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
Objectives and Key Themes
This paper aims to explore impaired language acquisition in children, focusing on Specific Language Impairment (SLI). It begins by outlining the typical stages of language development to provide a contrast with impaired development. The paper then delves into the concept of SLI, detailing its characteristics, causes, diagnosis, and intervention strategies. Different types of language impairment are also examined. * Normal versus impaired language acquisition * Specific Language Impairment (SLI) and its characteristics * Causes and consequences of SLI * Diagnosis and intervention strategies for SLI * Different types of language impairmentsChapter Summaries
1. Introduction: This introductory chapter sets the stage by highlighting language as a crucial communication tool, emphasizing the various forms of language (sign, verbal, written). The chapter focuses on problems encountered during verbal language acquisition, stating that while most individuals acquire language, some children experience delays or impairments despite lacking obvious physical limitations. The chapter introduces the study's focus on children with these impairments, noting the challenges their development poses for researchers and medical professionals. To contrast normal and impaired language development, the paper will first outline typical language acquisition. It then previews the discussion of language impairment in general, followed by a detailed examination of Specific Language Impairment (SLI) and its various manifestations. The conclusion will summarize the discussed issues and present findings from current research on SLI treatment. 2. Language Acquisition: This chapter provides an overview of first language acquisition, noting the remarkable speed and largely uninstructed nature of this process. It highlights the universality of language acquisition across cultures and social classes, suggesting a biological predisposition. However, the chapter argues that this predisposition alone isn't sufficient; interaction with language speakers before a critical age is essential. The chapter concludes by emphasizing language acquisition as an interactive, communicative process within a specific environment, rather than an innate ability. This establishes the foundation for understanding the deviations that lead to impaired language development. 3. Impaired Language Acquisition: While this chapter's content isn't provided, it's likely to bridge the gap between normal language acquisition and the specific cases of impairment covered in the subsequent chapters. It would probably discuss the broad causes of language acquisition problems (brain damage, hearing impairments, etc.), setting the context for the detailed exploration of SLI in Chapter 4. This chapter prepares the reader for a more focused examination of SLI by offering a general understanding of the factors that can disrupt the normal language acquisition process. 4. Specific Language Impairment: This chapter focuses on Specific Language Impairment (SLI), providing a general overview, indicators, consequences, reasons, and diagnostic/intervention methods. The detailed discussion of SLI's characteristics, causes (neurological, genetic, environmental factors), and the challenges in diagnosis and intervention are crucial in establishing a comprehensive understanding of this specific developmental delay. This is a central chapter likely to detail various assessment methods, therapeutic approaches, and the impact of SLI on different aspects of communication. 5. Types of Impairment: This chapter is expected to delve into the specific manifestations of SLI, analyzing different types of impairments such as phonological, grammatical, and pragmatic impairments. Each type would likely be discussed in detail, with examples illustrating the challenges faced by children exhibiting these specific difficulties. The chapter would likely emphasize how these different types of impairments interact and impact a child's overall communicative abilities, creating a comprehensive picture of the diverse ways SLI can present itself.Keywords
Language acquisition, impaired language acquisition, Specific Language Impairment (SLI), phonological impairment, grammatical impairment, pragmatic impairment, language development, child language, diagnosis, intervention, neurological development.
FAQ: Comprehensive Language Preview on Impaired Language Acquisition
What is the focus of this document?
This document provides a comprehensive preview of a paper exploring impaired language acquisition in children, with a particular focus on Specific Language Impairment (SLI). It covers the typical stages of language development, contrasts them with impaired development, and delves into the characteristics, causes, diagnosis, and intervention strategies for SLI. Different types of language impairment are also examined.
What topics are covered in the Table of Contents?
The table of contents includes: an introduction, language acquisition (with sub-sections on stages of acquisition), impaired language acquisition, specific language impairment (with sub-sections on outline, indicators, reasons, and diagnosis/intervention), and types of impairment (phonological, grammatical, and pragmatic).
What are the main objectives and key themes?
The main objectives are to explore impaired language acquisition, focusing on SLI. Key themes include: contrasting normal and impaired language acquisition, characteristics of SLI, causes and consequences of SLI, diagnosis and intervention strategies for SLI, and different types of language impairments.
What does the Introduction chapter cover?
The introduction highlights language's importance as a communication tool, emphasizing its various forms. It focuses on problems in verbal language acquisition, introducing the study's focus on children with language impairments and the challenges they pose. It previews the discussion of typical language acquisition, general language impairment, and SLI.
What is covered in the Language Acquisition chapter?
This chapter provides an overview of first language acquisition, highlighting its speed, universality, and the interaction needed for successful acquisition. It emphasizes language acquisition as an interactive process within a specific environment.
What is the likely content of the Impaired Language Acquisition chapter?
This chapter likely bridges the gap between normal and impaired language acquisition, discussing broad causes of language acquisition problems (brain damage, hearing impairments, etc.), setting the context for the detailed exploration of SLI.
What is discussed in the Specific Language Impairment chapter?
This chapter focuses on SLI, providing an overview, indicators, consequences, reasons, and diagnostic/intervention methods. It details SLI's characteristics, causes (neurological, genetic, environmental), and the challenges in diagnosis and intervention.
What does the Types of Impairment chapter cover?
This chapter delves into specific manifestations of SLI, analyzing phonological, grammatical, and pragmatic impairments. It discusses how these different types interact and impact a child's communicative abilities.
What are the keywords associated with this document?
Keywords include: Language acquisition, impaired language acquisition, Specific Language Impairment (SLI), phonological impairment, grammatical impairment, pragmatic impairment, language development, child language, diagnosis, intervention, and neurological development.
- Citation du texte
- Silke Lübbert (Auteur), 2006, Impaired Language Acquisition, Munich, GRIN Verlag, https://www.grin.com/document/74153
