Gestalt Language Processing

Did you know that there are two different ways in which children learn language?

These two different ways are known as Analytic Language Processing and Gestalt Language Processing.

Both are equally valid and developmental ways of acquiring language.

Neither way is better than the other - they are just different.

Analytical Language Development is the more traditionally recognised way in which children develop language. Analytical language processors first learn language in units which are single words (e.g., ball) which they then combine with other units to form 2 and then 3 word phrases (e.g., red ball).

Gestalt Language Development is an alternative way in which children develop language. Gestalt Language Processors first learn language in units which are longer multi-word ‘chunks’ which they have heard, stored, and use in similar contexts or situations to when they were first heard. These ‘chunks’ are known as gestalts and form a ‘soundtrack to an experience’ for the child.

Learning and understanding how your child processes and learns language can be useful in identifying the best ways to support their language development.

Strategies and techniques that have been developed to support Analytical Language Processors (ALP) are not always beneficial for Gestalt Language Processors (GLP).

See below for more information about Gestalt Language Processing, how to identify if you child could be a Gestalt Language Processor, and recommended strategies and approaches for supporting their language development. 

Gestalt comes from the German word meaning ‘form’ or ‘shape’. In psychology, it refers to processing information (auditory, visual, linguistic) as a whole that is more than the sum of its parts.

Analytic Language Development

Uses units of meaning which are often single words that reference what is seen or done within the immediate environment (e.g., ball, pig).

Combines 2 units of meaning/single words together to form 2-word phrases (e.g., red ball, big dog).

Combines multiple units of meaning/3-4 words together into short phrases with early grammar (e.g., want red ball).

Combines several words together into simple sentences with developing grammar (e.g., can we go and play ball?).

Gestalt Language Development

Uses intonationally defined ‘chunks’ of language to convey a message that they have heard others use (e.g., repetition of adults/peers lines from TV shows, songs).

Breaks apart learned gestalts (i.e., ‘chunks’) and begins to mitigate them by ‘mixing and matching’ parts of them together to produce semi novel utterances.

Extracts single words from learned gestalts and begins to use them in isolation and 2-word combinations with an understanding of the individual meaning of each word.

Begins to combine 2-4 words into self-generated phrases with early grammar and an awareness of word order (e.g., me want ball).

Please note that there are 6 recognised stages of language development for Gestalt Language Processors; however, only the initial 4 stages are shown here.

Click here to download a copy of our Gestalt Language Processing & Natural Language Acquisition handout for more information.

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart..”

Nelson Mandela

Children who are identified as being Gestalt Language Processors can benefit from Speech and Language Therapy which:

  • Is child-led and incorporates their unique interests and passions.

  • Considers the child’s sensory processing needs and the importance of movement for facilitating regulation and language use.

  • Acknowledges and validates the child’s communication by repeating back what they say.

  • Values all attempts and methods of communicating (e.g., spoken language, songs, use of media such as TV clips).

  • Provides access to a total communication environment to give access to these different tools.

  • Does the detective work to identify the underlying meaning of a gestalt (i.e., intentionally defined unit) so that adults can respond appropriately and in ways that the child is expecting.

  • Aims to expand on the repertoire of gestalts the individual uses to support them to communicate for a range of communication functions (e.g., commenting, self-advocating, protesting etc.).

  • Supports the child to move through the Natural Language Acquisition (NLA) Framework towards the production of novel self-generated utterances to increase the flexibility and autonomy of their expressive language.

Emma has completed additional training in Gestalt Language Processing through the Meaningful Speech program and is listed as a Trained Clinician in their Registry.

“When I first learned about Gestalt Language Processing I had a massive ‘lightbulb’ moment. It gave me the knowledge and tools to support children whose language had unfortunately been ‘lost in translation’ up until that point. It was a turning point for me in my career and has influenced every aspect of my practice since, including the inspiration and motivation to start Core Speech and provide neurodiversity affirming Speech and Language Therapy.”

Emma Sharrock, Independent Specialist Speech and Language Therapist & Clinical Director at Core Speech

 8 Signs your child may be a Gestalt Language Processor

1. Uses long scripts that they have heard, often from media (e.g., books, movies, lines from songs and TV shows) as well as language others have used.

2. Uses rich intonation and imitates the pitch and melody used by the original speaker (e.g., parent, peer, TV).

3. Repeats language after other people with a delay (e.g., 5 minutes, 1 day, 1 week etc.) This is known as delayed echolalia.

4. May study or use media to communicate (e.g., will play a clip from a TV show to communicate a message).

5. Language used (i.e., words said) tends to stay consistent across contexts/situations, such as using the same phrase every time they want to go outside (e.g., open the door)

6. Reduced speech intelligibility due to the child not being motorically caught up for the long utterances they are using expressively.

7. The underlying meaning of the scripts used cannot always be taken literally and often relates to the context in which it was heard. It can be described as a ‘soundtrack to an experience’.

8. May use some single words which can have a deeper meaning as opposed to their referential meaning (e.g., ‘cats’ to refer to all animals).

Click here to download a copy of our ‘Signs a child could be a Gestalt Language Processor’ handout for more information.

If you’re interested in learning more about how Core Speech can support you or your child, please contact us.

“One of the critical aspects of Gestalt Language Processing is its natural, spontaneous nature. This isn’t anything taught or instructed or a repeat-after-me scenario. It’s picked up voluntarily and used spontaneously in another situation.”

Marge Blanc, Speech and Language Pathologist & Pioneer of Natural Language Acquisition

Common Questions about Gestalt Language Processing

  • There are two different types of echolalia - immediate and delayed.

    Immediate echolalia occurs when a child repeats something that have just heard, often within seconds. Immediate echolalia is often used to enable a child to process what has been said, develop their understanding of language, or ‘buy’ time to respond and maintain their conversational turn in an interaction.

    Delayed echolalia occurs when a child repeats language that they have heard earlier - this could be minutes, hours, days, or weeks.

    Delayed echolalia is most commonly observed in individual’s who are Gestalt Language Processors and the language imitated carries a deep, personal meaning for the child.

  • Whilst every child’s language development journey is different, there is evidence that children who are Gestalt Language Processors can make progress with their language and move through the natural developmental stages from using stored phrases to creating their own flexible, self-generated language.

    It is important that children who are identified as being Gestalt Language Processors are supported with appropriate communication and language strategies that align with the way their brain is processing and acquiring language. For some children this may initially begin by supporting them to use more scripts in their autonomous communication so that they have a wider repertoire of language units to begin to mitigate and change in some way.

    It is also important to ensure that the child’s lead is followed when modelling language at different developmental stages so that any new target areas are appropriate.

  • Many children who are Gestalt Language Processors begin using language by repeating lines or whole verses from familiar songs and nursery rhymes. For example, singing ‘Old MacDonald’ when playing with animal figures, or singing ‘This is the way we brush our teeth’ when cleaning their teeth in the bathroom. These songs are meaningful to the child and show how they are learning and making sense of the world around them.

    Follow your child’s strengths and use songs and rhymes during your daily routines and play times. For example:

    • Think about songs which capture what your child is doing during an activity and sing to them.

    • Use the same melody and intonation from familiar songs and add your own words (e.g., ‘Now it’s time to wait my turn, wait my turn, wait my turn, now it’s time to wait my turn, then I can go’ to the tune of London Bridge is falling down).

    • Take the songs that your child is currently singing and change them slightly to model new varieties (e.g., ‘This is the way we wash our face’ or ‘This is the way we pour the milk’).

  • The scripts that Gestalt Language Processors use to communicate are known as gestalts and often have a deeper, personal meaning connected to them than the literal interpretation of the language alone. This deeper meaning can be related to the original source that the script derived from or how the child was feeling when they first heard the script. By using this script, the child is already communicating using language that has meaning for them.

    Rather than dismissing or correcting the child, respond to what they are saying by repeating the script to validate it. You can then follow this up by modelling an alternative phrase which reflects what the child is trying to communicate but may be more easily understood by less familiar communication partners.

    For example, if the child says ‘the balloon is too big’ in response to something that they don’t like or makes them feel uncomfortable you could model the phrases ‘I don’t like it’ or ‘stop doing that’.

  • Yes - AAC can be a really valuable tool for Gestalt Language Processors, especially if they are minimally speaking or still developing reliable spoken language.

    Many robust communication apps are based on the principles of analytic language development and contain a wide vocabulary of single words which can be combined to create multi-word messages.

    It may therefore be necessary to modify the default display of a communication app to contain phrase based language including the child’s existing gestalts. Other customisations which may be beneficial include:

    • Use of recorded audio from the original source of the script (e.g., the cartoon character’s voice).

    • Use of imagery from the original source of the script (e.g., a photograph from a real-life experience or a screen short from a video).

    • Access to videos or embedded media.