Distinguishing between casual talk and academic talk beginning in the preschool years: an important consideration for speech-language pathologists.

PURPOSE: The need for speech-language pathologists (SLPs) to consider an academic talk (AT) register in addition to an everyday casual talk (CT) register of oral language with children beginning in the preschool years is presented, the AT and CT registers are distinguished in a comprehensive manner, ideas regarding AT language assessment are proposed, and suggestions for fostering children's skills with the AT register are offered.
METHOD: Extant research and scholarship from a wide variety of disciplines are integrated and organized.
RESULTS: The author discusses the role of the SLP in supporting AT skills beginning in the preschool years and the added risk of difficulties with the AT register for children with language impairment who are from diverse backgrounds. Two broad categories-social-interactive and cognitive-that give rise to linguistic features that differentiate between the CT and AT registers are deduced from extant scholarship.
CONCLUSIONS: SLPs should consider children's competence with the AT register as they work to prepare preschoolers and older children for the language demands of school.