Abstract：Higher education is a critical pathway for individuals with language disorders to achieve personal development. This study employs a longitudinal qualitative case study method, tracking and examining three individuals with language disorders who differ in terms of the types of language disorders, educational levels, higher education models, and the country in which they receive higher education. The investigation delves into their language difficulties and needs from three perspectives: the agents, the methods, and the contents of language services. The findings reveal that the language service issues they face fall into three categories: misalignment of language service agents, imbalance in language service methods, and lack of language service contents. Correspondingly, there is a need to clearly define the agents of language services and their scope of responsibilities, enhance their awareness of language services, establish a service model for all stages of higher education, clarify the language service process, provide language service information during transitional stages, and enrich accessible language resources for those with language disorders. The research indicates that the perceptions of language functions which affect language service capacity, the confusion between communication rights and language service rights, and the high demand for accessible language resources are deep-rooted causes of language service issues and needs. The study suggests increasing the promotion of the multifunctionality of sign language and Braille, boosting the motivation of language service agents through incentive mechanisms, systematically assessing the actual needs of individuals with language disorders, establishing a dynamic evaluation system for language services. Additionally, it is crucial to explore the significant value of accessible language resources and plan the construction of a sharing model of language services.
刘晓宇. 语言障碍者高等教育语言服务个案研究[J]. 语言战略研究, 2024, 9(4): 34-44.
Liu Xiaoyu. A Case Study of Language Services in Higher Education for Individuals with Language Disorders. , 2024, 9(4): 34-44.
