Transition of Boys (Learners) with Language Acquisition Delay (Lad) to School


Teachers play a pivotal role in providing smooth and successful transition to School from Early Childhood Education for boys with Language Acquisition Delay. Utilising talanoa/kōrero, the presenter shares a Master’s Thesis finding, delving into the complexities and significance of language acquisition for boys transitioning to school and their associated experiences. The study that the researcher will present examines language acquisition among boys who don't fall under the umbrella of special education but encounter language delays as late-talking children. It sheds light on profound insights and comprehension regarding educators’ pedagogical methodologies, beliefs, and guiding tenets during the transition process. The ensuing data disrupts the prevailing narrow perspective that confines Language Acquisition Delay to a mere disorder. Instead, it motions experts to share contemporary professional perspectives that foster the formulation of effective strategies and support for these learners. The study advocates for school readiness, caregiver involvement, collaborative efforts, and the crucial role of educators in the transition process, aligning these notions with existing scholarly discourse. A recommendation for further scrutiny and exploration within the New Zealand context concludes this persuasive academic exposition.

Author Information
Fatma James, Manukau Institute of Technology, New Zealand

Paper Information
Conference: ACE2023
Stream: Learning Experiences

The full paper is not available for this title

Virtual Presentation

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Posted by James Alexander Gordon