Gestalt Language Learning represents a unique approach to language acquisition, differing significantly from the more commonly understood analytic language development. Instead of starting with individual words and gradually building towards phrases and sentences, gestalt language learners begin by processing language in larger chunks or units. This method, often described through the Natural Language Acquisition (NLA) stages, highlights a different yet equally valid pathway to language proficiency.
A gestalt language processor naturally learns language by absorbing whole phrases or “gestalts” before breaking them down into individual words. For example, while an analytic language learner might progress from understanding “car” to “red car” and finally “It’s a red car!”, a gestalt language learner may initially grasp and use the entire phrase “Wow, that’s a fast red car!” as a single unit, perhaps using it every time they see a car, regardless of its color. This is not indicative of a deficit but simply a different style of language development. Recognizing and embracing this learning style can significantly support a child’s language journey, allowing them to build upon their natural strengths and achieve more effective language generation. It’s worth noting that while autistic children are frequently identified as gestalt language learners, this learning style is not exclusive to autism and can be observed in neurotypical children as well.
Decoding Echolalia
Echolalia, the repetition of another person’s utterance, is a key concept in understanding gestalt language learning. It’s not simply mimicry but a communicative tool and a stepping stone in language development for gestalt processors.
Immediate echolalia involves repeating utterances immediately or after a very short pause.
Delayed echolalia, on the other hand, refers to the repetition of utterances after a more significant delay. (Prezant & Rydell, 1984).
Crucially, echolalia is communication. Instead of discouraging it, we should encourage and build upon echolalia. Acknowledging and responding to these repetitions is vital for fostering communication and promoting progress towards self-generated language.
Understanding Scripting
Scripting is closely related to delayed echolalia and involves a child using these delayed repetitions to communicate or simply for enjoyment. These scripts can originate from overheard conversations, favorite games, TV shows, or movies.
Example 1:
Imagine a child at the park who goes down a slide. Their parent exclaims, “Wow, that’s fast!”. Now, every time the child goes down a slide, they repeat, “Wow, that’s fast!”. In this scenario, a caregiver can expand on this by modeling related phrases like “Wow, that’s fun!” when the child or caregiver goes down a slide.
Example 2:
A teacher announces, “Okay, time for gym!”. The child responds with, “Let’s go to the spaceship!”. This is an example of delayed echolalia or scripting, likely from a show the child enjoys. Here, “Let’s go to the spaceship!” is the child’s way of saying “Let’s go to the gym,” even though they haven’t yet developed the self-generated language for “gym.” The caregiver can acknowledge their communication attempt by responding, “Yes, let’s go!”.
Natural Language Acquisition (NLA) Stages
Gestalt language development progresses through distinct stages known as Natural Language Acquisition (NLA) stages:
Stage 1 – Echolalia: Whole Gestalts
- Characterized by the use of entire phrases or chunks of language without breaking them down. Examples include: “Let’s go outside,” or “Time to play.”
Stage 2 – Mitigation of Gestalts: Partial Gestalts
- Children begin to break down whole gestalts into smaller parts and combine them creatively.
- “Let’s” (from “Let’s go outside”) + “play” (from “Time to play”) = “Let’s play”
- “Time to” (from “Time to play”) + “go outside” (from “Let’s go outside”) = “Time to go outside”
Stage 3 – Single Words: Isolation and Combination
- Single words emerge as children further analyze their gestalts and isolate individual words. These single words are then used more flexibly.
- Phrases like “Let’s go” and “go outside” might lead to the single word “go!” being used in various contexts.
Stages 4/5/6 – Self-Generated Language: Original and Complex Sentences
- This stage marks the development of original, self-generated sentences and more complex grammatical structures, moving beyond the initial gestalts.
- Example: “I want to go play outside” demonstrates original sentence formation.
Speech Therapy for Gestalt Language Learners
The primary objective of speech therapy for gestalt language learners is to facilitate the development of self-generated language. Effective intervention emphasizes natural and engaging contexts for language learning. Speech-language pathologists (SLPs) often utilize child-led play and incorporate the child’s specific interests to target language development. Supporting gestalt language acquisition requires patience, careful observation by caregivers, and consistent therapeutic strategies. Engaging activities and play that resonate with the child’s passions are key to successful therapy.
4 Key Tips for Responding to Echolalia and Gestalt Language
- Respond and Acknowledge: Even a simple smile, nod, or repetition of the echolalia shows the child that their communication attempt is recognized and valued.
- Context is Key: Avoid taking the echolalic or scripted utterance literally. For instance, if a child says “it’s on fire!”, it may not indicate a real fire but could be related to another context or feeling.
- Model, Don’t Replace: Refrain from immediately correcting or demanding “replacement language.” Language development is a gradual process. Focus on modeling clear and appropriate language in natural interactions and teaching moments.
- Become a Language Detective: Try to understand the meaning behind the script. Ask yourself, “What is the child trying to communicate with this script?” Once you decipher the intended message, you can effectively model language that helps them move towards self-generated communication.
For deeper insights into Gestalt Language Learning, explore resources like Meaningful Speech.
*It is important to note the use of Identity First Language (e.g., “autistic children”) in this article, aligning with the preferences of the autistic community. While Person First Language (e.g., “children with autism”) is also used, Identity First Language is increasingly recognized and respected within the community.
– Ashley Cubberly, M.A. CCC-SLP
References:
Peters, A. (1983, 2002). The Units of Language Acquisition. Cambridge: Cambridge University Press. http://www.ling.hawaii.edu/faculty/ann
Prizant, B. (1983). Language Acquisition and Communicative Behavior in Autism: Toward an Understanding of the ‘Whole’ of It. Journal of Speech and Hearing Disorders, 48, 296–307.
Prizant, B., & Rydell, P. (1984). An Analysis of the Functions of Delayed Echolalia in Autistic Children. Journal of Speech and Hearing Research, 27, 183–92.
Wetherby, A. (1986). Ontogeny of Communicative Functions in Autism. Journal of Autism and Developmental Disorders, 16(3), 295–316.
Rydell, P., & Prizant, B. (1995). Assessment and Intervention Strategies for Children Who Use Echolalia. In K. Quill (Ed.), Teaching Children with Autism: Methods to Increase Communication and Socialization (pp. 105-129). Albany, NY: Delmar Publishers.
Stiegler, L. (2015). Examining the Echolalia Literature: Where Do Speech-Language Pathologists Stand? American Journal of Speech Language Pathology, 1-13.
Zachos, A. (n.d.). Meaningful speech- echolalia education. Meaningful Speech- Echolalia Education. Retrieved May 1, 2022, from https://www.meaningfulspeech.com/
