Search

introduction Aphasia is a multimodality language difficulty experienced by people who have a left sided stroke. Speech and Language Therapists (SLTs) who work with People with Aphasia (PWA) often provide word finding therapy because wfd are one of the most debilitating effects of aphasic language loss. The majority of published word finding research uses mixed therapy techniques in which PWA practise accessing, using and combining sounds and words. This therapy trial is one of only three case studies that describe PWA receiving therapy that is purely semantic. Semantic therapy is particularly relevant to people with severe aphasia. This is because the evidence base underpinning language therapy for PWA supports therapy for people who can talk: very little research addresses the problems of those who have very limited access to output. This case study was designed to add to the evidence base that supports language therapy for people with severe aphasia who have no access to propositional speech. Abstract Method This paper reports on a single therapy trial conducted within a cohort of ten individual semantic therapy trails. Research design incorporated best practise recommendations for therapy studies (Brady et al, 2012, Tate et al, 2008 and Moher et al 2001). In the first six weeks of this single therapy trial, P participated in six therapy sessions of semantic therapy with word finding (SAT with). In a further six weeks of therapy P was provided with semantic therapy without word finding (SAT without). Results and conclusions Descriptive and statistical analysis of the impact of therapy suggested that P’s word finding skills improved after both types of semantic therapy. The effects of therapy generalised and were permanent. There was some suggestion that SAT with therapy was more successful that SAT without therapy, but this difference may have been attributable to an order effect. This abstract provides single clinical case evidence to support impairment based semantic therapy for people with severe aphasia.

Speech and Language Therapy

This book highlights international perspectives on intercultural learning within a framework of cultures of learning related to education and language learning and use in academic contexts. In this book, intercultural learning is seen as an aspect of the cultures of learning approach, which is applied in contexts where learners (or teachers) travel to learn in a place where other cultures of learning are dominant and to which they are usually expected to adapt. Intercultural learning thus refers to the learning which takes place as learners move across or between cultures of learning. The book includes a diversity of case studies of particular situations of language learning and use; it offers explorations of transcultural learning by students and teachers who cross languages and borders for study or work. All authors have long engagement with the cultural participants about whom they are writing.

This edited book is the first collection of research-based papers on cultures of learning, a concept which has been developed by the editors over 20 years. It assembles research with a considerable international range: we have sought out a team of international experts (working in USA, UK, Australia, New Zealand, China, Hong Kong, Japan, Finland, France, Iran, Lebanon, Kazakhstan, Malaysia and Thailand) with deep experience of the wide range of cultural contexts which are investigated, many related to ‘home contexts’ of the authors themselves. The book includes a diversity of case studies of particular situations of language learning and use; it offers explorations of transcultural learning by students and teachers who cross languages and borders for study or work. All authors have long engagement with the cultural participants about whom they are writing. This book, thus, includes a range of orientations, viewpoints and critical stances on cultures of learning and prospective authors have been invited for their expertise, experience and insights in cultural contexts of learning in different countries.

Large classes are wdiely considered to be problematic for langauge learning. However, some teachers effectively manage large classes in which students learn successfully. Class size in itself does not necessarily have a negative impact on the quality of teaching and learning. What matters is teachers' and students' perceptions and assumptions about large classes, the teaching methods and ways of organizing interaction, giving attention to individual learners and adequately assessing students' work.

If intercultural adaptation is anything other than accidental or unconscious then it must involve learning. Thus learning about other cultures, about one’s own culture, about identities and communication, and about likely or actual processes of adaptation and transformation is arguably at the heart of intercultural adaptation. Intercultural adaptation is thus commonly mediated by learning, whether this is in classrooms, training centres, business seminars or in informal social contacts.

Lixian Jin from Speech and Language Therapy has published a chapter with collaborators based on her PMI2 research project completed in 2010. This research uses the fundamental principles of assessing grammatical development of young children for clinical language profiling, which originated from the research developed by British clinical linguists and now used in many countries around the world which adopt the principle to develop this clinical linguistic tool for their native languages. This Chinese version is one of the 12 languages included in the first book of such a collection. Future volumes will publish more languages using this principle.

China has the largest education system and the largest number of learners of English. Chinese students form the largest single group of international learners in many countries. However, there are few international studies of how Chinese students learn and adapt to other learning cultures. This book focuses on three themes related to Chinese learners the teaching and learning of English in Chinese classrooms intercultural adaptation of Chinese learners in international educational contexts the application of a range of research approaches and innovative methodologies The authors, from Australia, Canada, China, Hong Kong, New Zealand and the UK, present original research with Chinese learners in higher education which provides a rich and wide international context for understanding social, cultural and academic issues related to Chinese students. The book should be of interest to researchers, teachers and postgraduate students in applied linguistics and English teaching, intercultural adaptation and international education. Book Description Original studies on Chinese learners in China and in the West using a large variety of research methods About the Author LIXIAN JIN is Reader in Linguistics & Health Communication and the Director for the Centre of Intercultural Research in Communication and Learning (CIRCL) at De Montfort University, UK. MARTIN CORTAZZI is a Visiting Professor in the Centre of Applied Linguistics at the University of Warwick, UK. DR JIN and PROFESSOR CORTAZZI are visiting professors at several key universities in China and have been conducting joint research into Chinese and other learners of English for over twenty years by using a variety of research methods including surveys, ethnography, narrative and metaphor analysis. Their research, with over 100 publications, has been widely recognized by researchers and university teachers from the West and in East Asia. They are the series editor and cultural editor for College English textbooks: Creative Reading and Creative Communication, jointly published by Macmillan publishers and Shanghai Foreign Language Education Press. They have also published a series of teachers' books for New Standard College English textbooks by Macmillan publishers and Beijing Foreign Language Teaching & Research Press.

This substantial paper explores crucial links between language, culture, identity and learning through interaction. The paper presents cross-cultural data from China, Britain, Lebanon and Malaysia to show how students’ socio-cultural conceptions of ‘good’ teachers and students can differ widely.