Deirdre Martin
Biographic Data
| ID | 6156821 |
|---|---|
| NAME | Deirdre Martin |
| GIVEN NAMES | Deirdre |
| FAMILY NAME | Martin |
| SIGNATURE | MARTIN D |
| AFFILIATIONS | University of Birmingham |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 2 |
Dynamic assessment of language disabilities
The paper reports a study of a narrative-based Dynamic Assessment (DA) procedure developed in the USA that is used in the UK with children with developmental language disabilities. Three monolingual English children with language disabilities are assessed by a speech/language pathologist/therapist who is learning to work with DA in collaboration with the researcher in the study. Quantitative evidence of language structures indicates that the chil…
Bilinguality and literacy
Constructing Discursive Practices in School and Community
In England one of the key national determinates is English monolingualism which is reflected in an English-only educational system. Drawing on the framework of legitimate discursive practices and languages (Nic Craith, 2000) English is perceived as the language of government and power and awarded legitimacy, while languages spoken by minority groups have no official legitimacy and are not recognised as legitimate languages for learning or schooli…
Developing Assessment Procedures for Phonological Awareness for use with Panjabi-English Bilingual Children
The links between phonological processing and literacy development have mainly been investigated in monolingual, English-speaking children and most tasks to assess phonological awareness have been devised in English. Increasing interest in phonological processing in children who speak languages other than English has helped lead to there cognition that phonological awareness is to a certain extent language-specific and dependent on the phonology …
Exploring Bilingual Children's Perceptions of Being Bilingual and Biliterate
Within the framework of constructing learning, this paper explores the feelings of bilingual children towards developing two languages, two literacies and belonging to two communities in the environment of the education system, which in England is insensitive towards bilingual learners in its implementation of a monolingual and monoliterate curriculum. This paper presents the approaches and procedures employed to investigate young bilingual child…
Dynamic assessment of language disabilities
The paper reports a study of a narrative-based Dynamic Assessment (DA) procedure developed in the USA that is used in the UK with children with developmental language disabilities. Three monolingual English children with language disabilities are assessed by a speech/language pathologist/therapist who is learning to work with DA in collaboration with the researcher in the study. Quantitative evidence of language structures indicates that the chil…
Exploring Bilingual Children's Perceptions of Being Bilingual and Biliterate
Within the framework of constructing learning, this paper explores the feelings of bilingual children towards developing two languages, two literacies and belonging to two communities in the environment of the education system, which in England is insensitive towards bilingual learners in its implementation of a monolingual and monoliterate curriculum. This paper presents the approaches and procedures employed to investigate young bilingual child…
Exploring Bilingual Children's Perceptions of Being Bilingual and Biliterate
Within the framework of constructing learning, this paper explores the feelings of bilingual children towards developing two languages, two literacies and belonging to two communities in the environment of the education system, which in England is insensitive towards bilingual learners in its implementation of a monolingual and monoliterate curriculum. This paper presents the approaches and procedures employed to investigate young bilingual child…
Developing Assessment Procedures for Phonological Awareness for use with Panjabi-English Bilingual Children
The links between phonological processing and literacy development have mainly been investigated in monolingual, English-speaking children and most tasks to assess phonological awareness have been devised in English. Increasing interest in phonological processing in children who speak languages other than English has helped lead to there cognition that phonological awareness is to a certain extent language-specific and dependent on the phonology …
Constructing Discursive Practices in School and Community
In England one of the key national determinates is English monolingualism which is reflected in an English-only educational system. Drawing on the framework of legitimate discursive practices and languages (Nic Craith, 2000) English is perceived as the language of government and power and awarded legitimacy, while languages spoken by minority groups have no official legitimacy and are not recognised as legitimate languages for learning or schooli…
Bilinguality and literacy
Dynamic assessment of language disabilities
The paper reports a study of a narrative-based Dynamic Assessment (DA) procedure developed in the USA that is used in the UK with children with developmental language disabilities. Three monolingual English children with language disabilities are assessed by a speech/language pathologist/therapist who is learning to work with DA in collaboration with the researcher in the study. Quantitative evidence of language structures indicates that the chil…
Linguistics (4 works) · Neuroscience of multilingualism (3 works) · Pedagogy (3 works) · Psychology (3 works) · Bilingual education (2 works) · Language Development and Disorders (2 works) · Literacy (2 works) · Multilingual Education and Policy (2 works) · Multilingualism (2 works) · Reading and Literacy Development (2 works)