Language is a major communicative device. Human beings communicate via different language systems like for instance sign languages, verbal languages and written languages. This paper will deal with the acquisition of the verbal language or more accurate certain problems which can occur during the process of acquisition.
Almost every human being acquires one or more languages during his live. The general schedule of acquisition can be considered to be the same for all languages and all human beings. Learners of different languages and different age create the same errors. However this process of acquisition does not always follow the same pattern, there are instances in which the process is distracted due to certain problems. Some children suffer from brain damages which prevent them from learning a language properly, while other children have hearing problems which result as well in problems with the acquisition of a language. Furthermore there exists a group of children which have no obvious physically problems like brain damages or hearing problems, but they are delayed or impaired concerning the process of language acquisition. This group of children is within the focus of this paper because their development as well as the treatment of their impairment is most challenging for researchers and medical doctors.
To show the problems that can occur in an acquisition process, the first part of this paper will outline the normal process of language acquisition which almost all children pass through. This serves the purpose to show the contrasts between a normal language development and an impaired development.
After this short outline the general concept of language impairment will be described, before dealing with the concept of Specific Language Impairment (SLI). This concept will be described in more detail before showing the different specifications in which the SLI can occur. These specifications will be illustrated through examples that sow the contrasts and similarities between children with and without problems in the language acquisition.
The Conclusion will present a short summary of the presented issues as well as results of recent research concerning the treatment of SLI.
Table of Contents
1. Introduction
2. Language Acquisition
2.1. General overview
2.2. Stages of Language Acquisition
2.2.1. Pre-Language Stages
2.2.2. Holophrastic Stage
2.2.3. Two-Word-Stage
2.2.4. Telegraphic Speech Stage
3. Impaired Language Acquisition
4. Specific Language Impairment
4.1. General outline
4.2. Indicators and Consequences
4.3. Reasons for Specific Language Impairment
4.4. Diagnosis and Intervention
5. Types of Impairment
5.1. Phonological Impairment
5.2. Grammatical Impairment
5.3. Pragmatic Impairment
6. Conclusion
Research Objectives and Focus
This paper examines the process of language acquisition in children, with a specific focus on identifying and understanding "Specific Language Impairment" (SLI) in children who do not exhibit obvious physical or cognitive disabilities.
- Normal developmental stages of first language acquisition.
- Definitions and symptoms of language impairment.
- Clinical and educational diagnosis of Specific Language Impairment (SLI).
- Types of impairment: Phonological, Grammatical, and Pragmatic.
- Early intervention strategies and therapeutic approaches.
Excerpt from the Book
4.2.Indicators and Consequences
Children who suffer from SLI tend to use a more immature language than their normally developing contemporaries. Furthermore the impact of SLI can be seen in the occurrence of uncommon errors in pronunciation as well as in the lack of the use of the appropriate grammar20.
Te specific language impaired children normally show signs of this disorder already in early stages of language acquisition when they are still very young. To help them to improve their use of the language, an early recognition in connection with an intensive training is necessary.
As outlined in the chapter dealing with the process of normal language development, children start to communicate with their environment even though they are not fully capable to use a language. They use single word utterances or telegraphic speech to express their feelings and wishes. Furthermore children at the age of two already have an enormous vocabulary and ask a great amount of questions concerning their environment21. The language they use often lacks grammatical patterns and the words sound different from normal pronunciation patterns. However they try to communicate with the adults and to express themselves. In contrast to this, it can be the case with children suffering from SLI that they do not produce any words at all up to the age of two. The lack of question posing at the age from two to three thus may be an indicator for a communicative impairment. When those children grow older they might start to communicate but very often their environment might have problems to understand them22. This results in problems in communicative situation which might intimidate the children so that they retreat from conversations with their environment.
Summary of Chapters
1. Introduction: The author outlines the scope of the paper, focusing on the challenges of children who exhibit delayed language development despite having no obvious physical or neurological impairments.
2. Language Acquisition: This chapter describes the normal, biologically-driven stages of first language development in children, ranging from pre-language sounds to telegraphic speech.
3. Impaired Language Acquisition: This section provides an overview of various conditions that hinder language development, such as brain damage or hearing loss, and introduces the concept of deviant linguistic patterns.
4. Specific Language Impairment: The chapter explores the characteristics, causes, and diagnostic methods associated with SLI, highlighting the importance of early intervention and educational support.
5. Types of Impairment: A detailed breakdown of phonological, grammatical, and pragmatic impairments, illustrating how these specific areas of language usage can be affected in children with SLI.
6. Conclusion: The paper concludes by emphasizing that while SLI is a complex disorder, early diagnosis and tailored therapeutic programs can significantly improve a child's ability to communicate effectively.
Keywords
Language Acquisition, Specific Language Impairment, SLI, Phonological Impairment, Grammatical Impairment, Pragmatic Impairment, Child Development, Speech Disorder, Language Delay, Early Intervention, Rice/Wexler Test, Verbal Language, Developmental Dysphasia, Communication, Linguistics.
Frequently Asked Questions
What is the core focus of this academic paper?
The paper primarily investigates "Specific Language Impairment" (SLI) in children, specifically those who demonstrate delays or impairments in language acquisition without accompanying physical or cognitive disabilities.
Which linguistic stages are discussed regarding normal development?
The paper reviews the pre-language stages, the holophrastic stage, the two-word stage, and the telegraphic speech stage.
What is the primary goal of the author?
The goal is to delineate the difference between normal language development and impaired development, and to discuss how early diagnosis and intervention can mitigate the long-term impact of SLI.
Which scientific methods are primarily utilized?
The author relies on a synthesis of existing literature, linguistic theory, and comparative analysis of cross-sectional studies on language usage in children.
What does the main body of the text address?
It covers the definitions of SLI, its potential genetic or neurological roots, the specific diagnostic tools like the Rice/Wexler Test, and pedagogical strategies for support.
What define the terminology of this work?
The work is characterized by terms such as Specific Language Impairment (SLI), phonological, grammatical, and pragmatic impairment, and language acquisition.
How is "phonological impairment" specifically defined within the text?
It is described as a disorder where children have difficulty articulating speech sounds precisely or organizing them according to the rules of the specific language they are learning.
What is the significance of the "critical period" mentioned in the text?
The critical period is presented as a crucial timeframe during which a child must be exposed to language in order to avoid serious, long-term difficulties in language learning.
Does the author conclude that SLI is purely genetic?
While the author notes that recent studies point toward a genetic origin for many cases, it is not yet fully proven, and the search for the underlying causes remains an ongoing area of research.
- Quote paper
- Silke Lübbert (Author), 2006, Impaired Language Acquisition, Munich, GRIN Verlag, https://www.grin.com/document/74153
