{"id":31465,"date":"2025-03-13T12:42:07","date_gmt":"2025-03-13T12:42:07","guid":{"rendered":"https:\/\/www.devon.gov.uk\/support-schools-settings\/?page_id=31465"},"modified":"2026-01-21T11:42:21","modified_gmt":"2026-01-21T11:42:21","slug":"expressive-language","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted\/communication-and-interaction-needs\/expressive-language\/","title":{"rendered":"Expressive language"},"content":{"rendered":"<div class=\"content-heading-quote clearfix \" id=\"block_acf-block-6970bb98ed472\"><div class=\"hq-outer\"><h2><span class=\"hq-heading\">What is expressive language?<\/span><span class=\"hq-icon\"><\/span><\/h2><div class=\"hq-intro\"><p>Expressive language means the ability to express oneself &#8211; showing what it is that you want, being able to make choices, asking and answering questions.<\/p>\n<p>Pupils with expressive language difficulties can be talkative. It is important to explore the content of their language.<\/p>\n<\/div><\/div><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970bb98ed4cf\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" id=\"Layer_1\" viewBox=\"0 0 60 60\"><defs><style>.cls-1{fill:#222959;stroke-width:0}<\/style><\/defs><g id=\"Group_7793\"><path id=\"Path_2\" fill=\"#f0d85d\" stroke-width=\"0\" d=\"M17.57 2.73h24.27l16.17 16.5v23.01L41.84 60H18.41L1.48 42.24V19.23l16.09-16.5Z\"><\/path><g id=\"question-octagon\"><g id=\"Group_7792\"><path id=\"Path_6596\" d=\"M17.02.55c.35-.35.83-.55 1.32-.55h23.3c.5 0 .97.2 1.32.55l16.48 16.48c.35.35.55.83.55 1.32v23.3c0 .5-.2.97-.55 1.32L42.96 59.45c-.35.35-.83.55-1.32.55h-23.3c-.5 0-.97-.2-1.32-.55L.55 42.97A1.88 1.88 0 0 1 0 41.65v-23.3c0-.5.2-.97.55-1.32L17.02.55Zm2.1 3.2L3.75 19.12v21.75l15.38 15.38h21.75l15.38-15.38V19.12L40.88 3.74H19.13Z\" class=\"cls-1\"><\/path><path id=\"Path_6597\" d=\"M19.57 21.78c-.01.24.08.48.26.65.18.17.41.27.66.26h3.14c.52-.01.95-.41 1.01-.93.34-2.43 2.05-4.21 5.1-4.21 2.61 0 5 1.27 5 4.33 0 2.36-1.42 3.44-3.67 5.09-2.56 1.81-4.58 3.93-4.44 7.37v.8c.03.51.45.92.96.91h3.08c.52 0 .94-.41.95-.93v-.39c0-2.66 1.04-3.44 3.84-5.51 2.32-1.72 4.73-3.62 4.73-7.63 0-5.6-4.85-8.31-10.16-8.31-4.82 0-10.09 2.19-10.45 8.48Zm5.92 21.38c.05 1.96 1.68 3.5 3.64 3.45.07 0 .14 0 .2-.01 2.32 0 3.91-1.46 3.91-3.44s-1.6-3.49-3.91-3.49a3.534 3.534 0 0 0-3.82 3.23c0 .09-.01.17-.01.26Z\" class=\"cls-1\"><\/path><\/g><\/g><\/g><\/svg> <\/div><h3><strong>Identification<\/strong> &#8211; what you may see in the child or young person<\/h3><div class=\"box-content list-col-1\"><ul>\n<li>Has a smaller vocabulary than their peers<\/li>\n<li>May not be able to find the right word and may use general terms like &#8216;thingy&#8217;, &#8216;stuff&#8217; or use a description instead of the target word, for example &#8216;temperature thing&#8217; for thermometer. Children and young people may make up their own words to describe or name something like &#8216;cuttergrasser&#8217; (lawnmower).<\/li>\n<li>Needs many exposures to new vocabulary before it is embedded and available for use.<\/li>\n<li>May not be able to tell you what they want, mean or need, or how they are feeling and why. This could lead to frustration.<\/li>\n<li>May use simple sentences or shorter phrases than peers, miss out key words and\/or make more grammatical errors.<\/li>\n<li>May find it difficult to organise their ideas into a coherent retell. This will affect real events as well as made-up narratives.<\/li>\n<li>May struggle to make and sustain friendships, and use language to repair breakdowns in communication.<\/li>\n<li>May struggle to voice their opinions or views and may not participate in group or class discussions. They may appear quiet or disengaged.<\/li>\n<li>Errors in written language may be reflected in spoken language.<\/li>\n<li>May find it hard to identify and talk about how they are feeling.<\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970bb98edb8c\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 65 60\"><g data-name=\"Group 1\"><path fill=\"#f0d85d\" d=\"M3 4h59v56H3z\" data-name=\"Rectangle 1619\"><\/path><path fill=\"#222959\" d=\"M4.434.004A4.59 4.59 0 0 0 0 4.736v50.528a4.59 4.59 0 0 0 4.434 4.74h56.132A4.59 4.59 0 0 0 65 55.264V4.736A4.59 4.59 0 0 0 60.566.004Zm1.476 6.31h53.18v47.372h-7.382v-3.155H38.41v3.155H5.91V6.314ZM32.5 18.947a4.748 4.748 0 1 0 4.432 4.738 4.592 4.592 0 0 0-4.432-4.738Zm-11.816 5.53a3.506 3.506 0 0 0 0 7 3.506 3.506 0 0 0 0-7Zm23.633 0a3.281 3.281 0 0 0-2.957 1.745 3.764 3.764 0 0 0 0 3.61 3.281 3.281 0 0 0 2.957 1.745 3.567 3.567 0 0 0 0-7.1ZM32.5 31.578a13.579 13.579 0 0 0-8.526 2.912 10.54 10.54 0 0 0-3.291-.544c-3.559 0-7.391 2.012-7.391 4.513v2.594h38.416v-2.594c0-2.5-3.832-4.513-7.391-4.513a10.548 10.548 0 0 0-3.291.544 13.579 13.579 0 0 0-8.526-2.912Z\" data-name=\"Path 6598\"><\/path><\/g><\/svg> <\/div><h3><strong>Planned<\/strong> provision in school<\/h3><div class=\"box-content list-col-1\"><p>Based on need, some of this provision will be effective.<\/p>\n<ul>\n<li><strong>Staff actively expand the child or young person&#8217;s language<\/strong>, modelling specific terms where general ones have been used, or adding one additional idea or word, depending on the pupil&#8217;s current expressive language level. Staff consistently recast errors without asking the child or young person to repeat back the correct version e.g. modelling the correct tense.<\/li>\n<li><strong>Use of alternative ways to communicate<\/strong>. Pupils with complex communication needs are supported to use alternative ways to communicate, such as <a href=\"https:\/\/makaton.org\/TMC\/TMC\/About_Makaton\/What_is_Makaton.aspx\" rel=\"noopener\">Makaton<\/a> and low-tech <a href=\"https:\/\/leicspart.nhs.uk\/wp-content\/uploads\/2019\/02\/Communication-Boards.pdf\" rel=\"noopener\">communication boards<\/a>.<\/li>\n<li><strong><a href=\"https:\/\/www.naplic.org.uk\/resource\/pre-teaching-vocabulary\/\" rel=\"noopener\">Pre teaching vocabulary<\/a><\/strong> &#8211; individualised or small group vocabulary teaching with phonological and semantic cues considering all tiers and a focus on linguistic concepts.<\/li>\n<li><strong>Use of structured programmes to promote vocabulary development<\/strong>, such as &#8216;<a href=\"http:\/\/thinkingtalking.co.uk\/word-aware\" rel=\"noopener\">Word Aware<\/a>&#8216;. For vocabulary support in secondary schools see <a href=\"https:\/\/www.routledge.com\/Enriching-Vocabulary-in-Secondary-Schools-A-Practical-Resource-for-Teachers-and-Speech-and-Language-Therapists\/Joffe-Lowe\/p\/book\/9781138360402\" rel=\"noopener\">Enriching Vocabulary in Secondary Schools: A Practical Resource for Teachers and Speech Therapists<\/a> and this free programme from the University of Sheffield: <a href=\"https:\/\/adolescentvocabulary.wordpress.com\/example-word-learning-session-plans\/\" rel=\"noopener\">Supporting New Word Learning in Secondary Schools<\/a>.<\/li>\n<li><strong>Use of a structured language programme. <\/strong>Following identification of language need a programme such as <a href=\"https:\/\/www.nuffieldfoundation.org\/project\/nuffield-early-language-intervention\" rel=\"noopener\">NELI<\/a>, <a href=\"https:\/\/speechandlanguage.link\/\" rel=\"noopener\">Language Link<\/a>, <a href=\"https:\/\/speechandlanguage.org.uk\/educators-and-professionals\/programmes-for-nurseries-and-schools\/talk-boost\/talk-boost-ks2\/\" rel=\"noopener\">Talk Boost<\/a> could be implemented.<\/li>\n<li><strong>Use of visuals to support restorative conversations, <\/strong>such as <a href=\"https:\/\/www.whittington.nhs.uk\/default.asp?c=47428\" rel=\"noopener\">comic strip conversations<\/a> and incident narratives.<\/li>\n<li><strong>Use of narrative therapy supports the development of a variety of expressive language skills<\/strong>. Examples of evidence-based published resources include those from <a href=\"https:\/\/www.blacksheeppress.co.uk\/product-category\/speech-and-language-therapy\/narrative-approach-to-learning\/\" rel=\"noopener\">Black Sheep Press<\/a> and the <a href=\"https:\/\/www.routledge.com\/Narrative-Intervention-Programme\/Joffe\/p\/book\/9780863887970\" rel=\"noopener\">Narrative Intervention Programme<\/a> by Victoria Joffe.<\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970bb98edc6a\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 76.617 60\"><g data-name=\"Group 1\"><path fill=\"#f0d85d\" d=\"M1.371 3h73v52h-73z\" data-name=\"Rectangle 1638\"><\/path><g fill=\"#222959\"><path d=\"M46.517 13.632h19.154v5.473H46.517Z\" data-name=\"Path 6599\"><\/path><path d=\"M46.517 27.264h19.154v5.473H46.517Z\" data-name=\"Path 6600\"><\/path><path d=\"M46.517 40.896h19.154v5.473H46.517Z\" data-name=\"Path 6601\"><\/path><path d=\"M10.945 13.632h19.154v5.473H10.945Z\" data-name=\"Path 6602\"><\/path><path d=\"M10.945 27.264h19.154v5.473H10.945Z\" data-name=\"Path 6603\"><\/path><path d=\"M10.945 40.896h19.154v5.473H10.945Z\" data-name=\"Path 6604\"><\/path><path d=\"M71.144 0H5.473A5.469 5.469 0 0 0 0 5.455v49.09A5.469 5.469 0 0 0 5.473 60h65.671a5.469 5.469 0 0 0 5.473-5.455V5.455A5.469 5.469 0 0 0 71.144 0ZM5.473 5.455h30.1v49.09h-30.1Zm35.572 49.09V5.455h30.1v49.09Z\" data-name=\"Path 6625\"><\/path><\/g><\/g><\/svg> <\/div><h3><strong>Resources<\/strong> for schools<\/h3><div class=\"box-content list-col-1\"><h3 style=\"text-align: left;\"><strong>Support services<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/childrenandfamilyhealthdevon.nhs.uk\/our-pathways\/speech-language-and-communication\/\" rel=\"noopener\">Speech, language and communication<\/a> | Children and Family Health Devon<\/li>\n<\/ul>\n<h3 style=\"text-align: left;\"><strong>Further reading and information<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/www.naplic.org.uk\/resource\/dld-bubble-toolkit\/\" rel=\"noopener\">Developmental Language Disorder toolkit: NAPLIC<\/a> | DLD bubble toolkit<\/li>\n<li><a href=\"https:\/\/shop.speechandlanguage.org.uk\/search?q=universally+speaking&amp;options%5Bprefix%5D=last\" rel=\"noopener\">Resources to support understanding of typical language development<\/a><\/li>\n<li><a href=\"https:\/\/www.wholeschoolsend.org.uk\/resources\/webinar-practical-strategies-supporting-speech-language-and-communication-needs\" rel=\"noopener\">Webinar: Practical Strategies for Supporting Speech, Language and Communication Needs<\/a> | Whole School SEND<\/li>\n<\/ul>\n<h3 style=\"text-align: left;\"><strong>Resources to share with parents<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/speechandlanguage.org.uk\/help-for-families\/signs-and-symptoms\/\" rel=\"noopener\">Signs and symptoms<\/a> | Speech and Language UK: Changing young lives<\/li>\n<li><a href=\"https:\/\/childrenandfamilyhealthdevon.nhs.uk\/resources\/using-visuals-to-support-communication\/\" rel=\"noopener\">Parent workshop on visuals: Using visuals to support communication<\/a> | Children and Family Health Devon<\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":981,"featured_media":0,"parent":31445,"menu_order":7,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-31465","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-05-11 19:32:26","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31465","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/981"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=31465"}],"version-history":[{"count":4,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31465\/revisions"}],"predecessor-version":[{"id":35428,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31465\/revisions\/35428"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31445"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=31465"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}