Discovering Expressive Language Delay in Teaching English for Young Learners

Abstract

This study explores the language development challenges faced by children identified with expressive language disorder, characterized by limited vocabulary and difficulty forming sentences. The study aims to understand the factors contributing to the child's language delay and to develop interventions that could improve their communication skills. The study employed a qualitative approach, involving observations, interviews with parents, teachers, and playmates, as well as direct interaction with the Subject. These methods provided insights into social and environmental factors influencing the child’s language development, particularly the impact of limited parental interaction due to work commitments abroad. The findings revealed that the Subject's language development is significantly affected by a lack of consistent and meaningful engagement with parents, as well as limited social interaction with peers. Despite normal physical health, the child exhibited passive behavior and obscure speech, making engaging in play or classroom activities difficult. The intervention, which involved clear communication and simple phrases, showed some improvement in the child’s ability to retain and use language, especially when supported by teachers and caregivers. The study underscores the need for specialized training for educators to better support students with ELD and highlights the crucial role of parental involvement in early language development.