ROLE OF TEACHER LINGUISTIC KNOWLEDGE IN IDENTIFYING SPEECH AND LANGUAGE DELAYS IN PRESCHOOL CHILDREN

Abstract

Early identification of speech and language delays in preschool children is critical for supporting academic readiness and social development. Teachers, as the primary observers of children’s communication in classroom settings, play a pivotal role in recognizing early signs of delay. This study explores the influence of teachers’ linguistic knowledge on their ability to identify speech and language difficulties among preschool learners. Drawing on theoretical perspectives from language acquisition and educational linguistics, the research highlights how teachers with stronger awareness of phonological, morphological, syntactic, and pragmatic structures are better equipped to distinguish between typical developmental variations and potential disorders. Findings suggest that linguistic knowledge enhances teachers’ confidence in monitoring oral language, interpreting children’s communicative behaviors, and collaborating effectively with speech‑language pathologists. The study underscores the need for professional development programs that integrate linguistic training into early childhood education curricula, thereby empowering teachers to act as informed partners in early intervention. Ultimately, strengthening teachers’ linguistic competence contributes to timely identification and support for children at risk of speech and language delays, fostering equitable opportunities for learning and communication.