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<DIV><FONT face=Arial size=2>Hello Marita and Infochildes,</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>I followed very interesting and useful replies
on your question. I guess all of us, psychologists or
linguists, were asked same or similar question at least once.
</FONT></DIV>
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<DIV><FONT face=Arial size=2>I just want to support Lynne Hewitt's
suggestion to take into consideration whole development of child. As far as
I know (</FONT><FONT face=Arial size=2>and since I am not a speech
pathologist I would appreciate very much to be corrected if I am wrong) none of
language disorders grow independent from other aspects of development
(except for very rare local neuro disorders, and even then...). Language
impairment is often just a symptom of more basic or general
developmental difficulties: cognitive, communicative, social, emotional,
sensory... In a direct contact with a family it might become obvious, for
example, that affective exchange in family can be very reduced or rare, and
language delay would be just an aspect of communication lack generally.
Communication development is not merely language acquisition. Language
acquisition needs communication development as its basis. And communication
develops in overall sensory, emotional and intellectual
interaction.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>And moreover, delay in language acquisition might
not be developmental nor impairment at all, but just a particular
consequence of </FONT><FONT face=Arial size=2>circumstances the child lives in.
If a </FONT><FONT face=Arial size=2>child has difficulties acquiring
dominant language of community and not acquiring mother tongue at
home, and there are no other indications of delay in any other aspect
of development, then it is probably just a lack of exposure to the target
language. Colleagues already discussed this...</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>So, before focusing on lexicon, morphology and
syntax, it is wise to meet the child and family, and acquaint with the whole
situation. And it does not necessarily mean implementation of an exhaustive
battery of developmental diagnostic instruments at first meeting. Talk with
parents, playing with the child, or observing the child in a group of peers can
give many valuable insights. </FONT><FONT face=Arial size=2>Also, a
friendly approach by a professional speaking target language (in family maybe
neglected) could be developmentaly promotive and inhensive for the child and for
the family too.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>Warm regards,</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>Darinka Andjelkovic</FONT></DIV>
<DIV><FONT face=Arial size=2><A
href="mailto:dandjelk@f.bg.ac.yu">dandjelk@f.bg.ac.yu</A></FONT></DIV>
<DIV><FONT face=Arial size=2>Laboratory for Experimental Psychology</FONT></DIV>
<DIV><FONT face=Arial size=2>Faculty of Philosophy</FONT></DIV>
<DIV><FONT face=Arial size=2>Univerisity of Belgrade</FONT></DIV>
<DIV><FONT face=Arial size=2>Serbia and Montenegro</FONT></DIV>
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