Children with Specific Language Impairment

Nonfiction, Reference & Language, Study Aids, ESL, Foreign Languages
Cover of the book Children with Specific Language Impairment by Caroline Lorig, GRIN Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Caroline Lorig ISBN: 9783638016247
Publisher: GRIN Publishing Publication: March 3, 2008
Imprint: GRIN Publishing Language: English
Author: Caroline Lorig
ISBN: 9783638016247
Publisher: GRIN Publishing
Publication: March 3, 2008
Imprint: GRIN Publishing
Language: English

Seminar paper from the year 2007 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,3, University of Cologne, course: Second Language Learning Theories, 10 entries in the bibliography, language: English, abstract: Introduction The infantile language acquisition is, under normal circumstances, a quick as well as robust event in every child's life. Naturally, a child is able to acquire the language it is surrounded by rather easily, effortlessly and successfully. After all, it usually leads to accurate and fluent language habits which are not impaired in any way. 'In most children, normal language development depends on opportunity, good hearing and the absence of underlying neurological problems' (Warwick 2003, p.11). If, on the other hand, the infantile development is impaired, e.g. due to cognitive, social-emotional or sensory deficits, the language acquisition may often be affected, too. Apart from this, there are many children (approximately 15%) who do not use more than 50 words and barely any elaborate word combinations when they are two years old, even though they don't show any primary impairments (cf. Dannenbauer 2003). No apparent reason for their delayed language development can be found. Still, not less than half of these so-called 'late talkers' are able to (linguistically) catch up with their peers in pre-school age (cf. ibd.). However, the other part of those 'late talkers' can reveal compact and persistent deficiencies in their receptive and/ or expressive use of language without showing any primary impairment such as mental retardation or another disability. Even so, these children remain behind their contemporaries in their language comprehension as well as language production. Individual children whose language is impaired in that way, in spite of being cognitively 'normal', are diagnosed with 'Specific Language Impairment'. This paper will deal with this language disorder and try to show an outline of this phenomenon.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Seminar paper from the year 2007 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,3, University of Cologne, course: Second Language Learning Theories, 10 entries in the bibliography, language: English, abstract: Introduction The infantile language acquisition is, under normal circumstances, a quick as well as robust event in every child's life. Naturally, a child is able to acquire the language it is surrounded by rather easily, effortlessly and successfully. After all, it usually leads to accurate and fluent language habits which are not impaired in any way. 'In most children, normal language development depends on opportunity, good hearing and the absence of underlying neurological problems' (Warwick 2003, p.11). If, on the other hand, the infantile development is impaired, e.g. due to cognitive, social-emotional or sensory deficits, the language acquisition may often be affected, too. Apart from this, there are many children (approximately 15%) who do not use more than 50 words and barely any elaborate word combinations when they are two years old, even though they don't show any primary impairments (cf. Dannenbauer 2003). No apparent reason for their delayed language development can be found. Still, not less than half of these so-called 'late talkers' are able to (linguistically) catch up with their peers in pre-school age (cf. ibd.). However, the other part of those 'late talkers' can reveal compact and persistent deficiencies in their receptive and/ or expressive use of language without showing any primary impairment such as mental retardation or another disability. Even so, these children remain behind their contemporaries in their language comprehension as well as language production. Individual children whose language is impaired in that way, in spite of being cognitively 'normal', are diagnosed with 'Specific Language Impairment'. This paper will deal with this language disorder and try to show an outline of this phenomenon.

More books from GRIN Publishing

Cover of the book Explaining the gold price after the Bretton Woods Agreement using independent variables. An ARIMA model approach by Caroline Lorig
Cover of the book International trade strategies - Conceptually discuss and empirically explain Japan's ability to persistently huge trade surpluses by Caroline Lorig
Cover of the book Verkehrsdatenerfassung mit Floating Objects Data by Caroline Lorig
Cover of the book Is globalization causing the decline of the nation-state? by Caroline Lorig
Cover of the book The Use of Social Media within the Recruitment and Selection Process by Caroline Lorig
Cover of the book Collective Memory and Identity in Japanese American Literature over Three Generations by Caroline Lorig
Cover of the book Ein Vergleich der Nachrichtensendungen RTL Aktuell und Tagesschau während der Fußball-WM 2006 in Deutschland by Caroline Lorig
Cover of the book Discussion essay on the short story 'Soldier's Home' by Ernest Hemingway by Caroline Lorig
Cover of the book Desertification - Only a central problem for desert-near areas? by Caroline Lorig
Cover of the book Key Supply Chain Performance Indicators by Caroline Lorig
Cover of the book El individualismo metodológico de Noguera y Elster by Caroline Lorig
Cover of the book Iraq against the United States of America: a proposal of a judgment of the International Court of Justice (events of 2003) by Caroline Lorig
Cover of the book Marketing Concept for the Friedrich Naumann Foundation on the Example of the Regional Office in Johannesburg, RSA by Caroline Lorig
Cover of the book Financing Education in Tanzania: Policy Transformations, Achievements and Challenges by Caroline Lorig
Cover of the book Design and Analysis of a Questionnaire by Caroline Lorig
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy