الطفل المتمدرس المضطرب لغوياً بين الاسرة والمدرسة

Abstract

The current study focuses on the importance of research in one of the factors in understanding the linguistic disorders in the child embodied in both family and school; the first as incubator of the child's psychosocial development; and the responsible institution for child's knowledge acquisition , in parallel with the completion of the role of the family in education. The presence of the child at school means talking about a continuous interaction between the family and the school, especially when it comes to the child who is confused linguistically; where affected the process of communication and thus schooling. By giving importance to the interactive relationship between the family and the school to understand the nature of the representations of the actors in each