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LANGUAGE SUPPORT PROGRAM
Teaching and Learning for students with a Language
Disorder
Developed by Dr John Munro
Melbourne University
Day 1
German Video
Day 1- Introduction & Ideas
• Experiencing a Language Disorder• What is a Language Disorder?• Why a Language Support Program?• Introduction of ‘ICPAL’ and LSP
process• ‘Ideas’ in oral language• Screening oral language skills –
‘Ideas’• Teaching procedures – ‘Ideas’
Can anyone experience Can anyone experience a language disorder?a language disorder?
Expressive Language Disorder
Receptive Language Disorder
“The Language Support Program”
• Whole school oral language program which replaces the previous individual funding model for Level 1-2 students with oral language difficulties – Severe Language Disability
• Content of the program was developed by Dr John Munro from Melbourne University
• Explores metalinguistics (the science of oral language) and encourages systematic and explicit teaching of oral language skills in the classroom
• All teachers are encouraged to observe students’ oral language skills and reflect on their own ‘teacher talk’
Madelaine
Classroom practice
Speech Pathology
LANGUAGE SUPPORT PROGRAM
How does the LSP
relate to Speech Pathology?
Why a Language Support Program?
• Between 10-16% of all students have a specific learning problem, including those on the Program for Students with Disabilities (PSD)
• Between 7-10% of all students have some form of Language Learning Disability (LLD)
• Oral language underpins learning and literacy across all subjects, development and maintenance of social relationships, self-esteem, behaviour and employability
• Strategies to support this population of students support all student’s learning
• These students CAN LEARN
What is a Language Disorder?
• The following features are commonly noted in students with LLDs:– Academic delay – Competence in some practical areas (eg. sport or
graphics)– Learning difficulties not caused by emotional
disturbance, intellectual disability, hearing loss, or ESL (though can be co-morbid)
– Learning difficulties cannot be traced to environmental disadvantage
– More common in males (approx 70%)– Some common features though diverse
characteristics From: “One in Eleven – Practical Strategies for Teaching Adolescents with a Language
Learning Disability”
Assumption of LSP
Teachers already possess extensive implicit knowledge of oral language.
Describe Rebecca’s language skills….
The LSP aims to provide explicit oral language knowledge to help:
• better understand language disorders• isolate the areas of language difficulty • provide focused teaching
Rebecca
Why an Explicit Oral Language Program?
Most students learn oral language spontaneously and incidentally. Their existing knowledge allows this. They…
• implicitly know how to learn new language
• believe they can learn oral language successfully
• build new meanings on the base of their existing oral language knowledge
• can integrate all aspects of language use at once
What do we know about these students in the areas of…?
Communication Academic SkillsSocial SkillsBehaviour
This is not the case with all students.
When students lack implicit oral language knowledge the effects can be broader than their speech and language skills.
Why an Explicit Oral Language Program?
Language Disordered students are at risk on many levels and need ongoing support throughout their schooling years.
What does fair mean?
“ Fair does not mean that everyone gets the same…
…but rather that everyone gets what he or she needs.”
Socrates
Why an Explicit Oral Language Program?
The LSP Process
1. Observe oral language in the classroom
2. Identify areas of difficulty within the ICPAL framework using the Oral Language Observational Profile or other language screening/observation profile
3. Implement specific teaching procedures (including modification strategies, teacher talk and specialist support programs)
To address the needs of the student with a Language Disorder in a systematic way….
we will introduce a language framework comprising….
IDEASIDEASCONVENTIONSCONVENTIONS
PURPOSESPURPOSES
ABILITY to LEARNABILITY to LEARN
IDEASIDEAS
CONVENTIONSCONVENTIONS
PURPOSESPURPOSES
ABILITY to LEARNABILITY to LEARN
The ICPAL model
The ideas and meanings
The conventions
The purposes
The ability to learn
IDEASIDEAS
CONVENTIONSCONVENTIONS
PURPOSESPURPOSES
ABILITY to LEARNABILITY to LEARN
The ICPAL model
DAY 1 – Introduction and IDEAS
DAY 2 – CONVENTIONS and ABILITY TO LEARN
DAY 3 – PURPOSE, Developmental Trends and General Screening Issues
2008 LSP Training
What do people know about communicating?
Within an effective conversation all participants need to “play the language game” – know the rules
…they have an understanding of …
The LSP and DEECD Priorities
• Disability Standards Framework• Blueprint for Government Schools
– 1st priority area for reform: Recognising and responding to Diverse Student Needs
• PoLT• Strategic Plans
– Student Learning– Wellbeing and Engagement – Pathways and Transitions
• Victorian Essential Learnings – Speaking and Listening Developmental Continuum
vignettes
• Manage and direct the implementation of the LSP in your school
• Provide/arrange training and support for ongoing staff development
• Train/assist staff in observation, screening and assessment of oral language, and developing teaching strategies and resources
• Monitoring the effectiveness of any small group teaching/preteaching programs
• Collaborating with the school’s speech pathologist, and the school Leadership Team in an ongoing way
The Role of the Oral Language Educator
Important quotes…
“I had a dream….” Martin Luther King
“I am the greatest…” Mohammed Ali
“Romeo, Romeo, where art thou Romeo” Juliet
“May the force be with you…” Obi Wan Kenobi
Oral language is powerful, empowering, creative and fun…..
Paired Sharing
1. Partner with another teacher (preferably from a different school)
2. Identify a child in your class that may have characteristics of a Language Learning Disability – discuss the characteristics you observe (may use Characteristics handout as a guide)
3. Identify the current support strategies in place for that student at your school
4. Discuss/compare
• to be aware of and able to identify types of meaning in typical classroom language interactions
IDEAS
Aim:
James
Ideas
or
Meanings
Individual
(Word)
Words have Meaning
Parts of Words have MeaningsVocabulary as a Meaning Network
Sentence
Simple sentences describe an event
Variations of the simple sentence’s description of an event
More complex sentence ideas
Ideas and Meanings Used in Language
Discourse
Topic
Text, genre
Main theme
ANNA
Mrs Jones
PETER
We got a new kitty.
What’s its name ?
Snowy
Our kitty excaped from our house. It got
runned over.
JESS
Ooh, what did you do
put the deaded body ?
It didn’t die. Mum took
it to the vet.
Our cat made five
kitties.
Anna, tell us more about your new kitten
It is white with a black tail.
Does Snowy have any toys?
Daddy got a ball but Snowy eated it
A Classroom Conversation
Types of Ideas in the conversation
Analysis of the types of ideas or meaning used in Language
kitty house
Our kitty excaped from our house.
Anna’s family has a new cat.Peter’s cat escaped.A cat had kitties.
Pets and kittens.
Single words
Single sentences
Sets of sentences
or Discourse
Topic or theme
deaded
Let’s look more
closely at individual
words
Ideas
or
Meanings
Word
Sentence
Discourse
Topic
Word
Ideas and Meanings Used in Language
Ideas
or
Meanings
Individual
(Word)
Words have Meaning
Parts of Words have MeaningsVocabulary as a Meaning Network
Sentence
Ideas and Meanings Used in Language
Discourse
Topic
WORDS HAVE MEANING
Individual words and their meanings are stored in a person’s word bank or vocabulary
Anna’s word bank might include these items
little cat
building where people live
a doctor for animals
thing to play with
the colour of milk
thing that is round and rollsnot alive
…with these meanings
kitty
house
vet
white
toy
ball
deaded
TYPES of WORDSTYPES of WORDS
There are two types of word meanings in English
words that carry meaning by
themselves such as hat, jump, and red;
words that connect or 'glue' the content words together such
as in, about, the and although;
CONTENT words
FUNCTION words
WORDS HAVE MEANING
CONTENT WORDS
NOUNS VERBS ADJECTIVES ADVERBS
refer to objects
persons, animals, places,
things, and abstract
ideas
refer to actions or states of
being
refer to what things are like; they describe, identify or quantify nouns
refer to such things
as how, when where etc actions are done
WORDS HAVE MEANING
FUNCTION WORDS
PREPOSITIONS CONJUNCTIONS
such as in, about, under
such as the, a, an
such as and, though, but
ARTICLES
…many students who have language difficulties find function words more difficult to use in sentences
than content words.
WORDS HAVE MEANING
PARTS OF WORDS HAVE MEANING
What is the difference between the two words in each pair?
Consider these word pairs
skip - skipped
apple - apples
run - running
…. the word ending modifies the base word’s meaning
MORPHOLOGYMORPHOLOGY
Each unit of meaning is called a morpheme.
There are TWO types of morphemes
Morphemes are the smallest units of meaning.
… the study of word meanings
PARTS OF WORDS HAVE MEANING
MORPHOLOGYMORPHOLOGY
‘Free’ morphemes
A word – a grammatical unit -that can stand alone
‘Bound’ morphemes
Types of MORPHEMES
Kitty, get, over
A grammatical unit – a part of a word --that cannot stand alone and adds meaning to a free morpheme.‘-s’ ‘-ing’ ‘-er’
PARTS OF WORDS HAVE MEANING
MORPHOLOGYMORPHOLOGY
added to the free morpheme ‘cat’ to indicate more than
one cat
BOUND MORPHEMES
s cat cat + s=
PARTS OF WORDS HAVE MEANING
MORPHOLOGYMORPHOLOGY
…are added to words to convey particular meanings. BOUND MORPHEMES
skipped jumped
ed
tion added to verbs to talk about objects linked with the action
added to nouns to indicate more than ones
cats dogs
action description
added to a verb to say an action occurred in the past.
PARTS OF WORDS HAVE MEANING
Words heard are associated with meaning networks that make up people’s vocabularies
Meaning networks are both rich and extensive
VOCABULARY AS A MEANING NETWORK
Multiple Meanings
Multiple Meanings
A little girl asked her mother,
“Can I go outside and play with the boys?”
Her mother replied,
“No, you can’t play with the boys, they’re too rough.”
The little girl thought about it for a few moments and asked,
“If I find a smooth one, can I play with him?”
A vocabulary analogy…
• Your vocabulary is like a complex filing system…. some are better organized than others!
• Finding a specific word can take a long time if the contents of the cabinet are thrown in without any order, categorization or cross referencing…
• It can be better sorted with practice!
Some new word meanings not found in the LSP!
The Washington Post's Style Invitational asked readers to take any word from the dictionary, alter it by adding, subtracting, or changing one letter, and then supply a new definition. Some winners:
• Intaxication: Euphoria at getting a tax refund, which lasts until you realize it was your money to start with.
• Sarchasm: The gulf between the author of sarcastic wit and the person who doesn't get it.
• Inoculatte: To take coffee intravenously when you are running late.
• Cashtration (n.): The act of buying a house, which renders the subject financially impotent for an indefinite period.
• Caterpallor (n.): The colour you turn after finding half a grub in the fruit you're eating.
Ideas
or
Meanings
Word
Sentence
Discourse
Topic
SentenceSentence
A Language FrameworkIdeas and Meanings Used in Language
Ideas
or
Meanings
Individual
(Word)
Words have Meaning
Parts of Words have MeaningsVocabulary as a Meaning Network
Sentence
Simple sentences describe an event
Variations of the simple sentence’s description of an event
More complex sentence ideas
Ideas and Meanings Used in Language
Discourse
Topic
SENTENCE MEANING
Simple sentences usually describe a single event.
Our kitty excaped our house
They mention:
1. the agent or ‘doer’ of the action
2. the action in the event
excaped our house Our kitty
The agent or doer the action done by the doer
SENTENCE MEANING
It got runned over.
Show me.
What’s its name?
VARIATIONS
I want to see Snowy.
describe an event give an instruction
ask a question comment on a situation
Simple sentences
HOWEVER – more complex relationships
require more complex sentence types
Describe this picture using 1 word 3 words Up to 10 words Unlimited words but
only conjunction allowed is ‘and’
Unlimited words using 2 later developing conjunctions i.e. “however, although, while”
Scenario:You are in Grade 3. You have saved up $2 to buy a present at a Mother’s Day stall at recess. You lose your coin. You later see a $2 coin on the carpet near your chair. You pick it up and put it in your pocket. Your teacher who dropped the coin accuses you of stealing, and sends you to the principal.
SENTENCE MEANING
A relationship between two events
More Complex Sentences
He spoke while she was talking. He spoke after she was talking
Which cat is black and drinks tea?
Refer to two attributes at once
All the children went except Fred.
All cats begin life as kittens.
Exclusive relationship Generalization
SENTENCE MEANING
Cause and Effect
Complex Sentences- More examples
She did it because the bell rang.
He will be eaten if he meets the wolf.
Conditional relationship
Students need to be able to EXPRESS and COMPREHEND the variety of sentence types
Many of these sentences contain more than one event.
Ideas
or
Meanings
Individual
(Word)
Words have Meaning
Parts of Words have MeaningsVocabulary as a Meaning Network
Sentence
Simple sentences describe an event
Variations of the simple sentence’s description of an event
More complex sentence ideas
Ideas and Meanings Used in Language
Discourse
Topic
Text, genre
Main theme
Ideas
or
Meanings
Word
Sentence
Discourse
Topic
Discourse
A Language FrameworkIdeas and Meanings Used in Language
Types of ideas in the conversation
Analysis of the types of ideas or meaning used in Language
kitty house
Our kitty excaped from our house.
Anna’s family has a new cat.Peter’s cat escaped.A cat had kitties.
Pets and kittens.
Single words
Single sentences
Sets of sentences
or Discourse
Topic or theme
deaded
DISCOURSE MEANING
Listen and read along with
the following narrative discourse
I was walking in my new blue pants. Two security men saw some thieves. It was cold wet and rainy. They ran as fast
as they could. They ended up at the police station in a car. It was old and needed repairs. It wasn’t the thieves. Then he talked to the detective. He said, “Was it worth
it?”
DISCOURSE MEANING
To evaluate a discourse in terms of its meaning, you can examine whether
• each sentence follows on from earlier sentences.
• the sentences flow or are connected.
• sentences are predictable from earlier sentences.
Ideas
or
Meanings
Word
Sentence
Discourse
TopicTopic
IDEAS
TOPIC MEANING
Listen to the following extract and work out its TOPIC
A newspaper is better than a magazine. A seashore is a better place than the street. At first it is better to run
than to walk. You may have to try several times. It takes skill but it is easy to learn. Even young children can
enjoy it. Once successful, complications are minimal. Birds seldom get too close. Rain, however, soaks in very fast. Too many people doing the same thing can
also cause problems. One needs a lot of room. If there are no complications it can be peaceful. A rock will serve as an anchor. If things break loose from it, however, you
will not get a second chance.
TOPIC MEANING
How do listeners work out the topic?
make informed guessesmake informed guesses
test these guesses test these guesses
modify if necessarymodify if necessary
They may …
Review of Ideas in Language
These are some of the types of ideas you could find in a spoken communication.
The ideas a person shares are called the SEMANTICS of the language
WORD SENTENCE
DISCOURSE TOPIC
The Oral Language Observational Profile
1. Teachers complete this only for students whom they have concerns
2. the profile is discussed with OLE and/or Speech Pathologist
3. Used to help isolate areas of language difficulty and then identify specific teaching strategies
Revised Oral Language Observational Profile Name of Student: ___________________________________ Year Level: __________ Date: ______________ From your observations, compared to other students of the same age, does the student show any of the language behaviours below? 1. IDEAS
Word: Does the student yes/no 1.1 have limited understanding of words? 1.2 have difficulty with word relationships, e.g. synonyms, antonyms, multiple-meaning words? 1.3 take a comparatively long time to recall or say many words? 1.4 frequently use ‘simple’ non-specific words and phrases, e.g. good, big, sort of, stuff? 1.5 have difficulty learning new words?
Sentences: does the student:
1.6 have difficulty following instructions? 1.7 responding inappropriately or not respond to questions? 1.8 have difficulty understanding or producing simple sentences? 1.9 use relatively more short sentences and fewer longer, more complex sentences?
Discourse: does the student
1.10 have difficulty identifying the topic or theme of spoken texts? 1.11 have difficulty logically connecting a sequence of sentences around the same topic? 1.12 struggle to recount or retell stories and events in a cohesive manner? 1.13 have difficulty providing explanations for actions or events?
2. CONVENTIONS
Phonological: does the student 2.1 mispronounce many words, say sounds in the wrong order? e.g. ephalant, hostible 2.2 have difficulty breaking words into sounds? 2.3 have difficulty identifying sound patterns across words? e.g. rhyme, alliteration
Grammatical: does the student
2.4 use incomplete sentences? 2.5 use incorrect word order? 2.6 have difficulty with subject-verb agreement? e.g. “The boys is playing” 2.7 have difficulty with word endings? e.g. plural ‘-s’, past-tense ‘-ed’, adverb ‘-ly’
Discourse: does the student
2.8 have limited awareness of noun-pronoun relationships across sentences? E.g. The boys are playing. They are very noisy.
2.9 struggle using conjunctions to logically connect sentences? 3. PURPOSES
Using language to achieve purposes: does the student 3.1 struggle to start, maintain and end conversations? e.g, taking turns with peers, topic
maintenance.
3.2 have difficulty interpreting and using non-verbal communication? e.g. eye contact, facial expression, gestures, tone of voice.
3.3 mis-interpret nonliteral language e.g. pull up your socks? 3.4 have difficulty adjusting language to the listener? e.g. best friend vs principal 3.5 have difficulty using language for a variety of different purposes? e.g. seeking assistance,
expressing ideas, greeting.
4. ABILITY TO LEARN
Perceiving, attending to and using oral language: does the student 4.1 have difficulty using language to help them engage in and complete a task? e.g. use self-talk 4.2 become inattentive or easily distracted especially when background noise is present? 4.3 have difficulty recalling spoken information? 4.4 rarely seek clarification when required?
SCREENING PROCESS
Screening of Oral Language Knowledge
…includes the following components
Step 1Initially
observe and note
students’ oral language in a
range of teaching contexts
Step 2Consider examples
indicative of oral
language
difficulty
Step 3Complete an
Oral Language Observational
Profile
Teaching Strategies
SCREENING PROCESS Step 1
• listening to stories
• gross motor and perceptual-motor activities
• spatial activities and puzzles, art,
Teachers may observe students’ language in a range of teaching contexts:
• spontaneous and incidental conversations
• during shared reading
• talking about topics they are learning
• during incidental conversation
SCREENING PROCESS Step 2
Area of Difficulty Examples of Indicative Behaviour
Examples of Indicative Behaviours for the Various Areas of Difficulty
Difficulty recognising and comprehending instances of the words and terms that age peers usually understand.
When you direct students’ attention to particular items in everyday situations, you get the impression they can hear you but don’t recognise / understand the specific items to which you are referring.
When you are reading a story, they have difficulty pointing to items you name.
When you give them instructions, they may• not comprehend nouns, verbs or
adjectives,• confuse terms such as ‘over’ and ‘under’.
SCREENING PROCESS Step 3
ORAL LANGUAGE OBSERVATIONAL PROFILERevised Oral Language Observational Profile
Name of Student: ___________________________________ Year Level: __________ Date: ______________ From your observations, compared to other students of the same age, does the student show any of the language behaviours below? 1. IDEAS
Word: Does the student yes/no 1.1 have limited understanding of words? 1.2 have difficulty with word relationships, e.g. synonyms, antonyms, multiple-meaning words? 1.3 take a comparatively long time to recall or say many words? 1.4 frequently use ‘simple’ non-specific words and phrases, e.g. good, big, sort of, stuff? 1.5 have difficulty learning new words?
Sentences: does the student:
1.6 have difficulty following instructions? 1.7 responding inappropriately or not respond to questions? 1.8 have difficulty understanding or producing simple sentences? 1.9 use relatively more short sentences and fewer longer, more complex sentences?
Discourse: does the student
1.10 have difficulty identifying the topic or theme of spoken texts? 1.11 have difficulty logically connecting a sequence of sentences around the same topic? 1.12 struggle to recount or retell stories and events in a cohesive manner? 1.13 have difficulty providing explanations for actions or events?
James
General LSP teaching tips….
• be explicit and concise - ‘less is more’• allow time for processing• discuss “big picture” i.e. the purpose of
tasks or lessons • pre-teach vocabulary • emphasize keywords/ideas • support spoken information visually • use direct language • explain the process/steps involved in
completing a task• request feedback from students
TEACHING PROCEDURES
Teaching Conditions for Fostering Oral Language Learning
Have students speak and explicitly comprehend oral language as often as possible.
Discuss the purposes and values of listening and speaking.
Model oral language actions.
Let students see they are allowed to ‘try things out’, have time to do this and to take risks.
Encourage students to self correct.
TEACHING PROCEDURES
Provide positive constructive feedback wherever possible.
'Feed back' to students what they have learnt.
Help students build their self efficacy as learners and users of oral language.
Relax the speaker before talking.
Let students see they have time to think and to learn.
Teaching Conditions for Fostering Oral Language Learning
TEACHING PROCEDURES
Help students to ‘get ready' what they know for communicating.
Scaffold students’ learning.
Cue students’ thinking.
Teach the ground rules for learning oral language.
Build a group knowledge of oral language.
Teaching Conditions for Fostering Oral Language Learning
TEACHING PROCEDURES
Talk about familiar events initially and then move to less familiar contexts.
Regularly revise the key ideas.
Help students see the value of improving their language.
Teaching Conditions for Fostering Oral Language Learning
Enriching The Meaning Network
TEACHING IDEAS – word level
Defining and Describing
Same - Different
Synonyms - Antonyms
Brainstorm
Say & Sound
Clever Clue Cards
TEACHING PROCEDURES FOR IDEAS
SCUMPS
Lotus Tool
4 Comments and a Question
TEACHING PROCEDURES FOR IDEAS
The value of picture cards!Primary School level
What has 4 wheels and is usually seen on roads?
Which farm animal says moo?
Say a sentence that connects these two pictures.
Say 2 new sentences that connect them in a different way.
What do a car and a cow have in common?What larger group or category does a car belong to?
Tell me 3 more things that might be in this group?
List as many words as you can that you associate with cars?
TEACHING PROCEDURES FOR IDEAS
• What is it? This place has plants and animals. It is often warm. It rains a lot!
A Rainforest
What is it? This is found on mountains. It moves very slowly. It is a huge mass of ice.
A glacier
Think of five things you would normally associate with a rainforest.
Think of five things that you would not find in a rainforest.Think of five descriptive words that you would associate with a glacier. (wet, dry, firm, smooth, sharp, rough…)
Think up five words that can describe both a rainforest and a glacier.
TEACHING PROCEDURES FOR IDEAS
The value of picture cards!Upper Primary School level
ASPECT of LANGUAGE TYPES of TEACHING PROCEDURES
sentence meaning comprehension
sentence meaning expression /production
1. identify instances of events or relationships described by a sentence
2. act out or draw sentences they hear in play with toys and drawing activities.
1. say what they heard in a story or saw in a picture or an experience in sentences;
2. finish sentences they hear to describe particular sentence meanings i.e. cloze activity.
TEACHING PROCEDURES FOR IDEAS
Following Directions
Giving Directions
Listening Rules - Boardmaker
Using sentences to talk about what they have seen or
experienced!
TEACHING PROCEDURES FOR IDEAS
ASPECT of LANGUAGE
TYPES of TEACHING PROCEDURES
Discourse meaning production: recount, retell.
Converse, discuss
1. recount and retell earlier experiences such as an excursion, and use photographs, etc to assist them;
2. imagine they were someone else and talk about what it would be like;
3. be a ‘pretend story teller’, tell a story to others, e.g. in doll play.
Students learn to recount, how to plan the retelling, how to sequence what they want to say and how to practise their retelling
imagine they were participants in a story they hear or a film they see and practise conversing with peers who are also pseudo-participants role play; take on the roles of others and imagine what the others might say. They are taught how to plan what to say, how to respond to others and how they might change what they intended to say, their body language, etc,
TEACHING PROCEDURES FOR IDEAS
Millipede recount
SUMMARY OF ‘IDEAS’ TEACHING PROCEDURES
• modelling and expansion• learning new word meanings (multi-modal
approach)• enriching and extending meaning networks
(categorizing, brainstorming, associating, making explicit links to prior knowledge)
• encouraging paraphrasing / retells• teaching how to summarize / deduce topics
HOMEWORK?
1. Complete the OLOP on one student in your school (IDEAS section only), preferably the child discussed earlier in the day in partner activity.
2. If you are your school’s first OLE, present a language disorder simulation activity to staff (eg, poison letter, object memory).