Language and Social Disadvantage critically analyses and reviews
the development of language in direct relation to social
disadvantage in the early years and beyond. Definitions and
descriptions of social disadvantage are addressed and wider aspects
discussed. Theory and practice in relation to language development
and social disadvantage are explored.
The book is divided into two sections: the first addresses the
theoretical associations and relationships between social
disadvantage and language, where cognition, literacy, behaviour,
learning, socio-emotional development, intervention and outcomes
are considered in depth. The second section applies the theory to
practice, where real-life intervention studies in nurseries,
schools and other contexts are reported. Research and practice
based in the UK is a focus of all the chapters and research
reports.
A genuinely interdisciplinary and collaborative approach is taken
using perspectives from speech and language therapy, psychology and
education. The book is ideal for professionals and students
interested in the study of language development and intervention in
the context of social disadvantage.
Innehållsförteckning
List of contributors.
Introduction.
PART I.
Chapter 1 Language and social disadvantage: the effects
of socio-economic status on children’s language acquisition
and use (Jane Ginsborg).
Chapter 2 The interplay between language and cognition in
typical and atypical development (Nicola Botting).
Chapter 3 Literacy and numeracy (Ivy Doherty and Jenny
Landells).
Chapter 4 Childhood speech and language difficulties and
later life chances (Judy Clegg).
Chapter 5 Language and the development of social and
emotional understanding (Marion Farmer).
Chapter 6 Language, behaviour and social disadvantage
(Helen Stringer and Judy Clegg).
Chapter 7 Language and communication in young people with
learning difficulties: stories of social disadvantage (Monica
Bray).
Chapter 8 The effects of intervention on the
communication skills of socially disadvantaged children (James
Law and Francis Harris).
PART II: Research reports.
Chapter 9 Interventions to promote language development
in socially disadvantaged children – the devil may be in the
detail (James Law).
9.1 Participation in Sure Start: lessons from language screening
(Caroline Pickstone).
9.2 The ’Teaching Children Talking’ project
(Linda Hobbs).
9.3 The Talking Table (Marion Farmer and Fleur
Griffiths).
9.4 Implementing effective oral language interventions in
preschool settings: no simple solutions (Julie E. Dockrell,
Morag Stuart and Diane King).
9.5 Working and learning together: an evaluation of a
collaborative approach to intervention with student speech and
language therapists and nursery staff (Jenny Leyden and Marcin
Szczerbinkski).
9.6 Facilitating narrative and social skills in secondary school
students with language and behaviour difficulties (Helen
Stringer).
9.7 Enhancing language and communication in language impaired
secondary school-aged children (Victoria Joffe).
Afterword (Ann Locke).
Index.
Om författaren
Judy Clegg is a member of the Royal College of Speech and
Language Therapists and is Lecturer, Human Communication Sciences,
University of Sheffield, UK.
Jane Ginsborg is a Chartered Psychologist and is Research
Fellow, the Royal Northern College of Music, Manchester, UK.
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