Education norms have been altered over the years; however, marginalization problems in linguistic education have not changed. A contemporary approach to linguistic education is taken in which individuals with brain injury or dysfunction are not observed isolatedly from the operations that structure them. This chapter is a study on the signification processes that are constituted during enunciation by subjects who, due to brain dysfunction, appropriate reality and produce conscience of themselves in a particular fashion. Linguistic monitoring articulated with neurolinguistics is suggested in order to promote rhythmic, lexical, and syntactic modifications in such subjects' discourse so as to place the significant chain in order as regards its oral or written production. Hence, subjects with brain dysfunction can develop authorship characteristics as concerns both language appropriation and the subjective aspect, thus showing unicity under the form of coherence: such subjects' creative imagination is imposed, ordinating and coordinating the content expressed.