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The aim of this study was to provide a cross-linguistic review of acquisition of consonant phonemes to inform speech-language pathologists' expectations of children's developmental capacity by (a) identifying characteristics of studies of consonant acquisition, (b) describing general principles of consonant acquisition, and (c) providing case studies for English, Japanese, Korean, and Spanish. A cross-linguistic review was undertaken of 60 articles describing 64 studies of consonant acquisition by 26,007 children from 31 countries in 27 languages: Afrikaans, Arabic, Cantonese, Danish, Dutch, English, French, German, Greek, Haitian Creole, Hebrew, Hungarian, Icelandic, Italian, Jamaican Creole, Japanese, Korean, Malay, Maltese, Mandarin (Putonghua), Portuguese, Setswana (Tswana), Slovenian, Spanish, Swahili, Turkish, and Xhosa. Most studies were cross-sectional and examined single word production. Combining data from 27 languages, most of the world's consonants were acquired by 5;0 years;months old. By 5;0, children produced at least 93% of consonants correctly. Plosives, nasals, and nonpulmonic consonants (e.g., clicks) were acquired earlier than trills, flaps, fricatives, and affricates. Most labial, pharyngeal, and posterior lingual consonants were acquired earlier than consonants with anterior tongue placement. However, there was an interaction between place and manner where plosives and nasals produced with anterior tongue placement were acquired earlier than anterior trills, fricatives, and affricates. Children across the world acquire consonants at a young age. Five-year-old children have acquired most consonants within their ambient language; however, individual variability should be considered. https://doi.org/10.23641/asha.6972857.

When non-Orthodox Jews becomefrum(religious), they encounter much more than dietary laws and Sabbath prohibitions. They find themselves in the midst of a whole new culture, involving matchmakers, homemade gefilte fish, and Yiddish-influenced grammar.Becoming Frumexplains how these newcomers learn Orthodox language and culture through their interactions with community veterans and other newcomers. Some take on as much as they can as quickly as they can, going beyond the norms of those raised in the community. Others maintain aspects of their pre-Orthodox selves, yielding unique combinations, like Matisyahu's reggae music or Hebrew words and sing-song intonation used with American slang, as in \"mamish(really) keepin' it real.\"Sarah Bunin Benor brings insight into the phenomenon of adopting a new identity based on ethnographic and sociolinguistic research among men and women in an American Orthodox community. Her analysis is applicable to other situations of adult language socialization, such as students learning medical jargon or Canadians moving to Australia.Becoming Frumoffers a scholarly and accessible look at the linguistic and cultural process of \"becoming.\"

\"This book explores the use of free open source software (NoSketch Engine) for learning the Croatian, English, and German languages in Croatian primary and secondary schools\"-- Provided by publisher.

This article reports on a study involving first-year modern foreign languages students enrolled in German degree courses at two major universities in the United Kingdom. It explores the experience of these students from a motivational angle. A longitudinal mixed-methods approach was employed in order to address the time- and context-sensitive nature of motivational attributes. The data suggests that despite students' increasing wish to become proficient in German, their effort to engage with language learning decreased over the course of the year. This change occurred in conjunction with decreasing levels of intrinsic motivation and self-efficacy beliefs. The relationships between motivational changes and contextual factors in higher education are discussed against the backdrop of students' transition experience from school to university. The article concludes by outlining pedagogical suggestions for how to counteract decreasing motivation of modern foreign languages students during their first year university studies. (Verlag).

Information overload in electronic health records requires effective solutions to alleviate clinicians' administrative tasks. Automatically summarizing clinical text has gained significant attention with the rise of large language models. While individual studies show optimism, a structured overview of the research landscape is lacking. This study aims to present the current state of the art on clinical text summarization using large language models, evaluate the level of evidence in existing research and assess the applicability of performance findings in clinical settings. This scoping review complied with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. Literature published between January 1, 2019, and June 18, 2024, was identified from 5 databases: PubMed, Embase, Web of Science, IEEE Xplore, and ACM Digital Library. Studies were excluded if they did not describe transformer-based models, did not focus on clinical text summarization, did not engage with free-text data, were not original research, were nonretrievable, were not peer-reviewed, or were not in English, French, Spanish, or German. Data related to study context and characteristics, scope of research, and evaluation methodologies were systematically collected and analyzed by 3 authors independently. A total of 30 original studies were included in the analysis. All used observational retrospective designs, mainly using real patient data (n=28, 93%). The research landscape demonstrated a narrow research focus, often centered on summarizing radiology reports (n=17, 57%), primarily involving data from the intensive care unit (n=15, 50%) of US-based institutions (n=19, 73%), in English (n=26, 87%). This focus aligned with the frequent reliance on the open-source Medical Information Mart for Intensive Care dataset (n=15, 50%). Summarization methodologies predominantly involved abstractive approaches (n=17, 57%) on single-document inputs (n=4, 13%) with unstructured data (n=13, 43%), yet reporting on methodological details remained inconsistent across studies. Model selection involved both open-source models (n=26, 87%) and proprietary models (n=7, 23%). Evaluation frameworks were highly heterogeneous. All studies conducted internal validation, but external validation (n=2, 7%), failure analysis (n=6, 20%), and patient safety risks analysis (n=1, 3%) were infrequent, and none reported bias assessment. Most studies used both automated metrics and human evaluation (n=16, 53%), while 10 (33%) used only automated metrics, and 4 (13%) only human evaluation. Key barriers hinder the translation of current research into trustworthy, clinically valid applications. Current research remains exploratory and limited in scope, with many applications yet to be explored. Performance assessments often lack reliability, and clinical impact evaluations are insufficient raising concerns about model utility, safety, fairness, and data privacy. Advancing the field requires more robust evaluation frameworks, a broader research scope, and a stronger focus on real-world applicability.

Informed by an integrated critical social semiotic approach, the present critical discourse study investigates the semiotic relations of image–text and the cultural meanings encapsulated in two German language textbooks: Studio d A1 and Netzwerk A1 widely used in Indonesia. Adopting Xiong and Peng's semiotic relation model, the findings demonstrate that Netzwerk A1 provides learners with opportunities to learn, think, and reflect critically on German culture through pedagogical questions regarding image–text‐pedagogy discussion. However, the image–text in Studio d A1 emphasizes the acquisition of linguistic knowledge and does not engage learners in exploring and negotiating their cultural repertoire. This empirical evidence suggests that language textbook writers should consider designing culturally responsive language learning tasks to engage learners in the active construction of cultural knowledge in practice. Any language textbook is always culturally laden, but does it? To which extent can language textbooks convey cultural messages? How do they teach learners cultural knowledge and values? This article presents a critical discourse analysis of cultural representation in German as a foreign language textbooks used in Indonesia from an integrated critical social semiotic perspective.

Writing, as a highly complex strategic literacy skill alongside reading, is an essential prerequisite for learning and determines a student’s educational success. In diverse contexts, a student’s linguistic repertoire may involve multiple languages, which may serve as mutual resources in his or her multilingual writing skill development. Drawing on the data from a German panel study, “Multilingual Development: A Longitudinal Perspective”, the current research used the longitudinal writing competence data of 965 German-Russian and German-Turkish secondary students regarding their majority language (German), heritage language (Russian or Turkish), and foreign language (English). We applied longitudinal structural equation modeling to investigate within- and between-language effects in multilingual writing development over three waves of data collection. Accordingly, our study extends previous research on the interrelation of languages in multilingual writing development in two ways. First, we provide a more comprehensive analysis of migrant students’ multilingual writing repertoires by simultaneously evaluating three languages in an integrative model of multilingual writing development. Second, we use longitudinal competence data to decompose covariance between languages to isolate the parts of the variances that truly predict changes within and between languages. This approach empirically tests the resources hypothesis more rigorously than extant evaluations. In summary, our findings indicate that language-specific writing skills may serve as mutual resources for developing multilingual writing proficiency.

This article reports two intervention studies testing the effects of plurilingual teaching on grammatical development among primary-school students learning English as a foreign language (FL). In a pre-posttest control-group design, more than 200 9-10-year old majority language German and minority language students received plurilingual FL teaching (intervention group) or regular FL-only teaching (control group). Study 1 on the acquisition of wh-questions showed that systematic cross-linguistic comparisons of the FL with the majority language and minority languages facilitate acquisition of object questions. In Study 2 on passives, the intervention and the control groups both demonstrated comparable gains. We suggest that plurilingual teaching has advantages when the majority language differs from the target language (Study 1) yet not when a phenomenon is comparable across languages (Study 2). In neither study did learners show generalization to related grammatical phenomena. Finally, majority language and minority language students did not perform differently, which suggests that plurilingual FL teaching is suitable for all FL learners. These findings demonstrate that plurilingual FL teaching facilitates grammatical development by increasing learners' awareness of cross-linguistic similarities and differences.