Language acquisition Books

Book SynopsisThis book represents a major statement of the current research being conducted on the learning of second languages from a sociocultural perspective. The book is divided into a theoretical and an empirical part. Specific topics covered include: learning and teaching languages in the zone of proximal development; L1 mediation in the acquisition of L2 grammar; sociocultural theory as a theory of second language learning; gestural mediation in a second language; and constructing a self through a second language.Table of ContentsIntroducing sociocultural theory ; 1. Sociocultural contributions to understanding the foreign and second language classroom ; 2. Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar ; 3. Subjects speak out: How learners position themselves in a psycholinguistic task ; 4. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue ; 5. Playfulness as mediation in communicative language teaching in a Vietnamese classroom ; 6. Social discursive constructions of self in L2 learning ; 7. Second language learning as participation and the (re)construction of selves ; 8. Side affects: The strategic development of professional satisfaction ; 9. The appropriation of gestures of the abstract by L2 learners ; 10. Second language acquisition theory and the truth(s) about relativity ; 11. From input to affordance: Social-interactive learning from an ecological perspective ; Bibliography ; Index

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Book SynopsisThe series attracts single or co-authored volumes from authors researching at the cutting edge of this dynamic field of interdisciplinary enquiry. The titles range from books that make such developments accessible to the non-specialist reader to those which explore in depth their relevance for the way language is to be conceived as a subject, and how courses and classroom activities are to be designed. As such, these books not only extend the field of applied linguistics itself and lend an additional significance to its enquiries, but also provide an indispensable professional foundation for language pedagogy and its practice. The scope of the series includes: second language acquisitionbilingualism and multi/plurilingualismlanguage pedagogy and teacher educationtesting and assessmentlanguage planning and policylanguage internationalization technology-mediated communicationdiscourse-, conversation-, and contrastive-analysispragmaticsstylisticslexicographytranslationTrade ReviewAn excellent and much-needed, in-depth review of the research on how children and literate adults learn a second language. Ellis provides a sound knowledge base for language teachers and beginning graduate students in applied linguistics, focusing on relevant findings of research on second-language learning by children and literate adults in both naturalistic and instructed contexts. * Elaine Tarone, Director of the Center for Advanced Research on Language Acquisition, University of Minnesota *'[Ellis] fills a gap in the SLA research base. This is a much needed source of information in the study area... This book is intended for a broad audience: undergraduate students who want to explore the field of SLA; graduate students who are involved with applied linguistics and language teaching; and teachers who want to understand better how L2 learners learn in different contexts, and also how about implicit and explicit language learning differ... The author recognizes different studies in SLA research and provides valuable information on theory and research.' * Linguist List *'It is 30 years since Rod Ellis wrote the award-winning and classic Understanding Second Language Acquisition, so an update was probably well overdue... The scope of this edition is wider than its predecessor; it remain scholarly yet accessible, and it will doubtless acquire just as many enthusiastic followers.' * English Teaching Professional *'Rod Ellis has made a twofold contribution to SLA, as a researcher in his own right and as an indefatigable chronicler of the field. In this latter capacity, as the author of this book, he writes - as always - clearly, accessibly and objectively, referring to, comparing and evaluating a huge range of studies old and new, highlighting the benefits and shortcomings of different approaches to research, the theoretical assumptions behind them and the soundness of the conclusions which have been drawn from them. Throughout the text, there are clear summaries of key points, and key terms (about 220 of them) are highlighted in the text and explained in a glossary... What of the relevance of this book to English language teachers? Well, it would be hard to disagree with the author's contention that: "An understanding of how learners learn a foreign language seems to me an essential requirement for language teachers."' * Modern English Teacher *"Understanding Second Language Acquisition, second edition, represents a historic scholarly achievement and unique contribution to the teaching of languages. Writing for teachers and those preparing to become teachers, Rod Ellis provides the most comprehensive and balanced overview of the field of second language acquisition available today. Theoretically and linguistically sophisticated, the text seeks to provide teachers with a ?basis for making pedagogical decisions in a principled way.? This edition contains new chapters on social and cognitive aspects of the field as well as on explicit and implicit instruction. Ellis has contributed to the preparation of generations of modern language teachers; the second edition will ensure that this vital resource will now meet the needs of a new generation." * MLA's Kenneth W. Mildenberger Prize panel *

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisA new edition of a foundational work of cognitive science that outlines a theory of the development of specifically human higher mental functions.Since it was introduced to the English-speaking world in 1962, Lev Vygotsky's Thought and Language has become recognized as a classic foundational work of cognitive science. Its 1962 English translation must certainly be considered one of the most important and influential books ever published by the MIT Press. In this highly original exploration of human mental development, Vygotsky analyzes the relationship between words and consciousness, arguing that speech is social in its origins and that only as children develop does it become internalized verbal thought.In 1986, the MIT Press published a new edition of the original translation by Eugenia Hanfmann and Gertrude Vakar, edited by Vygotsky scholar Alex Kozulin, that restored the work's complete text and added materials to help readers better understand Vygotsky's th

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Book SynopsisThe new edition of a comprehensive introduction to a rapidly developing field, combining developmental data with theory.How do children begin to use language? How does knowledge of language emerge in early infancy, and how does it grow? This textbook offers a comprehensive introduction to knowledge acquisition, drawing on empirical evidence and linguistic theory. The theoretical framework used is the generative theory of Universal Grammar; students should have some familiarity with concepts in linguistic research. Aimed at upper-level undergraduate and graduate students, the book offers end-of-chapter summaries, key words, study questions, and exercises. This second edition has been thoroughly updated, with new content throughout. It has been reorganized according to the three main components of language acquisition. The computational components and the interfaces are covered in chapters on structure building in the verbal and nominal domains, movement-derived structur

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Book SynopsisEnglish as a Lingua Franca (ELF) is a term used to describe the use of English as a common language for communication between speakers whose first language is not English. Providing a unique and original perspective on this subject, Istvan Kecskes explains the language behaviour of ELF speakers, through the lens of Gricean pragmatics. This study successfully brings together the main viewpoints of the Gricean paradigm into ELF research, to discuss and better understand the nature of ELF interactions, as well as explaining how Gricean pragmatics can benefit from investigating and analysing ELF. Each chapter presents intriguing ideas that put existing knowledge into a new perspective, such as interactional competence, intention, implicatures, the semantics-pragmatics interface, and modality. New terms and viewpoints such as language use mode, deliberate creativity, temporary extension of the system, emergent common ground and modality continuum are introduced into the ELF debate.Table of ContentsIntroduction; 1. The nature of English as a Lingua Franca; 2. Linguistic creativity in ELF; 3. Interactional competence; 4. Sociocultural background knowledge; 5. Speaker's intention; 6. The semantics-pragmatics interface; 7. Implicatures; 8. Modality; 9. Dialogic sequences and odd structures; Epilogue.

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Book SynopsisA concise overview of key findings and ideas in sign language phonology and its contributions to related fields, including historical linguistics, morphology, prosody, language acquisition and language creation. Working on sign languages not only provides important new insights on familiar issues, but also poses a whole new set of questions about phonology, because of the use of the visual communication modality. This book lays out the properties needed to recognize a phonological system regardless of its modality. Written by a leading expert in sign language research, the book describes the current state of the field and addresses a range of issues that students and researchers will encounter in their work, as well as highlighting the significant impact that the study of sign languages has had on the field of phonology as a whole. It includes lists of further reading materials, and a full glossary, as well as helpful illustrations that demonstrate the important aspects of sign languagTrade Review'Each chapter can stand alone as a coherent piece of scholarship; overall the book is important not just for sign language phonology but for the notion of phonology - and language - broadly.' E. L. Battistella, ChoiceTable of Contents1. Introduction: sign language vs gesture, sign language vs speech; 2. Modality effects; 3. Iconcity; 4. Interfaces; 5. The emergence of phonology; 6. Sign language phonological processing; 7. Sign language acquisition; 8. Sign language phonological variation and change.

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Book SynopsisAli H. Al-Hoorie teaches at the Jubail English Language and Preparatory Year Institute, Royal Commission for Jubail and Yanbu, Saudi Arabia. Fruzsina Szabó is Lecturer in the Institute of English and American Studies at the University of Debrecen, Hungary.Trade Review This book is informative and a delight to read. It has a wonderful tribute to Zoltán Dörnyei at the beginning that is full of warmth and respect. Al-Hoorie and Szabó have assembled a modern-day dream-team of researchers on language learning motivation from around the world. The topics discussed in the edited volume are cutting-edge yet presented in an accessible way. This will help graduate students and novice researchers in locking on to the current themes and research areas in foreign and second language learning motivation that need continued or more in-depth research. In this way, the book will capture the hearts and minds of young scholars, and will influence them in conducting robust, innovative work on language learning motivation. The book may indeed launch research trajectories and careers. * Paula Winke, Professor of Linguistics, Michigan State University, USA *This volume includes contributions from leading and emerging experts in L2 motivation research. It aptly describes the central role of L2 motivation in the vibrant field of Psychology of Language Learning, and it offers an inspiring forward looking perspective, matching the momentum of contemporary L2 motivation research. * Juup Stelma, Senior Lecturer in TESOL, The University of Manchester, UK *This expertly curated volume takes a refreshingly varied look into all corners of research on L2 motivation. In doing so, the volume editors manage to weave together a tapestry of ideas that is coherent yet theoretically and conceptually rich, posing an implied challenge to anyone who might underestimate the dynamicity of this domain. * Luke Plonsky, Associate Professor of Applied Linguistics, Northern Arizona University, USA *This excellent book reviews research on motivation…but it does so much more! It departs from the customary treatment of motivation to break new ground, inviting us to think anew. The book is a fitting tribute to the scholar whom it honors—Zoltan Dörnyei—with his vision, innovative and field-shaping influence. * Diane Larsen-Freeman, Professor Emerita, School of Education and Department of Linguistics, University of Michigan, USA *Table of ContentsList of Figures List of Tables Notes on Contributors Foreword, Rebecca Oxford (University of Maryland, USA) Introduction, Ali H. Al-Hoorie (Royal Commission for Jubail and Yanbu, Saudi Arabia) and Fruzsina Szabó (University of Debrecen, Hungary) Part I: General Reflections 1. Motivating in the Language Classroom: A Discourse of ‘Social Control’?, Ema Ushioda (University of Warwick, UK) 2. Motivation, Mediation, and the Individual: A Sociocultural Theory Perspective, Matthew E. Poehner (The Pennsylvania State University, USA) 3. Too Much Psychology?: The Role of the Social in Language Learning Motivation, Ofelia García (City University of New York, USA) Part II: Engagement and Self-Regulation 4. Engagement: The Active Ingredient in Language Learning, Sarah Mercer (University of Graz, Austria) 5. Engaging the Learner: Linking Motivational Practice to Learners’ Development, Phil Hiver (Florida State University, USA) 6. Learning Goals, Self-regulation and L2 Motivation, Alastair Henry (University West, Sweden) 7. Self-Determination and Engagement in Language Learning: A Dialogic Process, W. L. Quint Oga-Baldwin and Emiko Hirosawa (Waseda University, Japan) Part III: Selves Approaches 8. Using the Self as a Basis for a Motivation System: Has It Been Worth the Trouble?, Peter D. MacIntyre (Cape Breton University, Canada) 9. The L2 Motivational Self System: Using the Selves in the Classroom, Mostafa Papi (Florida State University, USA) 10. Language Learning in Rural America: Creating an Ideal Self with Limited Resources, Amy S. Thompson (West Virginia University, USA) 11. Using Technology to Harness the Power of L2 Possible Selves, Flor-de-lis Gonzalez (University of Northampton, UK) Part IV: Emotions and Affect 12. Emotion in Second Language Acquisition: Reflections on Its Brith and Unexpected Growth, Jean-Marc Dewaele (Birkbeck, University of London, UK) 13. Enhancing Emotional Engagement in Speaking Tasks: A Cognitive-Behavioural Theory ApproachApproach, Kate Maher and Jim King (University of Leicester, UK) 14. Emotional Contagion: Optimizing Language Teacher-Learner Synergy, Tammy Gregersen (American University of Sharjah, UAE) and Ahmed Abdulteef Al Khateeb (King Faisal University, Saudi Arabia) 15. Group-DMCs and Group-Level Emotion in the L2 Classroom, Christine Muir (University of Nottingham, UK) Part V: Emerging Topics 16. Complexity Theory: From Metaphors to Methods, Ali H. Al-Hoorie (Royal Commission for Jubail and Yanbu, Saudi Arabia) and Phil Hiver (Florida State University, USA) 17. “OH, HI. HELLO”: Critical Discourse Analysis as a Means of Understanding Desire for English, Martin Lamb (University of Leeds, UK) 18. Migration, Plurilingualism and Motivation: Extending the Research Agenda, Vera Busse (Universitat Koblenz, Germany) 19. English as a Lingua Franca and Student Motivation, Zana Ibrahim (University of Kurdistan Hewler, Iraq) 20. Using NeuroELT Maxims to Raise Student Motivation, Robert S. Murphy (University of Kitakyushu, Japan) 21. How Good Class Group Dynamics Socializes Well-Being into Cultures, Biologies, and Brains, Yoshifumi Fukada (Meisei University, Japan) Tim Murphey (Kanda University, Japan), Tetsuya Fukuda (International Christian University, Japan) and Joseph Falout (Nihon University, Japan) Afterword, Lourdes Ortega (Georgetown University, USA) References Index

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Book SynopsisKelle L. Marshall is Professor of French Studies at Pepperdine University, USA. Wendy D. Bokhorst-Heng is Professor in the Faculty of Education at Crandall University, Canada.

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Book SynopsisThe use of literary texts in language classrooms is firmly established, but new questions arise with the transfer to remote teaching and learning. How do we teach literature online? How do learners react to being taught literature online? Will new genres emerge from the COVID-19 pandemic? Is the literary canon changing?This volume celebrates the vitality of literary and pedagogic responses to the pandemic and presents research into the phenomena observed in this evolving field. One strand of the book discusses literary outputs stimulated by the pandemic as well as past pandemics. Another strand looks at the pedagogy of engaging learners with literature online, examining learners of different ages and of different proficiency levels and different educational backgrounds, including teacher education. Finally, a third strand looks at the affordances of various technologies for teaching online and the way they interact with literature and with language learning. The contribu

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Book SynopsisIlse Depraetere is Professor of English Linguistics at the University of Lille, France. Chad Langford is Head of Foreign Language Teaching for Continuing Studies at the Centre for Languages (CLIL) at the University of Lille, France.

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Book SynopsisKaren Roehr is a Senior Lecturer at the University of Essex, UKGabriela Adela Gánem-Gutiérrez is a Senior Lecturer at the University of Essex, UK.Table of Contents1. The Metalinguistic Dimension in L2 Learning, Karen Roehr & Gabriela Ganem-Gutierrez Part I: Cognitive Approaches to the Metalinguistic Dimension 2. Developing a Measure of Metalinguistic Awareness for Children Aged 8-11, Angela Tellier 3. Examining the Contribution of Syntactic and Metasyntactic Abilities to Reading Comprehension among Native and Non-Native Speakers, Daphnée Simard, Denis Foucambert and Marie Labelle 4. Effects of Instruction on Learners’ Acquisition of Metalinguistic Knowledge, Rosemary Erlam 5. University-Level Learners’ Beliefs about Metalinguistic Knowledge, Benjaporn Thepseenu and Karen Roehr 6. Metalinguistic Awareness in Third Language Phonological Acquisition, Magdalena Wrembel Part II: Sociocognitive Approaches to the Metalinguistic Dimension 7. Metalinguistic knowledge in Language-Related Episodes (LREs) with Covert Metalinguistic Activity, Xavier Gutiérrez 8. The Role of Metalanguage in the Performance of a Sequence of Collaborative Output Tasks by Five L2 Learner Dyads, Alan Fortune 9. Mediating the Development of L2 Oral Performance through DynamicAassessment: Focusing on the Metalinguistic Dimension, Gabriela Adela Gánem-Gutiérrez and Cristina Nogués Meléndez 10. The Being and Becoming of Metalinguistic Knowledge: Rules and Categories of Grammatical Description as Functional Tools of the Mind, Eduardo Negueruela Azarola Index

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Book SynopsisAek Phakiti is Associate Professor in TESOL in the Sydney School Education and Social Work, Faculty of Arts and Social Sciences, at the University of Sydney, Australia. He is co-editor of Research Methods in Applied Linguistics: A Practical Resource (Bloomsbury Academic, 2015) and author of Experimental Research Methods in Language Learning (Bloomsbury Academic, 2014).Table of ContentsPART I: Language Testing and Assessment 1: Language Testing and Assessment in Contexts 2: Key Considerations in Language Testing and Assessment 3: Cycles of Language Testing and Assessment 4: Current Issues and Trends in Language Testing and Assessment PART II: Assessment Methods and Techniques 5: Common Test Techniques 6: Self- and Peer-assessment 7: Scales and Rating Scales PART III: Assessing Language Areas 8: Assessing Listening 9: Assessing Speaking 10: Assessing Reading 11: Assessing Writing 12: Assessing Other Language Areas PART IV: Operationalization of Language Tests and Assessments 13: Test Specifications and Developments 14: Basic Statistics, Test Analyses, Displays and Reports References Glossary of key terms in language testing and assessment Appendices Indexes

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Book SynopsisTERMINOLOGISCHE ÜBERLEGUNGEN.- PHONETISCHE GRUNDLAGEN.- ALLGEMEINE PHONETISCHE EIGENSCHAFTEN VON PLOSIVEN.- DIE  PLOSIVE DES DEUTSCHEN.- DIE PRODUKTION UND WAHRNEHMUNG NICHT-MUTTERSPRACHLICHER LAUTE UND L3-ERWERBSMODELLE.- STAND DER FORSCHUNG.- FORSCHUNGSFRAGEN UND HYPOTHESEN.- METHODOLOGIE UND DURCHFÜHRUNG DER STUDIE.- ERGEBNISSE.- DISKUSSION DER ERGEBNISSE.

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Book SynopsisTones are the most challenging aspect of learning Chinese pronunciation for adult learners and traditional research mostly attributes tonal errors to interference from learners’ native languages. In Second Language Acquisition of Mandarin Chinese Tones, Hang Zhang offers a series of cross-linguistic studies to argue that there are factors influencing tone acquisition that extend beyond the transfer of structures from learners’ first languages, and beyond characteristics extracted from Chinese. These factors include universal phonetic and phonological constraints as well as pedagogical issues. By examining non-native Chinese tone productions made by speakers of non-tonal languages (English, Japanese, and Korean), this book brings together theory and practice and uses the theoretical insights to provide concrete suggestions for teachers and learners of Chinese.Trade Review"This book is beyond doubt an excellent source that will surely benefit not only a community of linguists or psycholinguists who are interested in L2 acquisition but also classroom teachers and language learners with not much linguistic background." ~ Mengzhu Yan, Victoria University of Wellington, on Linguistlist (March 2019)Table of ContentsList of Tables List of Figures List of Selected Abbreviations  Mandarin Tones 1 Introduction  1.1 Phonetics and Phonology of Mandarin Chinese Tones  1.2 Chinese Tone Variations  1.2.1 The Variants of T3  1.2.2 Other Tone Sandhi Processes  1.3 Intonation in Chinese  1.4 The Acquisition of Mandarin Chinese Tones  1.5 Organization of this Book 2 Three Puzzles in Mandarin L2 Tone Acquisition  2.1 Prosodic Structures of English, Japanese, and Korean  2.2 Puzzles Surrounding the L2 Acquisition of Tones 3 Methodology: Data Collection and Analysis  3.1 Test Materials  3.2 Participants and Recording Procedure  3.3 Assessment of L2 Tones  3.4 Data Analysis 4 Coarticulation Effects in L2 Chinese Tones  4.1 The Nature of Anticipatory Tone Coarticulation  4.2 Research Questions and Hypotheses  4.3 Results  4.4 Discussion  4.5 Conclusion 5 Phonological Universals and the Acquisition Order of Mandarin Tones  5.1 Phonological Background  5.2 Results  5.3 Discussion: An OT Account for the Acquisition of Identical Tone Sequences  5.4 Conclusion 6 Acquisition of the Third Tone  6.1 The Allophones and Sandhi Rules of Tone 3  6.2 The Second Language Acquisition of T3  6.3 Methodology  6.3.1 Stimuli  6.3.2 Subjects and Recording Procedures  6.3.3 Analysis  6.4 Results  6.4.1 The Error Patterns of Half-T3 and Raised-T3  6.4.2 Substitutions Used for Half-T3 and Raised-T3  6.5 Discussion  6.5.1 Theoretical Implications: The Underlying Form of T3  6.5.2 The ‘Half-T3 First’ Method  6.6 Conclusion 7 Teaching Mandarin Chinese Tones  7.1 Pedagogical Implications  7.2 Current Prevailing Teaching Materials  7.3 Sample Exercises References Index

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Book SynopsisSetting the Scene for Researching Instruction in Text Revision in an efl Context.- Theories on Revision.- Empirical Studies on Text Revision in l1and l2 Writing.- Empirical Studies on Instruction in Text Revision.- Development and Validation of Self Report Questionnaires.- Exploring the Effectiveness of srsd in Text Revision.- Developmental Trajectories Evidence from Qualitative Results.- Discussion Implications and Recommendations.

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Book SynopsisSpeech Bubbles 1 is the first set in an exciting new series of picture books designed to be used by Speech Language Therapists/Pathologists, parents/caregivers, and teachers with children who have delayed or disordered speech sound development, children receiving speech therapy, or by those wanting to provide sound awareness activities for their children.The set includes eleven picture books that each target a different speech sound within the story. The set is also accompanied by a user guide with notes for professionals and caregivers alike. Eleven different speech sounds have been chosen that are early developing sounds, or sounds commonly targeted in speech language therapy. With titles such as Who Bit My Tail?, Crocodiles Can't Climb Trees and Ben the Bubble Bear, the stories are light and engaging, with colourful and fun pictures on every page to keep the child interested.Perfect not just for therapy, but also for encouraging early sTable of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisTiger wakes from a dream to find a big bite on his tail but can he discover who is the culprit?This picture book targets the /t/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisBen the bear loves to blow bubbles, but what happens when he tries to blow the biggest bubble in the world?This picture book targets the /b/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisPolly the pig loves pink but her friends do not. Can they work it out?This picture book targets the /p/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisGus loves to gulp yoghurt, but he is not the only one. Has he met his match?This picture book targets the /g/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisLucas the Monkey loves to play soccer by the river, but he has a problem Mr. Crocodile, who would love to make Lucas his dinner.This picture book targets the /k/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisMolly mouse wakes to find her Mummy has vanished, so she sets off to find her meeting some interesting creatures along the way. This picture book targets the /m/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisMuffin is a quirky little fish full of fun ideas. What will he get up to next?This picture book targets the /f/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisA day at the seaside sounds magical to Sally, who brings her bucket and spade for a sandcastle making adventure.This picture book targets the /s/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisSteven is having a birthday party, but it's a long journey to the party. Will me make it in time, and in one piece?This picture book targets /s/ blends, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisVinnie loves to dive in water, but it always makes him so cold! Join him on his mission to find a way to finally get warmed up.This picture book targets the /v/ sound and is part of Speech Bubbles 2, a series of picture books that target specific speech sounds within the story.The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsVinnie the Dove: Targeting the /v/ Sound

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Book SynopsisRick is hungry, but his carrot has disappeared! Who has taken it? Come along on the mission to find it.This picture book targets the /r/ sound and is part of Speech Bubbles 2, a series of picture books that target specific speech sounds within the story.The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsRick's Carrot: Targeting the /r/ Sound

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Book SynopsisHarry loves to hop, and believes he is a hopper' but not everyone agreesThis picture book targets the /h/ sound and is part of Speech Bubbles 2, a series of picture books that target specific speech sounds within the story.The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsHarry the Hopper: Targeting the /h/ Sound

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Book SynopsisAsher the thresher shark is very shy. Will it stop him from being a hero?This picture book targets the /sh/ sound and is part of Speech Bubbles 2, a series of picture books that target specific speech sounds within the story.The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsAsher the Thresher Shark: Targeting the /sh/ Sound

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Book SynopsisArchie has stolen Charlie's prize hat the race is on to get it back. Catch that chicken!This picture book targets the /ch/ sound and is part of Speech Bubbles 2, a series of picture books that target specific speech sounds within the story.The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsCatch That Chicken!: Targeting the /ch/ Sound

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Book SynopsisLynn and Lily love licking lollipops, and lollies of all colours, shapes and sizes. But this time, have they bitten off more than they can chew?This picture book targets the /l/ sound and is part of Speech Bubbles 2, a series of picture books that target specific speech sounds within the story.The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsMagic Licking Lollipops: Targeting the /l/ Sound

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Book SynopsisJasper the badger has a plan to get some peace and quiet so he can eat his piece of fudge by himself. But will his plan work?This picture book targets the /j/ sound and is part of Speech Bubbles 2, a series of picture books that target specific speech sounds within the story.The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsJasper the Badger: Targeting the /j/ Sound

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Book SynopsisFly is sneaky and very cheeky. He likes to tease and annoy other creatures around him. Then he meets Platypus, who is ready for lunch. The race is on, but who will win?This picture book targets /l/ blends and is part of Speech Bubbles 2, a series of picture books that target specific speech sounds within the story.The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsPlatypus and Fly: Targeting /l/ Blends

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Book SynopsisThis is a tale of two brothers, duelling to become a dragon drawing champion. Great skill and imagination must be used to become the victor! If you don't succeed today, do not fear. There will be another war to fight tomorrow.This picture book targets /r/ blends and is part of Speech Bubbles 2, a series of picture books that target specific speech sounds within the story.The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsThe Dragon Drawing War: Targeting /r/ Blends

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Book SynopsisThe first comprehensive case study of how a multilingual learner approaches a new language.Trade ReviewThis volume is a valuable resource for the study of multilingual acquisition. It provides an insight into the different roles and effects of prior languages in L3 acquisition in a proactive multilingual adult learner, the use of language switches and hypothetical word construction as learning strategies, while underlining the significance of perceived crosslinguistic similarity. [...] Finally, the book succeeds in showing that any model of human speech production should proceed from a multilingual perspective, taking into account speakers' different language modes. -- Ron Peek, Birkbeck, University of London. Birkbeck Studies in Applied Linguistics Each of the chapters in this book has has been pivotal in the development of the study of third language acquisition and multilingualism at both the theoretical and methodological levels, which makes it essential reading in the field! This volume is of great value for those in the field of L3 acquisition and multilingualism, since it recapitulates the history of Hammarberg's central proposals at the methodological and conceptual levels. It also brings together a number of articles that may not be easy for the young academic to locate, and offers the research community the complete picture of a longitudinal study that has become a point of reference for new and experienced scholars. -- Patricia Bayona, University of Western Ontario Canadian Journal of Linguistics An extremely engaging book! While I might take a different line with respect to the authors' interpretation of some of the findings, one of the principal virtues of the volume is precisely that it does put before us - contextualized with admirable clarity - a great wealth of findings, about which every reader can then come to his/her own conclusions. Another virtue is the range of areas which the volume visits - from accent to language switching, from help elicitation to attempts at lexical coinages. A third merit is the fact that the book assembles an impressive body of evidence and argumentation relating to one particular, highly fascinating, multilingual case study. For anyone with an interest in L3 acquisition and/or cross-linguistic influence, such a combination is, and deserves to be, an irresistible cocktail. -- David Singleton, Trinity College Dublin Applied Linguistics This volume is a valuable resource for the study of multilingual acquisition. It provides an insight into the different roles and effects of prior languages in L3 acquisition in a proactive multilingual adult learner, the use of language switches and hypothetical word construction as learning strategies, while underlining the significance of perceived crosslinguistic similarity. [...] Finally, the book succeeds in showing that any model of human speech production should proceed from a multilingual perspective, taking into account speakers' different language modes. Each of the chapters in this book has has been pivotal in the development of the study of third language acquisition and multilingualism at both the theoretical and methodological levels, which makes it essential reading in the field! This volume is of great value for those in the field of L3 acquisition and multilingualism, since it recapitulates the history of Hammarberg's central proposals at the methodological and conceptual levels. It also brings together a number of articles that may not be easy for the young academic to locate, and offers the research community the complete picture of a longitudinal study that has become a point of reference for new and experienced scholars. An extremely engaging book! While I might take a different line with respect to the authors' interpretation of some of the findings, one of the principal virtues of the volume is precisely that it does put before us - contextualized with admirable clarity - a great wealth of findings, about which every reader can then come to his/her own conclusions. Another virtue is the range of areas which the volume visits - from accent to language switching, from help elicitation to attempts at lexical coinages. A third merit is the fact that the book assembles an impressive body of evidence and argumentation relating to one particular, highly fascinating, multilingual case study. For anyone with an interest in L3 acquisition and/or cross-linguistic influence, such a combination is, and deserves to be, an irresistible cocktail.Table of Contents1. Introduction; 2. A study of third language acquisition; 3. Language switches in L3 production: implications for a polyglot speaking model; 4. The learner's word acquisition attempts in conversation; 5. Re-setting the basis of articulation in the acquisition of new languages; 6. Roles of L1 and L2 in L3 production and acquisition; 7. Activation of L1 and L2 in L3 production: a comparison of two case studies; 8. The factor 'perceived crosslinguistic similarity' in third-language production.

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Book SynopsisThis book offers a unique interdisciplinary perspective on argument structure and its role in language acquisition. Drawing on a broad range of crosslinguistic data, this volume shows that languages are much more diverse in their argument structure properties than has been realized.The volume is the outcome of an integrated research project and comprises chapters by both specialists in first language acquisition and field linguists working on a variety of lesser-known languages. The research draws on original fieldwork and on adult data, child data, or both from seventeen languages from eleven different language families. Some chapters offer typological perspectives, examining the basic structures of a given language with language-learnability issues in mind. Other chapters investigate specific problems of language acquisition in one or more languages. Taken as a whole, the volume illustrates how detailed work on crosslinguistic variation is critical to the developmentTable of ContentsI. Verb Meaning and Verb Syntax: Crosslinguistic Puzzlse for Language Learners II. Participants Present and Absent: Argument Ellipsis and Verb Learning III. Transitivity, Intransitivity, and Their Associated Meanings: A Complex Work-Space for Learnability

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Book SynopsisThis beautifully illustrated set of picture books, with an accompanying user guide, has been created to support grammar and language development in young children.Perfect for the beginning of a session, each book is an ideal starting point for targeting client goals, providing repeated examples of early developing syntax and morphology which will engage and excite the reader whilst building pre-literacy skills.The set includes:Guidebook: Including accessible activities and ideas to help children use grammar forms expressively, this guidebook discusses the specific grammatical form focused on in each story. Photocopiable and downloadable handouts for parents and carers allow therapy work to continue beyond the therapy session.Pete and Jem: Pete and Jem are having lots of fun playing in the snow until they run into each other and fall over. This book targets Subject-Verb sentences and present progressive verbs.A Trip to the Zoo: Pete and Jem are having lots of fun at the zoo, but they both want to see different animals, and are pulling their mother in different directions! This book targets Subject-Verb-Object sentences and regular plurals.Anything You Can Do: Pete and Jem discover activities that they can do together. This book targets Subject-Verb sentences, pronouns and the auxiliaries âcanâ and âdoâ.The Birthday Party: Pete and Jem get ready for Belleâs birthday. This book targets Subject-Verb sentences, pronouns and the auxiliary âbeâ.Time for Adventure!: Jem learns that adventures are more fun when you share. This book targets Subject-Verb-Object sentences and the pronouns âmeâ, âmyâ, âmineâ and âitâ .Letâs Go Shopping: Pete and Jem cause chaos at the supermarket. This book targets Subject-Verb-Object sentences and the conjunction âandâ for listing.Hide and Seek: Pete, Jem and Belle play hide and seek. This book targets Subject-Verb-Object sentences and prepositions.A Day at the Beach: Pete, Jem and Belleâs day at the beach turns stormy. This book targets Subject-Verb-Object sentences and early adjectives.

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Book SynopsisThis set, comprised of a guidebook and four colourful picture books, has been designed for parents and practitioners supporting children to understand and use two-word sentences. Written in a friendly and reassuring tone, the guidebook untangles questions and concerns that many parents and practitioners share around language development, such as whether children are reaching important milestones, whether they benefit from screen-time and dummies, and what to do if there might be a problem. Bright and colourful illustrations in the storybooks provide rich opportunities for conversation and engagement, using a serve and return structure and based around pivot words. The simple stories and repetition provide an opportunity for the child to hear and experience the sentence structure in new ways. The set includes: Helping Children Find Their Voices: A guide for parents and practitioners, exploring questions and concerns that many parents and practitioners share around language development, such as whether children are reaching important milestones, whether they benefit from screen-time and dummies, and what to do if there might be a problem. Down the Slide: A colourful picture book using the pivot word âdownâ Hello!: A colourful picture book using the pivot word âhelloâ Gone to the Park: A colourful picture book using the pivot word âgoneâ Sleep Time: A colourful picture book using the pivot word âsleepingâ This is an exciting resource for early years practitioners, parents, and those working with children at an early stage of speech and language development.

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