Linguistic Transitions and Learning Disabilities: A Strategic Learning Perspective

Abstract

This discussion of the linguistic continuum and learning disabilities takes a strategic learning perspective. The view held is that many students with diagnosed language-learning disabilities do not develop cognitive-linguistic strategies sufficiently adequate to support the development of linguistic competence and metalinguistic ability. Strategic-language use learning is discussed against cognitive theories of logical development and acquisition of expertise. Macro- and micro-level models (Levels of Competence and Process Model for Strategy Development) of language intervention to support linguistic and communication strategy acquisition are introduced. These models are compatible with cognitive theories of concept formation and acquisition of expertise. They also agree with models introduced in special education for “executive strategy training.” The view is taken that language intervention should occur in collaboration between specialists and classroom teachers. Classroom language-intervention options are delineated with an emphasis on a process-oriented approach.