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Components of Language Review

Components of Language Review. DES 320. Form Content Use Comprehension and Production Auditory-Oral System Visual-Graphic System Visual-Gestural System. Components of Language. Inter-relationship between language areas Bloom and Lahey (1978). COMPONENTS OF LANGUAGE.

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Components of Language Review

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  1. Components of Language Review DES 320

  2. Form Content Use Comprehension and Production Auditory-Oral System Visual-Graphic System Visual-Gestural System Components of Language

  3. Inter-relationship between language areas Bloom and Lahey (1978)

  4. COMPONENTS OF LANGUAGE

  5. COMPONENTS OF LANGUAGE

  6. COMPONENTS OF LANGUAGE: FORM • Phonology • Study of the sound system of a language • Phoneme: a speech sound • Phonological rules: rules that govern which sounds may appear together and where • Variations between languages • English- gnat, • Examples from other languages? Nouveau (Fr), Knockwurst (Ger)

  7. COMPONENTS OF LANGUAGE: FORM How we say things How sounds are arranged How words are arranged N+V+O Structure!!!!

  8. COMPONENTS OF LANGUAGE: FORM • Morphology= branch of grammar devoted to the structure or forms of words • Morpheme= the smallest grammatical unit in language • Not necessarily equivalent to syllables

  9. COMPONENTS OF LANGUAGE: FORM • Free morpheme • Can stand alone as a word • Cannot be broken apart • Bound morpheme • Cannot stand alone as a word • Changes the original meaning

  10. MORPHOLOGY • Example: • Dog = free morpheme • Dogs= 2 morphemes Dog= free morpheme s= bound morpheme

  11. MORPHOLOGY happy- 1 free morpheme unhappy - 1 bound and 1 free morpheme unhappily- 2 bound and 1 free morpheme unhappiest- 2 bound and 1 free morpheme

  12. HOW MANY MORPHEMES? Monkeys Monkeys eating The monkeys are eating The monkeys are eating quickly The unhappy monkeys are eating in the forest The unhappy monkeys are eating in the deepest forest

  13. SYNTAX • How words are arranged to form meaningful sentences • Follows a collection of rules for combining words into phrases and sentences • Keeping the same words but changing the order can change the meaning • Examples: The students are sitting in class. Are the students sitting in class?

  14. COMPONENTS OF LANGUAGE: CONTENT

  15. CONTENT • Many words have multiple meanings so the meaning is influenced by the use and the form. • Semantics- the study of meaning in language • Ex- The Steelers beat the Cardinals. The criminal beat the dog. The music had a fast beat.

  16. COMPONENTS OF LANGUAGE: USE

  17. USE • Pragmatics • The use, function or purpose of the language • Examples: how to… • Enter a conversation • Exit a conversation • Take turns • Answer a question • Change topics • Sharing an opinion • Highly influenced by the situational context and the communication partners • Friends vs. teachers vs. parents, etc

  18. Encoding, expression, production Decoding, understanding, interpreting, comprehending, reception In clinical work, comprehension and production are often addressed separately Debate on how independent language comprehension and production are in the human language processing architecture Comprehension and Production

  19. Auditory-Oral System Evolutionally old Universal Flexible Multidimensional Visual-Graphic System New Needs to be taught Need paper, pencil…. One-dimensional Models of Language

  20. *Visual-Gestural System Gesturing *Nonverbal communication through gestures, body postures and facial expressions *Thinking for speaking Sign Languages *ASL AAC Models of Language (cont’d)

  21. Models and definitions of language disorders DES 320

  22. ASHA definition of language disorder • A language disorder is an impairment in: -comprehension/production -spoken, written, other symbol system -form -phonology, morphology, syntax -content - semantics -function - pragmatics

  23. Normative/Neutralist • A language disorder exists when…. • Normative position • When it affects the child’s social and academic functioning • Neutralist position • The child scores significantly below expectations in a normative test • Problems with assessment instruments • What is “significantly below”? • Varies by institution • Research supports 10th percentile/ 1.25 SD below mean/ SS of 81

  24. Case • You are an SLP in a school district that implements a kindergarten language screening. In your screening, you discover that Jim scored below your cut-off for language impairment. Additional testing reveals similar results. Jim’s teacher and parents feel like Jim is doing just fine. According to the normative position, does Jim have a language impairment?

  25. Discrepancy criteria • Chronological Age • Discrepancy between chronological age and language testing • Mental Age • Discrepancy between cognitive level (determined by IQ testing) and language testing

  26. Terminology • Childhood aphasia/ dysphasia • Language delay / language deviance • Impairment/ disorder • Disability • Specific Language Impairment (SLI) • Developmental Language Disorder • Person first: children with SLI

  27. Thought Questions • What are the connotations associated with the terms, “dysphasia”, “delay”, “deviance”, impairment”, “disorder” and “disability”? • Does the term imply something more than “not functioning typically”? • Does the term have a negative tone? If you or your child had a language XXX, which term would you like to use to talk about it?

  28. Models of language disorders • Systems Model • Categorical Model • Descriptive-developmental model • Specific disabilities model

  29. Systems Model • Language disorder exists in the relationship between the speakers • A useful concept in the context of • Language differences (dialect, ESL) • Severe language disorders

  30. Categorical Model • Classifications of language disorders based on syndromes • Identification of similarities among children with the same diagnosis • Motor disorders, cush as Cerebral Palsy • Sensory deficits • Central nervous system damage • Social emotional disorders, such as Autism • Cognitive disorders • Specific language impairment (SLI) • Shared etiology • Caution • Not all children within a diagnostic category have the same abilities • You cannot pick intervention goals solely based on the diagnosis

  31. Descriptive Developmental Model • Description of the child’s current level of language functions • Vocabulary, semantics, syntax, morphology, phonology and pragmatics • Determining where the child is in the sequence of normal development • Subtyping based on components of language • Expressive and expressive/receptive • New directions: Vocabulary and grammar • (Tomblin & Zhang, 2006; Toblin, Maniela-Arnold, Zhang, 2007)

  32. Specific Disabilities Model • Profile strengths and weaknesses in cognitive processes • Cognitive mechanisms associated with language development • For example… • Auditory perceptual deficit • Working memory deficit

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