Details
| Translated title of the contribution | On the relevance of connectionism and the whole Language Approach in speech and language pedagogy and therapy |
|---|---|
| Original language | German |
| Pages (from-to) | 132-141 |
| Number of pages | 10 |
| Journal | L.O.G.O.S. Interdisziplinair |
| Volume | 19 |
| Issue number | 2 |
| Publication status | Published - Jun 2011 |
Abstract
Based on connectionist and interactionist approaches speech and language acquisition and use are considered emergent capacities based on cognition, emotion, and social interaction. The connectionist perspective of communicative and conversational capacities goes beyond a mere linguistic analysis of speech, language, and communication difficulties. It can open new perspectives for speech-language therapy as well as for classroom embedded language teaching. Hence, the connectionist approach contributes to the debate on professionalisation within speech and language pathology. The American Whole Language Approach, which is absorbed within the German " Sprachganzheitsansatz", is building upon the connectionist perspective of speech and language development and learning. The authors outline the inherent principles and strategies for speech and language teaching and therapy based upon this philosophy. Two examples from the fields of classroom discourse and team based fluency intervention are used to explain the consequences of this perspective for research and practice.
ASJC Scopus subject areas
- Medicine(all)
- Psychiatry and Mental health
- Neuroscience(all)
- Biological Psychiatry
Sustainable Development Goals
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In: L.O.G.O.S. Interdisziplinair, Vol. 19, No. 2, 06.2011, p. 132-141.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Die bedeutung des connectionist approach
T2 - Una der sprachganzheithchen perspektive für die sprach-Pädagogik und - Therapie
AU - Miosga, Christiane
AU - Borsutzky, Marion
AU - Fuchs, Andrea
AU - Lütje-Klose, Birgit
PY - 2011/6
Y1 - 2011/6
N2 - Based on connectionist and interactionist approaches speech and language acquisition and use are considered emergent capacities based on cognition, emotion, and social interaction. The connectionist perspective of communicative and conversational capacities goes beyond a mere linguistic analysis of speech, language, and communication difficulties. It can open new perspectives for speech-language therapy as well as for classroom embedded language teaching. Hence, the connectionist approach contributes to the debate on professionalisation within speech and language pathology. The American Whole Language Approach, which is absorbed within the German " Sprachganzheitsansatz", is building upon the connectionist perspective of speech and language development and learning. The authors outline the inherent principles and strategies for speech and language teaching and therapy based upon this philosophy. Two examples from the fields of classroom discourse and team based fluency intervention are used to explain the consequences of this perspective for research and practice.
AB - Based on connectionist and interactionist approaches speech and language acquisition and use are considered emergent capacities based on cognition, emotion, and social interaction. The connectionist perspective of communicative and conversational capacities goes beyond a mere linguistic analysis of speech, language, and communication difficulties. It can open new perspectives for speech-language therapy as well as for classroom embedded language teaching. Hence, the connectionist approach contributes to the debate on professionalisation within speech and language pathology. The American Whole Language Approach, which is absorbed within the German " Sprachganzheitsansatz", is building upon the connectionist perspective of speech and language development and learning. The authors outline the inherent principles and strategies for speech and language teaching and therapy based upon this philosophy. Two examples from the fields of classroom discourse and team based fluency intervention are used to explain the consequences of this perspective for research and practice.
KW - Classroom discourse
KW - Connectionist approach
KW - Emergence
KW - Speech and language pedagogy & therapy
KW - Team based fluency intervention
KW - Whole language
UR - http://www.scopus.com/inward/record.url?scp=79959923469&partnerID=8YFLogxK
M3 - Artikel
AN - SCOPUS:79959923469
VL - 19
SP - 132
EP - 141
JO - L.O.G.O.S. Interdisziplinair
JF - L.O.G.O.S. Interdisziplinair
SN - 0944-405X
IS - 2
ER -