Language Development And the Learning Process

By Barbara A. Ellicott, EdD, CCC-SLP

Special to ADVANCE

Historically, the world of professional disciplines, like society in general, has undergone a multitude of changes.

This is particularly true in the area of language and learning. While some new concepts are evolving, numerous others are simply recycled.

Some recycled concepts stand as strong today as they once did, while others have served as valuable stepping stones to modifications or new discoveries.

Many developmental theorists, physicians and educators have recognized that positive educational development results when individuals derive "natural" multisensory, multimodal stimulation from spontaneous and meaningful interaction with their environment.

Maria Montessori, for example, was aware of the benefits of the multisensory and spontaneous multidisciplinary stimulation in the learning process. Through naturally structured stimulation, children became intrinsically motivated to listen, speak, read and write at their respective paces. Progress was monitored through observation of their interactions in their natural environment.

Other important individuals who helped lay the groundwork for much of our current thinking include Itard (1800s), his student Seguin, Vygotsky, Piaget and Dewey.

In the l970s a "new" discipline was proclaimed—that of an awakening of the concept of learning disabilities. This prompted an investigation into the learning process.

The concept of input-processing-output was presented as a means of simplifying the complex process of learning. Input referred to perception as it influences decoding, receptive language and cognition. These processes affect expression—encoding in writing and expressive language in speaking. Any distortion in one area necessarily influences the functioning of the other.

In the developmental process, we understand the spoken word before we learn to speak. We learn to decode the written word prior to encoding.

Individuals such as Mackintosh and Dawson in Lerner (l97l) and R. Kellogg in Brown (l967) contributed to the understanding of the hierarchy of development: listening, speaking, reading and writing.

Differential diagnosis, the ultimate challenge, was stressed as being tantamount to adequate remedial intervention. Equally important, it was emphasized, for remedial purposes and general teaching was the assessment of each individual's primary learning style (Johnson & Myklebust, l967).

The more specific importance of the role of language in the learning process came to the fore in the late '60s and early '70s. Once again, an understanding of the "impaired" augmented our understanding of the "undisturbed" learning process.

"...The greatest prevalence of learning disabilities are those in which language is involved. Because the processes of language have remained an enigma, the methods for training by necessity have been intuitive and empirical. ...As the psychological and neurological [and linguistic factors] become more specifically identified, our competencies in the area of education and rehabilitation will increase proportionately." (McGrady, l968, in Lerner, l97l)

Lerner (l97l), in the interpretation of the above, emphasized not only the vital role language plays in the learning process but stresses the intimate relationship which exists between learning disabilities and deficits in language development.

Many kinds of learning are dependent upon language development and one's facility with verbal symbols. The ability to grasp the abstract appears to be highly related to a person's mastery of language (Lerner, l97l).

As indicated earlier, Piaget (l952), Luria (l96l) and Vygotsky (l962) all emphasized the role of language in the thinking process. They are credited with recognizing the first level of linguistic learning, or the preverbal ability to internal-ize and organize experiences—the antecedent of language and speak-ing referred to as "inner speech" by Vygotsky and "pre-operational thought" by Piaget (Lerner, l97l).

Learner makes reference to one of the most dramatic illustrations of the dependency of language on thought in her references to the experience of Helen Keller at age 7 as she became aware that things have symbolic names which represent them. The impact of this discovery, reflected Lerner, "...changed her behavior from that of an intractable, undisciplined animal to that of a language-oriented human being.

"In Keller's own words: Suddenly I felt a misty consciousness as of something forgotten—a thrill of returning thought...the mystery of language was revealed to me."

Concurrent to the renewed appreciation of the interrelationship between language and learning in this time period came the development of new diagnostic instruments which were employed in the differential diagnostic process.

Some of these are the Illinois Test of Psycholinguistic Abilities (Kirk, McCarthy & Kirk, l968); Receptive-Expressive Emergent Language Scale (Bzoch & League, l97l); Pre-school Language Scale (Zimmerman, Steiner & Evatt, l969); McCarthy Scale of Children's Ability-Verbal (McCarthy, l974); Wechsler Preschool & Primary Scale of Intelligence-Verbal (Wechsler, l967); Test for Auditroy Comprehension of Language (Carrow, l973); and Wechsler Performance Intelligence Scale (Wechsler, l967).

This trend of increased understanding and acknowledgment of the importance of language disorders in the developmental learning process continues.

The extent to which they affect intellectual, social and emotional functions is evidenced by having earned a place in the respected Diagnostic and Statistical Manual, Fourth Edition (Washington, DC: American Psychiatric Association, 1994).

Listed under the heading "Communication Disorders-Expressive Language Disorder," they include mixed receptive-expressive language disorder, phonological disorder, stuttering and communication disorders.

Acknowledging the interrelationship between learning and language disabilities, the manual states, "Among school-age children, school and learning problems (e.g., writing to dictation, copying sentences, and spelling) that sometimes meet criteria for Learning Disorder are often associated with Expressive Language Disorder."

Regarding language disorders associated with social and motor coordination and neurological conditions, the DMS-IV states, "There may also be some mild impairment in receptive language skills.... A history of delay in reaching some motor milestones, Developmental Coordination Disorder, and Enuresis are not uncommon. Social withdrawal, some mental disorders and Attention-Deficit/Hyperactivity Disorder are also commonly associated. Expressive Language Disorder may be accompanied by EEG abnormalities, abnormal finding on neuroimaging, dysarthric or apraxic behaviors, or other neurological signs."

Fortunately, as a result of this increased acknowledgment and understanding of the interrelationship of language learning disorders, an increased number of cross-disciplinary professionals—including speech-language pathologists, learning consultants and educational diagnosticians, psychologists, special and regular educators—are giving more serious consideration to pooling their efforts in the diagnostic, teaching and therapeutic/remedial tasks associated with their respective positions.

A historic overview of developmental remedial theories and perspectives presents a picture changing from an integration of disciplines, to a collection of specialists with their own theories and intervention strategies, and back to a collaborative approach.

Collaborative efforts in research, educational and therapeutic/remedial areas are likely to be advantageous for our patients as well as our own professional growth.

References
Bloom, L., Lahey, M. (l978). Language Development & Language Disorders. NY: John Wiley & Sons.

Bricker, K.D., Cripe, J. (l992). An Activity-Based Approach to Early Intervention. MD: Paul H. Brookes.

Lerner, J. (l97l). Children with Learning Disabilities: Theories, Diagnosis & Teaching Strategies. MA: Houghton-Mifflin.

Lund, N., Duchan, J. (l993). Assessing Children's Language in Naturalistic Contexts. NJ: Prentice Hall