Language Remediation in Great Britain and the USA—A Partial View

Abstract

This paper discusses some aspects of the management of languagehandicapped children in the United States, and offers some comparisons with procedures and practice in Great Britain.The teaching of language skills to handicapped children in both Great Britain (GB) and the United States (US) is at present highly focussed upon children in their linguistic environment. It is consequently growing harder, rather than easier, to carve off specific portions of language disorder for examination or correction. In addition to the structure of the child's language we must consider context and now, increasingly, function. However, as professionals responsible for language teaching and therapy have to work within professional and political systems in addition to linguistic ones, the attempt to delineate boundaries will doubtless continue. Such attempts, together with the procedures with which they are associated, are interesting to observe and important to consider.The opportunity to make comparisons between GB and the US is one which should be grasped with caution. It is easy to be led into misjudgements by a superficial acquaintance, particularly if there is prejudice in favour of one country or the other. If you wish to believe that the US is the more forward-looking, scientific and comprehensive in its approach, evidence to support your view will not be lacking. If you seek to establish that GB is the more resourceful, creative and balanced, selective examples will certainly prove your point.It is not the purpose of this paper to explore the philosophies of the