Understanding language delay

Deafness itself does not cause a language delay. However, there are some reasons why a deaf child may develop language more slowly. This page explains some signs of a language delay and how you can support your child’s language development.

Causes of language delay

Most children develop language in a similar way. For example, babies babble (make speech sounds or sign handshapes) before they learn to use whole words or signs.

If a child is developing language in a typical pattern, but taking longer than other children, this is sometimes known as a language delay. It means that a child is meeting the expected language milestones more slowly than other children.

Language delays can be caused by lots of things, including:

• missing out on language opportunities and experiences in the first few years of life (for example, because a child has glue ear)
• poor language environment (for example, because the child is not experiencing enough high-quality language from caregivers in the home)
• family situation (for example, because they have an older sibling who often speaks ‘for’ them)
• the child’s personality (for example, quieter children may take longer to start using language)
• bilingualism. Children who grow up using two or more languages often have some form of language delay because they’re learning multiple languages at the same time. This delay will usually resolve as they get older.

Sometimes, there’s no clear reason why a child takes longer to develop language.

Some children do not follow typical language development patterns. This is known as a developmental language disorder. Language disorders are different to language delays.

Find out more about language disorders at Speech and Language UK.

Deafness and language delay

All children need lots of exposure and access to good-quality language to develop language themselves.

Deafness itself does not cause language delay. However, deaf children may develop a language delay because:

• their hearing loss was identified late, so they missed out on early opportunities to acquire language
• they're learning a spoken language but haven’t got access to the right hearing technology
• they're learning a different language to the language used at home (for example, they’re the only family member who uses BSL)
• they're spending lots of time in poor language and communication environments (for example, in noisy nursery settings or with adults who are not deaf aware)

Find deaf awareness tips to share with family members and nursery workers.

Spotting the signs of language delay

Identifying a language delay can be tricky. It’s not a medical diagnosis, and there is no checklist of symptoms to look out for.

Children may have difficulties understanding language (receptive skills) and/or using language (production skills). These could include:

• responding to language
• understanding words, signs or sentences
• saying first words or learning words
• putting words or signs together to make sentences
• building vocabulary
• holding a conversation

Most children develop their receptive language skills faster than their productive language skills. Children are often able to understand what’s being said to them or show what they need and want before they can use words or signs.

Some deaf children who are learning a spoken language may understand language and be great communicators, especially if supported with visual cues, but have delayed speech because they cannot hear certain speech sounds. The diagram below shows the different speech sounds children can hear at different levels of deafness.

How to support your child’s language development

If your child has a language delay, that doesn’t necessarily mean they need professional intervention. There are lots of things you and your family can do to support your child’s language development. 

• Create a good communication environment in your home.
• Share our communication tips with your wider family members.
• If your child is learning sign language, encourage family members and friends to learn some basic signs.
• Think about ways to make sure your child is included during conversations. For example, make sure family members speak one at a time at mealtimes.
• Find advice, activities and games to communicate with your deaf baby or toddler.
• Celebrate the things your child can do, instead of worrying about the milestones they’ve not quite met. Download or print ‘Success from the start’ and make a note of all the things your child is already doing.
• Enjoy spending time with your child. 

Tips for starting nursery or school

• Look for a childcare setting where your child will be supported to develop your chosen form of communication. Find out about additional support in childcare.
• Ask your child’s school or nursery to make sure your child’s classroom has good acoustics and lighting.
• Make sure your child’s teachers and support staff know that they have a language delay and how this affects them.
• Share our deaf-friendly teaching guides with staff at your child’s nursery or school.

If you think your child might need professional support, speak to their Teacher of the Deaf (ToD), GP or audiologist. 

If you change your language choice, be aware your child may initially be delayed in the new language. That doesn’t mean the new approach isn’t working. 

Find out more about changing your communication approach.