What is the difference between speech, language, and communication?

Speech refers to the physical production of sounds and words, including articulation, fluency, and voice. Language is the system of words, grammar, and rules used to understand and express meaning. Communication is the broader process of sharing information, which includes non-verbal cues like eye contact, gestures, and social skills. For example, a child may have clear speech but struggle with understanding complex instructions (language) or taking turns in conversation (communication).

How can I support a child with speech and language difficulties in the classroom?

You can support by using visual aids like pictures, symbols, or Makaton signs; simplifying your language; giving extra time for processing; and modelling correct speech without correction. Create a communication-friendly environment by reducing background noise, using routines, and encouraging peer interaction. Always follow the advice of the speech and language therapist and document any observations to share with them.

What are the typical stages of language development from birth to 5 years?

From birth to 3 months, babies coo and respond to sounds. By 6 months, they babble. Around 12 months, they say first words. By 18 months, they have about 20 words and start combining two words by age 2. By 3 years, they use short sentences of 3-4 words. By 4-5 years, they can tell simple stories and use complex sentences. These are general guidelines; individual variation is normal.

How do I know if a child needs a speech and language therapy referral?

Refer if a child is not meeting typical milestones (e.g., no babbling by 12 months, no words by 18 months, no two-word phrases by 2 years), has unclear speech that is hard to understand, struggles to follow instructions, or shows frustration when communicating. Also refer if there are concerns about stammering, voice problems, or social communication difficulties. Always discuss with your setting's SENCO and parents first.

What is the role of a speech and language therapist (SaLT)?

A SaLT assesses, diagnoses, and treats speech, language, communication, and swallowing difficulties. They work with children individually or in groups, provide training to staff and parents, and create therapy programmes. They also advise on strategies and resources to support SLC in everyday settings. In schools, they often collaborate with teachers and teaching assistants to implement targets.

How can I create a communication-friendly environment?

Reduce background noise, use good lighting, and ensure the child can see your face. Use visual timetables, labels, and symbols. Allow extra time for responses, and use open-ended questions. Model language by commenting on what the child is doing. Encourage peer interaction and provide opportunities for choice. Be patient and use positive reinforcement to build confidence.

Support the Speech, Language and Communication Development of Children Who Are Learning More Than One Language

OCN LONDON

vocational

This element equips learners to support speech, language and communication (SLC) development in children and young people learning more than one language. It emphasises holistic, culturally informed assessment to differentiate between language differences and genuine SLC disorders, and promotes effective partnership with parents and other professionals to create an inclusive support environment.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

OCNLR Level 3 Award in Supporting Children and Young People's Speech, Language and Communication

Topic Overview

The OCNLR Level 3 Award in Supporting Children and Young People's Speech, Language and Communication focuses on understanding the typical development of speech, language, and communication (SLC) in children and young people, and how to support those with SLC needs. This qualification is essential for anyone working in education, health, or social care settings, as effective communication is fundamental to learning, social interaction, and emotional wellbeing. You will explore the stages of SLC development from birth to 19 years, the factors that can affect development, and practical strategies to support children and young people in various contexts.

This award is part of the wider Nursing & Healthcare curriculum, linking closely with child development, safeguarding, and inclusive practice. It equips you with the knowledge to identify when a child may need additional support, how to work with speech and language therapists, and how to create communication-friendly environments. Understanding SLC is not just about speech; it includes non-verbal communication, understanding language, and social interaction skills. This topic is crucial because communication difficulties can impact behaviour, learning, and mental health, so early identification and support are key.

By studying this award, you will gain confidence in using strategies such as modelling language, using visual aids, and adapting your communication style to meet individual needs. You will also learn about the roles of different professionals and how to collaborate effectively. This knowledge is directly applicable to roles such as teaching assistant, early years practitioner, or support worker, and it forms a foundation for further study in speech and language therapy or related fields.

Key Concepts

Core ideas you must understand for this topic

→Stages of typical speech, language, and communication development from 0-19 years, including pre-linguistic, single words, two-word phrases, and complex sentences.
→The difference between speech (articulation and phonology), language (vocabulary and grammar), and communication (pragmatics and social use).
→Factors affecting SLC development, such as hearing impairment, autism, learning disabilities, and environmental factors like poverty or lack of language exposure.
→Strategies to support SLC, including modelling, repetition, visual supports (e.g., Makaton, PECS), and creating a communication-friendly environment.
→The role of the speech and language therapist (SaLT) and how to implement their recommendations in daily practice.

Learning Objectives

What you need to know and understand

1. Understand the speech, language and communication assessment process for children and young people who are learning more than one language.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.3. Be able to work with parents of children and young people whose home language is not English.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.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating an understanding of typical bilingual language development and how it differs from monolingual milestones.
Criteria met when the learner identifies culturally appropriate assessment tools and explains the role of interpreters/translators, if needed.
Evidence should show the ability to engage parents sensitively, gathering detailed case histories that consider the child's exposure to each language.
Assessor looks for clear differentiation between language difference (due to EAL) and indicators of speech, language or communication disorders.
Credit awarded for outlining effective interprofessional collaboration, such as working with SLC therapists, bilingual co-workers, and external agencies.

Assessment Guidance

Guidance for achieving higher grades

💡Refer to recognised frameworks like the Speech, Language and Communication Framework (SLCF) to demonstrate professional knowledge.
💡When answering scenario-based questions, always consider the child's first language context and the importance of a bilingual assessment approach.
💡Highlight the value of parent partnerships; use phrases like 'co-production' and 'culturally sensitive practice' to show advanced understanding.
💡If asked about working with others, explicitly mention safeguarding procedures and the need for consent when involving interpreters or other professionals.
💡Use specific examples from your own practice or observations to illustrate how you have supported a child's SLC. For instance, describe how you used a visual timetable to help a child with autism understand the daily routine.
💡Link theory to practice by referencing the stages of development when discussing a child's needs. For example, if a 3-year-old is not using two-word phrases, explain how this deviates from typical development and what strategies you would use.
💡Show understanding of the holistic nature of SLC by mentioning how communication difficulties can affect emotional wellbeing, behaviour, and learning. This demonstrates depth of knowledge.

Common Mistakes

Common errors to avoid in your coursework

Assuming that learning two languages causes speech or language delay.
Applying monolingual assessment norms to bilingual children, leading to over- or under-identification of needs.
Overlooking cultural variations in communication styles, such as eye contact or turn-taking, and misinterpreting them as difficulties.
Failing to involve parents in the assessment process, missing vital information about the child's language environment and development.
Not differentiating between a child's limited English proficiency and an actual language disorder.
Misconception: 'Speech and language are the same thing.' Correction: Speech is the physical production of sounds, while language is the system of words and grammar used to convey meaning. A child may have good speech but poor language skills (e.g., limited vocabulary).
Misconception: 'Children will grow out of speech and language difficulties.' Correction: While some delays resolve spontaneously, many require targeted intervention. Early support is crucial to prevent long-term impacts on literacy, social skills, and behaviour.
Misconception: 'Only speech and language therapists can support SLC.' Correction: All adults working with children can use strategies like commenting, waiting, and listening to support SLC. SaLTs provide specialist input, but everyday interactions are vital.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of child development (e.g., typical milestones from birth to 5 years).
•Awareness of safeguarding principles and the importance of confidentiality when working with children.
•Familiarity with inclusive practice and the Equality Act 2010, as it relates to supporting children with additional needs.

Key Terminology

Essential terms to know

1. Understand the speech, language and communication assessment process for children and young people who are learning more than one language.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.3. Be able to work with parents of children and young people whose home language is not English.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.

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Support the Speech, Language and Communication Development of Children Who Are Learning More Than One Language

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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