A STUDY OF LATE TALKERS IN THE WARRI METROPOLIES

Abstract

Language development is fundamental to children’s cognitive, social, and academic development, yet some children experience delays in acquiring age-appropriate language skills. Despite extensive research on late talking in Western contexts, limited evidence exists on the problem within the multilingual and socioculturally diverse Warri metropolis of Delta State, Nigeria. This study examined language development among late-talking children in Warri metropolis, focusing on their common characteristics and the influence of sociocultural and environmental factors. The study was anchored on George Herbert Mead’s Social Interactionism Theory and adopted a mixed-method descriptive survey design using a concurrent triangulation approach. Qualitative data was obtained through interviews and observations, while ten (10) quantitative data was collected through structured questionnaires administered to parents and caregivers of identified late talkers in two day-care centres in Agbarha and Okere-Urhobo kingdoms. The data was analysed using simple percentages. Findings showed that 60% of late talkers had difficulty combining words into simple sentences, 70% experienced unclear pronunciation, and 50% used fewer words than age-matched peers. Furthermore, 70% of respondents identified limited verbal interaction within the family as a contributing factor, 60% associated delayed language development with exposure to multiple languages or dialects, while 80% reported that parental education and literacy influenced children’s language development. Also, 70% indicated that inadequate exposure to storytelling and reading activities contributed to delayed speech, while 60% linked the problem to limited stimulating linguistic experiences at home. The study concludes that late talking in Warri metropolis is influenced by linguistic, sociocultural, and environmental factors. It recommends early language screening, parent education, speech therapy services, preschool teacher training, and culturally sensitive interventions.