Distinguishing Between Casual Talk and Academic Talk Beginning in the Preschool Years: An Important Consideration for Speech-Language Pathologists Purpose The need for speech-language pathologists (SLPs) to consider an academic talk (AT) register in addition to an everyday casual talk (CT) register of oral language with children beginning in the preschool years is presented, the AT and CT registers are distinguished in a comprehensive manner, ideas regarding AT language ... Viewpoint
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Viewpoint  |   November 2014
Distinguishing Between Casual Talk and Academic Talk Beginning in the Preschool Years: An Important Consideration for Speech-Language Pathologists
 
Author Affiliations & Notes
  • Anne van Kleeck
    University of Texas at Dallas
  • Disclosure: The author has declared that no competing interests existed at the time of publication.
    Disclosure: The author has declared that no competing interests existed at the time of publication.×
  • Correspondence to Anne van Kleeck: annevk@utdallas.edu
  • Editor: Krista Wilkinson
    Editor: Krista Wilkinson×
  • Associate Editor: RaMonda Horton
    Associate Editor: RaMonda Horton×
  • Copyright © 2014 American Speech-Language-Hearing Association
Article Information
Development / School-Based Settings / Viewpoint
Viewpoint   |   November 2014
Distinguishing Between Casual Talk and Academic Talk Beginning in the Preschool Years: An Important Consideration for Speech-Language Pathologists
American Journal of Speech-Language Pathology, November 2014, Vol. 23, 724-741. doi:10.1044/2014_AJSLP-14-0032
History: Received March 10, 2014 , Revised July 1, 2014 , Accepted August 25, 2014
 
American Journal of Speech-Language Pathology, November 2014, Vol. 23, 724-741. doi:10.1044/2014_AJSLP-14-0032
History: Received March 10, 2014; Revised July 1, 2014; Accepted August 25, 2014
Acknowledgments
Partial support for this work was provided by the Callier Research Scholar fund, provided to the author by the University of Texas at Dallas. My sincere thanks to a number of people for listening to and commenting on earlier versions of these ideas, including the regular participants in the Callier Center for Communication Disorders FLASH research talk series, and also to the following individuals: Lisa Ahn, Suzanne Bonifert, Karen Clark, Julia Evans, John Locke, Jan Lougeay, Kathryn McCartney, Jennifer McGlothlin, Amy Louise Schwarz, and Beth Steerman.

Purpose The need for speech-language pathologists (SLPs) to consider an academic talk (AT) register in addition to an everyday casual talk (CT) register of oral language with children beginning in the preschool years is presented, the AT and CT registers are distinguished in a comprehensive manner, ideas regarding AT language assessment are proposed, and suggestions for fostering children's skills with the AT register are offered.

Method Extant research and scholarship from a wide variety of disciplines are integrated and organized.

Results The author discusses the role of the SLP in supporting AT skills beginning in the preschool years and the added risk of difficulties with the AT register for children with language impairment who are from diverse backgrounds. Two broad categories—social-interactive and cognitive—that give rise to linguistic features that differentiate between the CT and AT registers are deduced from extant scholarship.

Conclusions SLPs should consider children's competence with the AT register as they work to prepare preschoolers and older children for the language demands of school.

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