language – I am James' mum

Multimodal Communication, Makaton, AAC and learning English Language

This blog explores how multimodal communication can support teaching English. It is especially helpful for learners who may be developing language in different ways. Let’s take a closer look at the What? Why? When? Where? How?

❓What is Multimodal Communication (MMC)?

Multimodal communication means using more than one method or mode to share a message. It falls under the umbrella of AAC — Augmentative and Alternative Communication.

These modes can include:

📸 Photographs or images
✋ Makaton or simplified sign language
🗣 Spoken language
🧍 Body language and facial expressions
📱 Speech-generating devices (SGDs) or apps
📝 Writing or typing
🧃 Real objects (e.g. a juice carton to represent “drink”)

By mixing and matching these modes, we make communication more accessible. It becomes more engaging and inclusive. This is especially true for children who find spoken English difficult to understand or use.

❓Why Use Multimodal Techniques?

Much like how we might use multimodal communication gestures when traveling in a foreign country, and can’t speak the native language,

Multimodal communication helps to support:

Children with delayed or different language development
Non-speaking or minimally verbal children
Learners with unclear or inconsistent speech
Those with sensory, cognitive, or motor differences
Children learning English as an Additional Language (EAL)

These techniques help avoid communication breakdowns and build:

💬 Meaning
🧠 Memory
👂 Understanding
🖐️ Participation
💪 Confidence

❓When Should We Use These Techniques?

Every day, and as often as possible.

Multimodal communication becomes more effective when:

It’s used consistently across different places — home, school, and community
It’s paired with real-life situations (e.g. signing wait at a zebra crossing)
It’s modelled with patience, rather than taught as a formal lesson

Multimodal communication is about natural connection, not just teaching.

❓Where Can We Use Multimodal Communication?

Anywhere! But the method you choose might change based on the setting.

For example:

🏫 In school: visuals, signs, speech, writing
🏊 In the swimming pool: facial expressions and gestures
🛝 In the park: key words, pointing, body language

🧩 Be flexible. If one mode isn’t available, use another. All forms of communication modelling count.

❓How Do We Use Multimodal Communication?

There’s no “one-size-fits-all.” Every child communicates in their own way.

What matters is that we:

✔️ Adapt to the child’s needs
🕓 Slow down and allow time to process
🔁 Repeat key messages using different modes
💡 Model communication naturally, rather than instructing
🔄 Focus on connection over correction — understanding comes first

❓What is Makaton?

Makaton is a simplified signing system that removes complex grammar and supports spoken language. It focuses on key words.

You:

Say the word
Sign the word
Use gestures to show the meaning

It’s a powerful tool for learners who are developing communication alongside or instead of spoken English.

❓Why Focus on Makaton Key Words?

Key words lay a strong foundation for:

🛑 Safety – stop, wait, no
🧃 Choice – want, like, more, finished
🧍 Social interaction – hello, help, look, me/you

When used naturally in conversation (not just commands), these words help children to:

Make choices
Express needs
Connect socially
Learn English in context

❓How Does Makaton Support English as a Second Language?

Makaton creates a bridge between a child’s home language and English.

It offers:

👁️ Visual cues for abstract English words
📣 Sound–meaning connections
🖐️ Gestural prompts that aid memory
💬 Early ways to communicate, even before fluent speech develops

In group settings, Makaton is inclusive — it helps everyone use the same universal signs to support understanding.

💬 My Personal Experience

Everyone communicates differently, and there is no right or wrong way to communicate with our kids. How we do it depends on what we want to say, how we naturally speak, and how we can adapt our message to support differences in processing, cognition, apraxia, and language development.

Key words are important because they help lay the foundation for basic safety, communication, and self-advocacy. My core keywords are:

Stop, Go, Wait, Want, Like, Do, Not

When these words are taught naturally as part of everyday conversation — rather than just used for giving directions — they become meaningful and usable in real-life situations. This creates a structure of understanding and builds the child’s ability to express themselves independently.

Using songs and storytelling to model the functions of language through Makaton (or other multimodal methods) reinforces the connection between sign and sound. Melody, imagery, movement, and expression add deeper meaning to the key words and make learning more engaging.

Music and stories are brilliant for:

🗣 Learning how language is used (asking, greeting, commenting)
🎵 Practising rhythm, tone, and pronunciation
🧠 Boosting memory and vocabulary
💖 Encouraging creativity, connection, and expression

What songs or stories would you like to learn? Please comment!

The Importance of Being Earnest: Understanding Gestalt Language Processing

I’ve been reflecting on the term Gestalt Language Processing (GLP) and how I wish someone had explained it to me years ago. Despite more than a decade of therapy with my son James, the term was never specifically brought to my attention. Perhaps for various reasons. But it’s so crucial that I now believe everyone — especially parents, teachers, and therapists — should know it.

As James’ mum

It’s my job to look and listen.
Not just with my eyes and ears, but with my heart and soul.
Not just for words, but for meaning.
Not just for learning, but also for feeling.

What Does Gestalt Mean?

We all contribute to the human Gestalt. It is our shared responsibility to make sure everyone feels part of it. As whole people. As part of a shared humanity that values people as equal, different and not less.

The word Gestalt comes from German, meaning “shape” or “form”. You might not hear it often in everyday conversation. That’s normal — specialist language tends to remain within professional circles such as speech and language therapy or medicine. Much like terms such as sensory processing disorder or neurodiversity, we often only learn them when we need to. But Gestalt is one of those vital, essential words we should all know.

So I write this blog in the earnest hope that someone else — perhaps a parent just beginning their journey — finds the clarity and hope this understanding has brought me.

As I continue to learn, I’ll continue to write and update my blog posts.

Learning styles, simplification, mnemonics and memorability

When trying to understand or explain something complex, I use simple comparisons. These include similes, metaphors, or symbols. I use any approach that helps make it memorable.

So here’s how I explain Gestalt Language Processing:

Gestalt Language Processing is greater than both the individual words AND the sum of the words or sounds used.

Using basic mathematical notation:

Gestalt Language Processing ≥	the sum of its parts (words)
GLP ≥	Σ (individual words)

And importantly:

Neurodiversity >

the sum of its diagnostic parts

Neurodiversity is greater than the sum of diagnostic labels, attributes and the way they communicate. The individual is more than any one label. Neurodiversity is the whole person.

Key:

≠ = not equal to	= = equal to
≥ = greater than or equal to	≤ = less than or equal to

Gestalt Language Processing is not the same as typical language learning (known as Analytic Language Processing). It differs from learning and using words one by one. It’s about how some people absorb chunks of language — phrases, tone, even lines from films — and use them to communicate meaning. It’s not merely random repetition or what might be labelled as vocal stimming or self-stimulation.

GLP ≠ Analytic Language Processing	GLP is not the same as analytic language processing.
GLP ≠ Random Repetition	GLP is not random repetition.
GLP = Meaningful Language Chunks	GLP involves meaningful units of language.
GLP > What It Seems	GLP is more than it appears to be on the surface.

The message often lives in more than just what is being said. That message is in the Gestalt. It encompasses the whole being of the person, the form it takes, and the environment that shapes it. It is not only in the parts of their language or behaviour we can easily see or interpret.

This is why the message is often greater than it may first seem. This is key to finding the meaning. It helps support the learner to develop more meaning in their communication attempts. Using alternative and augmentative communication techniques (AAC) can facilitate making their lives easier.

Echolalia and the Misunderstood Message

If you’ve heard of autism, you may also have come across the term echolalia. It refers to when a child repeats a word or phrase, seemingly out of context. It might appear random, even meaningless. But it isn’t. Echolalia is often a clear sign of Gestalt Language Processing. The repeated phrase isn’t just a copy. It’s a meaningful unit. We may simply not yet understand its full significance.

For years, I didn’t consider James to be a Gestalt Language Processor. This was because he didn’t have “words” in the traditional sense. He didn’t repeat lines from television or use set phrases. But he did, and still does, make sounds, use intonation, and produce strings of vocalisations that don’t appear to make sense.

Recognising GLP involves more than just spoken words. It is crucial for understanding how many people with disabilities may be trying to communicate. Some children, like my son, process language gesturally. They may also communicate through vocalisations that may sound unintelligible. However, they likely carry deep, personal meaning.

A Cultural Example: Rain Man

In the 1988 film Rain Man, Raymond (played by Dustin Hoffman) is portrayed as a man who frequently repeats lines from television and past conversations. At the time, these behaviours were seen as curious or even comical — part of the “savant with quirks” stereotype. As a 10-year-old watching the film, I didn’t understand what was really happening. Now, I can see that Raymond was likely a Gestalt Language Processor — using stored scripts to express thoughts and emotions.

While Rain Man was groundbreaking in raising awareness, it also simplified or misrepresented the richness and diversity of neurodivergent communication. Today, we know better — so we can do better.

Understanding James, Understanding GLP

Since learning about GLP, I now understand that James — a non-speaking Gestalt Language Processor — is communicating all the time. His vocalisations, intonations, facial expressions, and gestures (what I now affectionately call his “gjesters”) are his way of forming meaning.

His brain doesn’t retrieve or process language in the typical way. This isn’t a failure — it’s just different wiring, likely related to neurological differences in areas such as the basal ganglia. For him, spoken language is like a stormy sea. There’s no bridge, no path laid out — but he is wading through, sound by sound, expression by expression, building his own way to the shore.

Against Deficits, For Understanding

You may read my posts and think I’m anti-labels or sceptical of diagnostic tools — and yes, to an extent, that’s true. I believe we need knowledge, language, and evolving frameworks to help our children. But I push back against deficit-based labels — the kind that reduce children to categories of what’s “wrong” with them.

We’ve moved on from outdated terms like handicapped because we recognised how language shapes perception and inclusion. I hope we can keep evolving — towards a framework that respects the Gestalt of neurodiversity.

Gestalt, in broader contexts

From a linguistic perspective, the word Gestalt reminds me of “gesture,” and the ending “-alt” feels like “halt” — a blocked gesture. This reflects how many children’s communicative attempts are disrupted by neurological barriers. That’s where Augmentative and Alternative Communication (AAC) becomes vital — to help work around these blocks.

In psychology, Gestalt theory is all about the whole: perception, behaviour, motivation, and connection. It sees the mind in a holistic view, for example more than the brain, blood and tissue that make up the organ, the body and the person. This is essential in how we understand neurodivergence.

And in the humanities? We might say this:
There is always more to a person than what meets the eye. The Gestalt of humanity is neurodiversity, and the sum of a person is more than what can be seen — or boxed into diagnostic categories.

As Dr Barry Prizant writes in Uniquely Human, our job is not to fix people — it’s to understand and support them.

P-p-pick up a penguin, phonology, philosophy, presence and policy.

Trigger Warning: This text contains references to derogatory and emotive language that may be distressing or upsetting.

As the year ends, I begin preparing for the festive season. I will use our Makaton signs for Christmas carols. This will demonstrate a different way of learning language and communication.

Phonology

refers to the sounds we make, hear, and understand from the words we use. This is also known as pronunciation or speech sounds. It is crucial for understanding each other when communicating verbally. This applies when communicating with others in the same language or another language.

Stuttering (no longer an official diagnosis) could be described as a speech disorder or impediment. I prefer to call it a characteristic that affects pronunciation or phonology. If you belong to my generation and were raised in England, you might recall the chocolate biscuit bars called Penguins. The manufacturer, McVities executed a genius marketing campaign that caught the publics attention. In fact, it was so memorable I still buy and remember it 40 years later. It also provides a perfect example of a phonological difference. This difference is present in some populations of people: the prolongation or delay to a part or start of a word. The key points highlight that problems with phonology make communication difficult. Thankfully, it can be transient and is no longer diagnosed as a disorder! (Yet it is still classified in the DSM-V as a Childhood-onset Fluency Disorder).

Makaton

sign language uses the body to aid communication. It’s similar to an extension of the natural body language we use when we travel and try to make ourselves understood. It is known in Special Educational Needs and Disabilities (SEND) as an AAC tool. We use it to aid and augment communication. It is an alternative to speech and written communication. However, it is often used in conjunction with these more standard techniques for learning.

Makaton benefits all children by promoting focus, motor skills, and cognitive development while encouraging empathy and inclusion. By incorporating Makaton into daily life, we create an environment where learning is accessible, diverse, and enriched, benefiting everyone through different ways of connecting and expressing themselves.

Click here to read Benefits of Makaton Signing, Engagement, and Inclusion.

Another key aspect of the “P-p-p Pick up a Penguin” song is its memorability! Perhaps it was the catchiness of the tune or because it was so amusing and different, it became so popular.

In terms of inclusion, promoting learning through song and sign is not a new concept. Yet it is has not yet become mainstream, memorable or universal enough that more people know it well. I spend quite a lot of time learning it, forgetting it and trying again. Like I do with most of my learning, especially Thai language… My understanding improved when I started making my own learning resources, specifically short videos that cater to my attention span, learning style and time constraints, and then use in songs. I share these on my social media, as I learn.They are a little rough and ready but they do the job and I don’t have the time.

Numerous benefits for institution-led Makaton learning are highlighted in the podcasts below. I will summarise them in a link below.

P, p, p – Prophecy, Policy, Political Correctness, Progression, Pygmalion, Presentation, Philosophy, Pathology, Perceptions, Problems

A quick discussion and play on the p, p, p theme – more “P” words.

In my opinion, when we label children as disordered and deficient, we create a ‘Pygmalion’ effect. This refers to an imposed identity, potentially through negative medical labelling. It is sometimes used in the context of a self-fulfilling prophecy. In this context, a belief or expectation about a person or situation leads to behaviours. As I like to break down words and phrases to understand them a quick Google search explains prophecies ‘as any statements or beliefs about the future, past, or present’. These statements ‘may or may not involve supernatural elements’. In social contexts, “self-fulfilling” describes something that becomes true because of the actions and beliefs built around it. For example, if a teacher believes a student is talented, they may give that student more attention. This extra attention leads the student to perform better, which then confirms the teacher’s belief.

A person’s potential can therefore be predicated upon the perception of themselves imposed by others. It is so powerful that sometimes policies are built around such perceptions.

‘Political Correctness’ is a term supported by radical policies that refers to the use of inclusive language and the avoidance of language or behaviour that can be seen as marginalising or insulting. This is crucial for groups that are disadvantaged or discriminated against, especially those defined by ethnicity, sex, gender, sexual orientation, or disability. This term has been around since the 1980s, and why I advocate for the use of neurodiversity-affirming language instead of derogatory and debilitating labels. It is more politically correct.

Considering the impending neurodiversity acceptance revolution, it is useful to understand historical labels for neurodiverse and disabled people. Some were called “feeble-minded,” “retarded,” “spastic,” and were thought of as useless at the extreme end of the scale. In addition, people used words like “chink,” “paki,” “nigger,” and “faggot.” in the contexts of bullying, shielded racism or cruelty.

I use them here to express the emotive quality of words, how they depict different eras and mentalities, and their subsequent disuse. I witnessed this progression and evolution of language and social conscience firsthand. I am thankful for the cultural revolution and appreciate the prevailing predominance of positive promotion of all people in the population. There is an increasing understanding and respect for difference. Yet, I was shocked to hear the word “retard” spoken from a young man’s mouth just a few weeks ago. This seems specifically relevant, as Joanna raises this controversially in her podcast ‘R is for Rosie’ (linked below). She notes that it is still used as a basis for humour. Consequently, it is prolonged and propagated by some people in some homes.

The final “P” word for this piece will be philosophy. The nature of our current reality (metaphysics) shapes our experience. The scope and limits of human knowledge (epistemology) are defined at a particular point in time. The principles of right and wrong (ethics), taught to us by our parents and public policy, guide us. The structure of reasoning (logic) and our appreciation of the beauty of our environment (culture) define who we are. These aspects define the meaning of life and affect how we exist and coexist.

In the context of disability, there appears to be a misbalance between values and pathology, perceptions and problems. This leads to discussions on the next play on the “P” word: the Pavlov’s Dog experiment and learned helplessness. To be continued 🙂

Self-Fulfilling Prophecy

The self-fulfilling prophecy can be observed in various contexts, including education, relationships, and organisational settings. It demonstrates how our beliefs and expectations can shape reality through our actions and interactions.

Self-Fulfilling Prophecy In Psychology: Definition & Examples

Merton’s work highlighted the power of social expectations in shaping individual and group behaviour, making the concept crucial for understanding social dynamics and interpersonal relationships.

Pygmalion – My Fair Lady, George Bernard Shaw, another phonological, musical story, and Christmas classic 🙂

Tag: language