Language And Social Disadvantage

This book critically analyses and reviews the development of language in direct relation to social disadvantage in the early years and beyond. Definitions and descriptions of social disadvantage are addressed and the wider aspects discussed. Language and Social Disadvantage critically analyses and reviews the development of language in direct relation to social disadvantage in the early years and beyond. Definitions and descriptions of social disadvantage are addressed and wider aspects discussed. Theory and practice in relation to language development and social disadvantage are explored. The book is divided into two sections: the first addresses the theoretical associations and relationships between social disadvantage and language, where cognition, literacy, behaviour, learning, socio-emotional development, intervention and outcomes are considered in depth. The second section applies the theory to practice, where real-life intervention studies in nurseries, schools and other contexts are reported. Research and practice based in the UK is a focus of all the chapters and research reports. A genuinely interdisciplinary and collaborative approach is taken using perspectives from speech and language therapy, psychology and education. The book is ideal for professionals and students interested in the study of language development and intervention in the context of social disadvantage. Language and Social Disadvantage critically analyses and reviews the development of language in direct relation to social disadvantage in the early years and beyond. Definitions and descriptions of social disadvantage are addressed and wider aspects discussed. Theory and practice in relation to language development and social disadvantage are explored. The book is divided into two sections: the first addresses the theoretical associations and relationships between social disadvantage and language, where cognition, literacy, behaviour, learning, socio-emotional development, intervention and outcomes are considered in depth. The second section applies the theory to practice, where real-life intervention studies in nurseries, schools and other contexts are reported. Research and practice based in the UK is a focus of all the chapters and research reports. A genuinely interdisciplinary and collaborative approach is taken using perspectives from speech and language therapy, psychology and education. The book is ideal for professionals and students interested in the study of language development and intervention in the context of social disadvantage.