ΠΜΣ - Διαλέξεις Chloe Marshall

Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

Φιλοσοφική Σχολή

Τμήμα Ιταλικής Γλώσσας και Φιλολογίας

ΠΜΣ 'Επιστήμες της γλώσσας και του πολιτισμού'
Κατεύθυνση 'Γλωσσικές διαταραχές και εκπαιδευτική παρέμβαση'

Διάλεξη Chloë Marshall

Professor of Psychology, Language and Education

UCL Institute of Education, University College London

"What are the advantages and disadvantages of reconceptualising "specific language impairment" as "developmental language disorder"?"

Abstract

Many different terms have been used in English to refer to children with language difficulties that do not have any obvious cause (e.g. that cannot be explained by brain injury, intellectual disability, hearing loss, or any other medical condition). Since the 1980s, researchers have used the label “specific language impairment” (SLI) to refer to such children. Recently, the adequacy of SLI as both a label and a diagnostic category has been questioned and debated (e.g. a special issue of the International Journal of Language and Communication Disorders was devoted to this topic in 2014). The debate has focused on considerations of, for example, how “specific” SLI is and whether an exclusionary criterion of non-verbal IQ scores below 85 is appropriate. In a series of papers, the label “developmental language disorder” (DLD) has been proposed to replace SLI: the word “specific” is removed and the non-verbal IQ criterion has been relaxed, meaning that a greater number of children can be included within the category (Bishop et al., 2016, 2017).  A new generation of researchers (e.g., Joye, 2018; Joye et al., 2019; Mengisidou, 2019) have been keen to embrace the label DLD. However, in common with some other researchers, I am more ambivalent about this move. In this talk I discuss what I see as some of the disadvantages, as well as some of the advantages, of using DLD versus SLI as a label and diagnostic category in child language research.

Πέμπτη 4/4/2019

14:00-16:00

Αίθουσα 15, υπόγειο ΠΚ ΦΛΣ