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Incidental language teaching: a critical review.

S F Warren, A P Kaiser

    The Journal of Speech and Hearing Disorders
    |November 1, 1986
    PubMed
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    Incidental language teaching systematically uses natural interactions to improve child communication skills. This review examines research, theory, and future directions for children with language impairments and intellectual disabilities.

    Area of Science:

    • Child language development
    • Special education
    • Communication disorders

    Background:

    • Incidental language teaching leverages naturally occurring interactions in unstructured settings.
    • Adults systematically use these interactions to impart new information or practice communication skills.
    • This approach is particularly relevant for children facing communication challenges.

    Purpose of the Study:

    • To review and critique existing research on incidental language teaching.
    • To explore the theoretical underpinnings of its effectiveness.
    • To identify future research avenues for children with language impairments and intellectual disabilities.

    Main Methods:

    • Literature review and critique of current research.
    • Theoretical analysis of incidental teaching principles.

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  • Discussion of future research directions.

    • Main Results:

    • The paper synthesizes current knowledge on incidental language teaching.
    • It highlights the theoretical basis for its efficacy.
    • It identifies gaps and proposes future research.

    Conclusions:

    • Incidental language teaching is a promising approach for enhancing communication in specific child populations.
    • Further research is needed to refine and validate its application.
    • Understanding the theoretical basis can guide future interventions.