Language stimulation is a set of interaction strategies that can be used in any context with young children. Language stimulation is particularly useful for early communicators, and early language users.

1. Speech & Language Stimulation

2. Proyash Institute of Special Education & Research (PISER)
Dhaka, Bangladesh

3. Name & Roll
• Israq Muznebin
• Rasel Ahmed
• Kaosar Khan
• Saraf Anjum
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4. • Children learn to talk because this is an entirely normal
aspect of their lives as social persons. In order to achieve
speech; they need warm affection, constant attention and
persistent stimulus. Mother- Child interaction is a
predominant feature in relating home environment in
general, to language development in the child. Mothers who
ask Qs, who rarely negate and give few direction, facilitates
the child’s environment of language.

5. Encoing
• In this technique, the adult echoes the child’s utterance back to him. The
adult may “WH” such as what or where in place of an unintelligible word
from the child or he may echo the child’s utterance with a rising
intonation, as if to Qs. What the child said.
• This technique need not always require that the child respond at all. It
does, however, let the child knows some of what he says, is not
understood by an adult. Further, specifies to the child, which part of his
comment was not understood, thus enabling the child to focus on
particular parts, rather than having to reiterate his entire comment.

6. • Child: I got 2 magos (unintelligible)
• Mother: You got 2 what?
• Child: Magos
• Mother: Mangoes! Oh! U got 2 mangoes..
• Child: Mmm……mngoes… chweath..
• Mother: Mangoes are what?
• Child: Chweath. Mmm…
• Mother: yes, mangoes are sweet.

7. Verbal Imitation
• In this technique, the child repeats after the mother. But a
child will not be able to imitate those structures that are
beyond his own level or linguistics competence. Imitation
also depends on the child’s memory span.
• While using this technique, one should use the forms
which are just slightly above

8. • Mother: Will u repeat after me? Today is Friday..
• Child: Today…..today…
• Mother: No, no say today is Friday
• Child: Mm…today is feeday..
• Mother: Friday…say Friday
• Child: Friday…

9. Modeling
• This technique can be used before and after the child makes a comment.
The mother offers more information to the child. While her sentence
structure is more elaborate, this is not her primary intention to offer the
child a more complex sentence, but to offer meaningful utterance. It gives
the child more things to think about and thus to comment upon the
listener. This technique has 2 strong points:
• i) It draws from what the child says to extend the child’s comments.
• ii) It does not correct or repeat the child’s syntactic forms or sentence.

10. • Child: Mummy, chocolate….mmmm
• Mother: No, not now dear, we will buy chocolates in the
evening.
• Child: Mmmm…bikki?
• Mother: Ok dear, I will get u both chocolates and biscuits
in the evening
• Child: Evening? Why? ……….mmmm
• Mother: Shops are closed now. We will go out for
shopping only in the evening.
• Child: Shopping! Evening!......oooooooo

11. Descriminative Modeling
• Correct & incorrect responses are modeled consecutively, asking the child to
imitate the correct form, as soon as it is modeled. Modeling of both correct
and incorrect responses encourages discrimination between correct &
incorrect responses. The correct form is strengthened & the incorrect form is
weakened.

12. • Mother: See the picture. Tell me, which is correct-
• “the boy is running” or “the boy is hopping”
• Child: The boy is running.
• Mother: Good, here’s the chocolate for the correct answer.

13. Demonstration Action
• This technique involves the physical acting out of what is said. The child
and the instructor physically go through the action as it has being
discussed. This technique is intended to the language form to the event
itself. The real physical action paired to the language provides the child, a
more detailed comprehension or understanding than does a picture. It
involves the child more directly as a participant. This technique is quite
useful with a very young child who may become bored, unless he is
physically active and involved in the situation. It works well for the child,
whose language skills are at a very basic level.

14. • Mother: Open the door child, child. See the picture.
Child tell me, which is correct-
• “The boy is running‟ or “the boy is hopping‟.
• Child: The boy is running.
• Mother: Good, here is the chocolate for the correct
answer

15. Commands
• Commands can be used with the children, at all levels of language learning &
they should be from simple to complex. After a command is given, the child id
expected tounderstand the instruction and then demonstrate his
comprehension by accurately doing, as told. When the child is taught to
command, he is said to develop some degree of control over his environment,
by using language as a tool.

16. • Mother: Give me any one square from the table.
• Child: Here, square.
• Mother: Now give me a blue and red square
from the table.
• Child: Here, 2 square.
• Mother: Thank you, can you keep the white
square on the blue square and bring it to me.
• Child: (does the action)
• Mother: Yes. Good! Thank you.

17. Binary Choice
• The adult can often establish some limits on the child’s possible range
of answers and can, in this way, have a better means of understanding
the child’s response. By presenting the child with two or more possible
acceptable choice, the adult is narrowing the range of responses that
he will have to figure out. It may be used effectively to help the child
compare and contrast language concepts and to stabilize new language
forms. The binary choice technique also helps in developing the
syntactic and semantic skills.

18. • Child: Mom…..eat….
• (Two Pictures can also be presented to the child to elicit
responses .Picture of a child eating ice-cream is shown)
• Mother: What is this child eating? An ice-cream or
lollipop?
• Child: Ice-cream
• Mother: Yes, the child is eating ice-cream. Do you want a
toffee or candy?
• Child: Candy…. Candy…

19. Semantic Cueing
• In this technique, the mother or the adult gives meaningful cues to the child, so
that he can easily come out with the target or the required responses.

20. • (A picture is shown) Mother: What is this picture
about?
• Child: quietly sees the picture
• Mother: A child is doing something with the ball
• Child: He is playing
• Mother: Yes, the child is playing with the ball. What
are you doing?
• Child: See pictures
• Mother: Yes. You are seeing the pictures

22. • For any suggestion- kaosarkhan124@gmail.com