Chapter+6-Assessing+and+Teaching+Language

Scenario

The American Speech-Language-Hearing Association (1992, p. 949)
= Theories  = = Components of Language  =
 * == Theories of language acquisition fall within three major camps: ==
 * === Behavioristic- relies on learning principals to explain language acquisition. ===
 * === Nativistic (or psycholinguistic)- humans are prewired for language development and that the environment simply triggers its emergents. ===
 * === Interactionistic (or cognitive)- child must internalize linguistic structures from the environment and must become away of communication skills. ===
 * == Phonology – frequently appear in articulation disorders. (saying “ oo ” for you) ==
 * == The sound system of a language and the linguistic rules that govern the sound combinations ==


 * == Morphology- may not use appropriate inflectional endings in their speech. (not using third person s on nouns) ==
 * === The linguistic rule system that governs the structure of words and the construction of word forms from the basic elements of meaning ===


 * == Syntax- use sentences that lack length or syntactic complexity expected for their age. (where daddy go instead of where did daddy go) ==
 * === The linguistic rule system that governs the order and combination of words to form sentences, and the relationships among the elements within a sentence ===


 * == Semantics- delay in word meaning and understand a limited number of words. (that thing over there or that thing you use to write with) ==
 * === The psycholinguistic system that patterns the content of an utterance, intent, and meanings of words and sentences ===


 * == Pragmatics- students do not use functions that are expected for their age. (difficult staying on topic during conversation) ==
 * === The sociolinguistic system that patterns the use of language in communication, which may be expressed motorically, vocally, or verbally ===

= Language Service Delivery Models  =
 * == Pullout Therapy Model- language specialists takes students from their classes and instructs those with similar difficulties in homogeneous groups. ==
 * == Classroom-Based Language Models ==
 * === Team Teaching- language specialists teaches with the general or special education teacher ===
 * === Self Contained Classroom Teaching- language specialist teaches in a self-contained language classroom ===
 * === One-to-0ne Intervention- language specialist provides one to one intervention to particular students in the classroom ===
 * === Staff, Curriculum, or Program Development – language specialist can aid students indirectly by providing staff, curriculum, or program development to a school or district ===
 * === Consultation- language specialists can serve as a consultant to the various professionals who interact with students such as general or special education teachers, psychologists, physicians, nurses, social workers, or counselors ===
 * == Strategies-Based Model ==

= Teaching Language Skills  =
 * == Strategies for increasing language comprehension ==
 * If student struggles with following directions, establish eye contact and maintain attention prior to giving the directions.
 * Have students repeat directions back to assure comprehension
 * To facilitate listening arrange classroom seating to limit distractions from doorways and windows and to maximize the use of visual aids
 * When introducing new concept or skill, use vocabulary that is familiar to student and explain new vocabulary words by using familiar terms
 * Present new concepts in as many modalities as possible and gestures to augment verbal presentation
 * Increase understanding of relationship between semantic role and word order, encourage children to act out sentences
 * Explain that listening is an active process that requires them to behave in certain ways and teach them to identify certain behaviors
 * Use introductory statements to provide organizational framework
 * Be sensitive to students linguistic sophistication and adjust the rate and complexity of instructional language accordingly
 * Teach specific memory strategies to help students organize, categorize, and store new information for a later date.
 * Enhance students recall and memorization of new vocabulary, use the keyword method, in which familiar words are associated with each new concept or word
 * Engage adolescents in concrete problem-solving activities to identify those who have difficulty thinking symbolically or using reasoning nonsymbolically
 * == Strategies for increasing language production ==
 * Expect students to occasionally speak in incomplete sentences
 * Regardless to effectiveness of a students communication, convey that the message is important
 * Teach language in various natural settings rather than in an isolated group
 * Act as a good language model and ask students to imitate what they hear
 * Use structured language programs that provide adequate opportunity to practice a new skill
 * Comment or elaborate on students ideas to demonstrate how information can be expressed
 * Use activities such as role playing or charades to improve students use of language
 * When a student has difficulties with word retrieval examine such things as response time, error index, and substitution types
 * Use semantic training to improve students word retrieval skills
 * To improve students verbal expression, encourage storytelling activities in which the student must name all of the object or picture
 * Teach generalization of language skills through three phases (orientation, activation, and maintenance)
 * == Imitation and Modeling Strategies ==
 * Student gives a response that is similar to the model’s
 * Student gives one-to-one literal matching response to each stimulus statement
 * Acquiring an abstract language rule without giving an immediate response to the stimulus
 * Student sees teacher modeling rule several times before student is required to use it
 * Teach can use puppet as model and place objects in front of it to act as a crowd
 * Teacher can imitative mimicry at one point with a student and gradually move to more spontaneous response