LANGUAGE DISORDERS CONFERENCE


Language Disorders Conference is one of the leading research topics in the international research conference domain. Language Disorders is a conference track under the Language and Linguistics Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Language and Linguistics.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Language and Linguistics).

Language Disorders is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to Language Disorders Conference Track will be held at .

Language Disorders is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

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I. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

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III. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

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IV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

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V. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

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VI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

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VII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

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VIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

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IX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JUNE 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

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X. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

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XI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

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XII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

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XIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 16 - 17, 2020
ZÜRICH, SWITZERLAND

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XIV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

OCTOBER 21 - 22, 2020
BARCELONA, SPAIN

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XV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 02 - 03, 2020
SAN FRANCISCO, UNITED STATES

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XVI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 12 - 13, 2020
ISTANBUL, TURKEY

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XVII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

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XVIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 15 - 16, 2020
BANGKOK, THAILAND

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XIX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

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XX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

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XXI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

APRIL 15 - 16, 2021
BARCELONA, SPAIN

FINISHED

XXII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

MAY 11 - 12, 2021
ISTANBUL, TURKEY

FINISHED

XXIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JUNE 05 - 06, 2021
SAN FRANCISCO, UNITED STATES

FINISHED

XXIV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JULY 20 - 21, 2021
PARIS, FRANCE

FINISHED

XXV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

AUGUST 10 - 11, 2021
NEW YORK, UNITED STATES

FINISHED

XXVI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 10 - 11, 2021
TOKYO, JAPAN

FINISHED

XXVII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 16 - 17, 2021
ZÜRICH, SWITZERLAND

FINISHED

XXVIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

OCTOBER 21 - 22, 2021
BARCELONA, SPAIN

FINISHED

XXIX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 02 - 03, 2021
SAN FRANCISCO, UNITED STATES

FINISHED

XXX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 12 - 13, 2021
ISTANBUL, TURKEY

FINISHED

XXXI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 19 - 20, 2021
SINGAPORE, SINGAPORE

FINISHED

XXXII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 15 - 16, 2021
BANGKOK, THAILAND

FINISHED

XXXIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 28 - 29, 2021
PARIS, FRANCE

Previously Published Papers on "Language Disorders Conference"

  • Voice Features as the Diagnostic Marker of Autism
    Authors: Elena Lyakso, Olga Frolova, Yuri Matveev, Keywords: Autism spectrum disorders, biomarker of autism, child speech, voice features. DOI:10.5281/zenodo. Abstract: The aim of the study is to determine the acoustic features of voice and speech of children with autism spectrum disorders (ASD) as a possible additional diagnostic criterion. The participants in the study were 95 children with ASD aged 5-16 years, 150 typically development (TD) children, and 103 adults – listening to children’s speech samples. Three types of experimental methods for speech analysis were performed: spectrographic, perceptual by listeners, and automatic recognition. In the speech of children with ASD, the pitch values, pitch range, values of frequency and intensity of the third formant (emotional) leading to the “atypical” spectrogram of vowels are higher than corresponding parameters in the speech of TD children. High values of vowel articulation index (VAI) are specific for ASD children’s speech signals. These acoustic features can be considered as diagnostic marker of autism. The ability of humans and automatic recognition of the psychoneurological state of children via their speech is determined.
  • Robot-assisted Relaxation Training for Children with Autism Spectrum Disorders
    Authors: V. Holeva, V. Aliki Nikopoulou, P. Kechayas, M. Dialechti Kerasidou, M. Papadopoulou, G. A. Papakostas, V. G. Kaburlasos, A. Evangeliou, Keywords: Autism spectrum disorders, CBT, children relaxation training, robot-assisted therapy. DOI:10.5281/zenodo. Abstract: Cognitive Behavioral Therapy (CBT) has been proven an effective tool to address anger and anxiety issues in children and adolescents with Autism Spectrum Disorders (ASD). Robot-enhanced therapy has been used in psychosocial and educational interventions for children with ASD with promising results. Whenever CBT-based techniques were incorporated in robot-based interventions, they were mainly performed in group sessions. Objectives: The study’s main objective was the implementation and evaluation of the effectiveness of a relaxation training intervention for children with ASD, delivered by the social robot NAO. Methods: 20 children (aged 7–12 years) were randomly assigned to 16 sessions of relaxation training implemented twice a week. Two groups were formed: the NAO group (children participated in individual sessions with the support of NAO) and the control group (children participated in individual sessions with the support of the therapist only). Participants received three different relaxation scenarios of increasing difficulty (a breathing scenario, a progressive muscle relaxation scenario and a body scan medication scenario), as well as related homework sheets for practicing. Pre- and post-intervention assessments were conducted using the Child Behavior Checklist (CBCL) and the Strengths and Difficulties Questionnaire for parents (SDQ-P). Participants were also asked to complete an open-ended questionnaire to evaluate the effectiveness of the training. Parents’ satisfaction was evaluated via a questionnaire and children satisfaction was assessed by a thermometer scale. Results: The study supports the use of relaxation training with the NAO robot as instructor for children with ASD. Parents of enrolled children reported high levels of satisfaction and provided positive ratings of the training acceptability. Children in the NAO group presented greater motivation to complete homework and adopt the learned techniques at home. Conclusions: Relaxation training could be effectively integrated in robot-assisted protocols to help children with ASD regulate emotions and develop self-control.
  • Teaching Attentive Literature Reading in Higher Education French as a Foreign Language: A Pilot Study of a Flipped Classroom Teaching Model
    Authors: Malin Isaksson, Keywords: Shared practice, flipped classroom, literature in foreign language studies, teaching literature analysis. DOI:10.5281/zenodo. Abstract: Teaching French as a foreign language usually implies teaching French literature, especially in higher education. Training university students in literary reading in a foreign language requires addressing several aspects at the same time: the (foreign) language, the poetic language, the aesthetic aspects of the studied works, and various interpretations of them. A pilot study sought to test a teaching model that would support students in learning to perform competent readings and short analyses of French literary works, in a rather independent manner. This shared practice paper describes the use of a flipped classroom method in two French literature courses, a campus course and an online course, and suggests that the teaching model may provide efficient tools for teaching literary reading and analysis in a foreign language. The teaching model builds on a high level of student activity and focuses on attentive reading, meta-perspectives such as theoretical concepts, individual analyses by students where said concepts are applied, and group discussions of the studied texts and of possible interpretations.
  • Second Language Development with an Intercultural Approach: A Pilot Program Applied to Higher Education Students from a Escuela Normal in Atequiza, Mexico
    Authors: Frida C. Jaime Franco, C. Paulina Navarro Núñez, R. Jacob Sánchez Nájera, Keywords: Collaborative learning, English as a Foreign language, intercultural communication, intercultural communicative competences, virtual partnership. DOI:10.5281/zenodo. Abstract: The importance of developing multi-language abilities in our global society is noteworthy. However, the necessity, interest, and consciousness of the significance that the development of another language represents, apart from the mother tongue, is not always the same in all contexts as it is in multicultural communities, especially in rural higher education institutions immersed in small communities. Leading opportunities for digital interaction among learners from Mexico and abroad partners represents scaffolding towards, not only language skills development but also intercultural communicative competences (ICC). This study leads us to consider what should be the best approach to work while applying a program of ICC integrated into the practice of EFL. While analyzing the roots of the language, it is possible to obtain the main objective of learning another language, to communicate with a functional purpose, as well as attaching social practices to the learning process, giving a result of functionality and significance to the target language. Hence, the collateral impact that collaborative learning leads to, aims to contribute to a better global understanding as well as a means of self and other cultural awareness through intercultural communication. While communicating through the target language by online collaboration among students in platforms of long-distance communication, language is used as a tool of interaction to broaden students’ perspectives reaching a substantial improvement with the help of their differences. This process should consider the application of the target language in the inquiry of sociocultural information, expecting the learners to integrate communicative skills to handle cultural differentiation at the same time they apply the knowledge of their target language in a real scenario of communication, despite being through virtual resources.
  • Language Policy as an Instrument for Nation Building and Minority Representation: Supporting Cases from South Asia
    Authors: Kevin You, Keywords: Language policy, South Asia, nation building, Artificial states. DOI:10.5281/zenodo. Abstract: Nation-building has been a key consideration in ethno-linguistically diverse post-colonial ‘artificial states’, where ethnic tensions, religious differences and the risk of persecution of minorities are common. Language policy can help with nation-building, but it can also hinder the process. An important challenge is in recognising which language policy to adopt. This article proposes that the designation of a widely used lingua franca as a national language (in an official capacity or otherwise) - in a culturally, ethnically and linguistically diverse post-colonial state - assists its nation-building efforts in the long run. To demonstrate, this paper looks at the cases of Sri Lanka, Indonesia and India: three young nations which together emerged out of the Second World War with comparable colonial experiences, but subsequently adopted different language policies to different effects. Insights presented underscore the significance of inclusive language policy in sustainable nation-building in states with comparable post-colonial experiences.
  • A Surrealist Play of Associations: Neoliberalism, Critical Pedagogy and Surrealism in Secondary English Language Arts
    Authors: Stephanie Ho, Keywords: Arts-informed pedagogies, language arts, literature, Surrealism. DOI:10.5281/zenodo. Abstract: This project utilizes principles derived from the Surrealist movement to prioritize creative and critical thinking in secondary English Language Arts (ELA). The implementation of Surrealist-style pedagogies within an ELA classroom will be rooted in critical, radical pedagogy, which addresses the injustices caused by economic-oriented educational systems. The use of critical pedagogy will enable the subversive artistic and political aims of Surrealism to be transmitted to a classroom context. Through aesthetic reading strategies, appreciative questioning and dialogue, students will actively critique the power dynamics which structure (and often restrict) their lives. Within the ELA domain, cost-effective approaches often replace the actual “arts” of ELA. This research will therefore explore how Surrealist-oriented pedagogies could restore imaginative freedom and deconstruct conceptual barriers (normative standards, curricular constraints, and status quo power relations) in secondary ELA. This research will also examine how Surrealism can be used as a political and pedagogical model to treat societal problems mirrored in ELA classrooms. The stakeholders are teachers, as they experience constant pressure within their practices. Similarly, students encounter rigorous, results-based pressures. These dynamics contribute to feelings of powerlessness, thus reinforcing a formulaic model of ELA. The ELA curriculum has potential to create laboratories for critical discussion and active movement towards social change. This proposed research strategy of Surrealist-oriented pedagogies could enable students to experiment with social issues and develop senses of agency and voice that reflect awareness of contemporary society while simultaneously building their ELA skills.
  • Tibyan Automated Arabic Correction Using Machine-Learning in Detecting Syntactical Mistakes
    Authors: Ashwag O. Maghraby, Nida N. Khan, Hosnia A. Ahmed, Ghufran N. Brohi, Hind F. Assouli, Jawaher S. Melibari, Keywords: Arabic Language acquisition and learning, natural language processing, morphological analyzer, part-of-speech. DOI:10.5281/zenodo. Abstract: The Arabic language is one of the most important languages. Learning it is so important for many people around the world because of its religious and economic importance and the real challenge lies in practicing it without grammatical or syntactical mistakes. This research focused on detecting and correcting the syntactic mistakes of Arabic syntax according to their position in the sentence and focused on two of the main syntactical rules in Arabic: Dual and Plural. It analyzes each sentence in the text, using Stanford CoreNLP morphological analyzer and machine-learning approach in order to detect the syntactical mistakes and then correct it. A prototype of the proposed system was implemented and evaluated. It uses support vector machine (SVM) algorithm to detect Arabic grammatical errors and correct them using the rule-based approach. The prototype system has a far accuracy 81%. In general, it shows a set of useful grammatical suggestions that the user may forget about while writing due to lack of familiarity with grammar or as a result of the speed of writing such as alerting the user when using a plural term to indicate one person.
  • How Children Synchronize with Their Teacher: Evidence from a Real-World Elementary School Classroom
    Authors: Reiko Yamamoto, Keywords: Movement synchrony, teacher–child relationships, English as a foreign language, EFL learning. DOI:10.5281/zenodo. Abstract: This paper reports on how synchrony occurs between children and their teacher, and what prevents or facilitates synchrony. The aim of the experiment conducted in this study was to precisely analyze their movements and synchrony and reveal the process of synchrony in a real-world classroom. Specifically, the experiment was conducted for around 20 minutes during an English as a foreign language (EFL) lesson. The participants were 11 fourth-grade school children and their classroom teacher in a public elementary school in Japan. Previous researchers assert that synchrony causes the state of flow in a class. For checking the level of flow, Short Flow State Scale (SFSS) was adopted. The experimental procedure had four steps: 1) The teacher read aloud the first half of an English storybook to the children. Both the teacher and the children were at their own desks. 2) The children were subjected to an SFSS check. 3) The teacher read aloud the remaining half of the storybook to the children. She made the children remove their desks before reading. 4) The children were again subjected to an SFSS check. The movements of all participants were recorded with a video camera. From the movement analysis, it was found that the children synchronized better with the teacher in Step 3 than in Step 1, and that the teacher’s movement became free and outstanding without a desk. This implies that the desk acted as a barrier between the children and the teacher. Removal of this barrier resulted in the children’s reactions becoming synchronized with those of the teacher. The SFSS results proved that the children experienced more flow without a barrier than with a barrier. Apparently, synchrony is what caused flow or social emotions in the classroom. The main conclusion is that synchrony leads to cognitive outcomes such as children’s academic performance in EFL learning.
  • ‘Daily Speaking’: Designing an App for Construction of Language Learning Model Supporting ‘Seamless Flipped’ Environment
    Authors: Zhou Hong, Gu Xiao-Qing, Lıu Hong-Jiao, Leng Jing, Keywords: Seamless learning, flipped classroom, seamless-flipped environment, language learning model. DOI:10.5281/zenodo.3299699 Abstract: Seamless learning is becoming a research hotspot in recent years, and the emerging of micro-lectures, flipped classroom has strengthened the development of seamless learning. Based on the characteristics of the seamless learning across time and space and the course structure of the flipped classroom, and the theories of language learning, we put forward the language learning model which can support ‘seamless flipped’ environment (abbreviated as ‘S-F’). Meanwhile, the characteristics of the ‘S-F’ learning environment, the corresponding framework construction and the activity design of diversified corpora were introduced. Moreover, a language learning app named ‘Daily Speaking’ was developed to facilitate the practice of the language learning model in ‘S-F’ environment. In virtue of the learning case of Shanghai language, the rationality and feasibility of this framework were examined, expecting to provide a reference for the design of ‘S-F’ learning in different situations.
  • Analyzing Environmental Emotive Triggers in Terrorist Propaganda
    Authors: Travis Morris, Keywords: Emotive triggers, environmental security, natural language processing, propaganda analysis. DOI:10.5281/zenodo. Abstract: The purpose of this study is to measure the intersection of environmental security entities in terrorist propaganda. To the best of author’s knowledge, this is the first study of its kind to examine this intersection within terrorist propaganda. Rosoka, natural language processing software and frame analysis are used to advance our understanding of how environmental frames function as emotive triggers. Violent jihadi demagogues use frames to suggest violent and non-violent solutions to their grievances. Emotive triggers are framed in a way to leverage individual and collective attitudes in psychological warfare. A comparative research design is used because of the differences and similarities that exist between two variants of violent jihadi propaganda that target western audiences. Analysis is based on salience and network text analysis, which generates violent jihadi semantic networks. Findings indicate that environmental frames are used as emotive triggers across both data sets, but also as tactical and information data points. A significant finding is that certain core environmental emotive triggers like “water,” “soil,” and “trees” are significantly salient at the aggregate level across both data sets. All environmental entities can be classified into two categories, symbolic and literal. Importantly, this research illustrates how demagogues use environmental emotive triggers in cyber space from a subcultural perspective to mobilize target audiences to their ideology and praxis. Understanding the anatomy of propaganda construction is necessary in order to generate effective counter narratives in information operations. This research advances an additional method to inform practitioners and policy makers of how environmental security and propaganda intersect.

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