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The comprehension and production of plural forms of nouns by 6-year-old Afrikaans-speaking children with and without specific language impairment
(Stellenbosch University, 2006)
In Afrikaans, plurality is indicated phonetically in several ways. The large number of pluralisation rules and the many exceptions to these rules cause acquirers of Afrikaans to make some use of rote learning. The question ...
Investigating the impact of SMS speak on the written work of English first language and English second language high school learners
(Stellenbosch University, 2009)
This study examined the impact of SMS speak on the written work of English first language (L1) and English second language (L2) grade 8s and 11s. The aim was to establish whether these learners make use of features of SMS ...
The language scripts of pre-school children and of the language intervention volunteer : mismatched discourses?
(Stellenbosch University, Department of General Linguistics, 2016)
Children with low socioeconomic status (SES) often enter school with poor language skills (Raizada, Richards, Meltzoff and Kuhl 2008), and fall further behind their middle-class peers with every passing grade (cf. Cunningham ...
The use of digit and sentence repetition in the identification of language impairment : the case of child speakers of Afrikaans and South African English
(Stellenbosch University: Department of Linguistics, 2015)
There is a great need for an instrument that can accurately identify children with language problems early, regardless of the language(s) they speak. Certain tasks have been identified as potential markers of language ...
Does socioeconomic level have an effect on school-age language skills in a developed country?
(Stellenbosch University, Department of General Linguistics, 2016)
Socioeconomic status (SES) has been reported in several contexts as a predictor of child language skills. This study questions whether this holds true for New Zealand, a developed country in which government provides funding ...
The politics of mother tongue education : the case of Uganda
(Stellenbosch University, 2016)
This paper aims to explain the trend of mother tongue (MT) education in Uganda by examining particularly government’s practices towards MT education. MT education was (re)introduced in Uganda in 2006/2007 due to disappointing ...
The use of discourse markers by Afrikaans-speaking preschoolers with and without specific language impairment
(Department of General Linguistics, Stellenbosch University, 2010)
Discourse markers (DMs) are words or phrases speakers employ to coordinate what they want to say
when, to whom and how during conversation. The purpose of this study was to establish (i) what types
of DMs occur in the ...
Unlocking later-developing language skills in older children by means of focused language stimulation
(Stellenbosch University, 2016)
Certain language structures and skills continue to develop after the age of school entry. The present study sought to establish whether directly targeting the development of such complex language structures and skills in ...
Child language assessment and intervention in multilingual and multicultural South Africa : findings of a national survey
(Stellenbosch University, Department of General Linguistics, 2013)
Research world-wide suggests that service delivery by speech-language therapists (SLTs) to bilingual children is problematic and largely unsatisfactory. In multicultural South Africa, the majority of SLTs speak either only ...
The challenge of linguistic and cultural diversity : does length of experience affect South African speech-language therapists’ management of children with language impairment
(AOSIS Publishing, 2015-02)
Background: South African speech-language therapists (SLTs) currently do not reflect the country’s linguistic and cultural diversity. The question arises as to who might be better equipped currently to provide services to ...