Gestalt Language Processing (GLP)
A natural way to develop language
Gestalt language processing was given its name by Ann Peters in 1983. It recognises that, rather than single words, some children develop language first with ‘chunks of language’ or ‘gestalts’ (however long); usually from media, songs, or from other people in their lives.
You may have heard of Gestalt Language Processing also known as ‘GLP’. Although not a diagnosis, gestalt language processors are often recognised by
their:
Although not a diagnosis, gestalt language processors are often recognised by
their:
- sing song intonation (often referred to in the early research as
intonation babies). - love of music .
- use of echolalia (repeating back what the child has heard) from other
people or media. These may be as short as single words or as long as a
movie:
- they may be repeated with exactly the same intonation
- holds a larger meaning and usually tied to an emotional or
- dramatic experience.
- most cannot be taken literally.
Most autistic children are likely gestalt language processors; however, non-autistic children can also develop language this way.
More information on recognising and supporting gestalt language processors can
be found on https://communicationdevelopmentcenter.com/ and https://www.meaningfulspeech.com/ and there is a wealth of information and video examples on social media.
References:
- Blanc, M. (2012) Natural Language Acquisition on the Autism Spectrum: The Journey from Echolalia to Self-Generated Language. Communication Development Center.
- Blanc, M., Blackwell, A. & Elias, P. (2023) Using the Natural Language
Acquisition Protocol to Support Gestalt Language Development. ASHA. - Peters, A.M. (1983) The units of language acquisition. Cambridge
University Press.
A natural way to develop language
Gestalt language processing was given its name by Ann Peters in 1983. It recognises that, rather than single words, some children develop language first with ‘chunks of language’ or ‘gestalts’ (however long); usually from media, songs, or from other people in their lives. In 2012, Blanc mapped out 6 stages of development from gestalts to self-generated, original language (with examples seen in clinic);
| Stage | Description | Examples seen in clinic |
| Stage 1 Echolalia | “Delayed echolalia” (language the child has heard from a parent, media or anywhere else, processed, stored and used in another situation) | “There’s a monster at the end of the book!” |
| Stage 2 Mitigation | The child begins to break down their chunks of language and uses those mitigations with other mitigated chunks of language. | (mixing of two partial gestalts): There’s a monster + under there” = There’s a monster under there. Trimming down): “There’s a monster.” |
| Stage 3 Isolating the single word | Original language begins here. | Breaking the script down to one word unit and/or making a new noun combination. Example: “monster”, “scary monster”, “monster red” |
| Stage 4/5/6 Spontaneous language and developing grammar | Beginning stages of grammar, both correct and incorrect, followed by the stages of more advanced grammar. | Putting word units together to make novel phrases or sentences. At Stage 4, children are using beginning grammar. At stages 5-6, children begin using advanced and complex grammar. Examples: “The monster goed under” (Stage 4) “The monster can’t get out” (Stage 5), “Shouldn’t he have come out from under the bed by now?” (Stage 6). |
Supporting our children
Follow your child’s lead. Doing so means we play the way our child wants to play, we can see the world from our child’s point of view by including and following their interests. This builds connection with a child and fosters a trusting platform for language modelling. This has been described as the “most essential underlying support for gestalt language development” (Blanc, Blackwell & Elias, 2023).
Strategies include:
| What can I do | Sentence starters | Model phrases for |
| Child led interactions | Let’s… | Asking for comfort, affection and safety |
| Reduce questions | That’s… | Refusal |
| Provide sensory supports | What’s next… | Enjoying what they enjoy |
| Be ok with silence | It’s… | Expressing emotions |
| Acknowledge natural language and gestalts | How about… | Suggesting something fun to do |
| That was fun! | Asking a question | |
| Sharing a favourite song/story |
We need to be a detective. Finding out what your child’s gestalts mean
to them is a very powerful tool. For example: “To infinity and beyond”
could mean that your child wants to be spun around, that they want to
run, or that they are simply transitioning from one place to another.
Support your child’s sensorimotor needs and use music and song to
support your child where appropriate.
Acknowledge ALL communication