Gestalt Language Processing
Children who learn language differently.
Neurodiversity Ireland
PDF, 2 pages, 2.4 MB
Communication
For parents, grandparents, teachers & ANA’s
Gestalt Language Processing
Children who learn language differently
What is it?
Sometimes children learn to talk one word at a time. However, many children learn in a different way. They learn language in whole chunks, like a phrase, a line from a song or a bit of a TV show. They relate the chunk of language they hear to the scenario where they heard it. What they say has meaning, but the meaning isn’t always clear.
This is called gestalt language processing. “Gestalt” just means “a whole”. It is a natural way to learn language. There is nothing to fix.
- Word by word
- ballbig ballI want the big ball
- In chunks
- Let’s go to the park!Let’s go + to the parkLet’s go to the beach!
Signs to look for (a child may show some, not all)
Phrases come before single words
Says “Be careful, it’s hot!” long before “cup”.
Uses lines from shows, songs and books
A cartoon line pops up days or weeks later.
Loves the tune of language
Sings or hums before talking.
Expressive, “chatty” sounds
Lots of ups and downs, even before words are clear.
Mixes up “I” and “you”
Says “Sam’s turn” to mean “my turn”.
Same phrase, same feeling
“Oh no, we’re stuck!” whenever something feels hard.
Replays favourite bits
The same clip, page or AAC button, again and again.
“Stuck” single words
If they use single words, these stay as single words and they don’t add to them.
What you hear, and what it might mean
| The child says | It might mean |
|---|---|
| “Do you want a biscuit?” | I want a biscuit. |
| “Ready, steady, GO!” | I’m excited. Let’s play! |
| “Are you okay, pet?” | I’m hurt, or I’m upset. |
| “Time to go home now.” | I’m finished. I want to leave. |
| “Uh oh, it’s broken!” | Something’s wrong. Please help. |
How you can help
Simple things anyone can do, at home or in school
- Nothing to fixLearning in chunks is a natural way to learn language.
- Repeating is calmingIt can help a child feel safe and happy. No need to stop it.
- It grows over timeMany children break up chunks and build new sentences.
- What might this mean?Think about where the child heard it. If “Let’s get out of here!” means “I need a break”, give them a break.
- Use a sing-song voiceMany of these children love the tune and rhythm of words. Singing, or using a playful voice, can mean a lot to them.
- Say short, easy phrasesTry “Let’s go!”, “All done” or “That’s so cool!” The child may start to use them too.
- Ask fewer questionsPlay together and chat about what you are doing instead.
- Join in with what they loveSongs, shows and favourite things are great for learning language and even accessing the curriculum.
- Write it downKeep a note of the child’s phrases and what they mean. Share it between home and school.
Be a phrase detective
Try it with a phrase your child says a lot.
| You hear | Where is it from? | It might mean | What you can do |
|---|---|---|---|
| “Time to go home now.” | The teacher says it at home time. | “I’m finished.” “I’ve had enough.” | Say it back to show you understand. Help them finish or take a break. |
| “I slipped on ma beans!” | From Bluey, playing “Grannies”. | “I fell and I’m hurt.” | Respond to show you understand and then check they’re okay and comfort them. |
Want to know more?
To learn more and find information and advice on gestalt language processing (GLP), follow these accounts on Instagram:
- @neurodiversityireland, on Instagram, opens in a new tab
- @blancmarge, on Instagram, opens in a new tab
- @cjaysmith94, on Instagram, opens in a new tab
- @sineadspeech, on Instagram, opens in a new tab
- @meaningfulspeech, on Instagram, opens in a new tab
Want to go deeper? Read Marge Blanc’s book, Natural Language Acquisition on the Autism Spectrum.
One-to-one speech and language therapy
Would you like support for your child? Neurodiversity Ireland’s speech and language therapists offer one-to-one sessions for children and their families.
This handout is general information. It does not replace advice for an individual child.
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