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In:Usage-based Perspectives on Language and Language Acquisition: In honour of Heike Behrens
Edited by Karin Madlener-Charpentier, Marjolijn H. Verspoor, Mirjam Weder and Annelies Häcki Buhofer
[Trends in Language Acquisition Research 35] 2026
► pp. 304–330

Chapter 11
Usage and context in pediatric speech and language therapy

Helping children with oral developmental language disorder build their language system(s)

Authors
 | Université de Neuchâtel
This content is being prepared for publication; it may be subject to changes.
Abstract
Parallel to the rise of usage-based, emergentist, and constructivist theories on language acquisition over the last decades, context and usage have also come into focus in the area of speech-language therapy (SLT), where the traditional medical model of a “specialist fixing the patient’s speech and language system” is increasingly called into question. Focusing on oral language disorders in monolingual and bilingual children, in particular developmental language disorder (DLD), I will detail the role of the cognitive underpinnings and of the linguistic and socio-interactional context, both for more theoretical research on the nature of these disorders and for applied research on SLT assessment, intervention, and prevention.
Article outline
  • 1.Introduction
    • 1.1Developmental language disorder
    • 1.2Chapter outline
  • 2.Cognitive underpinnings
    • 2.1Nature of the disorder
    • 2.2Assessment
    • 2.3Intervention
    • 2.4Prevention
  • 3.Linguistic context
    • 3.1Nature of the disorder
    • 3.2Assessment
    • 3.3Intervention
    • 3.4Prevention
  • 4.Socio-interactional context
    • 4.1Nature of the disorder
    • 4.2Assessment
    • 4.3Intervention
    • 4.4Prevention
  • 5.Conclusion and perspectives
  • Notes
  • References
References (100)
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