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Abstract
There has recently been a growing awareness among speech and language pathologists about the problems of the non-standard language speaker when entering the school situation where standard language is predominantly used. This study deals with preschool non-standard language speaker and aims to investigate whether and to what extent the children's language and interaction patterns change after one-year exposure to a formal school situation. Results indicate that although certain language skills do change, the functional interactions patterns of these children tend to remain the same. These findings are interpreted within a social context and implications for intervention discussed.
Highlights
There has recently been a growing awareness among speech and language pathologists about the problems of the n speaker when entering the school situation where standard language is predominantly used
The results will be discussed in three broad categories:
OF RESULTS Children's performance on the comprehension story: Accuracy of the responses: There is a highly significant difference in the children's accuracy of response between the first and second testing, reflecting definite growth in semantic understanding of the story during the twelve months. This improvement in the children's comprehension behaviour is reflected in questions two to four, with question one not showing any significant difference
Summary
There has recently been a growing awareness among speech and language pathologists about the problems of the n speaker when entering the school situation where standard language is predominantly used. In the recent literature on language evaluation, much emphasis has been placed on the assessment of functional language, in relation to non-standard language speakers This pragmatic approach reflects an awareness of the difficulties involved iri comparing and describing communication abilities of children merely by looking at the formal structure of language (Labov 1972, Trudgill 1983, Erickson and Omark 1981). The inappropriateness of labelling the use of non-standarci language structures as 'pathological or deviant' due to inflexibility in the application of syntactic, phonological or other language rules, has contributed to an increasing consciousness of the equality of language variations as potential codes for the transmission of various kinds of messages (Davis 1985, Sturm 1984, Edwards 1979, Labov 1972) This acceptance of the equality of language variations (Davis 1985), does not deny the existence of a standard language in society as represented by reading and writing. The consequence of schools aiming at familiarizing children with standard language as required for reading and writing, is the frequent existence of a 'mismatch' or 'discontinuity' between the language children use at home and at school (Labov 1972, Trudgill 1983, Cox and Jones 1983, Adler 1979)
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