{"id":615,"date":"2025-10-16T20:06:15","date_gmt":"2025-10-16T20:06:15","guid":{"rendered":"https:\/\/jobs.qalamscholar.com\/?p=615"},"modified":"2025-10-16T20:06:15","modified_gmt":"2025-10-16T20:06:15","slug":"guest-post-scaffolding-speech-a-mothers-journey-into-language-development-without-a-therapist","status":"publish","type":"post","link":"https:\/\/jobs.qalamscholar.com\/?p=615","title":{"rendered":"GUEST POST: Scaffolding Speech: A Mother\u2019s Journey into Language Development Without a Therapist"},"content":{"rendered":"
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By Salome Olajide-Buari<\/em><\/p>\n

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Salome Olajide-Buari is a Nigerian mother also known as The SENT Educator. She works with children and young families from different parts of the world as a life and soft skills coach. She’s an author of Children’s books. In the university classroom, she teaches Use of English. Her teaching integrates technology with practical and interactive, student-centered methods. Recognizing that language itself is central to all learning, she emphasizes clear communication, critical literacy, and collaborative inquiry as foundational to academic success. As a researcher, she’s been interested in Accent perceptions, Nigerian English, Phonetics and Phonology but now, inspired by her son’s journey, she hopes to do her PhD in Child Language.<\/em><\/p>\n

A Hard Hit<\/h2>\n

It was a hard hit knowing that my second son\u2019s speech was not conventional. I had done well with my 1st son, teaching him to read before age 3 but I didn’t track his progress intentionally to know how many words he spoke at what age so, I was looking forward to doing that for my 2nd child. <\/p>\n

I couldn’t record the number of words at Age 1 but that didn’t raise any suspicion in me because I felt that every child was different and I should give him some space to develop well at his own pace. But I noticed he did not respond to words like others. I couldn’t exactly TEACH him to blend the sounds of the letters of the alphabet because he would not respond to instructions but he could read Phonics and Sight words at 2yrs, 3 months, even earlier than his brother had.<\/p>\n

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Image courtesy of Salome Olajide-Buari<\/p>\n<\/figcaption><\/figure>\n

When a child’s name is called, he should respond with a \u2018Yes, Daddy?\u2019 or \u2018Yes, Mummy?\u2019 but Charis wouldn’t even respond with a \u2018Yes?\u2019 It seemed he didn’t KNOW the name was his! We demonstrated name calling and response, instructed him, reminded him when he didn’t respond but to no avail. <\/p>\n

When he was 3.5yrs, I expected the usual explosion of words and quirky conversations preschoolers are known for. But instead of the chatter I hoped for, he mostly echoed phrases he\u2019d heard from cartoons, Bible verses, or familiar routines. He wasn\u2019t mute – his communication was just different. He could sing all the lines of a hundred songs and even recite the ‘Sound of Music’ movie in order. But he wasn\u2019t forming original sentences spontaneously. He used the same exact phrases, in the same tone, regardless of context, I began to wonder – was this just a speech delay, or something else?<\/p>\n

I wasn\u2019t a passive observer. I\u2019m a linguist, an educator, and a mother. And as curiosity mixed with concern took its course in me, it became a mission to understand what was happening inside my son\u2019s developing mind.<\/p>\n

Gestalt Language Processing<\/h2>\n

Through looking up information and reading books and peer-reviewed articles by experts, I discovered something called “Gestalt Language Processing (GLP)” (1<\/em>) – a style of language development where children speak in chunks or \u201cscripts\u201d instead of building language one word at a time. The chunks are phrases\/sentences stored in their memory, often from a cartoon or a conversation they\u2019ve heard before. It’s like their brain plays back full recordings instead of assembling original sentences. My son was doing just that.<\/p>\n

And while GLP is often associated with autism or speech-language challenges, my son had no formal diagnosis. What mattered to me was to help him move beyond these scripts. <\/p>\n

How We Used Everyday Moments as Language Lessons<\/h2>\n

We live in Nigeria, and immediately finding a professional familiar with GLP felt like chasing shadows. So I turned to something that didn\u2019t require a clinic, a certificate, or expensive materials. I turned to our daily conversations and activities – and I began to “scaffold” (2<\/em>).<\/p>\n

Scaffolding, in simple terms, means providing just enough support to help a child do something they couldn\u2019t do alone – and gradually removing that support as they grow. The concept was first related to scaffolding in building and construction. This is what Scaffolding looked like in our home:<\/p>\n

Expanding<\/strong>: If he said, \u201cOutside!\u201d (scripted from earlier conversations), I\u2019d gently reply, \u201cOh, you want to go outside? Yes, we can go outside now. Say: \u201cCan we go outside, please?\u201d I was showing him how to build his words.<\/p>\n

Recasting<\/strong>: If he said \u201cFood you eat!\u201d, I\u2019d say, \u201cYou\u2019re hungry. Say: \u2018I am hungry. I need to eat some food\u2019 \u201d modeling flexible language. If he said: “Congratulations! See you next time!\u201d, he was signalling the end of an activity. That statement scripted from the TV was used meaningfully each time. For instance,.during reading sessions, he said that when we got to the last page or when he was tired of reading. So, I would recast to relate it to the particular scenario.<\/p>\n

Prompting<\/strong>: I\u2019d ask, \u201cWhat do you want to do? Do you want to draw or you want to paint? When he says \u201cDraw!\u201d, I guide him to say \u201cI need paper to draw\u201d encouraging him to use a full sentence instead of just nouns or verbs.<\/p>\n

We did this during meals, playtime, car rides, evening strolls and bedtime routines. Every activity provides scaffolding moments which we employ. Over time, his language has begun to stretch. He still uses some chunks, but now he is combining, creating, and initiating speech in new ways.<\/p>\n

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\"Salome
\n <\/a><\/p>\n

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\"Salome
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<\/p>\n

\"Salome
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Images courtesy Salome Olajide-Buari<\/em><\/p>\n

What Changed – and What Surprised Us<\/h2>\n

Recently, (He\u2019s 5years, 9months now), his sentences have been leaving me with pleasant surprises, the type that I just like to soak in and not rush to journal them. I was dressing up and needed to reach for my makeup bag. He said: \u201cYellow bag!\u201d meaning I should get my yellow makeup bag. I told him the bag was out of my reach and I needed his dad to help me get it. I told him to go get his dad to help us get the yellow bag. I did not really expect him to but surprisingly, he came back with his dad smiling and feeling fulfilled. I asked his dad what he said to get him to come. He had said: \u201cYellow bag. Can you help?\u201d That sentence had rhythm, creativity, and personality. It wasn\u2019t a script. It was HIS! And he had used the pronoun accurately!<\/p>\n

That same day, he was painting and he went over to his dad, looked into his eyes and asked: \u201cWhere is the green paint?\u201d His daddy burst out laughing and immediately went to get the paint. The excitement was real.<\/p>\n

He is still growing in language but he has made much progress. His idiosyncratic gestures, sounds, postures, pacing accompany his language.<\/p>\n

Sibling Engagement<\/h2>\n

His brother has been a major part of his development as well. He knows he needs to recast, expand or prompt his brother’s holophrases (3<\/em>) so he looks out for opportunities when they are engaged in different activities.<\/p>\n

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Image courtesy of Salome Olajide-Buari<\/p>\n<\/figcaption><\/figure>\n

What Caregivers and Educators Should Know<\/h2>\n

You don\u2019t always need a therapy room to support language growth. Your presence will help you listen to what your child says and doesn\u2019t say. The scaffolding techniques like recasting, expanding, and prompting, used gently would go a long way. Natural routines are the \u2018sauce\u2019 for turning everyday life into language lessons. Above all, the most important ingredient needed is patience because scripted language is a starting point, not the end.<\/p>\n

Slowly building a bridge toward more flexible, expressive language is done through engagement in meaningful activities.<\/p>\n

Final Thoughts…<\/h2>\n

This journey has taught me that language doesn\u2019t always bloom in predictable ways. Some children don\u2019t follow the typical path and that\u2019s okay. What matters is that we meet them where they are, and lovingly guide them toward where they could be.<\/p>\n

As a mother, as a linguist, and as someone committed to early education, I believe no voice is too quiet, too late, or too unusual to be heard. We just have to keep listening and keep scaffolding.<\/p>\n

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References <\/strong><\/p>\n

(1<\/em>) Blanc, M. (2012). Natural language acquisition on the autism spectrum: The journey from echolalia to self-generated language.<\/em> Communication Development Center.<\/p>\n

(2<\/em>) Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17<\/em>(2), 89\u2013100. https:\/\/doi.org\/10.1111\/j.1469-7610.1976.tb00381.x<\/a> <\/p>\n

(3<\/em>) Bloom, L. (1973). One word at a time: The use of single-word utterances before syntax<\/em>. Mouton. https:\/\/doi.org\/10.7916\/D8H995NS<\/a> <\/p>\n

(4<\/em>) Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition<\/em>. Harvard University Press. https:\/\/doi.org\/10.2307\/j.ctv26070v8<\/a> <\/p>\n

(5<\/em>) Prizant, B. M., & Rydell, P. J. (1984). Analysis of functions of delayed echolalia in autistic children. Journal of Speech and Hearing Research, 27<\/em> (2), 183\u2013192. https:\/\/doi.org\/10.1044\/jshr.2702.183<\/a> <\/p>\n

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Interested in submitting a guest blog post? Click here!<\/p>\n<\/figcaption><\/figure>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

By Salome Olajide-Buari Salome Olajide-Buari is a Nigerian mother also known as The SENT Educator. 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