Expressive language

• Has a smaller vocabulary than their peers
• May not be able to find the right word and may use general terms like ‘thingy’, ‘stuff’ or use a description instead of the target word, for example ‘temperature thing’ for thermometer. Children and young people may make up their own words to describe or name something like ‘cuttergrasser’ (lawnmower).
• Needs many exposures to new vocabulary before it is embedded and available for use.
• May not be able to tell you what they want, mean or need, or how they are feeling and why. This could lead to frustration.
• May use simple sentences or shorter phrases than peers, miss out key words and/or make more grammatical errors.
• May find it difficult to organise their ideas into a coherent retell. This will affect real events as well as made-up narratives.
• May struggle to make and sustain friendships, and use language to repair breakdowns in communication.
• May struggle to voice their opinions or views and may not participate in group or class discussions. They may appear quiet or disengaged.
• Errors in written language may be reflected in spoken language.
• May find it hard to identify and talk about how they are feeling.

Based on need, some of this provision will be effective.

• Staff actively expand the child or young person’s language, modelling specific terms where general ones have been used, or adding one additional idea or word, depending on the pupil’s current expressive language level. Staff consistently recast errors without asking the child or young person to repeat back the correct version e.g. modelling the correct tense.
• Use of alternative ways to communicate. Pupils with complex communication needs are supported to use alternative ways to communicate, such as Makaton and low-tech communication boards.
• Pre teaching vocabulary – individualised or small group vocabulary teaching with phonological and semantic cues considering all tiers and a focus on linguistic concepts.
• Use of structured programmes to promote vocabulary development, such as ‘Word Aware‘. For vocabulary support in secondary schools see Enriching Vocabulary in Secondary Schools: A Practical Resource for Teachers and Speech Therapists and this free programme from the University of Sheffield: Supporting New Word Learning in Secondary Schools.
• Use of a structured language programme. Following identification of language need a programme such as NELI, Language Link, Talk Boost could be implemented.
• Use of visuals to support restorative conversations, such as comic strip conversations and incident narratives.
• Use of narrative therapy supports the development of a variety of expressive language skills. Examples of evidence-based published resources include those from Black Sheep Press and the Narrative Intervention Programme by Victoria Joffe.

Support services

• Speech, language and communication | Children and Family Health Devon
• Language and Literacy training: Speech, language and communication needs (SLCN) training. | Devon Education Services (DES)
• Devon’s Communication and Interaction Team – support and guidance
• Request support from Devon’s Communication and Interaction Team.

Further reading and information

• Developmental Language Disorder toolkit: NAPLIC | DLD bubble toolkit
• Resources to support understanding of typical language development
• Webinar: Practical Strategies for Supporting Speech, Language and Communication Needs | Whole School SEND

Resources to share with parents

• Signs and symptoms | Speech and Language UK: Changing young lives
• Parent workshop on visuals: Using visuals to support communication | Children and Family Health Devon