LANGUAGE SUPPORT PROGRAM Teaching and Learning for students with a Language Disorder Developed by Dr John Munro Melbourne University Day 1 German Video

LANGUAGE SUPPORT PROGRAM

Teaching and Learning for students with a Language

Disorder

Developed by Dr John Munro

Melbourne University

Day 1

German Video

Day 1- Introduction & Ideas

• Experiencing a Language Disorder• What is a Language Disorder?• Why a Language Support Program?• Introduction of ‘ICPAL’ and LSP

process• ‘Ideas’ in oral language• Screening oral language skills –

‘Ideas’• Teaching procedures – ‘Ideas’

Can anyone experience Can anyone experience a language disorder?a language disorder?

Expressive Language Disorder

Receptive Language Disorder

“The Language Support Program”

• Whole school oral language program which replaces the previous individual funding model for Level 1-2 students with oral language difficulties – Severe Language Disability

• Content of the program was developed by Dr John Munro from Melbourne University

• Explores metalinguistics (the science of oral language) and encourages systematic and explicit teaching of oral language skills in the classroom

• All teachers are encouraged to observe students’ oral language skills and reflect on their own ‘teacher talk’

Madelaine

Classroom practice

Speech Pathology

LANGUAGE SUPPORT PROGRAM

How does the LSP

relate to Speech Pathology?

Why a Language Support Program?

• Between 10-16% of all students have a specific learning problem, including those on the Program for Students with Disabilities (PSD)

• Between 7-10% of all students have some form of Language Learning Disability (LLD)

• Oral language underpins learning and literacy across all subjects, development and maintenance of social relationships, self-esteem, behaviour and employability

• Strategies to support this population of students support all student’s learning

• These students CAN LEARN

What is a Language Disorder?

• The following features are commonly noted in students with LLDs:– Academic delay – Competence in some practical areas (eg. sport or

graphics)– Learning difficulties not caused by emotional

disturbance, intellectual disability, hearing loss, or ESL (though can be co-morbid)

– Learning difficulties cannot be traced to environmental disadvantage

– More common in males (approx 70%)– Some common features though diverse

characteristics From: “One in Eleven – Practical Strategies for Teaching Adolescents with a Language

Learning Disability”

Assumption of LSP

Teachers already possess extensive implicit knowledge of oral language.

Describe Rebecca’s language skills….

The LSP aims to provide explicit oral language knowledge to help:

• better understand language disorders• isolate the areas of language difficulty • provide focused teaching

Rebecca

Why an Explicit Oral Language Program?

Most students learn oral language spontaneously and incidentally. Their existing knowledge allows this. They…

• implicitly know how to learn new language

• believe they can learn oral language successfully

• build new meanings on the base of their existing oral language knowledge

• can integrate all aspects of language use at once

What do we know about these students in the areas of…?

Communication Academic SkillsSocial SkillsBehaviour

This is not the case with all students.

When students lack implicit oral language knowledge the effects can be broader than their speech and language skills.


Language Disordered students are at risk on many levels and need ongoing support throughout their schooling years.

What does fair mean?

“ Fair does not mean that everyone gets the same…

…but rather that everyone gets what he or she needs.”

Socrates


The LSP Process

1. Observe oral language in the classroom

2. Identify areas of difficulty within the ICPAL framework using the Oral Language Observational Profile or other language screening/observation profile

3. Implement specific teaching procedures (including modification strategies, teacher talk and specialist support programs)

To address the needs of the student with a Language Disorder in a systematic way….

we will introduce a language framework comprising….

IDEASIDEASCONVENTIONSCONVENTIONS

PURPOSESPURPOSES

ABILITY to LEARNABILITY to LEARN

IDEASIDEAS

CONVENTIONSCONVENTIONS

PURPOSESPURPOSES


The ICPAL model

The ideas and meanings

The conventions

The purposes

The ability to learn

IDEASIDEAS

CONVENTIONSCONVENTIONS

PURPOSESPURPOSES


The ICPAL model

DAY 1 – Introduction and IDEAS

DAY 2 – CONVENTIONS and ABILITY TO LEARN

DAY 3 – PURPOSE, Developmental Trends and General Screening Issues

2008 LSP Training

What do people know about communicating?

Within an effective conversation all participants need to “play the language game” – know the rules

…they have an understanding of …

The LSP and DEECD Priorities

• Disability Standards Framework• Blueprint for Government Schools

– 1st priority area for reform: Recognising and responding to Diverse Student Needs

• PoLT• Strategic Plans

– Student Learning– Wellbeing and Engagement – Pathways and Transitions

• Victorian Essential Learnings – Speaking and Listening Developmental Continuum

vignettes

• Manage and direct the implementation of the LSP in your school

• Provide/arrange training and support for ongoing staff development

• Train/assist staff in observation, screening and assessment of oral language, and developing teaching strategies and resources

• Monitoring the effectiveness of any small group teaching/preteaching programs

• Collaborating with the school’s speech pathologist, and the school Leadership Team in an ongoing way

The Role of the Oral Language Educator

Important quotes…

“I had a dream….” Martin Luther King

“I am the greatest…” Mohammed Ali

“Romeo, Romeo, where art thou Romeo” Juliet

“May the force be with you…” Obi Wan Kenobi

Oral language is powerful, empowering, creative and fun…..

Paired Sharing

1. Partner with another teacher (preferably from a different school)

2. Identify a child in your class that may have characteristics of a Language Learning Disability – discuss the characteristics you observe (may use Characteristics handout as a guide)

3. Identify the current support strategies in place for that student at your school

4. Discuss/compare

• to be aware of and able to identify types of meaning in typical classroom language interactions

IDEAS

Aim:

James

Ideas

or

Meanings

Individual

(Word)

Words have Meaning

Parts of Words have MeaningsVocabulary as a Meaning Network

Sentence

Simple sentences describe an event

Variations of the simple sentence’s description of an event

More complex sentence ideas

Ideas and Meanings Used in Language

Discourse

Topic

Text, genre

Main theme

ANNA

Mrs Jones

PETER

We got a new kitty.

What’s its name ?

Snowy

Our kitty excaped from our house. It got

runned over.

JESS

Ooh, what did you do

put the deaded body ?

It didn’t die. Mum took

it to the vet.

Our cat made five

kitties.

Anna, tell us more about your new kitten

It is white with a black tail.

Does Snowy have any toys?

Daddy got a ball but Snowy eated it

A Classroom Conversation

Types of Ideas in the conversation

Analysis of the types of ideas or meaning used in Language

kitty house

Our kitty excaped from our house.

Anna’s family has a new cat.Peter’s cat escaped.A cat had kitties.

Pets and kittens.

Single words

Single sentences

Sets of sentences

or Discourse

Topic or theme

deaded

Let’s look more

closely at individual

words

Ideas

or

Meanings

Word

Sentence

Discourse

Topic

Word


Ideas

or

Meanings

Individual

(Word)

Words have Meaning


Sentence


Discourse

Topic

WORDS HAVE MEANING

Individual words and their meanings are stored in a person’s word bank or vocabulary

Anna’s word bank might include these items

little cat

building where people live

a doctor for animals

thing to play with

the colour of milk

thing that is round and rollsnot alive

…with these meanings

kitty

house

vet

white

toy

ball

deaded

TYPES of WORDSTYPES of WORDS

There are two types of word meanings in English

words that carry meaning by

themselves such as hat, jump, and red;

words that connect or 'glue' the content words together such

as in, about, the and although;

CONTENT words

FUNCTION words

WORDS HAVE MEANING

CONTENT WORDS

NOUNS VERBS ADJECTIVES ADVERBS

refer to objects

persons, animals, places,

things, and abstract

ideas

refer to actions or states of

being

refer to what things are like; they describe, identify or quantify nouns

refer to such things

as how, when where etc actions are done

WORDS HAVE MEANING

FUNCTION WORDS

PREPOSITIONS CONJUNCTIONS

such as in, about, under

such as the, a, an

such as and, though, but

ARTICLES

…many students who have language difficulties find function words more difficult to use in sentences

than content words.

WORDS HAVE MEANING

PARTS OF WORDS HAVE MEANING

What is the difference between the two words in each pair?

Consider these word pairs

skip - skipped

apple - apples

run - running

…. the word ending modifies the base word’s meaning

MORPHOLOGYMORPHOLOGY

Each unit of meaning is called a morpheme.

There are TWO types of morphemes

Morphemes are the smallest units of meaning.

… the study of word meanings



‘Free’ morphemes

A word – a grammatical unit -that can stand alone

‘Bound’ morphemes

Types of MORPHEMES

Kitty, get, over

A grammatical unit – a part of a word --that cannot stand alone and adds meaning to a free morpheme.‘-s’ ‘-ing’ ‘-er’



added to the free morpheme ‘cat’ to indicate more than

one cat

BOUND MORPHEMES

s cat cat + s=



…are added to words to convey particular meanings. BOUND MORPHEMES

skipped jumped

ed

tion added to verbs to talk about objects linked with the action

added to nouns to indicate more than ones

cats dogs

action description

added to a verb to say an action occurred in the past.


Words heard are associated with meaning networks that make up people’s vocabularies

Meaning networks are both rich and extensive

VOCABULARY AS A MEANING NETWORK

Multiple Meanings

Multiple Meanings

A little girl asked her mother,

“Can I go outside and play with the boys?”

Her mother replied,

“No, you can’t play with the boys, they’re too rough.”

The little girl thought about it for a few moments and asked,

“If I find a smooth one, can I play with him?”

A vocabulary analogy…

• Your vocabulary is like a complex filing system…. some are better organized than others!

• Finding a specific word can take a long time if the contents of the cabinet are thrown in without any order, categorization or cross referencing…

• It can be better sorted with practice!

Some new word meanings not found in the LSP!

The Washington Post's Style Invitational asked readers to take any word from the dictionary, alter it by adding, subtracting, or changing one letter, and then supply a new definition. Some winners:

• Intaxication: Euphoria at getting a tax refund, which lasts until you realize it was your money to start with.

• Sarchasm: The gulf between the author of sarcastic wit and the person who doesn't get it.

• Inoculatte: To take coffee intravenously when you are running late.

• Cashtration (n.): The act of buying a house, which renders the subject financially impotent for an indefinite period.

• Caterpallor (n.): The colour you turn after finding half a grub in the fruit you're eating.

Ideas

or

Meanings

Word

Sentence

Discourse

Topic

SentenceSentence

A Language FrameworkIdeas and Meanings Used in Language

Ideas

or

Meanings

Individual

(Word)

Words have Meaning


Sentence





Discourse

Topic

SENTENCE MEANING

Simple sentences usually describe a single event.

Our kitty excaped our house

They mention:

1. the agent or ‘doer’ of the action

2. the action in the event

excaped our house Our kitty

The agent or doer the action done by the doer

SENTENCE MEANING

It got runned over.

Show me.

What’s its name?

VARIATIONS

I want to see Snowy.

describe an event give an instruction

ask a question comment on a situation

Simple sentences

HOWEVER – more complex relationships

require more complex sentence types

Describe this picture using 1 word 3 words Up to 10 words Unlimited words but

only conjunction allowed is ‘and’

Unlimited words using 2 later developing conjunctions i.e. “however, although, while”

Scenario:You are in Grade 3. You have saved up $2 to buy a present at a Mother’s Day stall at recess. You lose your coin. You later see a $2 coin on the carpet near your chair. You pick it up and put it in your pocket. Your teacher who dropped the coin accuses you of stealing, and sends you to the principal.

SENTENCE MEANING

A relationship between two events

More Complex Sentences

He spoke while she was talking. He spoke after she was talking

Which cat is black and drinks tea?

Refer to two attributes at once

All the children went except Fred.

All cats begin life as kittens.

Exclusive relationship Generalization

SENTENCE MEANING

Cause and Effect

Complex Sentences- More examples

She did it because the bell rang.

He will be eaten if he meets the wolf.

Conditional relationship

Students need to be able to EXPRESS and COMPREHEND the variety of sentence types

Many of these sentences contain more than one event.

Ideas

or

Meanings

Individual

(Word)

Words have Meaning


Sentence





Discourse

Topic

Text, genre

Main theme

Ideas

or

Meanings

Word

Sentence

Discourse

Topic

Discourse

A Language FrameworkIdeas and Meanings Used in Language

Types of ideas in the conversation

Analysis of the types of ideas or meaning used in Language

kitty house

Our kitty excaped from our house.

Anna’s family has a new cat.Peter’s cat escaped.A cat had kitties.

Pets and kittens.

Single words

Single sentences

Sets of sentences

or Discourse

Topic or theme

deaded

DISCOURSE MEANING

Listen and read along with

the following narrative discourse

I was walking in my new blue pants. Two security men saw some thieves. It was cold wet and rainy. They ran as fast

as they could. They ended up at the police station in a car. It was old and needed repairs. It wasn’t the thieves. Then he talked to the detective. He said, “Was it worth

it?”

DISCOURSE MEANING

To evaluate a discourse in terms of its meaning, you can examine whether

• each sentence follows on from earlier sentences.

• the sentences flow or are connected.

• sentences are predictable from earlier sentences.

Ideas

or

Meanings

Word

Sentence

Discourse

TopicTopic

IDEAS

TOPIC MEANING

Listen to the following extract and work out its TOPIC

A newspaper is better than a magazine. A seashore is a better place than the street. At first it is better to run

than to walk. You may have to try several times. It takes skill but it is easy to learn. Even young children can

enjoy it. Once successful, complications are minimal. Birds seldom get too close. Rain, however, soaks in very fast. Too many people doing the same thing can

also cause problems. One needs a lot of room. If there are no complications it can be peaceful. A rock will serve as an anchor. If things break loose from it, however, you

will not get a second chance.

TOPIC MEANING

How do listeners work out the topic?

make informed guessesmake informed guesses

test these guesses test these guesses

modify if necessarymodify if necessary

They may …

Review of Ideas in Language

These are some of the types of ideas you could find in a spoken communication.

The ideas a person shares are called the SEMANTICS of the language

WORD SENTENCE

DISCOURSE TOPIC

The Oral Language Observational Profile

1. Teachers complete this only for students whom they have concerns

2. the profile is discussed with OLE and/or Speech Pathologist

3. Used to help isolate areas of language difficulty and then identify specific teaching strategies

Revised Oral Language Observational Profile Name of Student: ___________________________________ Year Level: __________ Date: ______________ From your observations, compared to other students of the same age, does the student show any of the language behaviours below? 1. IDEAS

Word: Does the student yes/no 1.1 have limited understanding of words? 1.2 have difficulty with word relationships, e.g. synonyms, antonyms, multiple-meaning words? 1.3 take a comparatively long time to recall or say many words? 1.4 frequently use ‘simple’ non-specific words and phrases, e.g. good, big, sort of, stuff? 1.5 have difficulty learning new words?

Sentences: does the student:

1.6 have difficulty following instructions? 1.7 responding inappropriately or not respond to questions? 1.8 have difficulty understanding or producing simple sentences? 1.9 use relatively more short sentences and fewer longer, more complex sentences?

Discourse: does the student

1.10 have difficulty identifying the topic or theme of spoken texts? 1.11 have difficulty logically connecting a sequence of sentences around the same topic? 1.12 struggle to recount or retell stories and events in a cohesive manner? 1.13 have difficulty providing explanations for actions or events?

2. CONVENTIONS

Phonological: does the student 2.1 mispronounce many words, say sounds in the wrong order? e.g. ephalant, hostible 2.2 have difficulty breaking words into sounds? 2.3 have difficulty identifying sound patterns across words? e.g. rhyme, alliteration

Grammatical: does the student

2.4 use incomplete sentences? 2.5 use incorrect word order? 2.6 have difficulty with subject-verb agreement? e.g. “The boys is playing” 2.7 have difficulty with word endings? e.g. plural ‘-s’, past-tense ‘-ed’, adverb ‘-ly’


2.8 have limited awareness of noun-pronoun relationships across sentences? E.g. The boys are playing. They are very noisy.

2.9 struggle using conjunctions to logically connect sentences? 3. PURPOSES

Using language to achieve purposes: does the student 3.1 struggle to start, maintain and end conversations? e.g, taking turns with peers, topic

maintenance.

3.2 have difficulty interpreting and using non-verbal communication? e.g. eye contact, facial expression, gestures, tone of voice.

3.3 mis-interpret nonliteral language e.g. pull up your socks? 3.4 have difficulty adjusting language to the listener? e.g. best friend vs principal 3.5 have difficulty using language for a variety of different purposes? e.g. seeking assistance,

expressing ideas, greeting.

4. ABILITY TO LEARN

Perceiving, attending to and using oral language: does the student 4.1 have difficulty using language to help them engage in and complete a task? e.g. use self-talk 4.2 become inattentive or easily distracted especially when background noise is present? 4.3 have difficulty recalling spoken information? 4.4 rarely seek clarification when required?

SCREENING PROCESS

Screening of Oral Language Knowledge

…includes the following components

Step 1Initially

observe and note

students’ oral language in a

range of teaching contexts

Step 2Consider examples

indicative of oral

language

difficulty

Step 3Complete an

Oral Language Observational

Profile

Teaching Strategies

SCREENING PROCESS Step 1

• listening to stories

• gross motor and perceptual-motor activities

• spatial activities and puzzles, art,

Teachers may observe students’ language in a range of teaching contexts:

• spontaneous and incidental conversations

• during shared reading

• talking about topics they are learning

• during incidental conversation


Area of Difficulty Examples of Indicative Behaviour

Examples of Indicative Behaviours for the Various Areas of Difficulty

Difficulty recognising and comprehending instances of the words and terms that age peers usually understand.

When you direct students’ attention to particular items in everyday situations, you get the impression they can hear you but don’t recognise / understand the specific items to which you are referring.

When you are reading a story, they have difficulty pointing to items you name.

When you give them instructions, they may• not comprehend nouns, verbs or

adjectives,• confuse terms such as ‘over’ and ‘under’.


ORAL LANGUAGE OBSERVATIONAL PROFILERevised Oral Language Observational Profile

Name of Student: ___________________________________ Year Level: __________ Date: ______________ From your observations, compared to other students of the same age, does the student show any of the language behaviours below? 1. IDEAS

Word: Does the student yes/no 1.1 have limited understanding of words? 1.2 have difficulty with word relationships, e.g. synonyms, antonyms, multiple-meaning words? 1.3 take a comparatively long time to recall or say many words? 1.4 frequently use ‘simple’ non-specific words and phrases, e.g. good, big, sort of, stuff? 1.5 have difficulty learning new words?

Sentences: does the student:

1.6 have difficulty following instructions? 1.7 responding inappropriately or not respond to questions? 1.8 have difficulty understanding or producing simple sentences? 1.9 use relatively more short sentences and fewer longer, more complex sentences?


1.10 have difficulty identifying the topic or theme of spoken texts? 1.11 have difficulty logically connecting a sequence of sentences around the same topic? 1.12 struggle to recount or retell stories and events in a cohesive manner? 1.13 have difficulty providing explanations for actions or events?

James

General LSP teaching tips….

• be explicit and concise - ‘less is more’• allow time for processing• discuss “big picture” i.e. the purpose of

tasks or lessons • pre-teach vocabulary • emphasize keywords/ideas • support spoken information visually • use direct language • explain the process/steps involved in

completing a task• request feedback from students

TEACHING PROCEDURES

Teaching Conditions for Fostering Oral Language Learning

Have students speak and explicitly comprehend oral language as often as possible.

Discuss the purposes and values of listening and speaking.

Model oral language actions.

Let students see they are allowed to ‘try things out’, have time to do this and to take risks.

Encourage students to self correct.

TEACHING PROCEDURES

Provide positive constructive feedback wherever possible.

'Feed back' to students what they have learnt.

Help students build their self efficacy as learners and users of oral language.

Relax the speaker before talking.

Let students see they have time to think and to learn.


TEACHING PROCEDURES

Help students to ‘get ready' what they know for communicating.

Scaffold students’ learning.

Cue students’ thinking.

Teach the ground rules for learning oral language.

Build a group knowledge of oral language.


TEACHING PROCEDURES

Talk about familiar events initially and then move to less familiar contexts.

Regularly revise the key ideas.

Help students see the value of improving their language.


Enriching The Meaning Network

TEACHING IDEAS – word level

Defining and Describing

Same - Different

Synonyms - Antonyms

Brainstorm

Say & Sound

Clever Clue Cards

TEACHING PROCEDURES FOR IDEAS

SCUMPS

Lotus Tool

4 Comments and a Question


The value of picture cards!Primary School level

What has 4 wheels and is usually seen on roads?

Which farm animal says moo?

Say a sentence that connects these two pictures.

Say 2 new sentences that connect them in a different way.

What do a car and a cow have in common?What larger group or category does a car belong to?

Tell me 3 more things that might be in this group?

List as many words as you can that you associate with cars?


• What is it? This place has plants and animals. It is often warm. It rains a lot!

A Rainforest

What is it? This is found on mountains. It moves very slowly. It is a huge mass of ice.

A glacier

Think of five things you would normally associate with a rainforest.

Think of five things that you would not find in a rainforest.Think of five descriptive words that you would associate with a glacier. (wet, dry, firm, smooth, sharp, rough…)

Think up five words that can describe both a rainforest and a glacier.


The value of picture cards!Upper Primary School level

ASPECT of LANGUAGE TYPES of TEACHING PROCEDURES

sentence meaning comprehension

sentence meaning expression /production

1. identify instances of events or relationships described by a sentence

2. act out or draw sentences they hear in play with toys and drawing activities.

1. say what they heard in a story or saw in a picture or an experience in sentences;

2. finish sentences they hear to describe particular sentence meanings i.e. cloze activity.


Following Directions

Giving Directions

Listening Rules - Boardmaker

Using sentences to talk about what they have seen or

experienced!


ASPECT of LANGUAGE

TYPES of TEACHING PROCEDURES

Discourse meaning production: recount, retell.

Converse, discuss

1. recount and retell earlier experiences such as an excursion, and use photographs, etc to assist them;

2. imagine they were someone else and talk about what it would be like;

3. be a ‘pretend story teller’, tell a story to others, e.g. in doll play.

Students learn to recount, how to plan the retelling, how to sequence what they want to say and how to practise their retelling

imagine they were participants in a story they hear or a film they see and practise conversing with peers who are also pseudo-participants role play; take on the roles of others and imagine what the others might say. They are taught how to plan what to say, how to respond to others and how they might change what they intended to say, their body language, etc,


Millipede recount

SUMMARY OF ‘IDEAS’ TEACHING PROCEDURES

• modelling and expansion• learning new word meanings (multi-modal

approach)• enriching and extending meaning networks

(categorizing, brainstorming, associating, making explicit links to prior knowledge)

• encouraging paraphrasing / retells• teaching how to summarize / deduce topics

HOMEWORK?

1. Complete the OLOP on one student in your school (IDEAS section only), preferably the child discussed earlier in the day in partner activity.

2. If you are your school’s first OLE, present a language disorder simulation activity to staff (eg, poison letter, object memory).

Documents

LANGUAGE SUPPORT PROGRAM Teaching and Learning for students with a Language Disorder Developed by Dr John Munro Melbourne University Day 1 German Video