Allow additional time to process and respond if needed. For example, if multiple instructions are given, pace these. Or if a young person is feeling stressed or overwhelmed, pause and reduce communication.

Be aware that rephrasing your comment will mean they need to begin processing it again.

Break down information into smaller chunks (e.g. break up multi-step instructions and deliver 1 or 2 at a time). 

Teach young people self-support strategies to help them to follow instructions (e.g. chunking, visualisation, silent repetition, use of a written checklist or task planner). Encourage and remind them to use these strategies in the classroom.

Pre-teach topic specific vocabulary in smaller groups so the young person has been exposed to new word meanings prior to lessons and support vocabulary use and understanding within the classroom. Consider the three tiers of vocabulary:

1. Everyday, basic words.

2. More complex words (e.g. using ‘combine’ for mix) or words with more than one meaning.

3. Subject specific e.g. Galapagos.

In class, focus on developing the young person’s understanding and use of words in Tier 2. These words have the highest utility in helping to close the language gap for those young people with limited vocabulary.

Use words webs, visuals and knowledge organisers to support re-cap and application in class.

Provide support for Tier 3 words at the start of a new topic. See ELKLAN Secondary Language Builders and Blog. 

Build confidence by ensuring access to a range of communication opportunities (e.g. young person to adult – using tasks around school, peer to peer – using buddy systems, alongside small group opportunities).

Use specific interventions in small groups such as:

TALC 2 is an ELKLAN resource that is designed to help speech and language therapists, education staff and the wider workforce to assess the verbal reasoning skills of young people aged 11 and over. Based on the assessment results, students can be supported to develop their understanding of questions. Consider the young person’s level of understanding when using questions in class.

Vocabulary Groups – support vocabulary understanding and use in small group. Vocabulary programs such as Bed Rock Learning are available, which track student’s progress and have specific topic vocabulary available.

Talk for Writing  a teaching framework that provides a flexible process for developing understanding and expression.

The Brick by Brick programme by Play Included uses Lego to develop social connection and interaction and can help support understanding of language within a structured activity.

Black Sheep (11-16) provides resources for teachers and speech and language therapists working with young people with Developmental Language Disorder (DLD) and speech, language & communication needs (SLCN).

Access resources and activities on CommTap.

Language for Behaviour and Emotions is a complete toolkit (assessment and intervention tools) can be used to develop a young person’s understanding, verbal reasoning and emotional literacy skills.

I CAN’s Talk for Work intervention supports young people to develop the communication skills needed for the workplace.