CY POP 23 and Unit 302:
Support the speech, language and communication
development of children who are learning more
than one language
Learning Outcome 1
Understand the speech, language and communication
assessment process for children and young people who are
learning more than one language
Activity 1a
Introduction
As a group, discuss any experiences you may have of being in
a situation where the language used is unfamiliar.
• How did this feel?
• What helped?
Then discuss why it is important to find out about the
languages children and young people in your setting know
and use
Activity 1a
Possible answers
Helps you support
development of setting
language (English/welsh)
Helps develop positive
relationships with
children and their
families
Helps you identify
if children are
having difficulties
Finding out
which
languages
are used
Enables you to
support home
language/s
development
Helps communication
with parents and
families
Promotes children
and families feeling
valued, respected and
included
Finding out about the languages in your setting
People
• Ask the parent/carer
• Ask the child
• Gain information from
siblings
• Ask colleagues in your
setting
• Remember to find out if
there is a dialect present
Paperwork
• Check admissions papers or
previous records the child
brings
• Record the information in
the child’s record
• Update this as necessary
• Keeping a central record
helps settings get an overall
picture
Collecting information on use of languages at home
and in your setting
 Need to think about the differences between knowing a
language and using it
 Need to collect information about how a child or young
person uses BOTH or ALL of their languages
 There should be a process for collecting information and a
format for recording it
What information do we need to know?
•
•
•
•
•
•
What is the child or young person’s main language?
When were they exposed to English?
What is the main language spoken at home?
Is English used at home?
Do any siblings use English?
What languages does the child or young person
understand?
• What languages do they speak?
• What languages do the parents speak?
• What dialect is used?
Different ways to find out about the languages a child is using
• Observe the child or young person in different situations and
contexts
• Discuss with parents
• Information from other professionals
• Carry out a specific activity with the child or young person
• Ask the child or young person what language they prefer to
use
Speech, language and communication needs – quick
reminder…
• Most children follow the expected pattern of
development for their speech, language and
communication at the expected times. Some,
however, do not. These children are described
as having speech, language and
communication needs.
Activity 1b
Quiz
Children and young people who have more than one
language…
all have speech, language and communication needs
(SLCN)
and who are slow to learn English should be referred to
speech and language therapy straight away
can’t have SLCN
are more likely to have SLCN than children who aren’t
True or
false?
Activity 1b
Quiz answers
Children and young people who have more than one
language…
True or
false?
all have speech, language and communication needs
(SLCN)
False
and who are slow to learn English should be referred to
speech and language therapy straight away
False
can’t have SLCN
False
are more likely to have SLCN than children who aren’t
False
Learning more than one language and SLCN
• “A child must not be regarded as having a learning difficulty
solely because the language or form of the language of the
home is different from the language in which he or she will be
taught”
• A child or young person who has limited use of English should
not be considered to have a SLCN if the communication
pattern reflects their limited experiences in using the English
language.
Learning more than one language and SLCN
 Some children who are learning more than one language will
have SLCN.
 This is not because they are learning more than one language,
but because developing speech, language and communication
skills is difficult for them whatever the language
 These children would have difficulties whether they were
learning 2 languages or one
 It is really important, but can be quite tricky, to identify these
children's needs
Speech, language and communication needs (SLCN)
 It is important to identify if a bilingual child has a SLCN.
 Early identification and assessment are essential to support
the child in their setting and at home.
 There are some key things to look out for, both in terms of
their language skills and in other areas too
Key points to look out for
Language
• Slower progress than you would expect
• Difficulties with particular speech, language
and communication skills – eg speech sounds,
vocabulary , understanding, sentence structure
Other areas • Specific difficulties in English literacy skills
of
• Social, emotional or behaviour difficulties
development • Attainment
Parents
• Raising concerns
Assessing and monitoring speech, language and
communication
Formal assessment
• Give you specific data
• Often standardised – have
to be completed in the
same consistent way;
enable you to compare one
child with another
• Examples: British Picture
Vocabulary Scale, Renfrew
Action Picture Test
Informal methods (eg)
• Early years Foundation
Stage profile
• Observation
• Checklists
• Assessing pupil progress
Activity 1c:
Assessing and monitoring communication in your
setting
•
•
•
•
•
In small groups, consider the following questions:
Are formal assessments used in your setting?
What are they?
Are these standardised assessments?
What informal methods do you use to check on a child or
young person’s progress in communication?
Activity 1c
Assessing and monitoring communication
Formal assessments
Informal methods
Formal assessments
• The majority of formal communication assessments and
screens in the UK (with the exception of Wales) are mainly
standardised on English-speaking children.
• The results will not be valid because the norms that have
been developed are for English speaking children and not for
children with two or more languages present.
• There may also be cultural and linguistic differences
Activity 1d:
Possible issues with using formal assessments
• Look at the following statements about the possible problems
of using formal assessments where children are learning more
than one language
• Decide which of these are specific to children learning more
than one language and which may be issues for any child.
Activity 1d
Possible issues with using formal assessments
The test has been
developed for people
only speaking English
The child may not be
familiar with the testing
situation
The child may not be
familiar with the adult
We do not always know
the developmental
stages of a child’s home
language
You may not be testing There may be differences
the same thing if you
in culture.
translate an assessment.
Child may know the word Child may not have been
in their home language
exposed to the testing
vocabulary.
but not the other
The child may not
understand the
instructions
Activity 1d – possible answers
Any child
Children learning more than language specifically
The child may not be
familiar with the adult
The test has been
developed for people only
speaking English
We do not always know the
developmental stages of a
child’s home language
The child may not be
familiar with the testing
situation
You may not be testing the
same thing if you translate
an assessment.
There may be differences in
culture.
The child may not
understand the instructions
Child may not have been
exposed to the testing
vocabulary.
Child may know the word
in their home language but
not the other
Challenges for the new arrivals
• Learning an additional language
• Difficulties in managing the transition to a new
country/cultural shock
• Feelings of insecurity or trauma due to prior experiences
• Isolation and lack of friends and family
• Separation from one or both parents, general changes in
family situation
• No previous educational or worldly experiences
• Feeling misunderstood, unvalued, or alienated
Portfolio activity 1.1
• A child or young person will be joining your setting shortly.
• Outline how you will find out which languages they know or
use. Explain how you will find out how they use their
languages both at home and in your setting.
• You can use one of the children described in the case studies
or a child or young person you already know if you prefer.
Transfer into practice 1
• Identify one thing which you feel has been particularly
interesting or useful
• Identify one thing in your practice that you will change
as a result of what you have learned
• Comment in your portfolio on how it changes your
practice and what the outcome was for the children
you are working with
Learning outcome 2
Understand the cultural issues of assessing and supporting the
speech, language and communication development of children
and young people who are learning more than one language
What is bilingualism?
• Bilingualism is: “individuals or groups of people who acquire
communicative skills in more than one language. They
acquire these skills with varying degree of proficiency, in oral
and/or written forms, in order to interact with speakers of
one or more language at home and society”.
• Bilingual is used to refer to those children who have access to
more than one language at home and at school. It does not
necessarily imply full fluency in both or all of their languages.
Types of bilingualism
• Simultaneous: Two languages are learned at the same time.
• Sequential: One language is learned first and then another
• Additive: An additional language is learned without losing
skills in the first.
• Subtractive: Skills start to be lost in the first language whilst
learning the additional language
• Passive: The language is heard in the environment e.g. TV,
radio or other people speaking but the language is not
directly spoken to the child.
Advantages of being bilingual
Interaction
advantages
Character
advantages
Cultural
advantages
Financial
advantages
Cognitive
advantages
Education
advantages
Activity 2a:
The advantages of being bilingual
• Work in small groups
• Choose one of the advantages of being bilingual. Find out
more information about this advantage.
• Share your information with other groups
What is culture?
Culture is the shared
Rituals
Language
Norms
History
Values
Knowledge
Beliefs
CULTURE
Social
character
that make up the way of life of a social group or society
Integrating cultural and linguistic diversity to support
speech, language and communication 1
Own
knowledge
• Get to know and understand about the cultures and
languages of children and young people
• Value diversity
Families
• Value families’ experiences
• Find out and learn from families
• Think of possible different roles of family members
Resources
• Using toys books, materials, equipment
which are reflective of different cultures
• Use of displays
Integrating cultural and linguistic diversity to support
speech, language and communication 2
Activities
• Invite parents to share social and religious traditions
• Story telling as well as books
• Display a variety of scripts to support language
awareness
Language
• Include different home languages – written and
spoken
• Consider non-verbal communication
• Greetings may vary
• Where you can, include vocabulary and items from
different cultures
• Use stories, songs and rhymes from different
cultures
Activity 2b:
Integrating cultural and linguistic diversity to support speech,
language and communication
In a pair, think of ways in which your setting currently
integrates cultural and linguistic diversity.
How does this support speech, language and communication?
The importance of using culturally appropriate
materials and approaches
• The child or young person may feel more confident
• You will gain a clearer picture of a child’s skills if they have
familiar materials and approaches
• With support from others, you may also gain a clearer picture
if there are difficulties in the child’s development of their
home language
• It will support effective inclusion
• It will help other children and young people learn more about
different cultures and language
Resources, materials and approaches
• Resources may need to be adapted to take account of
child/young person’s culture and their language
• This will enable children to access activities, materials and
opportunities
• Resources might include: books, materials, equipment, toys
etc
• As well as looking at resources, it’s important to make sure
the environment of the setting also reflects different cultures
and languages
• Other professionals may be able to support greatly with this
area
Some ideas for adapting resources
Reflect different language and cultures through using diverse
• Real objects and props
• Examples and scenarios
• Vocabulary and names
• Pictures, symbols, photographs
• Translated materials
• Words to support language learning
Portfolio task 2.1
Design a poster for your setting explaining:
• What bilingualism is
• What the advantages of bilingualism are
Portfolio task 2.2
Develop a leaflet for your setting focusing on the importance
of culture in supporting speech, language and communication
development
Activity 2c
Use one of the suggested resources or one from your own
setting if you prefer.
Identify the ways it has been adapted to support children and
young people whose home language is not English
Suggest any other ways it could be developed further
Share your resource and your thoughts with your group.
Learning Outcome 3
Be able to work with parents of children and young people
whose home language is not English
Advising parents on speech, language and
communication development
Advice to support
speech, language and
communication
development
Specific advice
relating to bilingual
children and young
people
General advice
• Give plenty of time for a child to respond
• Model the right way instead of correcting the child
• Don’t ask too many questions, rather comment or use open
questions, like ‘tell me about your day’
• Make time for communication every day – have a quiet time in the
day where distractions are minimised
• Get the child’s full attention when you are talking to them
• Build on what children say
• Use every day routines and activities to practise communication
skills
• Explain phrases and words a child doesn’t understand
• Model good listening and make time to listen to them
Advice for Parents/Carers of bilingual children
• It is important that you continue to use all languages introduced to
the child.
• Do not be concerned about mixing different languages in one
sentence. This is natural for a bilingual speaker.
• Be consistent in your choice of words to name objects in a
particular sentence. If you are using a word in one sentence do not
refer to that word in the additional language in the same sentence.
• The focus should be helping the child feel successful in giving and
receiving a message. Continue speaking your chosen language/s to
your child even if he or she speaks back to you in a different
language. If the child responds the message has been understood.
Advice for Parents/Carers of bilingual children 2
• Use short phrases with lots of gesture and facial expression,
as well as expression in your voice. This will help the child
understand the meaning behind the words.
• Encourage your child’s attempts to communicate in either
language, giving lots of praise.
• Use nursery rhymes and stories from any culture/language.
Approaches to supporting parents
There are many different ways to support parents in
promoting speech, language and communication
development
It is important to consider different factors when choosing the
most effective ways to work with parents.
These must include:
•
Factors to consider for any parent
•
Specific factors to consider where children are learning
more than one language
Activity 3a
Approaches to supporting parents
Look at the examples of some different ways you can work
with parents to promote speech, language and
communication development.
Identify any other ways you would use in your setting
Think of possible issues which may be particularly relevant for
parents of children who are learning more than one language
Identify possible solutions for any issues you have identified
Approaches to supporting parents
Approach
Written information
Parents’ evenings/open days
Using home workers
Inviting them to watch what
you do
Parent training or groups
Sending home activities
Informal conversations /
verbal feedback
Possible issues
Possible solutions
Adapting language and resources for parents
Adapting language and resources for parents can support
parents:
• To be and feel included
• To access information
• To be fully involved
Adapting language and resources
• Keep written information clear and simple
• Use pictures and symbols
• Ensure different cultures are represented in resources and
materials
• Think of alternatives to written information
• Use translation and interpreting services
• Ask for parents’ feedback
Activity 3b:
looking at adapted resources for parents
• Find two resources or materials which have been adapted to
enable close working with parents
• Look at the different ways they have been adapted
• Are there any ways you feel this could be improved?
Portfolio task 3.1
• Learning outcome 3 is assessed in relation to real work
activities and you will need to show examples of your work
with parents
• There are different ways you could do this, for example
through being observed or keeping a reflective diary.
• You will also need to include examples of any adapted
resources and materials you have used.
Learning Outcome 4
Know how to work with others in order to support the
speech, language and communication development of
children and young people whose home language is not
English.
Pre-section activity
• There are different people, services and agencies which
support children and young people who are learning more
than one language. These will vary in different parts of the
country.
• Find out, for your local area:
1. What services are available and what they offer
2. Who is involved
3. When and how you would contact them
Who may be working to support children learning
more than one language?
You
Other
setting staff
Parents
Bilingual
co-workers
Bilingual
assistants
Specialist
teachers/
advisors
Interpreters
Translators
Working with others
• Each professional has their area of specialism and offer
important skills and perspectives
• Parents have a vital role in joint working
• Joint working is important for assessment, monitoring and
support for children and young people
Working together
• Working together is beneficial for children an young people
and the professionals working with them
• Needs to based on good communication and understanding
of roles, responsibilities and different professionals’ areas of
expertise
Different ways to work together
Using specialist
skills
• Direct work/
specific advice for
children
• Helping with
assessments
• Making links with
parents and other
agencies
• Adapting
resources
• Consultancy
Learning from
specialists
•
•
•
•
Training
General advice
Demonstration
Information
sharing
• Accessing written
information
• Opportunities for
observation
Joint activities
• Resource
development
• Policy
development
• Monitoring
progress
• Joint delivery
When a child or young person also has SLCN
Additional professionals will need to be involved if:
• There are concerns about a child or young person’s slc
development in both or all of their languages
• Their SLCN have already been identified
These professionals may be part of a number of different teams
and/or based within health, education or social care.
When a child or young person also has SLCN
Speech and language
therapist
SLT assistant
Educational psychologist
Special educational needs
co-ordinator
Child/
young
person
Other therapists eg
Occupational therapist
Physiotherapist
Art; play etc
Other teams eg
Advisory or specialist teachers
in speech, language and
communication
Ear nose and throat
Child development
Child and adult mental health
Activity 4a
Working in pairs, choose one of the professionals.
Find out what their role is in terms of working with children
and young people with speech, language and communication
needs
Try to include information on their role in assessment and
support
Share your findings with other pairs
Activity 4b - Contacting and working with other
agencies
Processes and practices will vary depending on local areas
and services
In groups, look at the examples and decide on when and how
you would contact and work with different services
It will be useful to think about how your services work locally
to help with this activity
Portfolio task 4.1
Prepare a brief presentation on how to work with others to
support the speech, language and communication
development of a child or young person whose home
language is not English.
Hello
2011 is the National Year
of Communication
‘Hello’ is a national campaign run by The Communication Trust,
complementing the Government’s commitment to support children
with speech, language and communication needs.
Please visit www.hello.org.uk for more information on how you and
your setting can help improve the communication skills of children
and young people – so that they can live their life to the full.