Abstract
Fundamental to the concept of communicative competence is the ability to produce and understand ideas appropriate to the social context in which they occur, with emphasis on accuracy of idea transfer rather than mere correctness of language form or delivery. Speech impairment interferes with message transmission and may involve: a total lack of intelligible speech; articulation distortions or errors in sound production; voice deviations in pitch, volume, resonance and quality; fluency deviations in rhythm, timing and interconnectedness, or various combinations of the above. Language impairment interferes with both message transmission and reception. Language development may be absent with no recognisable receptive or expressive language. It may be delayed with language acquired later and more slowly, or interrupted with partial loss of language ability, or qualitatively disordered with bizarre or meaningless language. Speech and language impairment may also occur in combination. They are significant when they result in learning, social, economic or emotional disadvantage and/or endanger physical wellbeing. A conservative estimate is that at least 5 percent of the world’s child population need specialist help to acquire communicative competence but UNICEF (1994) figures indicate less than one percent of these children even attend school.
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Pagliano, P.J. (1997). The Acquisition of Communicative Competence amongst Children with Speech and Language Impairment. In: Davies, B., Corson, D. (eds) Oral Discourse and Education. Encyclopedia of Language and Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4417-9_16
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