AMY LOXLEY, LEAD SPEECH AND LANGUAGE ADVISOR, SPEECH AND LANGUAGE UK
Setting the scene
Speech, language and communication needs (SLCN) are challenges with talking and understanding words that can affect how students understand what is said to them, express themselves and interact with others.
Research tells us that 7.6 per cent of students – on average, two in every classroom of 30 – have developmental language disorder (DLD), a lifelong challenge with talking and understanding words that is not explained by another condition (Norbury et al., 2016). Another 2.3 per cent – around one in every classroom – have SLCN linked to another diagnosis, such as autism, ADHD (attention deficit hyperactivity disorder) or hearing impairment. A further group of students may not have had enough exposure to strong language models in early childhood, perhaps due to growing up in disadvantage, which can affect language development.
SLCN are not always easy to spot in the classroom. Students may chat with friends but still struggle with the language of learning. They may find it hard to learn and understand new vocabulary, follow long instructions, explain what they know, answer questions or join discussions. These difficulties can be mistaken for poor attention, low confidence, behaviour that challenges or lack of effort.
The impact can be long-term. Speech and language skills are closely linked to learning, literacy, friendships, wellbeing and future employment. Without the right support, many students with SLCN struggle to access the curriculum, show what they know and take part fully in school life.
What do teachers need to know?
Language is central to learning in every subject. Students need to understand explanations, follow instructions, learn new vocabulary, listen and take part in discussions, organise their ideas and show what they know through speaking and writing. For students with SLCN, these everyday classroom demands can create significant barriers.
When you see a student struggling, ask yourself: Could it be language? Challenges with talking and understanding words are often hidden. Students may avoid tasks, copy peers or use other avoidance strategies. Useful signs to look out for include challenges with:
- following instructions
- answering questions
- following rules
- joining classroom discussions
- listening and attention
- joining in with peers
- remembering taught vocabulary or information.
Action points for teachers
1. Adapt ‘adult talk’
Slow down your talking, pause between key points, use shorter sentences and give thinking time before expecting a response from students. Break longer instructions into smaller steps and give them in the order in which they should be followed.
2. Use visual supports
Visual supports can include pictures, diagrams, worked examples, task checklists, visual timetables, ‘now and next’ boards, written instructions and sentence starters and key vocabulary on the board.
3. Teach vocabulary explicitly
Explicitly teach key vocabulary that students need to know to access the lesson. It’s important to teach both:
- words that are specific to a subject or topic, such as ‘evaporation’ or ‘democracy’
- more general words that are used across subjects, such as ‘compare’, ‘infer’ or ‘justify’.
Students with SLCN will benefit from having topic vocabulary pre-taught before the rest of the class, giving them a head start and opportunities for extra repetition.
4. Plan your questioning
Frameworks such as Blank’s levels of questioning (Blank et al., 1978) can help with planning questions based on students’ abilities, moving from more concrete questions (level 1), for students who need a high level of support, to more complex questions (level 4), for students who need to be stretched and challenged.
For students who are struggling, try:
- simplifying the question
- highlighting the key information
- offering a choice of answers
- helping them to start their answer (more information on sentence starters is below).
5. Scaffold talking and writing with frameworks and sentence starters
Narrative frameworks, word banks and sentence starters can help students to organise their ideas and use new vocabulary in talking and writing activities. Examples include:
- I think this because…
- The evidence shows…
- Another example is…
- I agree with… because…
Top tips
- Think: Could it be language? Difficulties with learning, literacy, behaviour, friendships or attention are often a sign of an underlying challenge with talking and understanding words.
- Say less, show more: Keep instructions clear, use pauses and support spoken language with visuals.
- Support talk before writing: The foundation of written language begins with spoken language, so it’s important to build in short, structured opportunities for talk throughout the day, such as think-pair-share, paired rehearsal or small-group discussion activities.
Want to know more?
Visit these two helpful resources from Speech and Language UK for more information and tips to support children with SLCN in your classrooms:
- Resource library for educators: https://speechandlanguage.org.uk/educators-and-professionals/resource-library-for-educators
This online resource has a range of free advice for educators, including information about speech and language challenges and classroom strategies to include all children.
- Speech and Language UK’s Learning Centre: https://speechandlanguage.org.uk/educators-and-professionals/discover-our-learning-centre
This is a digital hub packed with e-learning courses and downloadable resources. Informed by the latest research, the courses cover early years, primary and secondary and can help you to identify and support children with speech and language challenges.
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