Leibniz, the Enlightenment), as well as the accumulation of data which led to the foundation of Comparative Philology in the 19th century.

First Published in 1987. Routledge is an imprint of Taylor and Francis, an informa company.

Originally published in 1987, this thesaurus is concerned with the spoken languages of Africa. Languages are grouped into a relatively large number of sets and subsets within which the relationship of languages to one another is locally apparent and uncontroversial. The volume presents the languages in classified order with notes on each language, their variant names and immediate classification, and reference to the sources consulted. One section offers an exhaustive list of the languages spoken as home languages by local communities in each state, together with details of languages widely used for inter-group communication, given official recognition, or used in education or the media. There are brief phonological analyses of a broad sample of some 20 African languages and a comprehensive bibliography and language index to the whole work

This special issue represents the initial products of the first five years of a multi-center project entitled "Origins of Communicative Disorders." As the title implies, the common goal of investigators involved in this project was to describe the development of communicative skills from their earliest measurable points so that factors characterizing the earliest stages of communicative disorders can be teased apart from those which lead to development of typical language ability in later childhood. The papers in this volume provide a comprehensive picture of early language development and its neural correlates across a range of typical and atypical populations. By looking at language abilities from their point of origin--from the very first signs of word comprehension to the emergence of grammar--the authors construct a foundation for future research on the nature and etiology of communication disorders.

The statement, "The Right Hemisphere (RH) processes language"--while not exactly revolutionary--still provokes vigorous debate. It often elicits the argument that anything the RH does with language is not linguistic but "paralinguistic." The resistance to the notion of RH language processing persists despite the fact that even the earliest observers of Left Hemisphere (LH) language specialization posited some role for the RH in language processing, and evidence attesting to various RH language processes has steadily accrued for more than 30 years. In this volume, chapters pertain to a wide, but by no means, exhaustive set of language comprehension processes for which RH contributions have been demonstrated. The sections are organized around these processes, beginning with initial decoding of written or spoken input, proceeding through semantic processing of single words and sentences, up to comprehension of more complex discourse, as well as problem solving. The chapters assembled here should begin to melt this resistance to evidence of RH language processing.
This volume's main goal is to compile evidence about RH language function from a scattered literature. The editorial commentaries concluding each section highlight the relevance of these phenomena for psycholinguistic and neuropsychological theory, and discuss similarities and apparent discrepancies in the findings reported in individual chapters. In the final chapter, common themes that emerge from the enterprise of studying RH language and future challenge for the field are reviewed. Although all chapters focus only on "typical" laterality of right handed people, this work provides a representative sample of the current state of the art in RH language research.
Important features include:
* a wide range of coverage from speech perception and reading through complex discourse comprehension and problem-solving;
* research presented from both empirical and theoretical perspectives; and
* commentaries and conclusions integrating findings and theories across sub-domains, and speculating on future directions of the field.

This volume examines the ramifications of individual differences in therapy outcomes for a wide variety of communication disorders. In an era where evidence-based practice is the clinical profession's watchword, each chapter attacks this highly relevant issue from a somewhat different perspective. In some areas of communication disorders, considering the variance brought by the client into the therapeutic 'mix' has a healthy history, whereas in others the notion of how individual client profiles mesh with therapy outcomes has rarely been considered. Through the use of research results, case study descriptions and speculation, the contributors have creatively woven what we know and what we have yet to substantiate into an interesting collection of summaries useful for therapy programming and designing clinical research.

Growing out of an International Society of the Study of Behavioral Development-sponsored symposium, this book discusses the basic assumptions that led the contributors to conduct research in the field of narrative development. This collection gathers their research reflections and varying approaches to narrative and its development. It illustrates each type of approach and highlights their respective motives. The book presents some of the basic motivating assumptions of each approach and provides insight into what holds each set of assumptions together, potentially transforming them into actions. This book will serve as an excellent text for courses emphasizing multiple approaches to the study of narrative.
The editor has organized this volume in accordance with the six main points of the symposium:
* "Specification of the Domain"--how narratives are defined in terms of textual structures, knowledge thereof, interactive moves, sociocultural conventions, and the like.
* "The Individual's Involvement in the Developmental Process"--the relationship between some internal or external forces and the organism's own active participation in the developmental process.
* "The Course of Development"--if it is continuous or discontinuous; whether it proceeds in an additive fashion or whether regressive phases occur; and what changes at different points in the developmental process signify.
* "The Goal of Development"--the implicit notion of a "telos," a target or end-point that needs to occur in the developmental process.
* "Mechanisms of Development"--the forces and/or conditions that both instigate the developmental process and keep it moving toward its "telos."
* "Methodology"--where and how to look in the establishment of a developmental framework.
This book is an indispensable text in the fields of narrative and/or discourse, linguistics, language studies, psychology, and education in general.

Increasing numbers of students entering the medical sciences, or related fields, are unfamiliar with Greek or Latin and so the medical terminology can be puzzling to them. This book explains the roots and origins of most medical terminology.

Landmarks in Linguistic Thought Vol 3 is devoted to a linguistic tradition that lies outside the Western mainstream, namely that of the Middle East.
The reader is introduced to the major issues and themes that have determined the development of the Arabic linguistic tradition. Each chapter contains a short extract from a translated `landmark' text followed by a commentary which places the text in its social and intellectual context. The chosen texts frequently offer scope for comparison with the Western tradition. By contrasting the two systems, the Western and the Middle Eastern, this book serves to highlight the characteristics of two very different systems and thus stimulate new ideas about the history of linguistics.
This book presumes no prior knowledge of Arabo-Islamic culture and Arabic language, and is invaluable to anyone with an interest in the History of Linguistics. Kees Versteegh is currently Professor of Arabic and Islam at the Middle East Institute of the University of Nijmegen, The Netherlands. His publications include The Explanation of Linguistic Causes (1995),Ed. Arabic Outside the Arab World (1994)

Series Information:
History of Linguistic Thought

This book presents a current, interdisciplinary perspective on language requisites from both a biological/comparative perspective and from a developmental/learning perspective. Perspectives regarding language and language acquisition are advanced by scientists of various backgrounds -- speech, hearing, developmental psychology, comparative psychology, and language intervention. This unique volume searches for a rational interface between findings and perspectives generated by language studies with humans and with chimpanzees. Intended to render a reconsideration as to the essence of language and the requisites to its acquisition, it also provides readers with perspectives defined by various revisionists who hold that language might be other than the consequence of a mutation unique to humans and might, fundamentally, not be limited to speech.

Why do we gesture when we speak? The Cognitive Psychology of Speech-Related Gesture offers answers to this question while introducing readers to the huge interdisciplinary field of gesture. Drawing on ideas from cognitive psychology, this book highlights key debates in gesture research alongside advocating new approaches to conventional thinking. Beginning with the definition of the notion of communication, this book explores experimental approaches to gesture production and comprehension, the possible gestural origin of language and its implication for brain organization, and the development of gestural communication from infancy to childhood. Through these discussions the author presents the idea that speech-related gestures are not just peripheral phenomena, but rather a key function of the cognitive architecture, and should consequently be studied alongside traditional concepts in cognitive psychology. The Cognitive Psychology of Speech Related Gesture offers a broad overview which will be essential reading for all students of gesture research and language, as well as speech therapists, teachers and communication practitioners. It will also be of interest to anybody who is curious about why we move our bodies when we talk.

eBook available with sample pages: HB:0415153611

This study, first published in 1990, presents a comprehensive description of the comparative constructions of Spanish and French, and shows that the apparently numerous differences in their syntactic realisations can be accounted for by general constraints on the expression of comparison. There is also a discussion of parallel constructions in other Romance languages, showing that these languages display a range of constructions equally compatible with the suggested pattern of possibilities resulting from the general constraints proposed. This title will be of interest to students of language and linguistics.

First published in 1959, this book aims to provide a practical introduction to semantics, relating the critical study of language to real-life situation, with a wealth of anecdotes and numerous illustrations drawn from everyday personal predicaments. This book provides much information and much material for profitable discussion, helping to make accessible what can be a highly academic subject comprehensible only to a minority. This book provides a highly valuable foundation for students of linguistics and will provide preparation for further study.

Learning About Language is an exciting and ambitious series of introductions to fundamental topics in language, linguistics and related areas. The books are designed for students of linguistics and those who are studying language as part of a wider course. An Introduction to Psycholinguistics examines the psychology of language as it relates to learning, mind and brain as well as to aspects of society and culture. How do we learn to speak and to understand speech? Is language unique to humans? Does language influence culture? Using non-technical language, and providing concrete examples, the authors explore: How children learn to speak and read their native language Deaf language education Case studies of wild children and animals and what we can learn from these Second language acquisition, second language teaching methods, and the problems associated with bilingualism Language and the brain The relationship between thought and language In this new edition the authors propose a radical new theory of grammar natural grammar which unlike other theories can account for both speech comprehension and speech production. Also taking into account the extensive growth in theory, research and practice, this new edition is an accessible and focused introduction to the key issues and the latest research in the field of psycholinguistics.

Ever since attempts were made to describe and explain normal language development, references to exceptional circumstances have been made. Variations in the conditions under which language is acquired can be regarded as natural experiments, which would not be feasible or ethical under normal circumstances. This can throw light on such questions as: *What language input is necessary for the child to learn language? *What is the relationship between cognition and language? *How independent are different components of language function? *Are there critical periods for language development? *Can we specify necessary and sufficient conditions for language impairment? This book covers a range of exceptional circumstances including: extreme deprivation, twinship, visual and auditory impairments, autism and focal brain damage? Written in a jargon-free style, and including a glossary of linguistic and medical terminology, the book assumes little specialist knowledge. This text is suitable for both students and practitioners in the fields of psycholinguistics, developmental and educational psychology, speech pathology, paediatrics and special education.

Through his analysis of selected major developments in the history of English, Jeremy Smith argues that the history of the language can only be understood from a dynamic perspective. He proposes that internal linguistic mechanisms for language change cannot be meaningfully explained in isolation or without reference to external linguistic factors. The reader is provided with a synthesis of recent developments in English historical linguistics. Other features of the text include: a look at the theory and methodology of linguistic historiography; a consideration of the major changes in writing systems, pronunciation and grammar; examples of these changes, such as the standardization of spellings and accent and the origins of the Great Vowel Shift; and a focus on the origins of two non-standard varieties - 18th century Scots and 20th- century British Black English. This book should be useful reading for students of English Historical linguistics, as well a contribution to the field.

Basque is the sole survivor of the very ancient languages of Western Europe. This book, written by an internationally renowned specialist in Basque, provides a comprehensive survey of all that is known about the prehistory of the language, including pronunciation, the grammar and the vocabulary. It also provides a long critical evaluation of the search for its relatives, as well as a thumbnail sketch of the language, a summary of its typological features, an external history and an extensive bibliography.

During the last 10 years, more and more linguistic and psycholinguistic research has been devoted to the study of discourse and written texts. Much of this research deals with the markers that underline the connections and the breaks between clauses and sentences plus the use of these markers -- by adults and children -- in the production and comprehension of oral and written material. In this volume, major observations and theoretical views from both sides of the Atlantic are brought together to appeal to a wide range of linguists, psychologists, and speech therapists.
The volume presents contributions from researchers interested specifically in adult language and from others concerned with developmental aspects of language. Some contributors deal primarily with production, whereas others concentrate on comprehension. Some direct their attention to oral discourse while others focus on written texts. To preserve overall coherence, however, the contributors were given the following recommendations:
* With regard to the level of linguistic analysis, the emphasis should be on the clause level -- more particularly, on the relationships between clauses.
* Special emphasis should also be placed on linguistic markers (e.g., connectives, markers of segmentation, punctuation).
* An overview of a given field of research should be offered, and current research should be put into perspective.
* For contributors in the developmental field, attention should be paid to the fact that an account of the acquisition of some language functions throughout childhood should be included only if general principles of interclause relations that might be masked by the exclusive examination of adult evidence could be derived from it.

The subject of this study is the language of commerce and diplomacy during the period from 1500 BCE to 1500 CE. Based on texts of chancery provenance, its aim is the identification of a linguistic sub-system that effected and informed the major channel of international relations. The standard procedures of contact and exchange generated a format that facilitated inter-lingual transfer of concepts and terms. Lingua Franca refers to the several natural languages that served as vehicle in the transfer, but also to the format itself.

Through his analysis of selected major developments in the history of English, Jeremy Smith argues that the history of the language can only be understood from a dynamic perspective. He proposes that internal linguistic mechanisms for language change cannot be meaningfully explained in isolation or without reference to external linguistic factors.
Smith provides the reader with an accessible synthesis of recent developments in English historical linguistics. He looks at the theory and methodology of linguistic historiography while considering the major changes in writing systems, pronunciation and grammer and providing examples of these changes, such as the standardization of spellings and accent and the origins of the Great Vowel Shift. "A Historical Study of English" also focuses on the origins of two non-standard varieties--18th century Scots and 20th century British Black English. This book will be fascinating reading to those interested in English historical linguistics and will make an original, important and, above all, lively contribution to the field.

This impressive volume contains the edited proceedings of a symposium held in honor of Isabelle Y. Liberman, whose teaching and writings laid the foundation for contemporary views of reading disability. Her work has influenced ways of thinking about the nature of the problem and ways of working with children and adults who experience unusual difficulty in learning to read. The symposium covered four themes that were central to Dr. Liberman's research on reading acquisition and disability: the development of phonological awareness, the relationship between phonological awareness and success in learning to read and write, the investigation of other phonological processes associated with reading and writing performance, and the implications of current research on these matters for reading instruction. The text includes a paper on each topic, followed by commentaries which introduce additional research findings and theoretical considerations -- all by leading researchers in the field.