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.