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IntroductionListening is the gateway to children learning in the mainstream classroom. However, modern classrooms are noisy and dynamic environments making listening challenging. It is therefore critical for researchers from speech and hearing, education, and health sciences to co-design and collaborate to realistically assess how children listen to learn in the classroom and to understand how listening can be improved to enhance children’s learning and wellbeing – an understanding which is currently lacking. Such highly interdisciplinary thinking demands a holistic classroom listening framework that can integrate a range of varied assessments and outcomes.MethodsAn extensive review of literature into classroom listening was conducted but failed to identify a suitable framework. In this hypothesis and theory article we present a new framework that we have developed – the Listen to Learn for Life (L3) Assessment Framework.ResultsThe L3 Assessment Framework holistically incorporates frameworks from health, speech and hearing sciences, and education sectors. The framework accommodates a broad range of different factors that may affect listening, allowing for researchers to choose specific factors dependent on the context of use.DiscussionSelected examples of applying the framework are provided demonstrating how to assess children’s performance during different classroom activities as well as the effectiveness of a chosen intervention. For example, the framework can be used to assess the effectiveness of a wireless remote microphone intervention during group work activities for a child with autism.ConclusionThe L3 Assessment Framework provides a theoretical basis for the future development of research and practice as applied to listening in a classroom setting.

High levels of maternal responsiveness are associated with healthy cognitive and emotional development in infants. However, depression and anxiety can negatively impact individual mothers’ responsiveness levels and infants’ expressive language abilities. Australian mother-infant dyads (N = 48) participated in a longitudinal study examining the effect of maternal responsiveness (when infants were 9- and 12-months), and maternal depression and anxiety symptoms on infant vocabulary size at 18-months. Global maternal responsiveness ratings were stronger predictors of infants’ vocabulary size than levels of depression and anxiety symptoms. However, depression levels moderated the effect of maternal responsiveness on vocabulary size. These results highlight the importance of screening for maternal responsiveness–in addition to depression–to identify infants who may be at developmental risk. Also, mothers with elevated depression need support to first reduce their symptoms so that improvements in their responsiveness have the potential to be protective for their infant’s language acquisition.

This study investigates a low-frequency verbal inflection called the “narrative past” in child and child-directed speech in the Bantu language Sesotho. Since the function of the Sesotho narrative past is not well-described, this study aimed to illuminate both function and acquisition trends in the Demuth Sesotho Corpus (Demuth, 1992). The narrative past form has been assumed to be under-specified for tense, comparable in function to the better-known Swahili -ka- inflection. The Swahili form, in turn, has been said to function in “clause chains” that are functionally and structurally similar to such chains in Papuan and other languages. We expected that, if the Sesotho narrative past is indeed functionally similar to Swahili -ka-, its distribution in child-directed speech and acquisition by children may pattern similarly to tense-less verb forms in non-Bantu clause chaining languages such as the Papuan language Nungon, where such verb forms can comprise over 20% of all verb tokens in child-directed and child speech at age 3;3. This study thus examined the conversational interactions of four children acquiring Sesotho in a village setting, aged 2;1–4;7. All 492 tokens of the narrative past form were coded for syntactic and discourse categories. Results show that the Sesotho narrative past generally occurs in much “looser” discourse chains than the clause chains of languages like Nungon; for Sesotho, other turns or elements can intervene between narrative past-framed mentions of previously-introduced topics. Further, the Sesotho narrative past has very low frequency in both child and child-directed speech, representing

Abstract Background Indigenous infants and children in Australia, especially in remote communities, experience early and chronic otitis media (OM) which is difficult to treat and has lifelong impacts in health and education. The LiTTLe Program (Learning to Talk, Talking to Learn) aimed to increase infants’ access to spoken language input, teach parents to manage health and hearing problems, and support children’s school readiness. This paper aimed to explore caregivers’ views about this inclusive, parent-implemented early childhood program for 0–3 years in an Aboriginal community health context. Methods Data from in-depth, semi-structured interviews with 9 caregivers of 12 children who had participated in the program from one remote Aboriginal community in the Northern Territory are presented. Data were analysed thematically. Caregivers provided overall views on the program. In addition, three key areas of focus in the program are also presented here: speech and language, hearing health, and school readiness. Results Caregivers were positive about the interactive speech and language strategies in the program, except for some strategies which some parents found alien or difficult: such as talking slowly, following along with the child’s topic, using parallel talk, or baby talk. Children’s hearing was considered by caregivers to be important for understanding people, enjoying music, and detecting environmental sounds including signs of danger. Caregivers provided perspectives on the utility of sign language and its benefits for communicating with infants and young children with hearing loss, and the difficulty of getting young community children to wear a conventional hearing aid. Caregivers were strongly of the opinion that the program had helped prepare children for school through familiarising their child with early literacy activities and resources, as well as school routines. But caregivers differed as to whether they thought the program should have been located at the school itself. Conclusions The caregivers generally reported positive views about the LiTTLe Program, and also drew attention to areas for improvement. The perspectives gathered may serve to guide other cross-sector collaborations across health and education to respond to OM among children at risk for OM-related disability in speech and language development.

This study examined the relative contributions of three factors to individual differences in vocabulary development: the acoustic quality of mothers’ speech, the quantity of mothers’ speech, and infants’ ability to recognize words. To examine the quality and quantity of mothers’ speech, recordings were collected from 48 mothers when their infants were 17 months old. Infants’ ability to recognize words was gauged by their performance in a perception experiment at 19 months. We examined the relationship between these measures and infants’ vocabulary size at 19 and 25 months. The quantity of mothers’ speech accounted for the greatest amount of variance in infants’ vocabulary size at 19 months; infants’ ability to recognize words followed next. At 25 months, when mothers’ speech alone is presumably no longer the primary input for infants, infants’ ability to recognize words at 19 months was a better predictor of vocabulary size. The acoustic quality of mothers’ speech was not correlated with infants’ vocabulary size at either age. The findings highlight the importance of considering multiple factors that contribute to early word learning, providing a better understanding of the mechanisms underlying the facilitation process.

Maternal depression and anxiety have been proposed to increase the risk of adverse outcomes of language development in the early years of life. This study investigated the effects of maternal depression and anxiety on language development using two approaches: (i) a categorical approach that compared lexical abilities in two groups of children, a risk group (mothers with clinical-level symptomatology) and a control non-risk group, and (ii) a continuous approach that assessed the relation between individual mothers’ clinical and subclinical symptomatology and their infants’ lexical abilities. Infants’ lexical abilities were assessed at 18 months of age using an objective lexical processing measure and a parental report of expressive vocabulary. Infants in the risk group exhibited lower lexical processing abilities compared to controls, and maternal depression scores were negatively correlated to infants’ lexical processing and vocabulary measures. Furthermore, maternal depression (not anxiety) explained the variance in infants’ individual lexical processing performance above the variance explained by their individual expressive vocabulary size. These results suggest that significant differences are emerging in 18-month-old infants’ lexical processing abilities, and this appears to be related, in part, to their mothers’ depression and anxiety symptomatology during the postnatal period.

Large numbers of children around the world are learning tone languages, but few studies have examined the acoustic properties of children's early tone productions. Even more scarce are acquisition studies on tone sandhi, a tone change phenomenon which alters the surface realization of lexical tones. Two studies using perceptual coding report the emergence of lexical tone and tone sandhi at around 2 years (Li and Thompson, 1977; Hua and Dodd, 2000). However, the only acoustic study available shows that 3-year-olds are not yet adult-like in their lexical tone productions (Wong, 2012). This raises questions about when children's productions become acoustically adult-like and how their tone productions differ from those of adults. These questions were addressed in the current study which compared Mandarin-speaking pre-schoolers' (3–5-year-olds) tone productions to that of adults. A picture naming task was used with disyllabic real words familiar to pre-schoolers. Overall children produced appropriate tone contours for all tones, i.e., level for tone 1, rising for tones 2, 3 and full sandhi, falling for tone 4 and half sandhi. However, children's productions were not adult-like for tones 3, 4, and the sandhi forms, in terms of coordinating pitch range, slope and curvature, with little evidence of development across ages. These results suggest a protracted process in achieving adult-like acoustic realization of both lexical and sandhi tones.

Foreign accents have been shown to have considerable impact on how language is processed [1]. However, the impact of a foreign accent on semantic processing is not well understood. Conflicting results have been reported by previous event-related potential (ERP) studies investigating the impact of foreign-accentedness on the N400 effect elicited by semantic violations. Furthermore, these studies have only examined a subset of the four characteristics of the N400 (i.e. onset latency, latency, amplitude, and scalp distribution), and have been conducted in linguistic environments where foreign-accented speech is relatively uncommon. The current study therefore compared the N400 effect elicited by semantic violations in native Australian English vs. Mandarin-accented English, in a context where foreign-accented speech is common. Factors which may be responsible for individual variability in N400 amplitude were also investigated. The results showed no differences between the N400s elicited by native and foreign-accented speech in any of the four aforementioned characteristics. However, the analysis of individual variability revealed an effect of familiarity with foreign-accented speech on the amplitude of N400 effects for semantic violations. An effect of working memory capacity on N400 amplitude was also found. These findings highlight the relevance of the ambient linguistic environment for studies of speech processing, and demonstrate the interacting influences of both speaker- and listener-related factors on semantic processing.

Learning about what young children with limited spoken language know about the grammar of their language is extremely challenging. Researchers have traditionally used looking behavior as a measure of language processing and to infer what overt choices children might make. However, these methods are expensive to setup, require specialized training, are time intensive for data analysis and can have considerable dropout rates. For these reasons, we have developed a forced choice task delivered on an iPad based on our eye-tracking studies with English monolinguals (Davies et al., accepted; Davies et al., under review). Using the iPad we investigated 3- and 4-year-olds’ understanding of the English plural in preschool centers. The primary aim of the study was to provide evidence for the usefulness of the iPad as a language research tool. We evaluated the usefulness of the iPad with second language (L2) learning children who have limited L2 language skills. Studies with school aged Chinese-speaking children show below native performance on English inflectional morphology despite 5-6 years of immersion (Jia, 2003; Jia & Fuse, 2007; Paradis et al., 2016). However, it is unclear whether this is specific only to children who speak Chinese as their first language (L1) or if younger preschoolers will also show similar challenges. We tested three groups of preschoolers with different L1s (English, Chinese, and Other languages). L1 Chinese children’s performance was below both English monolinguals and children speaking Other L1 languages, providing evidence that English inflections are specifically challenging for Chinese-speaking children. The results provide further evidence to support previous eye-tracking findings with monolinguals and studies with older bilinguals. The study provides evidence for the usefulness of iPads as research tool for studying language acquisition. Implications for future application of the iPad as a teaching and intervention tool, and limitations for the method, are discussed.

Previous ERP studies have often reported two ERP components—LAN and P600—in response to subject-verb (S-V) agreement violations (e.g., the boys *runs). However, the latency, amplitude and scalp distribution of these components have been shown to vary depending on various experiment-related factors. One factor that has not received attention is the extent to which the relative perceptual salience related to either the utterance position (verbal inflection in utterance-medial vs. utterance-final contexts) or the type of agreement violation (errors of omission vs. errors of commission) may influence the auditory processing of S-V agreement. The lack of reports on these effects in ERP studies may be due to the fact that most studies have used the visual modality, which does not reveal acoustic information. To address this gap, we used ERPs to measure the brain activity of Australian English-speaking adults while they listened to sentences in which the S-V agreement differed by type of agreement violation and utterance position. We observed early negative and positive clusters (AN/P600 effects) for the overall grammaticality effect. Further analysis revealed that the mean amplitude and distribution of the P600 effect was only significant in contexts where the S-V agreement violation occurred utterance-finally, regardless of the type of agreement violation. The mean amplitude and distribution of the negativity did not differ significantly across types of agreement violation and utterance position. These findings suggest that the increased perceptual salience of the violation in utterance-final position (due to phrase-final lengthening) influenced how S-V agreement violations were processed during sentence comprehension. Implications for the functional interpretation of language-related ERPs and experimental design are discussed.

When acquiring the English plural, children correctly produce plural words long before they develop an understanding of morphological structure. When acquiring Sesotho noun prefixes, children are aware of the multiple constraints governing variation from a young age. Both of these cases raise questions about the Shin and Miller (2022) account of children's acquisition of morphosyntactic variation.

The structure of French syllables has long been controversial, particularly with respect to the status of word-final consonants. Some researchers suggest that word-final consonants are syllabified as codas, whereas others propose that these are onsets of empty-headed syllables. This raises questions regarding the nature of syllabic representations in children’s developing French, a topic that has received little attention. This study examines 2-year-olds’ elicited productions of word-final obstruent-liquid (OL) clusters, and compares these with the acquisition of word-initial OL clusters. The acquisition of singleton word-final consonants is also discussed. Although word-final clusters are acquired later than both word-initial clusters and word-final singletons, the error patterns are the same, with earlier acquisition and preservation of obstruents. A few children exhibit final vowel epenthesis, raising the possibility that some French-speaking children may syllabify word-final consonants as onsets. The paper concludes with a discussion of the crosslinguistic implications of these findings, identifying several areas for further research.