Speech, Language and Communication

The Language and Communication Service (LCS) provide detailed information on the development of language. The Language Communication Service (LCS) refers to the development of Language, using the analogy of a “growing tree” with an emphasis on “healthy roots” and the importance of a rich language-based learning environment.

The significance of early language development cannot be over-emphasised. Pupils need to have developed attention and listening skills before they can begin to learn. Poor receptive language will impact on how words are stored in long-term memory and the long-term storage of this information can result in errors in expressive language. Language development begins with the young child recognising sounds,

and this progresses for many pupils to words, phrases and sentences. Pupils will begin to listen and recognise nursery rhymes and stories.

For some pupils the process is not as straightforward. Pupils may have a co-occurring difficulty, such as, Developmental Language Disorder (DLD), which has no known cause, but it is certainly not caused by parents not talking or reading enough to their children. Pupils with DLD have difficulty understanding language, including:

• Difficulty following instructions
• Incorrect or off-topic responses to questions
• Difficulty listening to, remembering and understanding explanations
• Reduced ability to learn and understand vocabulary, including academic vocabulary
• Problems with understanding may be less obvious in some children and young people but more apparent in their behaviour, as they develop strategies to cover up the problems they have in understanding

They may also have difficulty expressing language, including:

• Immature or less sophisticated vocabulary and grammar
• Non-specific words (such as stuff, thingy)
• Jumbled up word order
• Word-finding difficulties
• Trouble telling a story or recounting an incident
• Shorter and more immature sentences to express meanings than their peers

Further guidance on language difficulties is available at: Speech, Language and Communication Needs SEN resource file or Speech & Language UK, Signs and symptoms, Ages and stages

Developing phonological awareness is a prerequisite for reading and writing. The starting point is oral language. The development of a pupil’s awareness of words, syllables, rhymes, and phonemes may significantly increase his / her later success in learning to read and write.

Speaking and listening skills begin with active attention and form the foundation for reading, spelling and writing. There needs to be a continued emphasis on language development throughout the phases of education. A classroom culture should be developed which encourages dialogue, collaboration and opportunities for pupils to ask questions and form ideas and opinions.

Vocabulary skills are essential throughout the Key Stages, starting with simple vocabulary in Foundation Stage and building to progressively more complex words in Key Stage 1-4, sixth form or college of further education. New vocabulary should be introduced explicitly in a clear and detailed manner. Texthelp’s Read and Write software includes a vocabulary tool where a word list can be created and personalised to the pupil. Teach pupils how to spell new vocabulary as it improves their likelihood of remembering the pronunciation and meaning of words and helps develop confidence using unfamiliar words in their own writing. This is particularly important for some newcomer pupils who may not have had the same exposure to language. Pupils should learn unfamiliar words as well as how to use familiar words in different contexts. Pupils with language difficulties or with a co-occurring difficulties will require explicit teaching, supported within a structured, cumulative, sequential, multisensory, phonics-based approach. Makaton is a multi-modal communication system which uses signs, symbols and spoken language in conjunction, to support the development of peoples receptive and expressive language and may be useful to support pupils with language difficulties.

Language opens doors and provides pupils with access to the world of reading and imagination. It also provides pupils with the opportunity to explore their creativity and enjoy the medium of writing. It enables pupils to grow and reach their potential.

Language development will impact on attainment in school and can affect self-esteem and behaviour.