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STRATEGIES FOR TEACHING ENGLISH TO CHILDREN WITH SPEECH AND
LANGUAGE IMPAIRMENTS
Anvarova Madinabonu
FSU Foreign Language Faculty
Research supervisor:
Mirzayeva Gulbahor
Lecturer in the English Department
https://doi.org/10.5281/zenodo.15589444
Abstract:
teaching English to children with speech and language impairments is a
complex but very important process. For such children, the language learning process requires
specific approaches and strategies, as they experience varying degrees of impairment in speech
and language skills. In order to be effective in teaching English, it is necessary for teachers and
professionals to apply flexible and interactive techniques, taking into account the individual
needs of children.
Keywords:
speech, language, grammar, syntactic, problems, Communication, multimedia
Tools, animations.
1.INTRODUCTION
It is important to determine the type of speech and language disorders of children. This
process should be carried out by a special speech therapist or speech therapist. Identifying
problems at the phonetic, phonological, morphological or syntactic edges of speech helps to
individualize the learning process. Of great importance for children with speech impairments,
especially exercises for pronunciation and correct sound production. Children with language
impairments, on the other hand, should focus more on vocabulary building, sentence building,
and grammar learning.
2.MATERIALS AND METHODS
The use of visual aids and multimedia tools is considered very effective in teaching
English. Pictures, videos, animations and interactive games attract the attention of children and
help to better remember new words and phrases. For example, repeating their pronunciation
along with pictures in teaching new words increases the efficiency of memorization by using
words in context. It is also necessary for children with speech disorders to teach each new word
separately, gradually, to devote more time to repeating them. When working with children with
speech and language disorders, it is important to use interactive and cooperative learning
methods. Working in a group provides opportunities for interaction, which makes language
learning more interesting and effective. Continuous communication between teacher and
students, questions and answers, and the practice of new language rules and words through
role-playing deepens learning. It also serves to harmonize speech therapy classes with English
classes, improving children's speech skills.[1]
3.RESULTS AND DISCUSSIONS
Patience and constancy are very important when teaching English to children with speech
and language impairments. Each child has his own speed and ability to learn, so the teacher
must organize classes taking into account the individual characteristics of each child. Training
should be short but frequent, as well as encourage children and increase their self-confidence
through positive feedback. Children with speech disorders often have difficulty expressing
themselves, so it is very important to support them and recognize any minor achievements. It
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is also necessary to include a lot of repetition and practical exercises in language learning. For
children with speech disorders, mastering new words and grammatical rules can take longer,
so regular repetition and strengthening should be carried out during the teaching process.
Speech exercises, dialogues, story-making and other communicative activities help develop
children's language skills.[2]
Integration of technology into the educational process also provides effective results.
With the help of special programs, mobile applications and interactive platforms, children can
exercise independently. Such tools make teaching more fun and easy for children with speech
and language disorders. For example, special voice recording and analysis programs to improve
pronunciation, dictionary games to increase vocabulary, etc. Effective cooperation between
teachers and parents also plays an important role. Parents should support children at home,
repeat words and phrases learned at home, and help them perform speech exercises. This
accelerates and strengthens the learning process of children.[3]
4.CONCLUSION
In conclusion, an individual approach to teaching English to children with speech and
language impairments, the use of visual and interactive tools, patience, regularity and constant
support are the main factors. Each child is unique and has its own special needs, so the teacher
must apply flexible techniques, taking into account the abilities of each student. Through these
methods, children succeed in learning English and improve their speaking skills. As a result,
they will be able not only to learn the language, but also to communicate effectively in society.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Mirhaydarova Z. Methods of teaching English to preschool children. Fergana State
University, 2022.
2.
Islamova N. Effective methods of teaching English in increasing children's interest in the
language. Journal of pedagogy and psychology, 2021.
3.
Abdullayeva G. Methodology of logopedic work with children with speech and visual
impairments. Tashkent, 2023.
4.
Kadyrova D. Distinctive features of speech-deficient children and strategies for teaching
them to English. Uzbek Journal of linguistics, 2022.
5.
Toshpulatov S. Methods of teaching English to preschool children. Pedagogical studies,
2023.
6.
Ergasheva M. Innovative technologies in teaching English to children with speech and
language impairments. Collection of scientific works, 2024.
7.
Sultanova S. Development of English language curricula for children with speech
impairments. News in education, 2023.
