EDU 3201 The Language Deficient Learner Dr. Ghazali Mustapha Faculty of Educational Studies...

EDU 3201 The Language EDU 3201 The Language Deficient LearnerDeficient Learner

Dr. Ghazali MustaphaDr. Ghazali Mustapha

Faculty of Educational StudiesFaculty of Educational Studies

Universiti Putra MalaysiaUniversiti Putra Malaysia

gm@educ.upm.edu.mygm@educ.upm.edu.my

Mobile: 019-6508340Mobile: 019-6508340

Off: 03-89468180Off: 03-89468180

Language deficient/disorders:Language deficient/disorders:DefinedDefined

• The impairment or deviant development of comprehension and/or use of a system, written, and often symbol system.

• 3 types of disorder Form of lg. (phonological,

morphological, syntactic systems.

The Content of Lg. (semantic system)

The function of language in communication (pragmatic system)

{ASLHA (1982a)}

LD is also “the inability of an individual to understand or LD is also “the inability of an individual to understand or use language system of a society. It may range fr. A use language system of a society. It may range fr. A minor developmental delay in acquiring a lg. or a minor developmental delay in acquiring a lg. or a complete absence of one’s ability to use lg. To complete absence of one’s ability to use lg. To communicate (ASLHA, 1982a).communicate (ASLHA, 1982a).LD can be categorized as:LD can be categorized as:

• Lg. Delay – slow development of language acquisition

• Lg. Deviance – lg. Development does not happen at expected stage.

LD – Global natureLD – Global natureDefns. of LD must assume that lg. & Defns. of LD must assume that lg. & communication are a synergistic system as they’re communication are a synergistic system as they’re parts of the process. LD are categorised as:parts of the process. LD are categorised as:

• Specific LD – such as; reduced vocab. restricted sentence

length omission of

morphological markers e.g. plural and term markers, limited use of modifies, articles, prepositions.

limited ability to give/receive information

• General LD – ass. with characteristics that impede or interfere with lg. Acq. and use. Examples; attention to tasks, c/r

instructions memory spanOrganization skills evaluative skills

Students with limited memory- understand words and single series of words in a command BUT have difficulty in retention.

Lg. Impaired students – unable to follow aCommand due to failure to understandThe words or combination of words.

Process of identification ofProcess of identification ofthe Lg. Impaired Students the Lg. Impaired Students

1. Referral of studentsSurface form criteria

–decision is based on

• Aspects of grammatical system eg. Correct tenses, use of nouns, posessives etc.

Pragmatic criteria Based on ability to

use lg. to give or receive information.

(pg. 9 Module)

2. Assessment – done by lg. pathologist to determine eligibility: in accordance with

• Lg. Goals and objectives

• An analysis of a spontaneous lg. Samples

• Tr. Assists pathologists. • Interpret tests

3. Placement – recommended by assessment team

4. Implementation• Parent• Class teacher• Speech lg.

Pathologist• Other professionals