Terminology…Notes on Language, Speech, and Communication, DLD, LLE, and Cultural Responsiveness

Language is a system of symbols (like words, signs, or pictures) we use to think and share ideas. Language can be spoken, written, signed, or shown with pictures. It’s not just the words themselves, but also how we use them to express what we want or mean.
Speech is the way we make sounds and words out loud. It involves how we say sounds (articulation), how smoothly we speak (fluency), and the sound of our voice (voice quality).
Communication is the broader process of sharing information. This can be done with language (words or symbols) or without language—such as facial expressions, gestures, or body language.

A communication disorder can involve problems with hearing, language, speech, or a combination of these.
In U.S. schools, about 19\% of students receiving special education have a speech or language impairment—around 1.1 \times 10^6 students (NCES, 2022).
Nearly all school-based speech-language pathologists (SLPs) work with students who have language disorders (ASHA, 2022b).
One common diagnosis is Developmental Language Disorder (DLD), affecting about 7.5\% of school-aged children.
DLD is when a child has trouble understanding or using language, but does not have brain damage, hearing loss, or an intellectual disability. It is an exclusionary disorder.
This can involve receptive language – understanding what others say or write – and expressive language – expressing thoughts and ideas through words or symbols.
Late Language Emergence happens when children under 3 years old have slower-than-expected language development but no other delays. They’re sometimes called late talkers, late language learners, or late bloomers.
It’s hard to know which toddlers will catch up and which will continue to have difficulties:
- \approx 40\% of toddlers with LLE will still have delays as they grow
- 20\%\text{ to }40\% are later diagnosed with DLD (Bishop, 2017)
Language Difference is not a disorder—it’s simply a variation in how language is used based on regional, social, or cultural background.

Instead of focusing only on a diagnosis (like autism or learning disability), many SLPs use a descriptive-developmental approach.
- Looking at how the student is currently using language (strengths and needs)
- Considering all areas of language—like meaning (semantics), grammar (morphosyntax), and social use (pragmatics)
- Planning support based on the student’s developmental level, not just their label
- Observing how the student communicates in real-life situations

There is often a racial and cultural gap between the professionals providing services and the people receiving them.
To close this gap, SLPs must use culturally responsive practice. When we assess and treat clients, we:
- Consider their language variation (dialect, multilingualism)
- Respect their opinions, values, and belief systems
- Adapt our approach to meet each client’s unique cultural and linguistic needs

Cultural competence used to be the goal, but the word “competence” suggests an endpoint.
Cultural responsiveness recognizes that this is an ongoing process—we are always learning, adapting, and improving.
Responsiveness changes depending on the context and our experience.

Cultural humility – Being open to learning from people whose culture differs from yours.
Cultural self-awareness – Examining your own beliefs, values, and cultural identity to better understand others.
Ongoing learning – Seeking cultural education, reflecting on experiences, and adapting based on evidence-based practice.