ACQ Vol 11 No 1 2009

MULTICULTURALISM AND DYSPHAGIA

At the end of over two years of development and seven working drafts, we arrived at the Conceptual Model of Language and Related Constructs (figure 5) to illustrate our personal conceptual model of how language relates to literacy, how language is integral to learning and thinking, how cognitive capacities are functionally intertwined but con­ ceptually separate from language, and how complex thinking processes involving executive function are built upon a sophisticated internal language system. Implications The current version of the Conceptual Model of Language and Related Constructs was included in the major project report (Education Queensland, 2008). It has helped us to understand and articulate our definition of language as well as our potential role in literacy, learning and behaviour. It illustrates how we, as speech pathologists, see language, rather than literacy, at the centre of learning. Currently, we are in stage four of our journey, which is to explore how this conceptual model influences our practice. The questions we continue to ponder include: n If most people outside speech pathology use the term language to label the material symbols, do we need to create another term for the “internal language system”? n Can we craft definitions of primary language impairment that are related to the internal language system? n What aspect of language does any specific assessment tool actually target within the complex multifaceted phenomenon of language?

Internal language system

All codes draw on the same internal language system; each code draws on some additional specific resources

Feedback

Spoken code

Other codes

Written code

Links to thinking and behaviour The internal language system consists of neurologically situated symbolic representations, not specifically “words”, with links and organised storage, and incorporates all sorts of symbols (maths, music, words, etc.). The effective integration of the maturing cognitive capacities and the maturing internal language system are integral to higher level thinking (e.g., problem-solving), learning and self-regulation or executive function. Language is thus enmeshed with executive control and ongoing learning (Singer & Bashir, 1999). It is the internal language system that is central to higher level cognitive functioning, not the words the child knows (i.e., not the “material” language). Effective integration of the internal language system, the cognitive capacities, and other resources (e.g., world knowledge) allows an individual to communicate, think, learn and self-regulate behaviour (Singer & Bashir, 1999). Figure 4. The internal language system is made material through spoken, other and written codes

The interaction between the environment, the maturing cognitive capacities and the maturing language system allows efficient application of thinking to a range of settings. This enables higher level learning. The efficient integration of cognition and language is expressed as executive function (appropriate self-talk, self-regulation, organis- ing, maintaining and shifting set, etc.) which manages interaction with the learning environment to ensure success. Language is thus enmeshed in executive function.

Environment: opportunity and experiences

Emotion and other aspects (e.g., smell) can impact on the formation and “links” made between one concept and others.

Cognitive capacities – memory, attention, etc.

Individual : Need to learn and adapt to survive drives development

Image system/ conceptual system

Language system – symbolic representation and organisation of concepts

All codes draw on the same internal language system; each code draws on some additional specific resources

Feedback

Note. From “Conceptual model of language and related constructs” by R. Walsh & K. Stassi, 2007, revised 2008; reprinted with permission of Education Queensland.

Other codes: Experience of signed, pictorial symbolled, etc. language

Oral code: Experience of spoken language

Literate code: Experience of written language

Figure 5. Conceptual model of language and related constructs

S p eech P athology A ustralia

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