Research in the Classroom: Effect of Picture Writing Practice Programme in Overcoming Language Disorders and Developing Language and Writing Ability

By Satish, Talwar Mini | International Journal of Education and Management Studies, June 2013 | Go to article overview

Research in the Classroom: Effect of Picture Writing Practice Programme in Overcoming Language Disorders and Developing Language and Writing Ability


Satish, Talwar Mini, International Journal of Education and Management Studies


SLanguage is one of the unique possessions of man. Language is used to communicate and convey meaning from one person to another. Used to talk to each other, write and email and text, language has mies which involve word structure (morphology), grammar and sentence structure (syntax), word meaning (semantics) and social appropriateness (pragmatics). It is one single factor that sustained and made human civilization possible. Language, therefore, is a system of arbitrary, vocal symbols commonly shared by a group or a community. Language is a means through which a child contemplates the past, grasps the present and approaches the future. Language is the expression of ideas by means of which speech sounds are combined into words, words are combined into sentences and combination of sentences give answer to ideas and thought.

While communicating their thoughts students may display difficulties with understanding (reception) and production (expression) of any of the areas of language. They may have difficulties with sentence and word structure, sound order, vocabulary and social use of language. Difficulties that children experience are varied in severity. Some children with milder difficulties may have a language delay and their difficulties may resolve over time. Other children with more severe difficulties may have a language disorder. A few causes that can contribute to a language disorder are:

* Genetic disorders, such as Down Syndrome

* Prenatal exposure to toxins

* Infections, such as persisting middle ear infections (otitis media)

* Low birth weight

* Malnutrition

* Brain injury

* Environmental factors, such as poverty, abuse and neglect.

It is often the interacting nature of these and other factors which may result in a language disorder, however numerous cases of language disorders have no definite cause.

Role of teacher in helping students overcome language disorders and in developing language and writing ability:

It is important to remember that every child develops differently. Language disorders may occur at any stage of life. If unresolved, childhood language disorders may result in future academic delay and behavioural and emotional issues. The parents and teachers need to unite to sort out this problem. If they come across a child who is facing difficulty in expressing himself, first of all a speech pathologist must be concerned. A speech pathologist is trained to assess a child's language and recommend any assistance or therapy that may be required. Children learn language by listening to and watching people communicate. The key word here is watching-hence the present research on picture writing practice programme. There are a number of ways in which a teacher can contribute to develop language and writing ability in her students. Teachers, especially language teachers, consider picture writing practice programme as one of them. Everyone loves to look at pictures and interprets them in their own way. The present study is justified on the basis of experience in the classroom where it was observed that more pictures in a lessons result in the topic becoming more interesting. While at home, the parents usually copy the playful sounds that their baby makes to encourage two-way communication. Playing simple games such as 'peek-a-boo', singing songs and rhymes together et al are tried and tested methods of developing speaking skills of children by parents. The teachers develop their students' language ability by talking to them using short sentences, talking about and pointing to objects that can be seen and heard (e.g., bus, ball), expanding on simple words (e.g., if the student says 'car' then a teacher can say 'push the car').

Language ability: Language ability is the capability in the command of language or in the acquisition of additional language. The process of obtaining meaning from visual stimuli is indicative of receptive language ability. …

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