Abstract:
Language disorders (LDs) are difficulties in the acquisition and use of language due to deficits in the comprehension or production of vocabulary, sentence structure, and discourse. These deficits can exist in spoken as well as written communication and even sign language. Research has shown that a learner with a LD acquires L2 more slowly and might have severe challenges in reading or even writing using his/her L1.South Africa and Zimbabwe are multilingual societies where learners from diverse linguistic backgrounds often converge in a single classroom. English (L2) is the medium of instruction (MoI)in most schools. This study sought to examine systemic support strategies for learners with LDs in multilingual contexts. Krashen’s second language development, Vygotsky’s sociocultural and language development theory and Bronfenbrenner’s ecological theory guided this study. The research was based on qualitative multiple case study in Zimbabwe and South Africa, influenced by the interpretive philosophy. Participants included learners (47), teachers (5), an educational psychologist (1), speech-language therapists (2) and a remedial therapist (1). The data generating activities included semi-structured interviews, focus group discussions and classroom observations. Research ethics were observed to ensure participants voluntarily agreed to participate in the study without suffering any harm. The study established that collaboration among professionalssuch as teachers, Speech Language therapists, Remedial therapists and Educational Psychologists was essential to meet the needs of the learners. The findings revealed that the support strategies employed include remedial lessons, group work and giving learners more reading books to enhance learner’s vocabulary and narrative skills. However, challenges in implementing these strategies have blurred the effectiveness of the support services. Limited collaboration among professionals in supporting affected learners, teachers’ limited expertise in assisting the learners, absence of Speech Language therapists in District Based Support Teams, were some of the challenges identified. A framework for the collaborative support of learners with language disorders which adopts the ecology of inclusive education is recommended.
