Speech, language and aided communication: Connections and questions in a developmental context

Abstract

Purpose. This discussion paper focuses on four potential complexities in the language development of children with severe congenital speech impairments, who use graphic symbols as a primary means of expression.

Method. Some of the literature in relation to language development in aided communication is reviewed.

Results. Four potentially significant connections are discussed, relating to: (i) the features of graphic symbols; (ii) the complexity of multi-modal communication; (iii) the impact of selection and production on the process of developing a language system; and (iv), the connection between development and learning.

Conclusions. It is proposed that the connections outlined are of fundamental significance in guiding intervention planning and in supporting language development in ways that have theoretical coherence.

Keywords:

• Language acquistion
• added communication
• intervention questions

Notes

1. The term linguistic sign is used in this section within the linguistic tradition of de Saussure, equating largely with linguistic ‘symbol’ and not to be confused with manual signs.

2. Following the conventions proposed by von Tetzchner and Jensen [24], uppercase italicized letters are used to indicate a graphic sign.