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 1aIntroduction

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 1aPossible answers

Finding out which

languages are used

Helps you identify if children are

having difficultiesHelps communication

with parents and families

Promotes children and families feeling

valued, respected and includedEnables you to

support home language/s

development

Helps develop positive relationships with children and their

families

Helps you support development of setting

language (English/welsh)

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…

True or false?

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

Activity 1bQuiz 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 of development

•Specific difficulties in English literacy skills•Social, emotional or behaviour difficulties •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 adult

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.

Child may know the word in their home

language but not the other

Child may not have been exposed to the testing

vocabulary.

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

• 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.

Portfolio activity 1.1

• 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

Transfer into practice 1

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.

• 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.

Types of bilingualism

Advantages of being bilingual

Interaction advantages

Cultural advantages

Cognitive advantages

Education advantages

Financial advantages

Character 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

CULTURE

Beliefs

Values

Norms RitualsLanguage

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

•Get to know and understand about the cultures and languages of children and young people•Value diversity

Own knowledge

•Value families’ experiences•Find out and learn from families•Think of possible different roles of family membersFamilies

•Using toys books, materials, equipment which are reflective of different cultures•Use of displays

Resources

Integrating cultural and linguistic diversity to support speech, language and communication 2

• Invite parents to share social and religious traditions

• Story telling as well as books• Display a variety of scripts to support

language awareness

Activities

• 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

Language

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 EnglishSuggest any other ways it could be developed furtherShare 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

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 developmentIt 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 3aApproaches 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 settingThink of possible issues which may be particularly relevant for parents of children who are learning more than one languageIdentify possible solutions for any issues you have identified

Approaches to supporting parents

Approach Possible issues Possible solutions

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

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 offer2. Who is involved3. When and how you would contact them

Who may be working to support children learning more than one language?

You Other

setting staff

Bilingual assistants

InterpretersTranslat

ors

Specialist teachers/advisors

Bilingual co-workers

Parents

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

Child/ young person

Speech and language therapist

SLT assistant

Other teams eg

Ear nose and throatChild

developmentChild and

adult mental health

Advisory or specialist teachers

in speech, language and communication

Special educational needs co-ordinator

Educational psychologist

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 needsTry to include information on their role in assessment and supportShare your findings with other pairs

Activity 4b - Contacting and working with other agencies

Processes and practices will vary depending on local areas and servicesIn groups, look at the examples and decide on when and how you would contact and work with different servicesIt 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.

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.

Hello