Language Support Program

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Module 2: Language Disorders and Difficulties

 

Introduction

The Language Support Program Professional Learning Guide has been developed to assist teachers, coordinators, and school leaders understand about language, language difficulties and disorders, and how language frameworks are important for effective language support programs [1].

Module 2 includes three learning modules that address the following key questions about the school-based support of students with language difficulties:

  • What does research tell us about language difficulties and disorders in children and young people?
  • What is a language framework and how is it used to inform teaching?
  • What are the theoretical components of the ICPAL language framework?
  • Which linguistic concepts and terms are essential for understanding language difficulties?
  • How can the ICPAL framework be used to develop a common language for the understanding of language and literacy development?

 

Prerequisites

If you are a teacher, coordinator, or LSP assistant and have limited understanding of language, literacy or how to cater for students with language difficulties, you are advised to complete Module 1 before attempting Module 2. More experienced teachers, coordinators or aides who may have completed regional training can begin at Module 2 [2].

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Outcomes

Learning outcomes are identified at the beginning of each module. They apply to all the sessions in the module. Learning outcomes will usually be met by engaging with the content of the module and completing the relevant learning opportunities identified.

By the end of Module 2, you will be able to:

  • understand the principles of language development
  • recognise how students acquire and develop language throughout primary and secondary school
  • understand the linguistic concepts underpinning the ICPAL language framework
  • understand, and be able to use, the language of the ICPAL framework to identify, profile and teach students with language difficulties.

 

Timing

For the benefit of users engaging with a module within a self-paced or collegiate professional learning program, an indicative timing is provided. This timing suggests how long it should take to complete the module or session. Additional research and practical classroom-based activity is not included in the timing suggested.

Timing

 

Resources

Recommended resources are always specified at the start of each section of a learning module to allow participants to source a resource before the professional learning begins. In some cases, the required resources are included at the end of the section. Resources follow a predictable numbering system (e.g. in 'Resource 2.1', the first numeral identifies the module and the second numeral identifies the number of the resource within the module).

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Videos

The videos that accompany this resource provide a brief introduction to each module. The purpose of these presentations is to provide background to the concepts introduced in each module, illustrate classroom practices and assist school-based Language Support Program Coordinators to facilitate the implementation of the Language Support Program in their schools.

 

Glossary of key terms

Key terms used are usually included at the start of a session and also in a text box beside the first use of the term. A complete list of key terms used in the learning modules of the Language Support Program Professional Learning Guide is included in Appendix 1.

 

Footnotes

[1] A detailed description of the purpose and content of the Language Support Program Statewide Resource is included in the Teacher Guide section of the resource.

[2] Indicative learning pathways through the learning modules for a range of users (e.g. teachers, coordinators, LSP assistants, school leaders, parents, community members) are identified in the Teacher Guide section of the resource.

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