Language: So Much More Than We Can Say

By Kelly Hutton

The interactions we foster, through shared experiences develop children's language, well beyond what they can say.

Why Listening and Understanding Matter More Than We Think

When we talk about education, language is often reduced to what is spoken or written. But in truth, language is much more complex, providing the foundational tools that shape how children will learn, think, communicate and navigate their world. Far from being just about words, language development includes how children listen, attend to sounds, process meaning and build the internal frameworks for lifelong learning. In this blog, we explore the crucial role of language in overall educational attainment, how listening and attention underpin this development, and what parents and educators can do to support their children, especially those with additional needs like ADHD, autism or auditory processing difficulties.

Why Language is at the Core of Learning

Language is more than just a subject, it is the very medium through which all learning occurs. According to Spencer et al. (2016), spoken language is closely tied to academic success across subjects, including English, Maths and Science. The ability to understand paragraphs, retain vocabulary, and form coherent narratives strongly predict adolescents GCSE performance.

Additionally the Department for Education (2011) highlights that children from language-rich home environments enter school with significantly broader vocabularies and stronger comprehension. These early differences, shaped by conversation, storytelling, and interaction, can grow into substantial gaps in attainment without early intervention.

Yet language doesn't begin with speaking, it begins with listening.

Listening as the Foundation

Listening is an active, dynamic process, not just passively hearing words, but attending to them, interpreting them, and understanding their meaning (Jalongo, 2010). It is closely tied to attention and memory, cognitive skills that form the foundation of all academic abilities. Moore et al. (2010) found that listening difficulties often stem from challenges with attention and working memory, rather than hearing loss itself.

Listening skills are most powerfully development in the early years, when the brains neural architecture is shaped by rich auditory experiences. Children who are exposed to consistent, responsive speech during infancy and early childhood develop stronger language comprehension and cognitive flexibility (Jalongo, 2010).

Additional Needs and the Listening Challenge

We know that children with ADHD, autism and auditory processing difficulties (APD) may have specific challenges with the listening aspects of language development. For instance:

• ADHD can affect sustained attention and working memory, leading to challenges in retaining and processing spoken information (Magimairaj at al, 2020)

• Autism can affect how children understand and use language in everyday conversations, especially when it comes to things such as turn taking in conversation, understanding tone of voice, or knowing what to say in if different social situations.

  
  

• APD affects how the brain processes auditory input. Sharma et al. (2015) and Bishop et al. (2014) highlight that children with APD may have delayed and reduced neural responses to speech sounds, making it harder for them to decode and comprehend what they hear. These processing difficulties can cascade into weaker reading, writing, and academic engagement (Yalcinkaya, et al., 2009).

• Speech impairments such as a lisp or a stammer for example, often overlap with language comprehension challenges and may require targeted interventions. When children struggle to articulate their thoughts clearly, this can lead to frustration and reduced interaction participation.

• Hearing difficulties even when mild or fluctuating significantly impact a child's ability to access spoken language, particularly when in a group or a noisy setting. Early detection and support such as hearing aids or assistive learning devices are essential in minimising the impact of language development (Moore et al., 2010).

  
  

These needs are often misunderstood as behavioural or motivational issues. Recognising the neurological and cognitive basis of listening difficulties is key to providing supportive, non-judgemental interventions.

How to Recognise Listening-Based Language Challenges

Identifying challenges early can make a big different. Signs to look out for include:

• Frequent requests for repetition

• Difficulty following multi-step instructions (past 4 years of age +)

• Seeming to "tune out" or appear distracted during interactions (after 2 years of age +)

• Trouble remembering what was just said

• Struggles with reading or writing tasks (particularly at 6 years of age +)

If these behaviours are consistent, seeking an evaluation from a speech and language therapist, educational psychologist or audiologist can help clarify the nature of the difficulty and ensure access to the right support. The best place to start when accessing these services, are your GP or Health Visitor.

Supporting Listening, Understanding and Attention

Regardless of whether your child is diagnosed with additional needs, supporting the foundations of listening and understanding benefits all children. Some practical strategies to do this include:

• Minimise background noise during conversations or learning time

• Maintain eye contact and use visual clues to support comprehension and understanding

• Break instructions into small steps and then check their understanding

• Read aloud regularly, using expression and pausing to ask questions

• Play listening games (e.g. Simon says, sound hunts) to build attention

• Allow extra time to process before expecting a response - around 10 seconds or so in between questions or comments

• Narrate daily routines, helping to link language to action and context.

In addition, children benefit from experiences that blend listening with movement and sensory play, approaches which support auditory integration and multisensory learning theories (Sharma et al., 2015)

For children with additional needs, collaborative support may include:

• Speech and language therapy

• Auditory training programs and listening interventions

• Visual timetables or alternative communication tools

• Attention and executive function coaching

These supports should always be tailored and flexible, allowing children to grow in confidence in their own time and way.

A Final Word: Language Builds Connection

Language is much more than learning, it is how we connect, express ourselves, and make meaning in our lives. When we nurture a child's ability to listen, understand, and use language, we empower them far beyond the classroom. The earlier this begins, the better their chances of thriving across every area of education.

If you think you could benefit from more support to help your child achieve this, Nurtured Together offers:

• 1:1 online parent consultations to help you identify and support your child's language needs

• Workshops for parents on language development and attention

• Face-to-face groups where language and social skills grow through play and real-world projects

Explore our resources and upcoming events on nurturedtogether.co.uk

References

• Bishop, D. V. M., et al. (2014). Auditory processing disorder and specific language impairment: Same or different? European Journal of Pediatrics, 173(3), 379–391.

• Department for Education (2011). The Influence of Parental Involvement and Family Background on Educational Attainment (DFE-RR134).

• Jalongo, M. R. (2010). Listening in Early Childhood: An Interdisciplinary Review of the Literature. International Journal of Listening.

• Magimairaj, B. M., et al. (2020). Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties. American Journal of Audiology.

• Moore, D. R., et al. (2010). Nature of Auditory Processing Disorder in Children. Pediatrics, 126(2), e382-e390.

• Sharma, M., et al. (2015). Insights into the neural basis of listening difficulties in children. Journal of Communication Disorders, 57, 88–98.

• Spencer, S., et al. (2016). Contribution of spoken language and socio-economic background to adolescents’ educational achievement. International Journal of Language and Communication Disorders.

• Yalcinkaya, F., et al. (2009). Effects of listening ability on speaking, writing and reading skills of children who were suspected of auditory processing difficulty. International Journal of Pediatric Otorhinolaryngology.