Blog post written by Louise Cummings author of Pragmatic and Discourse Disorders.
The clinical education of speech and language therapy (SLT) students in the UK is a tightly regulated process. No less than three bodies have SLT education within their purview. These bodies are the Royal College of Speech and Language Therapists (RCSLT), the Quality Assurance Agency for Higher Education (QAA) and the Health & Care Professions Council (HCPC). Each of these bodies has a particular role to play in SLT education. The RCSLT provides curriculum guidelines and sets good practice guidelines for the education and training of SLTs and for their continuing professional development. The QAA provides subject benchmarks for SLT. These benchmarks stipulate baseline outcomes which a graduate in SLT will have achieved at the time of graduation. The HCPC is the statutory regulatory body for SLTs and other healthcare professionals. It specifies standards of education and training for SLTs among a range of other standards (e.g. standards of conduct, performance and ethics). Linguistics is so integral to SLT education that each of these bodies makes reference to it within their respective requirements for education providers. Within its guidelines for pre-registration SLT courses in the UK, the RCSLT states that:
‘The content of the linguistics and phonetics strand of the curriculum should facilitate an understanding of those concepts and constituents of Linguistics which underpin speech and language therapy theory and practice. The curriculum should address both typical/atypical patterns and processes of linguistics and phonetics. Study in this area must include linguistics (phonetics/phonology, semantics, lexicon, morphology/syntax and pragmatics), psycholinguistics, neurolinguistics, sociolinguistics and multilingualism’. (2010: 34)
However, when one examines these guidelines in depth, it becomes clear that not all branches of Linguistics are afforded the same significance. The phonetics provision of SLT curricula is specified in considerable detail across the areas of articulatory phonetics, acoustic phonetics, hearing and speech perception. The requirements to provide a clinical education to SLT students in conversation and discourse analysis are addressed within just two bullet points.
Students must have an understanding of:
• Theoretical models and frameworks of conversation and discourse
• Current approaches to analysis of pragmatics, conversation and discourse
It was with a view to redressing this imbalance in the Linguistics education of SLT students that I wrote Pragmatic and Discourse Disorders. This workbook sets out from the position that pragmatic and discourse disorders have been marginalized for too long in the clinical education of SLT students and that it is now time for these disorders to have the same status as speech sound disorders or disorders which affect the syntax and semantics of language (e.g. specific language impairment). There are two reasons why this should be the case. Firstly, it is pragmatic aspects of language which are most closely associated with social communication between speakers and hearers. The importance of social communication to psychological well-being and social functioning is increasingly being recognized. This relationship is acknowledged by the inclusion of Social (Pragmatic) Communication Disorder for the first time in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2013). Secondly, if the ‘development and consolidation of skills in practical phonetics […] entails a considerable investment of time over an extended period’, as the RCSLT guidelines state, then the same is true of skills that are needed to assess pragmatic aspects of language. A workbook which has those skills as its focus is the place to begin that development.
American Psychiatric Association (2013) Diagnostic and Statistical Manual of Mental Disorders, Washington, DC: American Psychiatric Association.
Cummings, L. (2015) Pragmatic and Discourse Disorders: A Workbook, Cambridge: Cambridge University Press.
Royal College of Speech and Language Therapists (2010) Guidelines for Pre-Registration Speech and Language Therapy Courses in the UK, London: Royal College of Speech and Language Therapists.