Language Development

This is the design of distinct sounds in language which explains how the several sounds come together to form words, as well as the consequence of pitch, stress, and juncture on the particular language in question. In other words, it’s a system that works with how sounds function in a particular language. This means a phonological system determines which are the phonemes of a specific language. Thus, such a system can be called the group of phonemes of a specific language.

For students, phonological awareness is crucial for spelling and reading any alphabetic writing system. According to research, problems related to phoneme awareness and other phonological proficiencies indicate poor reading and spelling development.

An important element in a phonological system is the group of sound distinctions (or “phonemic” oppositions) that native speakers use to convey differences of meaning. Though several sound differences are adequately perceptible to non-natives, native speakers may often consider them irrelevant variations triggered by the speaker’s voice or reasons that may affect it (for instance, as merely “phonetic” differences) and don’t use them to differentiate between meanings. An example could be the difference between “q” and “ch,” which is phonemic in Chinese, but not in Spanish or English.

The phonotactic rules of a language play decisive roles with respect to the combinations of phonemes that yield possible syllables. For instance, in Chinese, /p’/, /p/, /k’/, /l/ /t’/, etc., can’t be the final syllable, whereas /n/, /ng/, /r/ can. However, /ng/ can’t initiate a syllable, though most consonants can. Again, syllable-initial groups, such as /str/, /tr/, etc., are possible in English, but not in Chinese.

Tone melodies (intonation) in a phonological system play a crucial role. In case an individual is a trained musician or phonetician, he can find out the musical intervals between syllables and even the amplitude of the oscillations. In tonal languages like Chinese, intrasyllabic tone oscillations, which are phonemic, determine the differences of meaning (say, shi4/shi2, etc).

Some languages also use stress and tone to express differences in meaning. For example, the same sentence can have different meanings depending on which word is stressed. A sentence to consider could be:

John didn’t say Jack stole the money.

When the second word (didn’t) is stressed, it emphasizes that though the listener thinks John blamed Jack as the person who stole the money, he actually didn’t say it.

Again, if the word stole is stressed, it could mean that perhaps Jack borrowed the money and didn’t steal it.

This is a ground of words that can be comprehended through verbal language. In other words, listening vocabulary consists of the words students need to know to understand what they hear. Learning new words is a continuous process. Usually, by the time people reach adulthood, roughly fifty thousand words are recognized and understood by them. Though deaf students aren’t exposed to a listening vocabulary, they can use signing models at school or home for exposure to a “visual” listening vocabulary. However, the amount of words modeled is significantly lesser than the incidental listening vocabulary of students who can hear.

Typically, students vent their frustration with vocabulary difficulties in various ways. While some may feel they fail to understand most of what they are listening to, others may tend to use the same words repeatedly when responding to what they hear. Problems with listening vocabulary will make their interest in the language dwindle, which could decrease the effort they would have otherwise put in to read, write, listen to, and learn new words.

In a classroom with difficulties in listening vocabulary, a teacher could notice how students question several words in a grade-appropriate text, fail to make connections between words in different sections of the text, or just can’t find suitable words to describe or respond to something.

Teachers can use different strategies to teach and enhance the listening vocabulary of their students. First, they can use word games and exercises that target different sets of words. Some could focus on basic or familiar vocabulary relating to everyday life, places, time, dates, work and leisure, and common activities. Others may involve a speech, monologue, and conversation between two or among a group of people. Each of these drills and games presents different vocabulary groups, starting from the frequently used and subject-specific ones to those not commonly used.

Second, they can help students accept a new word or expression and remember it the next time they hear it. Typically, students need something to tie such new words or expressions to remember them. Teachers can help them with it by providing them a context. For instance, they can encourage students to notice clues to the meaning in the context of listening to the “text.” Getting them to perform an action or showing them pictures to help them remember that specific action or image, and thus, the word or expression linked to it when they hear it again later is another great way to boost listening vocabulary.

Third, teachers can encourage students to look up unknown words (and even find their synonyms or antonyms) to help improve listening vocabulary and comprehension.

This refers to the skill of assimilating information that is being transmitted. This is one of the first abilities children receive, and it even comes before expressive language. The inability to do this can seriously affect a student’s education. It involves gaining meaning and information from routines, visual information within the environment, sounds and words, written information, and concepts like sizes, shapes, colors, etc.

Receptive language is crucial in order to communicate successfully. Kids who’ve receptive language difficulties might find it challenging to follow instructions within the educational setting or at home and might not respond properly to requests and questions. Within the educational setting, difficulties in understanding lead to listening and attention difficulties and/or behavioral issues. As most activities require a sufficient understanding of language, it can also make it difficult for kids to access the curriculum or engage in the academic tasks or activities needed for their year level of school.

The building blocks essential to develop receptive language include:

Pre-language skills: The ways in which people communicate without utilizing words and include things such as facial expressions, gestures, eye contact, joint attention, and imitation.

Attention and concentration: Sustained effort, carrying out activities without distraction, and being able to maintain the effort long enough to complete the task.

Play skills: Voluntary engagement in activities that are generally associated with enjoyment and pleasure where the activities might be, but aren’t necessarily, goal-oriented.

Social skills: Ascertained by a person’s ability to engage in reciprocal interaction with other people (either non-verbally or verbally) and follow and recognize social norms.

A kid who has problems with receptive language may exhibit the following symptoms:

·         Having difficulty listening and attending to language

·         Not following instructions that kids of the same age will be able to follow

·         Not paying attention within group times

·         Giving unusual answers to questions

·         Responding to questions by repeating what the other person says rather than giving an answer

If left untreated, difficulties with receptive language may lead kids to develop other difficulties. These may associate with the following:

·         Completing academic tasks, tests, and exams

·         Developing reading and writing skills

·         Giving and following directions to find new or unfamiliar places

If a kid has difficulties with receptive language, it’s recommended to consult a speech therapist. If there’re multiple areas of concern, both speech therapy and occupational therapy might well be recommended to address the areas of concern.

This refers to the skill of using vocabulary and other tools of language to communicate effectively. It is a perfect blend of communication skills, literacy, and social skills. Expressive language is the ability to put thoughts into sentences and words in a way that’s grammatically correct and makes sense. Kids that have difficulty communicating their wants and needs might have an expressive language disorder or expressive language difficulties. For instance, kids might have expressive language difficulties if they’re unable to tell their parents when they’re hungry or when they need to use the bathroom.

Kids who’ve difficulty producing language might struggle with the following:

·         Using gestures

·         Asking questions

·         Naming objects

·         Making comments

·         Using facial expressions

·         Semantics

·         Syntax

·         Morphology (forms of words)

Expressive language disorder happens in all settings – at work, at school, and anywhere else individuals interact. People with expressive language disorders may need additional time to take a turn in a conversation or answer questions. These challenges may make it difficult to connect with people, form relationships, and make friends.

Expressive language disorders are generally developmental, and signs become visible in early childhood. But children don’t outgrow these disorders. The signs continue through adulthood. For instance, both adults and children with expressive language disorders may say “um” and “uh” many times when searching for what to ask or how to answer. Many individuals with the disorder avoid talking altogether. They may worry or find it too frustrating that others will judge them. They might choose not to interact or socialize with colleagues or classmates. Therefore, they can come across as withdrawn or distant.

There’s no single cause of expressive language disorder. Genetics might play a role because language difficulties often run in families. Sometimes, trouble with expressive language is related to autism. It can also result from issues in birth and pregnancy and brain illness or injury.

Speech therapy is effective in enhancing expressive language deficits and delays. Expressive language therapy focuses on providing kids with the strategies and tools they need to communicate their ideas, thoughts, and needs to the world. People need to be assessed by a speech-language pathologist to be diagnosed with expressive language disorders. These specialists work in clinics, in schools, and in private practice. Individuals can be diagnosed at any age. But since the disorder is developmental, the symptoms can show up at a very young age. The earlier this condition is identified, the sooner children can receive help to improve their language skills.