Question
What is the relationship between language and behaviour in mainstream schools?
Answer
The relationship between language and behaviour in mainstream schools is complex and multifaceted. Research indicates that language skills and behaviour are interrelated, with language difficulties often linked to behavioural problems and vice versa.
Key Findings
Language and Behavioural Adjustment: Oral language skills are crucial for psychosocial development. Children with language difficulties are more likely to experience behavioural problems. Interventions focusing on language can improve behavioural adjustment, as seen in the Nuffield Early Language Intervention program, which led to better behaviour regulation in children (West et al., 2022).
Bidirectional Relationships: There is evidence of a bidirectional relationship between language skills and behaviour problems, particularly in preschool children. For instance, expressive language skills and internalizing behaviour problems influence each other, while early receptive language skills can predict later behaviour issues (Bichay-Awadalla et al., 2020; Qi, Bulotsky-Shearer and Barton, 2020).
Impact of Socioeconomic Factors: Children from low-income families are at greater risk for both language difficulties and behaviour problems. These issues are often interrelated, with language skills influencing behaviour and vice versa. Socioeconomic status and school environment play significant roles in these dynamics (Qi, Bulotsky-Shearer and Barton, 2020; An et al., 2020).
Language in Special Education: Students in behavioural schools often have poorer language and social communication skills compared to their mainstream peers. This highlights the need for targeted language interventions in such settings to address both communication and behavioural challenges (James et al., 2020).
Home Language and Educational Outcomes: The language spoken at home can impact educational outcomes. Using the language of instruction at home is associated with better reading scores, although this relationship is influenced by socioeconomic and school-related factors (Kilpi-Jakonen and Alisaari, 2022).
The relationship between language and behaviour in schools is bidirectional and influenced by various factors, including socioeconomic status and educational environment. Language interventions can improve behavioural outcomes, and addressing language difficulties is crucial for enhancing both communication and behaviour in students. Understanding these dynamics can inform more effective educational strategies and interventions.
References
West, G., Lervåg, A., Snowling, M., Buchanan-Worster, E., Duta, M., & Hulme, C., 2022. Early language intervention improves behavioural adjustment in school: Evidence from a cluster randomized trial.. Journal of school psychology, 92, pp. 334-345. https://doi.org/10.1016/j.jsp.2022.04.006
Bichay-Awadalla, K., Qi, C., Bulotsky-Shearer, R., & Carta, J., 2020. Bidirectional Relationship Between Language Skills and Behaviour Problems in Preschool Children From Low-Income Families. Journal of Emotional and Behavioural Disorders, 28, pp. 114 – 128. https://doi.org/10.1177/1063426619853535
James, K., Munro, N., Togher, L., & Cordier, R., 2020. The Spoken Language and Social Communication Characteristics of Adolescents in Behavioural Schools: A Controlled Comparison Study.. Language, speech, and hearing services in schools, pp. 1-13. https://doi.org/10.1044/2019_LSHSS-18-0090
Kilpi-Jakonen, E., & Alisaari, J., 2022. Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries. Frontiers in Sociology, 7. https://doi.org/10.3389/fsoc.2022.841847
Qi, C., Bulotsky-Shearer, R., & Barton, E., 2020. Examining the Relation Between Language Skills and Challenging Behaviour. Topics in Early Childhood Special Education, 40, pp. 128 – 130. https://doi.org/10.1177/0271121420956781
An, Z., Zeng, S., Chen, C., & Zhao, H., 2020. Examining the Bidirectional Relations Between Language and Behaviour in Head Start Children. Topics in Early Childhood Special Education, 40, pp. 192 – 203. https://doi.org/10.1177/0271121420945022
