LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:8 August 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Curriculum-based Language Skills in Hindi for
Students between 12 to 15 Years of Age

Ms. Nidhi Sharma, MASLP
Mrs. Namita Joshi, M.Sc. SLP
Ms. Nilanshu Sood, MASLP

Abstract

The study focused to explore the curriculum based language skills in Hindi for students between 12 to 15 years of age. 60 Hindi speaking typically developing school going children (20 in each age group), studying in 6th to 8th grade attending normal Hindi medium private school in Pune and Delhi were selected on the basis of inclusion criteria. Statistical analysis using SPSS software version 16 was done. Mean standard deviation were obtained age and gender wise. One way ANOVA was done to compare the age groups separately for genders. The findings suggested that there was a statistically significant age related difference among both the genders on the performance of various language tasks. As age advanced the performance of students on all sub domains under morphosyntax and semantics increased. The skills like blending, antonym, homonym and figurative language showed increase in scores with age. But none of the skill achieved ceiling effect showing that these skills are still developing in 12 to 15 years of age. The present tool would be useful in identifying children with language disorders at particular linguistic levels and as a baseline for speech language therapy.

Keywords: Curriculum, Students, Hindi, Morphosyntax, Semantics, Performance

Introduction

The development of language observed through the preschool and school years shows the important and qualitative changes. These changes observed in the child’s semantic competencies during the school years can almost certainly be attributed to their corresponding maturational changes in cognitive processing abilities (Emerson & Gekoski, 1976).

The school language or the curriculum based language is different from the language used by the children in their daily life. The children are rated on their performance on curricular development of language and not on their oral language skills solely. There are various linguistic and metalinguistic parameters which are not used on daily basis in oral language. Curriculum based language learning is more formal and is acquired at various linguistic levels across the curricular grades. To check this development difference between oral language and curriculum based language there is need to develop a curriculum based language test which will help to assess language development in school going children. Due to the lack of such standardized tests in Indian context, there is no sufficient data on adolescents to mark their linguistic growth across different linguistic sub domains.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Ms. Nidhi Sharma, MASLP
nidhisharma.aslp@gmail.com


Mrs. Namita Joshi, MSc SLP
nj21slp@gmail.com


Ms. Nilanshu Sood, MASLP
nilanshu.sood@gmail.com
School of Audiology and Speech Language Pathology
4th Floor, Homeopathic Hospital
Bharati Vidyapeeth Deemed University
Dhankawadi
Pune- 411043
Maharashtra
India

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