School of Education

Language diversity and plurality in deaf education

Language Planning: Ecological Profiles

Compile individual language profiles of pupils

profilesUse this section of the guidance to compile rich individual language profiles, which take account of the full ecology of a child’s life. These will inform your later language plan.

BSL translationThis section provides you with a language profile structure with suggested areas of focus and prompts for collecting information. The structure of these individual profiles reflects an ecological model as described in the introduction to the guidance. This ensures that the complexity of language and communication practices at home, school and other settings is captured along with the influences of different contexts on individual development. Ways to approach each section of the profile are illustrated in the exemplar language profiles in Appendix 2.

Language profile structure

1. LANGUAGE CONTEXTS
Profile Areas Prompts for Collecting Information
Family and home contexts
The home and family background
  • Family make-up: siblings, extended family etc.
  • Home/family languages and cultures
  • Other deaf family
  • Family and child expectations for language development
  • General engagement with school
  • Activities outside of school
Information about individual deafness
Audiological history and current support
  • Cause and type of deafness
  • Date of diagnosis and length of time of deafness
  • Audiological management in place
  • Consistency of use of audiological support
  • Identified benefits of audiological support
Educational background and management
Experience of pre-school support and school placement
  • Experience of pre-school/early support
  • How long in school
  • Type of educational setting
  • Age group and peer group
  • Learning support arrangements and personnel
Individual language resources
Repertoire of expressive and receptive sign and spoken language skills
  • Use of sign and spoken language
  • Communication choices
  • Communication confidence
  • Identified specific language disorder or SEN impacting on aspects of language acquisition
  • Language needs
Contexts of language use
Language exposure and use at home school and other settings
  • Exposure to different languages at home and at school (e.g. BSL in class with ToD, SSE for assembly with TA spoken English with friends).
  • Use of different languages for different purposes with different people at home and at school including mixed and/or blended use of spoken and sign language (e.g. with adults, friends, in class or socially).
2. LANGUAGE COMPETENCIES
Profile Areas Prompts for collecting information
Language assessment information
Measures, tools and protocols used to assess bilingual and bimodal language development
  • Tools or protocols used to assess separate languages and overall language competence
  • What individual tools are used for
  • How the individual tools are used
  • Collated scores and outcomes
  • Issues for forward planning
  • Identification of gaps in the profile information
3. LANGUAGE PLANNING
Profile Areas Prompts for Collecting Information
Language learning trajectory
Target areas for receptive and expressive language development
  • Summary comment about the child’s language development pathway
  • Particular areas of strength
  • General targets and success criteria
  • Assessment and monitoring protocols
Any other comments
Appendices
  • Language assessment data and reports

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