Case Study: Teaching English To Children With Developmental Dysphasia

Abstract

The bachelor thesis Teaching English to Children with Developmental Dysphasia is divided into two parts – theoretical and practical. The theoretical part deals with the impaired communication ability, its definition, classification and difficulties associated with the impaired communication ability. Furthermore, the theoretical part concerns children developmental dysphasia. There the term of developmental dysphasia is explained along with the description of symptoms and diagnosis as well as dysphatic children in school setting. Mentioned also are problems which children with developmental dysphasia have to deal with and approaches and methods recommended for teaching children with developmental dysphasia. The practical part is based on a survey

According to English literature it is recommended to join teaching and learning and thus emphasize both the teacher’s work and learner’s participation in the process of education. The following principles are valid not just for education of foreign language but also for education of these children in general.

1. Multisensory techniques: facilitate learners to use the most developed ability for gaining information. Thanks to this attitude, the sense of sight, hearing, tactile sense and kinesthetic sensation are put together. A teacher can use multisensory techniques by connecting speech, pictures, movement and real objects. The motto of multisensory attitude is ‘listen, look, say, write and show’ and it is used by teacher in classes, which means that the child must be actively engaged in the learning process. (Westwood 138)

2. Communicative approach: means a learner’s ability to perceive a teacher and understand his or her message, express one’s own needs, thoughts and active participation in the process of teaching. The goal of the