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Charitee Verhelle, Christina Garza, Hercules Mugambi, and Rebekah Pain
How does language affect our students’ success in the classroom?
A communication problem can be devastating because it directly affects the individual as well as others in the immediate environment as attempts are made to transmit ideas, facts, feelings, and
desires.
Language also is related directly to achievement and adjustment in school because it forms the
basis for formulating questions, comprehending information,
and facilitating understanding in new learning situations.
Language is a medium through
which information is taught and acquired.
From: Teaching students with learning problems, p. 193
“A code whereby ideas about the world are expressed through a conventional system of arbitrary signals for communication” Speakers and Listeners both are involved in oral
language because language is heard as well as spoken.
A speaker’s use of this arbitrary vocal system to communicate ideas and thoughts is referred to as Expressive language, or production. In this process the listener uses receptive language, or comprehension.
Students with expressive language difficulties may be reluctant to participate in verbal activities.
Students with receptive language problems may have difficulty following directions or understanding content presented orally.
Components Of LanguageTo understand the components of language one has to
understand that language is not only spoken but also heard. For a better understanding they have been broken up into a classification system.
FormPhonology MorphologySyntax
ContentSemantic
Usepragmatics
Phonology The sound system of a language and the linguistic rules that
govern the sound combinations. Receptive Level
Discrimination of speech sounds. Expressive Level
Articulation of speech sounds Deficits
The child may omit a consonant such as saying “oo” for you. Substitute one consonant for another such as saying “wabbit”
for rabbit. Discrimination difficulty such as /m/ for /n/, /p/ for /b/, and /d/
for /t/. Vowels are acquired by age 3, whereas consonant clusters and
blends are not acquired until age 7 or 8.
Morphology The linguistic rule system that governs the structure of
words and the construction of word forms from the basic elements of meaning.
Receptive LevelUnderstanding of grammatical structure of words
Expressive LevelUse of grammar in words
DeficitsElementary age students may not use the third-person s
on verbs. “he walk”May not use s on nouns and pronouns to show
possession. “mommy coat”Older students may lack advanced use of past tense or
irregular plurals. “drived for drove or mans for men”
SyntaxThe linguistics rule system that governs the order and
combination of words to form sentences, and the relationships among the elements within a sentence.
Receptive Level Understanding of phrases and sentences
Expressive LevelUse of grammar in phrases and sentences
DeficitsUse sentences that lack the length complexity
expected for their age. Example-6 yr old uses a sentences length of three words “where daddy go?” instead of “ where did daddy go?”
Semantics The psycholinguistic system that patterns the content of an
utterance, intent, and meanings of words and sentences.Receptive Level
Understanding of word meanings and word relationshipsExpressive Level
Use of word meanings and word relationshipsDeficits
Understanding linguistic concepts such as before/after, if/then, many, some, and few.
Perceiving logical relationships among words ( comparative, possessive, spatial, and temporal)
Comprehending verbal analogies ( sandwich is to eat as is milk is to drink.)
Pragmatics The sociolinguistic system that a patterns the use of
language in communication, which may be expressed meteorically, vocally, or verbally.
Receptive LevelUnderstanding of contextual language cues
Expressive LevelUse of language in context
DeficitsDifficulty staying on a topic during conversation Inappropriate facial expressions and body posture Immature speechDifficulty interpreting verbal and nonverbal
communication cues
Language Difficulties:Preschool and Kindergarten StudentsDelayed readiness skills Delayed articulation and sound developmentInability to name common objectsInability to make one-to-one correspondence
between letters and sounds Difficulty responding to questionsDeficits in playBehavior challenges
Language Difficulties:Elementary Students
Limited ability to identify soundsDifficulty analyzing & synthesizing sound
sequencesDifficulty with longer & more complex sentencesDifficulty sounding out & blending polysyllabic
words Difficulty comprehending what is readDifficulty formulating & expressing spoken
languageDifficulties in use of language
Language Difficulties:Secondary StudentsTend to be passive learnersInability to use & understand higher level
syntax, semantics, & pragmaticsReceptive & expressive language difficulties Difficulty comprehending auditory languageDifficulty organizing information for
retrieval laterDifficulties in use of languageBehavior challenges
AssessmentWhat is Language Assessment?Language development assessment is an
evaluation of the student’s receptive and expressive skills.
Receptive Language: is the ability understand and comprehend what is being said or read.
Expressive Language: is the ability to express wants and needs.
The components assessed are: Morphology, Syntax, Semantics, and Pragmatics.
The Five Major Reasons for Language Assessment:To identify students with potential language
problems.To determine a student’s language
developmental level.To plan educational objectives and design
appropriate intervention programs. To monitor the student’s progress. To evaluate the language intervention
program.
How does Assessment affect Classroom Teachers?Although most classroom teachers never conduct
an in depth assessment of a student’s language skills, they should understand the implications of a language evaluation because language pervades the curriculum.
In the past Speech Language Pathologists (SLP) were the specialist that worked independently to help a child with speech deficits and disorders.
This is now changing because it should be a team effort of the SLP and general education teacher to help the child improve their language skills.
How are Children Assessed?Screening Tests
The screening provides a general overview of a student’s performance.
Diagnostic TestsThey diagnose specific speech and language
components.Informal Language Assessments
The child’s language skills are evaluated in an informal setting to determine if the formal language assessment was an accurate assessment of the child’s abilities.
Language Screening Tests (pg.206)Adolescent Language Screening Test
It measures phonology, morphology, syntax, semantics, and pragmatics.
It measures receptive and expressive language skills.It is appropriate for ages 11-17.
Goldman-Fristoe Test of ArticulationIt measures phonology and it an expressive language
skills.It is appropriate for ages 2-21.
Test of Adolescent and Adult Language-4It measures syntax and semantics.It measures receptive and expressive language skills.It is appropriate for ages 12-24.
Peabody Picture Vocabulary TestIt measures semantics and is a receptive
language evaluation.It is appropriate for ages 2-90+
Strategy for increasing language comprehension
Establish eye contact and maintain attention prior to presenting information
Ask the student to repeat or paraphrase direction or instruction to the teacher or a peer to ensure comprehension.
When introducing a new concept or skill, use vocabulary that is familiar to the student and explain new vocabulary words by using familiar words.
Use introductory statements (i.e. “these are the main points” or “Before we begin” ) to provide an organization framework.
Be sensitive to the student ‘linguistic sophistication and adjust the rate and complexity of instructional language accordingly. Use simple and relatively short sentences 5 – 10 words.
Engage adolescents in concrete problem-solving activities to identity those who have difficulty thinking symbolically or using reasoning in nonsymbolic events.
Strategies for Increasing Language Production
Teach language in various natural settings (e.g. classroom, cafeteria, and playground). Also teach language skills in connection with other curriculum content.
Ask student to imitate what they hear. Use activities such as role playing and charades to improve a student’s
use of language in different contexts and to enhance the ability to recognize the importance of nonverbal skills such as eye contact, facial expression, and gestures. Also, model and reinforce appropriate turn-taking in conversations.
Use semantic training to improve to improve a student’s word retrieval skills and include strategy such as categorizing or classifying words and using associative clues.
Story telling. Teach generalization of language through three phrase;
Orientation phrase Different contexts applicable.
Strategies for Increasing Language Production
An active phasePlenty of practice
Maintenances phrasePeriodic probes are conducted to ensure
proficiency is maintained.