The Application of Noam Chomsky’s Language Development Theory in Special Education for Students with Complex Communication Needs
List of Authors
Anis Nabila Abdul Malik, Khairul Farhah Khairuddin
Keyword
Noam Chomsky, Language Development Theory, Complex Communication Needs, Special Education, Augmentative and Alternative Communication, Shared Book Reading, Naturalistic Language Intervention
Abstract
This conceptual paper explores the application of Noam Chomsky’s Language Development Theory in special education, with a particular focus on students with Complex Communication Needs (CCN). Drawing on the concepts of the Language Acquisition Device (LAD) and Universal Grammar (UG), the paper examines how Chomsky’s emphasis on innate linguistic capacity offers valuable insights into language development among neurodivergent learners. Through a synthesis of existing literature, this paper discusses how evidence-based practices such as Augmentative and Alternative Communication (AAC), Shared Book Reading (SBR), and Naturalistic Language Intervention (NLI) can be understood as teaching strategies that align with Chomsky’s theoretical principles by providing meaningful and accessible linguistic input. The paper also highlights the potential of these practices to enhance communication, classroom participation, and social interaction for students with CCN. Within the Malaysian special education context, the paper addresses challenges related to speech focused instructional practices, limited teacher training, and insufficient collaboration between educators and speech language therapists. By linking linguistic theory with classroom practice, this paper aims to contribute to a more inclusive and theoretically informed approach to language support in special education settings.