I had a professor at Appalachian State University, Dr. Michael Smith, who inspired me to look beyond the surface of language. Dr. Smith also encouraged me to keep a copy of this ASHA reproduction in my wallet at all times…so I wouldn't forget…. and, it's still in my wallet.

The definition of language as defined by the American Speech- Language-Hearing Association:

The way in which one defines language has direct bearing on which aspects of language are assessed.

An integrative broad-base definition of language and language disorder is crucial. Such definitions are inconsistent with the use of a single component or language dimension as the sole criterion for identifying a child as having a language disorder. A language disorder is not simply a disorder of language, but a disorder that reflects potential perceptual, cognitive, and social deficits. An example of a braod-based definition of language is:

• Language is a complex and dynamic system of conventional symbols that is used in various modes for thought and communication.
• Language evolves within specific historical, social, and cultural contexts
• Language as rule-governed behavior is described by at least five parameters-phonologic, morphologic, syntactic, semantic, and pragmatic
• Language learning and use are determined by the interaction of biological, cognitive, psychosocial, and environmental factors
• Effective use of language for communication requires a broad understanding of human interaction including such associated factors as nonverbal cues, motivation, and sociocultural roles (ASHA Committee on Language, 1983)

This definition of language is intended to remind the clinician that assessment of language must go beyond receptive vocabulary testing or an analysis of morphologic or syntactic rules. Assessment of language should be broadened to include the pragmatic aspects of communication and the cognitive support of the communication process, as well as aspects of literate language use.

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