Module 2.2 The ICPAL language framework: Ideas and Conventions

Module 2.2 provides a detailed description of concepts, terms and examples for the first two components (i.e. Ideas and Conventions) of the ICPAL language framework for students with language difficulties.

Module 2.2 The ICPAL language framework: Ideas and Conventions

• Resources
• Glossary
• Timing
• Going further
• Footnotes
  
  
  
• ICPAL: Ideas in language
• ICPAL: Conventions of language

 

Resources

• Fact Sheet 2.2: Learning to speak and listen – what to expect in the first five years at the Speech Pathology Australia website.
  (http://www.speechpathologyaustralia.org.au/publications/fact-sheets)

Other reference material

• Appendix 3 The ICPAL language framework (PDF - 23Kb)
• Teaching and Learning Resource at the Victorian Curriculum and Assessment Authority website includes descriptions and examples of concept maps, issues maps and lotus diagrams.
  (http://vels.vcaa.vic.edu.au/support/teaching.html)

 

Glossary

• clause – A group of words, containing a subject and verb, which forms part of a sentence
• content words – Words that carry meaning by themselves (e.g. ‘dog’, ‘glide’, ‘round’, quick’)
• Conventions – The C in the ICPAL language framework: rules governing the sounds, words, sentences and genres of language
• discourse – Connected oral or written communication more extensive than a single sentence
• function words – Words that connect content words together (e.g. ‘a’, ‘the’, ‘however’, ‘then’)
• genre [conventions] – Linguistic rules and conventions for linking sentences into larger text units (e.g. oral recount, giving instructions, monologue)
• grammatical [conventions] – Linguistic rules (conventions) for combining words into sentences. See morphology and syntax
• ICPAL language framework – Ideas, Conventions, Purposes and Ability to Learn in both the expressive and receptive areas of (oral) language
• Ideas – The I in the ICPAL language framework: meanings of words, sentences, discourse and topics of language
• intonation – Rise and fall in pitch of the voice in speech. See also prosody
• meanings – Understanding and expression of exact desired ideas, at a word, sentence, and discourse level
• morpheme – Smallest unit of meaning that is either a word in its own right (free morpheme) e.g. ‘cook’ or part of a word (bound morpheme) e.g. ‘cooking’
• morphology – Linguistic study of patterns of word formation in a language; system of word-forming elements (morphemes) and processes in a language
• phonological conventions – Rules for combining sounds to make spoken words
• prosody – Patterns of intonation and stress placed on sounds, syllables and words in oral language
• referent – What or who a word or symbol refers to
• subordinate clause – Dependent clause that is not complete by itself

Timing

90 minutes

 

Going further

Professional learning activities

• Use reflective learning techniques

Your regional LSP facilitator or speech pathologist will be able to help you locate a current and reliable table of developmental speech and language norms. Use these norms to develop a set of resources (e.g. presentations, posters, etc. to describe the development of ideas and/or conventions). These can be used when illustrating language development to other teachers or to parents.

 

Footnotes

[1] LM LEP: Ideas & Meaning – Unit 1 (p.16)