Las familias como colaboradoras en la respuesta educativa a las dificultades del lenguaje

This article reports a qualitative research realized in a primary school where worked with teachers and two families which children three years olds with language difficulties. The initial approach was to establish collaboration between teachers, specialist and families. With the teachers had priority the formation to improve the capacity of answer to pupils´ needs. With the families followed same direction and combined systemic and interactive perspectives in the language evaluation and intervention. The design was action-research with election few cases and focused in relations more descriptive than correlation. Basically data collection was through direct observation, oral language sample, interactions recording and interviews. The conclusions emphasize the contribution of interactive perspective to analyze the family interaction and daily routine influence on communicative and language difficulties, anyway the efficacy its strategies to improve child language and changing interaction styles family.