An Introduction to Applied Linguistics

4.4 The language problem
For the applied linguist, interested in clinical linguistics, the issue is: what is the
problem? At its simplest the problem appears to be that there are in society
individuals who are linguistically (or communicatively) impaired. This is ‘a problem’
because the prevailing view of society is that to treat the impaired (in school, the
community, in work) as though they were not impaired would be socially unjust and
(probably) inefficient. From an economic point of view such people are a non-
returnable cost which might be reduced if their impairments could be alleviated
or remediated. Such people therefore need treatment and it is at that third of
Crystal’s stages that the applied linguist’s action starts. But before the problem can be
addressed, two further stages are required. The first is to determine who it is that
needs the treatment. This is an issue that looms much larger for the applied linguist
working in speech and language therapy services than it is for the applied linguist
working in language teaching. Since the language teacher works with so-called
normal children and adults the service offered is for all: of course there are situations
in which selection is made, on the grounds for example of need, ability, aptitude and
so on and in those circumstances assessment of some kind may be carried out. But
for the therapist applied linguist it is always the case that a selection must be made
in order to determine just who are in need of treatment: it is as though what the
therapist operates is a negative correlative of what the teacher uses; his/her diagnosis
is of the absence of ability while the teacher who is using selective measures operates
on the basis of the presence of ability. Accurate selection of those in need of treatment
is therefore necessary, and for that to be successful appropriate assessment instru -
ments are needed. But even before such instruments can be produced there is a
further more fundamental stage and that is the mapping of normal developmental
stages. When the linguist moves into application in clinical linguistics what he/she
does is to work from a chart of normal development. If the applied linguist needs to
look behind treatment for the purposes of assessment, then it is likely he/she will
operate with a chart bringing together normal and impaired development. This
suggests that a clinical/deficit grammar resembles a pedagogical grammar.