ACQ Vol 11 No 1 2009

MULTICULTURALISM AND DYSPHAGIA

D efining L anguage and its R elationship to C ognition , L iteracy and C haos T heory

Regina Walsh

1999; Kamhi, 2004; Snow, 1996). This may indicate that the definitions are not accurate or perhaps not adequate to serve the needs of speech pathologists. For example, Owen’s (2005) definition most accurately refers to what Clark (2006) calls the “material” language – the actual physical symbols or words. It better defines a language (such as English or Tagalog) than it defines the complex phenomenon of a meaning-making system which is language. Furthermore, in the common speech pathology terms below, the meaning of is not con­ sistent, with some terms actually referring to everyday meanings of the word language, rather than professional definitions: n language impairment n language test

The speech pathology profession stakes a claim as experts in language and language disorders. It is surprising, therefore, that no single, precise, widely used and practical definition of language is found in the speech pathology literature. Each professional has “working definitions” of key terms that underpin practice; however, these definitions may or may not be made explicit. This article explores the articulation of definitions of some key speech pathology terms and the development of a conceptual model of language.

Keywords:

n expressive language n language structures n language learning n language delay n language cues n decontextualised language.

conceptual model, definition, language, speech pathology

T his article tracks a personal profes­ sional journey of exploration into definitions and concepts around language . The context of the journey was the Literacy Outcomes and the Role of the Speech-Language Pathologist Project conducted in Brisbane from 2005 to 2007 (Education Queensland, 2008). Speech pathologists stake a claim as experts in language and language disorders (Speech Pathology Australia, 2005). It is therefore surprising to find no single, precise, widely used and practical definition of language stated in our professional literature. Discussions with other speech pathologists revealed a widespread concern: the vagueness of a key term for the profession – language – and the impact on theories and practice. My colleague Kelly Stassi and I decided to tackle the challenge to find a definition of language that would better support our practice. Our journey included some of the professional literature, but was mainly based on the experiences and challenges of our everyday practice. Definitions of language The first stage in the journey to define language entailed a review of existing general and specialist definitions. Table 1 lists some definitions derived from WordNet (2008) and other everyday examples of the use of the word language . In contrast to the everyday uses of language, our profession- specific definitions are more comprehensive with the added complexity necessary to underpin scientific thinking. For example: n “Socially shared code or conventional system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols” (Owens, 2005, p. 7); n “The communication system that enables an individual to function in society […] learned system of rules that enables a person to communicate ideas and express wants and needs” (Speech Pathology Australia, 2005, p. 4). However, the professional definitions above are not consistently applied within our professional practice (Apel, Regina Walsh

Thus language is used to refer to a number of quite different concepts, even by speech pathologists themselves. Wilson (2005) has decried the situation where professionals neglect the definitions of key terms within their field. He stated that without attention to definitions, we literally do not know what we are talking about, leaving much theory and practice

Table 1. Common definitions of language Use

Interpreted meaning of language

The language of flowers Symbol/s English language Specific set of symbols and Language of the region rules for combining symbols “He didn’t have the Individuals’ knowledge of language to fill out vocabulary the form” Teachers are interested Reading and writing skills in language arts Medical language Profession/context specific vocabulary “She used very Figurative or metaphoric tools expressive language” for imagery “The article used very Concepts (and dense as in lots dense language” of concepts expressed through relatively few words) “Watch your language” Appropriate communication Street language in context Language system Symbols and rules for use Written language Words/sentences/discourse in text Language processing Mental processes involved in expression and comprehension of meaning

ACQ uiring knowledge in sp eech , language and hearing , Volume 11, Number 1 2009

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