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.
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