Clegg / Ginsborg Language and Social Disadvantage

Theory into Practice
1. Auflage 2006
ISBN: 978-0-470-02911-4
Verlag: John Wiley & Sons
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 240 Seiten, E-Book

Language and Social Disadvantage critically analyses and reviewsthe development of language in direct relation to socialdisadvantage in the early years and beyond. Definitions anddescriptions of social disadvantage are addressed and wider aspectsdiscussed. Theory and practice in relation to language developmentand social disadvantage are explored.
The book is divided into two sections: the first addresses thetheoretical associations and relationships between socialdisadvantage and language, where cognition, literacy, behaviour,learning, socio-emotional development, intervention and outcomesare considered in depth. The second section applies the theory topractice, where real-life intervention studies in nurseries,schools and other contexts are reported. Research and practicebased in the UK is a focus of all the chapters and researchreports.
A genuinely interdisciplinary and collaborative approach is takenusing perspectives from speech and language therapy, psychology andeducation. The book is ideal for professionals and studentsinterested in the study of language development and intervention inthe context of social disadvantage.

Autoren/Hrsg.

Clegg, Judy

Ginsborg, Jane

Inhaltsverzeichnis

List of contributors.
Introduction.
PART I.
Chapter 1 Language and social disadvantage: the effectsof socio-economic status on children's language acquisitionand use (Jane Ginsborg).
Chapter 2 The interplay between language and cognition intypical and atypical development (Nicola Botting).
Chapter 3 Literacy and numeracy (Ivy Doherty and JennyLandells).
Chapter 4 Childhood speech and language difficulties andlater life chances (Judy Clegg).
Chapter 5 Language and the development of social andemotional understanding (Marion Farmer).
Chapter 6 Language, behaviour and social disadvantage(Helen Stringer and Judy Clegg).
Chapter 7 Language and communication in young people withlearning difficulties: stories of social disadvantage (MonicaBray).
Chapter 8 The effects of intervention on thecommunication skills of socially disadvantaged children (JamesLaw and Francis Harris).
PART II: Research reports.
Chapter 9 Interventions to promote language developmentin socially disadvantaged children - the devil may be in thedetail (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 FleurGriffiths).
9.4 Implementing effective oral language interventions inpreschool settings: no simple solutions (Julie E. Dockrell,Morag Stuart and Diane King).
9.5 Working and learning together: an evaluation of acollaborative approach to intervention with student speech andlanguage therapists and nursery staff (Jenny Leyden and MarcinSzczerbinkski).
9.6 Facilitating narrative and social skills in secondary schoolstudents with language and behaviour difficulties (HelenStringer).
9.7 Enhancing language and communication in language impairedsecondary school-aged children (Victoria Joffe).
Afterword (Ann Locke).
Index.

Über Autor(innen)

Judy Clegg is a member of the Royal College of Speech andLanguage Therapists and is Lecturer, Human Communication Sciences,University of Sheffield, UK.
Jane Ginsborg is a Chartered Psychologist and is ResearchFellow, the Royal Northern College of Music, Manchester, UK.