Module 11 – Speech, Language, and Common Communication Issues
Duration: Approx 25 minutes
Student Aims:
· To learn the definitions of speech, language, and communication
· To learn about different needs and difficulties in speech, language and communication
· To learn how to support the needs of pupils with difficulties in communication
· To learn how to foster clear communication in the classroom as a whole
Introduction
Introduction
Approximately 10% of children and young people have long-term speech, language and communication needs (SLCN) which cause them significant difficulties with communication or learning in everyday life (Public Health England, 2020). However, pupils with speech and language needs do succeed in the mainstream classroom, especially when educators and schools are prepared to support them.
11.2 Definitions of Speech, Language and Communication
11.2 Definitions of Speech, Language and Communication
Speech
Speech also relates to the use of intonation, pitch and volume to help convey meaning and expression.
Language
Language refers to the way that words are used to build sentences and how sentences build conversations in spoken language.
Language is about making sense of and understanding what people say.
Communication
Communication refers to how people interact with others, both in formal and social settings. It is about using language to express your thoughts.
Communication also represents the different ways you can use language, such as for clarification, descriptions and questioning. It includes non-verbal rules, listening, taking turns in conversation, and adapting language to fit the situation.
Finally, communication refers to someone’s ability to understand or take into account different perspectives and contexts.
The term speech, language and communication needs (SLCN) refers to a generic term that includes a wide variety of needs, including both language delay and language disorder.
Language is broken down into receptive language and expressive language, and it is important for both categories to develop simultaneously for healthy communication.
Receptive language
The ability to understand a plot, follow directions and determine when someone is speaking figuratively are all dependent on your receptive language skills.
Expressive language
Expressive language is the ability to convey a message.
The ability to learn verb forms, pronouns and how to apply plural endings are all part of expressive language. When you have strong expressive language skills, you are able to use language to communicate what you are thinking in a way that everyone else who speaks that language will understand.
There are five parts of speech that are important to note when analysing a pupil’s language:
Morphology
This represents how word structures change. For example, the word ‘sleep’ changes to sleeping or slept, depending on the tense.
Syntax
Syntax is all about grammar and using words in ways that transform into sentences or phrases.
Semantics
This is the meaning of a word, group of words, phrases and even sentences.
Pragmatics
Pragmatics represent how you choose to adapt your language in different situations. For example, you would greet the prime minister using different language than you would a class of pupils.
Phonology
Phonology refers to the different sounds that are used to construct language.
Knowing these definitions makes it easier for educators to identify speech, language and communication difficulties.
For example, if a pupil struggles to understand figurative language, they struggle with receptive language and semantics.
11.4 Speech Difficulties
11.4 Speech Difficulties
Speech difficulties are relatively easy to identify but not always easy to support.
Speech difficulties are typically issues with expressive language skills and can be broken down into two areas: articulatory or phonological.
Articulatory difficulties
Articulatory difficulties refer to speech mechanics, for example, how speech sounds are formed. Pupils with articulatory difficulties will struggle to pronounce words even though they understand grammar, syntax and even how the word is supposed to sound. Some of the most common causes of articulatory difficulties include dysarthria, dyspraxia and cleft lip/palate.
Phonological difficulties
Phonological difficulties refer to a disordered or delayed sound system and are often linked to dyslexia. Pupils with phonological difficulties may struggle to differentiate between two words that sound similar. Some pupils may also have difficulties finding a word or articulating a word because they have an imprecise storage of words.
Teaching Strategies for Speech Difficulties
There are several different learning and teaching strategies that educators can use to help tackle the issues that accompany speech difficulties.
First, teachers should observe the pupil’s sound system, including the substitutions that they make. When responding to the pupil, the teacher should reply to what the pupil said rather than how clearly they spoke.
Teachers should also encourage pupils to use non-verbal communication and visual aids to help facilitate their understanding. If the pupil is struggling to understand something, the teacher should repeat the part that was misunderstood rather than repeating the whole conversation.
Similarly, if a pupil mispronounces a word, teachers should avoid constantly asking them to repeat the word. Instead, the teacher should help correct them, while simultaneously endeavouring to build the pupil’s confidence and self-esteem by praising them when their pronunciation goes well.
When asking questions in class, let the pupil respond to the question after a few other pupils have already taken their turn. This will provide the pupil with an example for framing their answer and pronunciation and will also give them valuable processing time. However, try not to make them last in line to avoid hindering their memory skills.
When directly asking a pupil questions, try to make them relevant to the pupil. Find out what the child is interested in or consider asking the pupil’s parents for information about the child. Then, you can ask questions within this context, which allows the pupil to practise language in a comfortable setting.
Receptive Language Difficulties
A child’s receptive language skills allow him/her to understand another person when they are speaking the same language. These skills are essential for a pupil’s ability to access the whole curriculum in the classroom.
Pupils who have difficulties with their receptive language skills may have trouble concentrating or following routines. They may rely too extensively on copying or imitating others to get by. They generally have more difficulty in dealing with abstract concepts, which can impact numeracy.
Pupils may demonstrate need by requiring access to the instructions several times. They may give inappropriate answers when being asked a question. Pupils may frequently withdraw from or opt out of an activity when they don’t understand it. They may echo what was said and struggle to adopt new vocabulary.
Some pupils fail to understand the appropriate meaning of someone else’s spoken language because of a failure to read facial expressions, understand non-literal language or allow for the necessary processing time.
These qualities can be mistaken for behavioural issues or problems with attention and focus. Further investigation is required to determine whether these traits are masking language needs.
Teaching Strategies for Receptive Language Needs
One of the best ways to support pupils with receptive language needs is by keeping and adhering to a routine that can be learned by the pupil. Having learning intentions for the class also helps, as these can be made available ahead of time to help ease the child into understanding and give them more time with concepts.
The length of the instruction time is also important. When planning a lesson, consider whether the instruction will be single or multi-command. Then, you can plan to give the pupil only one instruction at a time, allowing them to process this before moving on.
Educators can help pupils by encouraging and modelling active listening. When speaking to the pupil directly, it is useful to gain eye contact first so that they are aware that you are speaking to them. You may also adopt visual aids and non-verbal language to help support meaning. (This also applies to other learning difficulties where working memory can often be overburdened with too much information at once).
When training pupils to take on new vocabulary, educators can introduce and emphasise keywords by putting a small amount of stress on the word. This will make the word stand out for the pupil, and it will show them different ways of using the word, helping them grasp meanings.
Educators should check their own language when speaking to pupils. Consciously avoiding complex sentences is helpful for fostering pupils’ understanding. Even if the sentence is simple, it is still important to see whether the pupil understood so that any misunderstandings can be clarified. However, ensure that you give the pupil the time they need to process what you have just said. Allow them 10 seconds on average to process and formulate a response.
Educators can also play a role in helping pupils help themselves. Encouraging them to let teachers know when they were not understood is important, as is encouraging them to use self-help strategies like visualisation or rehearsal. However, it is important to note that many pupils will not want to say in front of others that they have not understood something. It is important to check understanding whilst still ensuring that a student’s self-esteem is protected.
Fact
Around 1.4 million children in the UK have long-term speech, language and communication needs (SLCN) that they won’t grow out of. That equates to around 10% of children – two or three in every classroom
Source: speechandlanguage.org.uk
11.5 Expressive Language Difficulties
11.5 Expressive Language Difficulties
Expressive language difficulties affect the way a pupil formulates ideas into words and coherent sentences according to the rules of language.
Pupils who struggle with expressive language difficulties can present themselves in one of many ways. They may use short sentences or sentences that are immature. This includes omitting words like ‘a’, ‘is’, and ‘have’ or making frequent mistakes when changing word endings.
Pupils may also place words in the incorrect order and rely too heavily on gestures and pointing for conveying meaning. They may avoid class discussions or giving explanations, and they might struggle to describe or explain their own actions to someone else.
Teaching Strategies for Expressive Language Difficulties
Teachers can help pupils help themselves by encouraging a sense of ‘safety’ in the classroom so that the pupils can speak. Give them the time they need to go through the process of finding the right words and formulating a sentence.
Asking open-ended questions is a good way to encourage children to speak confidently and allows them to express more complex thoughts. If the pupil struggles, it is appropriate to prompt them. However, these prompts should not be direct. You might ask them questions about where the word is found, what it looks like or what they do with it.
Multi-sensory teaching methods are also useful for helping children store and retrieve words, especially when dealing with new vocabulary. When speaking to children, it is less important to criticise their form than it is for the educator to repeat back what they said in the correct form. This allows the pupil to learn which words go where. Always avoid telling the child to repeat after you.
It is also important to avoid finishing their sentences for them. Instead, give them time and return to the prompting process if a pupil cannot find a word. Educators can also expand on the pupil’s original idea and add new ideas or words.
11.6 Pragmatic Language Difficulties
11.6 Pragmatic Language Difficulties
Pragmatic language involves the way language is used; altering it to fit social situations and follow social rules.
Children who have issues with pragmatic language may have difficulty coming up with content or directing a conversation, even if they are articulate. They may also struggle with comprehension and the ability to be specific.
Additional issues include struggling to follow unwritten rules of conversation (taking turns, etc.), using jargon, understanding non-verbal communication, humour, and generalisations.
Teaching Strategies for Pragmatic Language Difficulties
Educators can help support pupils with pragmatic language difficulties by encouraging and modelling active listening. They should encourage the use of greetings and goodbyes. When having conversations, educators should only accept language that is relevant to the conversation at hand.
When speaking with pupils, it is important to ignore interruptions and prevent being side-tracked to set a good example for conversations. Educators can also encourage pupils to use nodding and eye contact to maintain conversations.
11.7 Teaching Practices for Speech, Language and Communication Needs
11.7 Teaching Practices for Speech, Language and Communication Needs
This section includes a full list of good practices for all potential speech, language and communication needs.
Using these tools with all pupils is useful because the clearer a teacher communicates objectives and wishes, the easier it is for any pupil to understand what is expected of them.
Teachers are often surprised at how many classroom issues boil down to a simple misunderstanding between the educator and the pupil.
Any time you walk into a new class, you should be aware of which pupils, if any, struggle with speech, language and communication. You can then plan your contact with these pupils appropriately.
Gain the attention of pupils by using their names when you want to speak to them directly. This prevents you from having to repeat yourself and immediately lets the pupil know that you are sending them a message.
Be wary of using complex language in terms of grammar, vocabulary and the length of the sentences. Use correct language but ensure that you are speaking in a way that you can be understood. Start every activity by explaining it and making sure the pupils understand.
Use simple language to create step-by-step directions for pupils. When possible, be visual and use photos, objects, pictures or symbols to demonstrate what you want the pupils to do. You can also use multi-sensory materials to help promote meaning.
When giving instructions, give pupils enough time to process all the information and be aware that some pupils will take longer than others to absorb information. When teaching new words, you should introduce the new vocabulary with a visual strategy. You can use a multiple-meaning tree or attribute a web or word map to help the pupils see the new word. When using it in sentences, stress the new words slightly more than foundational vocabulary.
When discussing abstract thoughts or topics, consider using mind maps to help children visualise the concept and organise their thoughts. Rather than asking a pupil to repeat themselves, use visual cues when asking a pupil to explain their meaning, when possible. Then, repeat back to the pupil what you understood and look for a response that verifies that they have made themselves clear.
When working in the classroom, it is important to maintain realistic expectations for pupils. Give them ample time and don’t cut them off unless absolutely necessary. Don’t finish their sentences, even when you know you have understood them. Instead, prompt students by asking open-ended questions to help them recall a word.
Setting Up the Right Environment
The classroom environment is very important for communication of all kinds. Even minor disruptions can impair communication and disrupt the class. Therefore, reducing background noises and distractions is good practice when setting up a classroom environment.
Remember that distractions may also come in visual forms, like displays. Keeping visual displays strategically placed can help minimise disruptions. Seat pupils in a place where they have an unobstructed view of the teacher.
The goal is to create a scenario where the pupil can easily see the teacher’s facial expressions and non-verbal communication so that they can use this to deduce meaning. When creating whole class activities, be aware of the language demands.
Dealing with the distractions that come with large group activities is easier when these distractions are planned for or avoided. It is also important to remember that large group activities can impose more difficulties for pupils who have language problems.
Active Learning
Promote active learning in the classroom by encouraging pupils to use information-processing strategies like silent rehearsals and repetition. Remember that these strategies need to be taught and, more importantly, need to be modelled correctly.
To help pupils get through the lessons and put the messages communicated in context, it is important that the pupils are keenly aware of the teaching objectives of the lesson. Remember to encourage pupils to communicate their needs willingly, especially when they do not understand something. However, it is also important to teach them how to listen actively.
Active listening is an essential skill for all pupils and it helps clear up miscommunications for pupils with and without speech, language and communication needs.
Conclusion
People use language to communicate, learn, remember, and think. Pupils need speech, language and communication in order to express themselves and access the curriculum.
Educators have a profound influence on the way their pupils communicate. They can identify and support children with communication difficulties and serve as active role models for communication. A teacher can show any child how to express themselves and how to listen, through the teacher’s own actions.
Like any SEN issue, all of this teaching and support should come from a foundational partnership built between the educator, the parents of the child and often with the support of a speech and language therapist. Through this combined effort, all parties can gather the knowledge and experience they need to support the child’s ability to express themselves both in school and out in the world.
When children have the ability to communicate with those around them, they have a greater opportunity to develop and reach their fullest potential.
In the next module, we discuss autism and how to support autistic children.
WELL DONE!
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