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A Study on Language Disorders in Learners

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178 2347-4491

A Study on Language Disorders in Learners

Dr. Sonia Kaur Bansal
Assistant Professor, GVSE, Suresh Gyan Vihar University, Jaipur, Rajasthan

“Language is best taught when it is being used to transmit messages, not when it is
explicitly taught for conscious learning.”
Stephen D. Krashen

A language disorder can cause issues with the comprehension and/or use of
spoken, written, and other forms of language. Students with a language disorder may
struggle with the form, content, or function of language. Language disorders or
language impairments are disorders that involve the processing of linguistic
information. The main problems which may be experienced by a learner can involve
grammar (syntax or morphology), semantics or other aspects of language. These
problems may be receptive in nature such as impaired language comprehension or the
expressive which involves the language production or a combination of both. Language
disorders can affect both spoken and written language among the learners.
A language disorder is an impairment that makes it hard for someone to find the
right words and form clear sentences when speaking. It can also make it difficult to
understand what another person says. A child may have difficulty understanding what
others say, may struggle to put thoughts into words, or both.
It may be noticed that a child‟s vocabulary is very basic and his sentences are
short, ungrammatical and incomplete. While his peers chat and tell jokes, then the child
may have trouble following the conversation and miss the jokes. He also may speak in
two-word sentences and have trouble answering even simple questions.
It‟s important to note that a language disorder is not the same as a hearing issue
or a speech disorder. The Children with language disorders typically have no trouble in
hearing or pronouncing words. Their challenge is mastering and applying the rules of
language, like grammar. They aren‟t simply “late talkers.” Without treatment, their
communication problems will continue and may lead to emotional issues and academic
struggles.
 Types of Language Disorders:
There are three kinds of language disorders.
1.Receptive language Disorders – These types of disorders are related to the difficulty
in understanding what others are saying. The children with receptive language disorder
have difficulties with understanding what is said to them. The symptoms may vary
among children but, generally, problems with language comprehension begin and can
be recognized before the age of three years.
Children need to understand spoken language before they can use language to
express themselves. In most cases, children with a receptive language problem also
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have an Expressive language Disorders, Which means that along with the reception of
language they may also suffer in expressing themselves by speaking.
It is estimated that between three and five per cent of children have a receptive
or expressive language disorder, or a mixture of both. Another name for receptive
language disorder is language comprehension deficit. Speech–language therapy is used
to treat receptive language disorder.
Symptoms of receptive language disorder- There is no standard set of symptoms that
indicates receptive language disorder, as it varies from one child to the next. However,
symptoms may include:
 The children may not seem to listen when they are spoken to.
 They may show the lack interest when storybooks are read to them.
 They may find difficulty in understanding the meaning of words and sentences.
 The children may also express difficulty in remembering all the words in a
sentence in order to make sense of what has been said.
 They may feel inability to understand complicated sentences.
 They may also feel inability to follow verbal instructions; especially if the
instruction is long or complicated.
Causes of receptive language disorder -The cause of receptive language disorder is
often unknown, but is thought to consist of a number of factors working in
combination, such as:
 Genetic susceptibility (family history of receptive language disorder).
 limited exposure to hearing language in their day-to-day environment.
 General developmental and cognitive (thinking) abilities.
 Receptive language disorder is often associated with developmental disorders such
as autism or Down syndrome. Although for some children, difficulty with
language is the only developmental problem they experience. In other cases,
receptive language disorder is caused by damage to the brain, for example due to
trauma, tumor or disease.
 Receptive language disorder may also be related to:
 Hearing impairment – due to decreased exposure to language.
 Vision impairment – due to the absence of cues such as facial expression and
gestures.
 Attention disorders – due to difficulties in attending fully to what is being said.
Diagnosis of receptive language disorder -Assessment needs to pinpoint the child‟s
particular areas of difficulty, especially when they do not respond to spoken language.
Diagnosis may include:
 Different kinds of hearing tests (by an audiologist) to check whether the language
problems are caused by hearing impairment and to establish whether or not the
child is able to pay attention to sound and language (auditory processing
assessment).
 Testing the child‟s language comprehension (by a speech pathologist) and
comparing the results to the expected skill level for the child‟s age. If the child is
from a non-English speaking home, assessment of comprehension should be
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performed in their first language, as well as in English, using culturally-

appropriate materials.
 Close observation of the child in a variety of different settings while they interact
with a range of people is also very useful method for diagnosing the problem.
 Assessment by a psychologist to help identify any associated cognitive problems.
 Vision tests are also used to check for vision impairment.
Treatment for receptive language disorder- Treatment options for receptive
language disorder may include:
 Speech-language therapy (one-on-one or as part of a group, or both, depending on
the needs of the child)
 Providing information to families so that they can facilitate language growth at
home
 Special education classes at school
 Integration support at preschool or school in cases of severe difficulty
 Referral to a psychologist for treatment (only if there are also significant
behavioural problems).
2. Expressive language Disorders- This type of disorder involves the difficulty in
expressing thoughts and ideas. The children with expressive language disorder have
difficulty in conveying or expressing information in speech, writing, sign language or
gesture. For preschool children, the difficulty in expressing themselves in writing skills
is not evident, as they have not started their formal education.
Some children are late in reaching typical language milestones in the first three years,
but eventually catch up to their peers. These children are commonly referred to as „late-
talkers‟. The children who continue to have difficulty with verbal expression may be
diagnosed with expressive language disorder or language impairment.
Symptoms of expressive language disorder-
The children with expressive language disorder might have difficulties in
combining words to form accurate phrases and sentences. For example, a child may not
use the correct form of the verb tense (they might say „I goed‟ when they mean „I
went‟) or they might omit important grammatical words (they might say „I going‟ when
they mean „I am going‟).
They typically produce much shorter phrases and sentences than other children
of the same age, and their vocabulary (the number of words they know and use) is
smaller and more basic.
The children with expressive language disorder are usually below the average
level for their age in various following perspectives-
 Putting words and sentences together to express thoughts and ideas.
 Recalling the words when needed.
 Using language appropriately in a variety of settings with different people (for
example, at home, in school, with parents and teachers).
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Expressive language impairment includes:

 A seven-year-old child being unable to join sentences with words like „and‟, „but‟
or „if‟ (such as „I went to the movies. I had popcorn‟ instead of „I went to the
movies and had popcorn‟ which is a more mature form of expression
 A three-year-old child who speaks in two-word phrases only (such as „mummy
car‟ when they mean „that‟s mummy‟s car.‟).
 Symptoms of expressive language disorder differ from one child to the next and
depend on the child‟s age and the degree of the impairment. Common symptoms
include:
 Making grammatical errors, leaving out words and using poor or incomplete
sentence structure (for example, „He going work‟ instead of „He‟s going to work‟
and „I talk‟ instead of „I can talk‟).
 Using noticeably fewer words and sentences than children of a similar age.
 Using shorter, simpler sentence construction than children of a similar age.
 Having a limited and more basic vocabulary than children of a similar age.
 Frequently having trouble finding the right word.
 Using non-specific vocabulary such as „this‟ or „thing‟.
 Using the wrong words in sentences or confusing meaning in sentences.
 Relying on standard phrases and limited content in speech.
 Sounding hesitant when attempting to converse.
 Repeating (or „echoing‟) a speaker‟s words.
 Being unable to come to the point, or talking „in circles‟.
 Having problems with retelling a story or relaying information in an organised or
cohesive way.
 Being unable to start or hold a conversation.
 Not observing general rules of communicating with others.
 Having difficulty with oral and written work, and school assignments.
Treatment for expressive language disorder
 Treatment options depend on the severity of the impairment. Treatment may
include:
 Group sessions with a speech pathologist
 Individual therapy sessions with a speech pathologist
 School-based language intervention programs
 Assistance from special education teachers
 Teacher‟s aide support for children with severe language impairment
 Speech pathology sessions combined with home programs that parents can use
with their child.
Causes of Expressive language Disorder
For many children, the cause of Expressive language Disorder is not known.
Some children experience difficulties in language development alone, while other areas
of their development are progressing as expected. For other children, expressive
language disorder is associated with known developmental difficulties or impairments
(for example, Down syndrome, autism or the loss of hearing. Acquired expressive
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language disorder is caused by damage to the brain, such as stroke, traumatic head
injury, seizures or other complicated medical conditions..
Many children with expressive language disorder might have an
accompanying Receptive language disorders meaning that they have difficulty in
understanding the language in general.
The various researches suggest that, in some cases, expressive language
disorder occurs in more than one family member, and across generations.
3.Mixed Receptive-Expressive language Disorders –It involves the difficulty in
understanding and using the spoken language. The Mixed receptive-expressive
language disorder is when the child displays some problems with speaking and
understanding others. There are two types the disorders related to this:
 Developmental mixed receptive-expressive disorder – It usually appears when a
child is learning how to talk. The cause is unknown, but therapy at the onset of
symptoms yields the best results.
 Acquired mixed receptive-expressive language disorder- It is caused by any
damage to the brain. The recovery depends on the areas of the brain that were
affected as well as the severity of the damage; but therapy has been proven to be at
least somewhat successful in helping the affected individuals relearn the speech
sounds.
Symptoms of Receptive-Expressive Language Disorder
 Limited speech corresponding to the person‟s age
 Inability to follow directions
 Repeating words or phrases
 Difficulty in responding to “wh” questions
 Inappropriate responses to yes/no questions
 Learning problems and academic difficulties
 Difficulty in understanding simple directions
 Inability to name the objects
If any of these signs are noticed in the children then it is required to take the
proactive step of contacting a certified speech-language pathologist who can assess the
situation and recommend the best course of action. It is also important for any parent to
be aware of his child‟s speech development progress and to take note of anything that
doesn‟t seem right as the children are the future generation of our country.
If the child is suffering from the Receptive-Expressive language disorder then it
can also be noticed that the child is having some difficulties in pronouncing certain
sounds. This type of disorder will also lead the child to have some problems in forming
correct sentences that one can understand, remembering certain words and using correct
grammar structure. This may cause communication problems and cause frustration in
the child if he or she is having trouble expressing wants, needs, thoughts, etc.
Treatment for Mixed Receptive-Expressive Disorder
The main thing to remember about treatment for mixed Receptive-Expressive
language disorder is that early intervention can make all the difference. The earliest it
is diagnosed, the early it is cured. To get better results, it is important to get therapy of
'Ayan' (October-December 2018) ISSN : 2347-4491 183

the child with a speech pathologist. Another type of treatment involves the
collaboration between parents and teachers in working together to incorporate spoken
language that a child needs through activities and play. Treatment techniques used
should be directed to the child‟s specific needs in order to help him build strengths and
to overcome his or her communication deficit.
Developmental mixed receptive-expressive language disorder generally has a
good prognosis. Most children develop normal language skills by high school. Some
minor problems with both expressive and receptive skills may not be resolved as easily;
however, early and frequent therapy sessions help in yielding the most effective
outcome. For those children who suffer from acquired mixed receptive-expressive
disorder as a result of a brain injury, their recovery depends on location of injury and its
severity. Some children rehabilitate their language skills back within days or months.
But, the most important thing for the consideration is that the more proactive is one
with the child‟s needs, the more likely a better result can be expected.
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