PKBK3073

ENGLISH LANGUAGE TEACHING

METHODOLOGY FOR pupils with
LEARNING DIFFICULTIES
 3. SPEAKING SKILLS
■ Introduction to speaking
■ - Definition and concept of speaking
■ - Auditory Expressive Language Problems
■ - Articulation problem
■ - Stammering
■ - Repetitive
■ - Aphasia
■ - Dyspraxia
■ - Expressive language problems
■
■ Assessment of auditory expressive language
 3. SPEAKING SKILLS
■ 1. Give the definition and concept of
speaking
■ 2. Identify problems in auditory
expressive language
■ 3. Describe how auditory expressive
language is assessed
 SPEAKING SKILLS
1. Difficult because it involves real-time
processing (little time to formulate what to
say & how to say it)
2. Students afraid to make mistake
3. Students afraid of poor pronunciation
(often stems from previous learning
experiences where emphasis was written
accuracy)
4. Lack opportunity to speak in class
 DEFINITION AND CONCEPT OF SPEAKING

Action of conveying information or

expressing one’s feelings in speech
Known as ‘auditory expressive language
skills’: ability to use language to express an
idea or a message to another person in a
communicational situation
 SPEAKING COMPETENCE

Correctly articulate the words

Know the meaning of words, phrases and
other linguistics terms
To convey his idea adequately
To formulate different kinds of sentences
To explain ideas using connected texts.
AUDITORY EXPRESSIVE LANGUAGE PROBLEM

 A person who has defect in his speech organ

will have a problem in some aspect of speech
production
Could be too nasal or too breathy or unable to
articulate certain speech sounds
Poor auditory memory
AUDITORY EXPRESSIVE LANGUAGE PROBLEM

The person has

Slow and hesitant speech
Speech punctuated with ‘mmm’ and filler
sentences like ‘What do you call it?’ or
‘You know what I mean.”
AUDITORY EXPRESSIVE LANGUAGE PROBLEM

Could manifest (show signs)in::

Incorrect usage of language
Overuse of simple sentences and a lack of
complex ones
Inability to express abstract concepts or ideas
Inability to adjust the style of communication
according to the communicational situation
A tendency of not providing sufficient
information
AUDITORY EXPRESSIVE LANGUAGE
PROBLEM
• Could manifest (show signs)in::
• Incorrect usage of language
• Overuse of simple sentences and a lack of complex ones
• Inability to express abstract concepts or ideas
• Inability to adjust the style of communication according to
the communicational situation
• A tendency of not providing sufficient information
AUDITORY EXPRESSIVE LANGUAGE
PROBLEM
• Stammering / Stuttering
• Speak with involuntary pauses or repetitions
• Utter with involuntary pauses or repetitions
• Repeats or prolongs words, syllables or phrases
• Stop during speech and make no sound for certain syllables
• Stress and fatigue make it harder to talk flowingly
• Problem of stuttering alleviated when speaker relax
 AUDITORY EXPRESSIVE LANGUAGE
PROBLEM
• Tendency to Stutter
• During interrogation (at police station or in court)
• Talking to emergency services on the phone
• Majority of children grow out of this stage
• If problem persist, need speech therapy
 SIGNS AND SYMPTOMS OF STUTTERING
• Problem starting a word, phrase or sentence
• Hesitation certain sound have to be uttered
• Repeating a sound, word or syllable
• Certain speech sounds may be prolonged
• Speech may come out in spurts
• Words with certain sounds are substituted for others
(circumlocution)
• Rapid blinking (when trying to talk)
• Trembling lips (when trying to talk)
 SIGNS AND SYMPTOMS OF STUTTERING
• Foot may tap (when trying to talk)
• Trembling jaw (when trying to talk)
• Face and / or upper body tighten up (when trying to talk)
• Some may appear out of breath when talking
• Interjection such as “uhm” used more frequently before
attempting to utter certain sounds
 TYPES OF STUTTERING
1. Developmental stuttering:
•Children learn to speak and often stutter (early stage) when
their speech and language skills are not developed enough to
race along at the same speed as what they want to say.
•Majority of children experience fewer and fewer until they can
speak flowingly
 TYPES OF STUTTERING
2. Neurogenic stuttering:
•Signals between the brain and speech nerves and muscles are
not working properly
•May affect patient of stroke or brain injury
•Results in lesions (abnormal tissue) in the motor speech area
of the brain
 TYPES OF STUTTERING
3. Psychological factors:
•Stress
•Embarrassment
•Anxiety
•Low self-esteem,
•Nervousness
•Not long term factors
 STUTTERING
Likely to have family members who stutter
Child who starts stuttering before 3 – 5 years old is less
likely to be stuttering
Long term stuttering more common among boys
 Consider consultation
The child’s stuttering has persisted for over 6 months
When stuttering occurs more frequently
When it is accompanied with tightness of facial and
upper body muscles
When it interferes with the child’s schoolwork
When it causes emotional difficulties , such as fear of
places or situations
When it persists after the child is 5 years old
 Repetitive
Repetitive and talking to self usually go together
Exhibited by children with a broad range of
developmental difficulties
Usually have social difficulties
Tend to be resistant to change
Display repetitive motor behaviours
E.G Are we going to the zoo? X 10 untuk someone
interrupts and redirects them
May repeat phrases to themselves (It’s ok, you are
not hurt)
 Repetitive Speech
Maybe overlook for children with higher cognitive
abilities (similar with other children who are just
boisterous or too active)

Growing recognition that some children with quite

competent intellectually engage in repetitive talk

Recent reports have shown considerable increases in

numbers of children with repetitive or nonfunctional
speech
 Repetitive Speech - characteristics
Display problems in communication
Intellectually delayed
Once children acquire speech , may use it
inappropriately for the context (nonfunctionally)
Most likely talk to themselves
Reverse e.g. use ‘He’ for ‘I and may use metaphors to
communicate
 Aphasia
Disorder that results from damage to portions of
the brain that are responsible for language
Left hemisphere
Result of stroke or head injury
May also develop slowly due to brain tumour, an
infection or dementia
Impairs the expression and understanding of
language as well as reading and writing
May occur with speech disorder such as dysarthria
or apraxia of speech (due to brain damage)
 Cause of Aphasia
Damage to one or more of the language areas of
the brain
Stroke occurs when blood is unable to reach a part
of the brain
Brain cells die when they do not receive their
normal supply of blood which carries oxygen and
important nutrient
Severe blow to head, brain tumors, brain
infections
 Two broad categories of Aphasia
1. Fluent : damage to the temporal lobe (side
portion) called Wernicke’s aphasia
2. Occur in the left temporal lobe but can result
from damage to the right lobe as well
3. May speak in long sentences that have no
meaning, add unnecessary words and even
create made-up words. E.g.: “You know that
amoodle pinkered and that I want to get him
round and take care of him like you want
before.” difficult to follow what the person say
4. People with Wernicke’s aphasia usually have
 Two broad categories of Aphasia
1. Non-fluent : Broca’s aphasia.
2. Damage to fontal lobe of the brain
3. Frequently speak in short phrases that make
sense but are produced with great effort
4. Often omit small words such as ‘is’, ‘and’ and
‘the’. E.g. ‘walk dog’ meaning ‘I will take the
dog for a walk.’or ‘book book on the table’
meaning ‘There are two books on the table’
5. Understand speech of others fairly well
6. Often aware of their difficulties and can become
easily frustrate
 Two broad categories of Aphasia

1. Non-fluent : global aphasia

2. damage to extensive portions of the language
areas of the brain
3. Have severe communication difficulties and
maybe extremely limited in their ability to
speak or comprehend language
 Other types of Aphasia
1. Results from damage to different language areas
in the brain.
2. Some people have difficulty repeating words
and sentences even though they can speak and
they understand the meaning of the word or
sentence.
3. Others have difficulty naming objects even
though they know what the object is and what
it may be used for.
 Dysprasia

1. Clumsy child syndrome

2. Present as an impairment or immaturity of the
organization of movement
3. May have difficulties with manual and practical
work, personel organization, memory and
attention span
 Two Types of Dysprasia

1. Developmental Motor Dysprasia (DMD)

2. Verbal Dysprasia (specific learning disability):
find it hard to form words and letters when
speaking ( mouth &tongue are controlled by
hundreds of different muscles - normal people
can perform complex coordination achievement
of speech) not really muscle problem but the
messages being sent backwards and forwards to
the brain – permanently tongue-tied
 Signs of Dysprasia

1. Each mouth movement has to be thought out

before the word is spoken
2. Amount of thinking involved in the activity
makes it hard for the child to concentrate on
what he is saying
3. If asked to repeat a word several times (even
own name or simple word like ‘cat’, they
cannot do it without having to think before
each word. So instead of ‘run run run run run’
they will say ‘run…..run…..run…..run…..run’
4. Late learning to speak
 Verbal Dysprasia
1. Need specialist help from speech therapists and
often physiotherapists and occupational
therapists
2. Have to learn to think about and control how the
lips and tongue works to form all the different
sounds and words
3. Watch mouth and tongue move when forming
different sounds helps these children
4. Use mirror to make sure child can see how
his/her mouth, tongue and lips form each sound.
5. Can take some time, quality of content suffer
 What can you do to help children with this
problem?
1. Bring in speech therapist
2. Try to be patient & not interrupt or finishing a
sentence for them
3. Explain to them why they are having problems
and make sure they understand they are not
stupid & it is not their fault
4. Organize lesson time when you help the child to
articulate and improve his/her speech
5. Avoid nagging and correcting as this can make
the child tense and angry
 What can you do to help children with this
problem?
6. Hand eye coordination games helps to talk better
(learn how their body response to actions and
teaches them to understand how their bodies relate
to the word
7.Thesechildren panic easily and respond badly to
sudden changes in routine (keep to routine)
8.Get scared easily and not happy working outside
their comfort zone. New information and teaching
should be carried out one small step at a time
9.multi-sensory teaching should be used whenever
possible
Assessing of Auditory Expressive Language

Take language samples from pupil in various

communication settings
Sample are examined for the types of sentences
used, kinds of vocabulary found and whether
there is difficulty in recalling words

Teacher take necessary steps to help

Assessing of Auditory Expressive Language

Assess pupils’ ability to use linguistic items of

nouns, adjectives and prepositions
Same test for listening comprehension
(teacher point to an object in picture and
pupil provide name of object or describe or
state the position of the object.
Ways of Testing Auditory Expressive
Language
1. Provide a word and pupil formulate a
sentence based on the word
2. Provide a few words and pupils use all
the words given to form a sentence
3. Provide beginning part of a sentence and
pupil complete the sentence
4. Provide two simple sentences and pupil
combine the two sentences into one
Ways of Testing Auditory Expressive
Language
To assess pupil’s ability to use
connected text, teacher can show a
picture and ask pupils to describe
the picture or tell a story
Types of tests for speaking

1. Using a checklist - can be done

throughout the year, list may be added to
and adapted to suit needs and
circumstances
2. Progress test – given either at the end of a
particular unit, week, month, term or year;
usually prepared by class teacher or
someone else to take account of overall
syllabus; to measure progress.
3. Proficiency test – to measure overall
 TUTORIAL
The lecturer :
Demonstrates how to carry out a structured lesson to
teach sentence patterns / grammatical items
The students :
Plan and
 demonstrate the application of structured instruction to
teach sentence
 patterns /
 grammatical items
 ISL
Check library resources or the internet for intervention
strategies for the following problems:
- Articulation
 problem
- Stammering
- Aphasia
- Dyspraxia
- Expressive
 language
 problems
Prepare a Powerpoint presentation of the information