Teaching Vocabulary to Adolescents with Language Disorder: Perspectives from Teachers and Speech and Language Therapists

Autor/inn/en	Lowe, Hilary; Henry, Lucy; Wallinger, Josephine; Joffe, Victoria
Titel	Teaching Vocabulary to Adolescents with Language Disorder: Perspectives from Teachers and Speech and Language Therapists
Quelle	In: Child Language Teaching and Therapy, 38 (2022) 1, S.95-114 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lowe, Hilary) ORCID (Wallinger, Josephine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590211064541
Schlagwörter	Language Impairments; Vocabulary Development; Speech Language Pathology; Allied Health Personnel; Secondary School Teachers; Adolescents; Preadolescents; Teaching Methods; Phonological Awareness; Semantics; Foreign Countries; Literacy; Lesson Plans; United Kingdom (London) + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Wortschatzarbeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-adolescence; Präadoleszenz; Teaching method; Lehrmethode; Unterrichtsmethode; Semantik; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Lesson planning; Unterrichtsplanung
Abstract	Children with language disorder frequently experience difficulties with vocabulary acquisition, and these difficulties often persist into adolescence. The literature indicates that clinical studies tend to investigate phonological-semantic approaches, whereas educational studies focus on the derivation of meaning within a literacy context. Little is known about whether the practices of speech and language therapists and teachers reflect these findings from the literature. The current paper reports on a survey which gathered information from speech and language therapists and mainstream secondary school teachers, about their current practice concerning vocabulary support for adolescents, aged 11-16, who have language disorder. An online questionnaire was distributed through teaching and speech and language therapy professional networks. The aim of the study was to establish which specific strategies were used in practice by speech and language therapists and mainstream secondary school teachers to teach vocabulary to adolescents with language disorder, and which strategies were the most effective. Responses were obtained from 127 speech and language therapists and 47 mainstream secondary school teachers in the UK. Speech and language therapists were more likely than mainstream secondary school teachers to teach phonological awareness and semantic feature analysis as strategies for developing vocabulary skills. Both professions used literacy-related strategies as well as strategies for independent word learning such as the derivation of meaning from morphology and context. Increased joint working and training opportunities would further develop the knowledge and skills of both mainstream secondary school teachers and speech and language therapists, enabling theoretically-grounded and relevant vocabulary support for this group of adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01