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Difference between speech, language and communication

25 September 2020
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In our day-to-day language, the terms speech, language, and communication are often used interchangeably. However, are these words synonyms? As it turns out, no, they are not!

Here is how to better distinguish these terms:

Speech refers to the way we produce and perceive the consonants and vowels that form all the languages in the world. It can be considered the perceptual and motor components of oral language. More specifically, it includes the following elements:

Voice. This refers to the way we use our vocal folds (sometimes called cords), in the larynx, and our respiration (especially the expiration) to produce speech sounds. Our voice varies in intensity and pitch – that is, it can be more or less loud and have a higher or lower pitch. These parameters are determined by the contraction and extension of the vocal folds.
Articulation. It is the way we use our articulators, including our lips and our tongue, to produce speech sounds. For example, our lips are rounded to produce the vowel /o/, while they are stretched to produce the vowel /i/.
Resonance. This refers to the modification of the sound generated by the vocal folds as it travels through the cavities formed by the pharynx as well as the inside of our nose and mouth. Resonance influences the quality of speech sounds (a nasal vowel such as “an” vs an oral vowel such as “a”) and depends mostly on our capacity to control the amount of air that is expelled from our nose when we speak. To block air from going through the nose, we lift soft palate (also called velopharynx); to allow air going into the nose, we drop the soft palate (see figure 1). For example, too much airflow through the nose results in a nasal voice (Kummer). It should be noted that damage to resonance or to the respiratory system is likely to make speech less natural and intelligible (ASHA).
Fluency. This concerns the rhythm of our speech and is characterized by the number of hesitations and repetitions of sounds when we speak. Non fluent speech is associated with communication disorders such as stuttering.
Perception. The ability to detect and perceive fine variations in the acoustic signal of speech, including variations in intensity and frequency in a locutor’s voice or variations in their speech rate, are also key elements of speech at the receptive level.

Language refers to the comprehension and production of words and sentences to share ideas or information. Language can be oral, written, or signed (e.g. Quebec Sign Language). Below are the different spheres of language (ASHA; Bishop et al, 2017):

Phonology. At the interface between speech and language, phonology refers to the ability to identify and use speech sounds to distinguish the words of a language. For example, in English, it is important to distinguish the sounds associated with the letters “b” and “p” since words such as “bay” and “pay” do not have the same meaning.
Morphology. This refers to the rules that regulate the use of morphemes, the smallest units of language that carry meaning. For example, in oral and written English, the plural is often indicated by adding the morpheme “-s” to a noun (eg. anemones). Some morphemes can be added at the beginning or at the end of a word to slightly modify the meaning. For example, the morpheme ‘’-est’’ in English is used to express the superlative. For example, when we add “est” to the adjective tall, we create the word tallest , meaning the person who is the most tall.
Lexicology and semantics. These components refer to vocabulary as well as the knowledge of the word meaning (e.g., knowing the word anemone and that it refers not only to a marine animal, but also to a colorful perennial plant).
Syntax. This refers to the rules to combine words to create sentences in a language. For example, the sentence ‘’I love anemones’’ is composed of a subject (I) and a predicate (formed by the verb love and the noun anemones ); the two obligatory components in an English sentence.
Pragmatics. This refers to the rules about the use of language in a specific communication context. These rules include the respect of the turn-taking or the adjustment of the language level or content based on the interlocutor. It also includes the ability to detect humour, irony and sarcasm.

Communication

Communication refers to the process of exchanging information, including emotions and thoughts (Bishop and al., 2016), with others using speaking, writing, signs, facial expressions and body language. Communication thus incorporates speech and language, but also prosody (linguistic and emotional). Prosody refers to the ability to vary the intonation, rate and voice intensity to either emphasize certain syllables or words when we speak or to draw the attention of our interlocutor to a particular piece of information (linguistic prosody), or to convey our emotions, voluntarily or not (emotional prosody; Wilson & Wharton, 2005).

Although the words speech , language and communication are often used interchangeably, these words have distinct meanings when used in scientific or clinical contexts. While communication is a broad concept, speech and language have very specific meaning. This is important because communication difficulties can affect speech and language independently. For example, a person with a speech impairment may have difficulty articulating correctly without having any language difficulty. Likewise, a person with a language disorder may have difficulty understanding the meaning of words, forming grammatically sentences, respecting speaking turns during a conversation, etc., while having no difficulty related to speech (normal voice, normal articulation).

Speech analysis

What is prosody.

References:

American Speech and Hearing Association (ASHA). (2020, September 1 rst ). What Is Speech? What Is Language? https://www.asha.org/public/speech/development/speech-and-language/

American Speech and Hearing Association (ASHA). (2020, September 1 rst ). Language in brief. https://www.asha.org/Practice-Portal/Clinical-Topics/Spoken-Language-Disorders/Language-In–Brief/

American Speech and Hearing Association (ASHA). (2020, September 23). Dysarthria in Adults. https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589943481&section=Signs_and_Symptoms

Bishop, D.V.M., Snowling, M.J., Thompson, P.A., Greenhalgh, T., & CATALISE consortium. (2016). CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children. PLOS ONE 11 (12): e0168066. https://doi.org/10.1371/journal.pone.0168066

Kummer, A.W. (2020, September 23). Resonance Disorders and Velopharyngeal Dysfunction. https://www.cincinnatichildrens.org/- /media/cincinnati%20childrens/home/service/s/speech/patients/handouts/resonance-disorders-and-vpd.pdf?la=en

Wilson, D., & Wharton, T. (2006). Relevance and prosody. Journal of Pragmatics 38 , 1559–1579. doi:10.1016/j.pragma.2005.04.012

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Language vs Speech: Difference and Comparison

The language of an area is mostly dependent upon its culture, religion, nation, and, most importantly, on history. Some of the languages have changed with time, and some just have vanished into thin air.

It is a very important tool for communication. Another such tool is speech which means the act of expressing. Both of them are important for livelihood. These are similar to communication tools but do not mean they are synonyms.

Key Takeaways Language is a communication system that uses words, symbols, and grammar to convey meaning, while speech refers to producing sounds to convey a message. Language is a complex cognitive process that involves comprehension, expression, and interpretation, while speech is a physical activity that involves the vocal cords, mouth, and lungs. Language is a fundamental aspect of human communication and culture, while speech is one of many ways language can be expressed.

Language vs Speech

The difference between Language and Speech is Language describes the general idea of the message that need to be communicated and is a tool by which human understand each other, whereas speech describes the way of communicating that particular message verbally, it is the expression of feelings and thoughts. Languages have their rules, codes, signs, and types, but speech does not have any of these. It simply includes speaking.

Language is a very important part of humankind. Because of language, all the development from Stone Age has taken place.

It is a means of communication and is different in different areas. It includes speeches, gestures, writing, etc. Linguistics is the scientific study of language.

Comparison Table

What is language.

Without language, it is not possible to communicate. It is a very important part of life.

Languages have the following characteristics:

Arbitrary: in language, there is no reason behind the meanings and words of the language. For example, there is no proof or reason why a female is called a woman in English. It is completely arbitrary. But after a certain word is given a meaning, it is fixed and cannot be used for referring to something else.
Social: through language, humans communicate with each. They try to understand each other and form groups in society. Languages perform as a means of socializing as through this, and people feel connection and relation among each other.
Symbolic: language not only contains words but also has symbols with meaning. It is very important to know the language to understand the exact meaning of a particular symbol.
Systematic: all languages have a system with some rules. This system has to be followed to learn and speak the language. For example, various grammar rules must be handled properly in the grammatical system.
Vocal: earlier language was only vocal later on, writing came into existence. But still, nowadays, some people may not know how to write a particular language but vocally speak the same language fluently.
Productive and creative: languages are very creative and productive. Words can be arranged in a different sense which is not heard or read before. It is also very flexible as it can be changed as needed by society.

What is Speech?

Speech is the process of conveying a message by using language.

It has certain elements:

Speaker: it is the person who starts the conversion/communication. A particular person starts communication with a single or group of people. It is important that whatever the speaker is conveying, he should have all the information about that.
Message: a message is an important part of the speech. This is important that the speaker not only conveys the message but also makes the listener understand the message properly.
Channel: the medium through which the message is delivered is known as a channel. It can be written or spoken. With easy internet access, the channel has become more effective and convenient. The message can reach millions in very little time.
Listener: listener is someone to whom the message is being conveyed. The listener should always pay attention to the speech for better understanding.
Feedback: feedback is important as it leads to improvising speech. It is healthy to have feedback from the listener about what they think and feel about the speech.
Interference: interference disturbs the message from delivering to the listener; it can be anything from the fan’s noise or lack of interest.
Situation: it means the place and time of conveying the message. It is important to understand all the aspects of speech so that a proper message is conveyed without any interference.

Main Differences Between Language and Speech

Both language and speech are tools of communication, but language is used to write and understand thoughts and feelings or perceptions, whereas, in speech, all the thoughts, perceptions, and feelings are communicated verbally.
The role of language is to express the idea that needs to be communicated, and in speech, it is shown how the same idea has to be communicated.
Certain rules of different languages have to be taken care of, but there is no such rule with speech, although it has certain components such as Articulation, Voice, and fluency.
There are types of language which also include the language of signs, where communication is done in signs only, but in speech, no such type of actual verbal communication must be done.
Codes are also included in the types of language, especially for the computer, i.e., computer language or programming, but no such codes are included in the speech.

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21 thoughts on “language vs speech: difference and comparison”.

The productive and creative nature of languages highlights their ability to evolve and adapt, reflecting the dynamic nature of human expression and communication over time.

Absolutely, language’s dynamic and evolving characteristics offer a fascinating insight into the diversity and richness of human communication, reflecting its profound impact on societal development.

The characteristics of language, such as its arbitrary nature and symbolic elements, underscore the complexity and richness of communication systems employed by human societies.

Indeed, the unique features and characteristics of language contribute to the diversity and richness of different linguistic systems, reflecting the depth of human expression and interaction.

The distinction between language and speech is an interesting one – while language acts as a system of communication, speech is the action of communicating through spoken vocalizations.

Indeed, this differentiation is important, particularly when considering the fundamental role that language and speech play in human expression and interaction.

There is no doubt that language is crucial for communication, and the development of civilizations is closely tied to the development and influence of different languages.

Absolutely, language has played a central role in the development and history of different cultures and societies around the world.

This thorough exploration of language and speech truly emphasizes their profound impact on human interaction and societal development. It’s fascinating to see the interplay between these linguistic and communicative elements.

The significance of language as a fundamental aspect of human communication is underscored by its socio-cultural and historical influences, which emphasize its pivotal role in human societies.

The intricate comparison between language and speech sheds light on their unique characteristics, providing a deeper understanding of their roles in shaping human interaction and societal development.

Completely agree, the detailed examination of language and speech offers valuable insights into their distinct roles as tools of communication, ultimately shaping the way humans interact and form connections.

Indeed, the comprehensive exploration of language and speech unveils their profound impact on human society and highlights the intricate relationship between language and human interaction.

The comparison between language and speech helps us understand the different components and characteristics of each, shedding light on their roles as tools for communication.

Absolutely, the detailed comparison highlights the intricacies and complexities of both language and speech, providing insight into their importance in communication and social structure.

Yes, by examining the parameters of comparison, we can identify the unique functions and rules of language and speech, which are essential to human interaction and society.

The distinct elements of speech, such as the speaker, message, and channel, provide valuable insight into the dynamic nature of human communication, and how language is employed as a tool for conveying information and ideas.

Indeed, the comprehensive exploration of speech components highlights their intricate role in the effective conveyance of information and the dynamic nature of human interaction.

The role of language as a means of communication and socialization, as well as the role of speech in message delivery and conveyance, showcases the intricate relationship between linguistic systems and human interaction.

Completely agree, the detailed examination of language and speech underscores their crucial roles in human society, ultimately shaping the way we interact and communicate with one another.

Absolutely, the interconnectivity between language, speech, and human interaction is a fascinating aspect to explore, and it highlights the depth of human communication and expression.

Difference Between Language and Speech

• Categorized under Words | Difference Between Language and Speech

List of languages by number of native speakers

Language vs Speech

Language and speech are two different communicating tools. Language is the tool by which we write, understand, etc., and speech is the tool of communication which is used to verbally communicate with others . Let us elaborate more on both to understand the differences.

Language One of the dictionary meanings of language is the communication of feelings and thoughts through a system of particular signals, like sounds, voice, written symbols, and gestures. It is considered to be a very specialized capacity of humans where they use complex systems for communication. The study of languages is called linguistics.

There are many languages spoken today by humans. Languages have some rules, and they are compiled and used according to those rules for communication. Languages can be not only written, but sometimes some languages are based on signs only. These are called sign languages. In other cases, some particular codes are used for computers, etc. which are called computer languages or programming.

Language has four different rules which are shared socially. First, what a word means, the meaning of the words which is called vocabulary; second, how to make up new words; third, how to put the words together in a sequence and, finally, how to use the sentence in a particular situation. Does it need to be a statement, or does it need to be interrogative, etc.

Language can be either receptive, meaning understanding of a language, and expressive language, which means the usage of the language either orally or in writing. If we simplify everything, language expresses an idea communicated in the message.

Speech One of the dictionary meanings of speech is the act of expressing or the faculty of describing feelings and thoughts or perceptions by words, something spoken or vocal communication. It is a specifically human capacity to communicate verbally or vocally with the use of syntactic combinations from diverse vocabularies.

Each word spoken has a phonetic combination of certain sound units. Speech is created by vocabularies, syntax, and a set of sound units. It is the verbal way of communicating. The following components are a part of speech:

Articulation, which means the way speech sounds are produced. Voice, the breathing process and the vocal folds used to produce sounds. Fluency, the rhythm required to speak without hesitation.

Simplifying the whole concept, speech expresses how a spoken message needs to be communicated.

1.Language is the communication of feelings and thoughts through a system of particular signals like sounds, voice, written symbols, and gestures. However, speech is the act of expressing or the faculty of describing feelings and thoughts or perceptions by words, something spoken or vocal communication. 2.Languages could be human languages, sign languages, or computer languages which use codes while speech is a single concept. It is the physical process used to verbalize language. 3.Languages express the idea that needs to be communicated while speech is the process which shows how the message needs to be communicated.

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Cite APA 7 Kaushik, N. (2017, February 10). Difference Between Language and Speech. Difference Between Similar Terms and Objects. http://www.differencebetween.net/language/words-language/difference-between-language-and-speech/. MLA 8 Kaushik, Nimisha. "Difference Between Language and Speech." Difference Between Similar Terms and Objects, 10 February, 2017, http://www.differencebetween.net/language/words-language/difference-between-language-and-speech/.

it was better to address for the relationship between speech and language

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The differences can be more specifically elaborated as a comparison and this is kind of gross. Hope to see you update it.

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The Difference Between Speech and Language

Is there a difference between speech and language.

The terms speech and language are thrown around, almost interchangeably. But did you know there are actually a few key distinctions between these two different skills? If you have a child that has been referred to a Louisville speech pathologist , this is information is especially important.

Speech is the sounds you make in order to communicate. This includes articulation (how speech sounds are made), voice (use of the vocal cords and breathing to produce sound) and fluency (the rhythm of speech). A speech disorder occurs when a child is unable to produce speech sounds correctly or has problems with their voice.

For children, an important component to developing proper speech is being able to hear the sounds they and others are making. If a child is suffering from undiagnosed hearing loss, they are at risk of delayed speech development. Hearing loss is not the only disorder that can compromise a child’s ability to develop speech skills. An issue with the physiological components of speech (their lungs, vocal cords and mouth, including the tongue, lips, jaws and teeth) can also cause an issue with speech development.

Language is made up of the socially shared rules that include:

What words means.
How to conjugate words to make new words.
How to correctly put words in order.
What combinations of words are best in specific social situations.

If your child has trouble understanding other when they speak (receptive language) or sharing ideas, thoughts or feelings (expressive language) then they are suffering from a language disorder. Many children with these types of disorders suffer from learning disabilities.

The best way to treat a speech or language disorder is to identify it early. One of your (many, many, many) jobs as a parent is to pay close attention your child’s development and language milestones in comparison to other children their age. If an issue is caught early, your Louisville speech pathologist can enroll your child in the correct preschool or kindergarten program.

If you think your child may be suffering from a speech or language problem, don’t wait. Contact your local Louisville speech pathologist today.

Understanding the Distinction: Language vs. Speech

Language and speech are two terms that are often used interchangeably, but they actually refer to distinct aspects of communication. Understanding the difference between language and speech is essential to gaining a deeper insight into how we communicate and express ourselves.

When we talk about language, we are referring to a complex system of symbols, rules, and structures that allow us to communicate meaning. It encompasses both spoken and written forms, and it is a fundamental aspect of human culture. Language provides us with the ability to convey thoughts, ideas, and emotions, and it is a shared system that allows us to connect with others.

On the other hand, speech refers specifically to the physical act of producing sounds and words. It is the motor aspect of communication that involves the coordination of various muscles and organs, such as the vocal cords, tongue, and lips. Speech is the way in which we orally express language, allowing us to articulate and convey meaning through spoken words.

Language is the broader system of communication that encompasses both spoken and written forms, while speech refers specifically to the physical act of producing sounds and words. Understanding this distinction is crucial for studying and analyzing the intricacies of human communication.

Post Contents

1 Key Takeaways
2 Overview of Language and Speech
3.1 Language as a Symbolic System
3.2 Rules and Structures of Language
3.3 Language and Culture
3.4 Language Development
3.5 The Power of Language
4 Components of Language
5 Importance of Language in Communication
6 Understanding Speech
8 Components of Speech
9 Importance of Speech in Communication
10 Difference Between Language and Speech
11 Conclusion
12.1 What is the difference between language and speech?
12.2 Why is it important to understand the difference between language and speech?
12.3 How can mastering language and speech benefit us?

Key Takeaways

Language and speech are two distinct aspects of communication. Language refers to the system of symbols, rules, and structures that allow us to communicate meaning, while speech specifically refers to the physical act of producing sounds and words.
Language encompasses both spoken and written forms, while speech focuses on oral expression.
Understanding the difference between language and speech is essential for studying and analyzing human communication.
Language is a shared system that connects us with others and enables us to convey thoughts, ideas, and emotions.
Speech involves the coordination of various muscles and organs to orally express language and articulate meaning through spoken words.
Components of language include phonetics and phonology, morphology, syntax, semantics, and pragmatics, while components of speech include oral expression, phonetics and phonology, articulation and pronunciation, prosody, and fluency and coherence.
Language and speech are interconnected but not synonymous. Language provides the framework, and speech is the mechanism through which language is expressed and conveyed.
Both language and speech are essential for effective communication and can be improved to enhance one’s communication skills.

Overview of Language and Speech

Language and speech are two fundamental aspects of human communication that work together to convey meaning. Understanding the distinction between the two is vital for studying and analyzing how we interact with one another through verbal and written expression.

Language can be defined as a complex system of symbols, rules, and structures. It is a shared system that connects us with others and allows us to convey thoughts, ideas, and emotions. With language, we are able to communicate meaning both verbally and in written form. It is a tool that enables us to express ourselves and understand the world around us.

Speech , on the other hand, specifically refers to the physical act of producing sounds and words. It involves the coordination of various muscles and organs, such as the vocal cords, tongue, and lips. Through speech, we orally express language and convey meaning through spoken words. It is the way we communicate verbally and engage in real-time conversations.

While language and speech are interconnected, it’s important to note that they are not synonymous. Language provides us with the overall framework of communication, whereas speech is the mechanism through which language is expressed and conveyed. It’s similar to how a computer’s programming language provides the structure, and the output is generated through the computer’s hardware and system.

Studying language and speech allows us to explore the intricate ways in which humans communicate. Linguists, psychologists, and speech-language pathologists delve into the various components of language, such as grammar, syntax, and semantics. They also examine the physical processes involved in speech production, such as articulation and phonetics.

By understanding the difference between language and speech, we can gain insights into how we communicate and develop strategies to enhance our communication skills. Whether it’s in a professional setting, social interactions, or personal relationships, having a grasp of language and speech enables us to express ourselves clearly, connect with others, and foster effective communication.

So, let’s dive deeper into the fascinating world of language and speech and unravel the mysteries behind human communication.

Understanding Language

Language is a fascinating and intricate system that enables us to communicate with one another. As a linguist, I find studying language to be an endless journey of discovery. Let’s delve into the intricacies of language and explore what makes it so unique and essential to human communication.

Language as a Symbolic System

At its core, language is a symbolic system. It uses a series of sounds, words, and gestures to represent meanings, ideas, and concepts. Through language, we can convey our thoughts, emotions, and experiences to others, forming connections and building relationships. It’s incredible to think about how a seemingly arbitrary combination of sounds or marks on a page can carry so much depth and meaning.

Rules and Structures of Language

Language is not just a random assortment of symbols; it also follows specific rules and structures. These rules govern how words are formed, how sentences are constructed, and how meanings are conveyed. Without these rules, communication would become chaotic and confusing. Imagine trying to understand a language with no grammar or syntax!

Language and Culture

Language is deeply intertwined with culture. It reflects the values, beliefs, and traditions of a community or society. Different languages have unique ways of expressing concepts and ideas, offering a window into the worldviews and perspectives of different cultures. Language allows us to connect with others, bridging gaps between individuals and fostering understanding and empathy.

Language Development

From the moment we are born, we are surrounded by language. It shapes our thoughts and understanding of the world. Language development begins early in life, as infants start to absorb the sounds and rhythms of their native tongue. As we grow, we acquire more words, grasp complex grammatical structures, and gain fluency in expressing ourselves.

The Power of Language

Language is more than a tool for communication. It has the power to shape our perceptions, beliefs, and even our actions. It can inspire, motivate, and persuade. Words have the ability to incite emotions, spark revolutions, and change the course of history. It’s remarkable to witness the impact that language can have on individuals and societies.

Understanding the intricacies of language allows us to appreciate its role in human communication fully. From its symbolic nature to its connection with culture and its developmental journey, language is a remarkable system that empowers us to express ourselves and connect with others. As we explore further in this article, we’ll continue to unravel the fascinating distinction between language and speech.

Components of Language

As a complex system of symbols, rules, and structures, language relies on various components to communicate meaning effectively. These components work together seamlessly, allowing us to express our thoughts, ideas, and emotions. Let’s explore the key components of language:

Phonetics and Phonology : Phonetics refers to the study of speech sounds, while phonology focuses on how these sounds are organized and used in languages. Understanding the phonetics and phonology of a language helps us pronounce words correctly and distinguish between different sounds.
Morphology : Morphology deals with the structure and formation of words. It examines how words are built from smaller units called morphemes. For example, in English, the word “unhappiness” consists of three morphemes: “un-” (a prefix meaning “not”), “happy” (a root word), and “-ness” (a suffix denoting a state or quality).
Syntax : Syntax investigates how words are combined to form grammatically correct sentences. It explores the rules that govern sentence structure, such as word order, verb agreement, and use of articles and prepositions. Syntax ensures that language conveys meaning unambiguously.
Semantics : Semantics focuses on the meanings of words, phrases, and sentences. It studies how linguistic symbols represent specific concepts and how these symbols relate to the real world. Semantics allows us to express nuanced meaning and understand the intended message.
Pragmatics : Pragmatics examines the way language is used in social contexts. It refers to the practical, day-to-day aspects of language, such as understanding implied meanings, using appropriate tone and gestures, and adapting communication style based on the situation. Pragmatics enables effective communication and facilitates social interaction.

Understanding these components of language helps us comprehend the intricacies of human communication. It allows us to appreciate the structure, organization, and meaning behind the words we use. By studying language, linguists, psychologists, and speech-language pathologists can enhance communication skills, support language development, and improve overall understanding of how language shapes our world.

Now that we have explored the components of language, let’s delve into the fascinating world of speech and its role in linguistic communication.

Importance of Language in Communication

Language plays a vital role in communication. It is the medium through which we express our thoughts, ideas, and emotions. Without language, it would be challenging to convey our thoughts and connect with others effectively. Here are a few reasons why language is important in communication:

Expressing Thoughts and Ideas : Language allows us to express our thoughts and ideas precisely. We can articulate complex concepts, share experiences, and communicate our perspectives through words. Language enables us to convey meaning and emotions, facilitating effective communication.
Creating Connection : Language creates a connection between individuals. It enables us to relate to one another, understand different cultures, and build meaningful relationships. Through language, we can bridge gaps, find common ground, and form bonds that transcend boundaries.
Sharing Knowledge : Language is the vehicle for sharing knowledge and information. It facilitates learning, as we use words to explain concepts, teach others, and absorb new ideas. Through language, we can pass down wisdom from generation to generation, ensuring the continuity of our collective knowledge.
Promoting Understanding : Language promotes understanding by allowing us to interpret and comprehend each other’s messages. It provides a framework for communication, ensuring that our thoughts and intentions are accurately conveyed. Effective language use fosters clarity, reducing the chances of miscommunication and misunderstandings.
Shaping Culture : Language shapes culture by influencing our beliefs, values, and social norms. It is through language that cultural identities are expressed and preserved. Different languages reflect unique worldviews and perspectives. By understanding and respecting different languages, we can foster inclusivity and cultural diversity.
Driving Progress : Language is essential for progress and innovation. It enables us to share ideas, collaborate, and solve problems collectively. Language plays a crucial role in fields such as science, technology, literature, and art. Advancements in various disciplines are built upon effective language use.

Language is an indispensable tool in communication. It helps us express our thoughts and emotions, create connections, share knowledge, foster understanding, shape culture, and drive progress. By recognizing the importance of language in communication, we can enhance our ability to connect with others, promote understanding, and build a more inclusive and informed society.

Understanding Speech

Speech is a fundamental aspect of language and is a means by which we express ourselves verbally. It involves the physical act of producing sounds, forming words, and conveying meaning through the use of vocal cords, articulatory organs, and language structures. In this section, I will delve deeper into the concept of speech and its key characteristics.

1. Oral Expression : Speech primarily refers to the oral expression of language. It encompasses the use of sounds, words, phrases, and sentences to convey information, ideas, emotions, and thoughts. As we speak, we engage in a dynamic process that involves selecting the right words and organizing them effectively to communicate our intended message.

2. Phonetics and Phonology : Speech involves the study of sounds in language, known as phonetics, and the organization of those sounds into meaningful units, known as phonology. It explores how sounds are produced, perceived, and organized in different languages, and how they contribute to the meaning and structure of words and sentences.

3. Articulation and Pronunciation : Articulation refers to the physical movements of the vocal and articulatory organs (such as the lips, tongue, and vocal cords) in order to produce speech sounds. Pronunciation, on the other hand, focuses on the correct articulation and production of individual sounds, words, and phrases in a particular language. It plays a key role in ensuring clear and effective communication.

4. Prosody : Prosody refers to the rhythm, stress, intonation, and melody of speech. It adds meaning, emotion, and emphasis to our verbal communication. Prosody helps us convey attitudes, intentions, and emotions, and it enables us to distinguish between statements, questions, commands, and exclamations.

5. Fluency and Coherence : Fluency refers to the smoothness and flow of speech, while coherence refers to the logical and cohesive structure of our spoken language. Fluent and coherent speech allows for effective communication and helps the listener understand our message more easily.

Speech is a dynamic and complex process that allows us to express ourselves through language. By understanding the key aspects of speech, we can improve our oral communication skills, enhance our ability to convey meaning effectively, and build stronger connections with others. Keep reading to learn about the relationship between language and thought.

Components of Speech

Speech is a complex and fascinating aspect of language that involves various components working together seamlessly. Understanding these components can help us improve our communication skills and become more effective in expressing ourselves. Let’s explore the key components of speech:

1. Oral Expression: Oral expression refers to the process of articulating thoughts and ideas through spoken words. It involves using the vocal organs, such as the mouth, tongue, and vocal cords, to produce sounds.

2. Phonetics and Phonology: Phonetics is the study of the physical sounds of human speech, while phonology focuses on the way sounds function within a particular language. These two disciplines help us understand the sounds and sound patterns used in speech.

3. Articulation and Pronunciation: Articulation refers to the physical movements of the mouth and vocal organs to produce specific sounds. Pronunciation, on the other hand, is how we articulate sounds and words within a language. Clear articulation and accurate pronunciation are essential for effective communication.

4. Prosody: Prosody encompasses the rhythm, stress, and intonation of speech. It includes factors like pitch, volume, and timing, which add nuance and meaning to spoken language. Understanding prosody is crucial for conveying emotions and emphasizing important points in our speech.

5. Fluency and Coherence: Fluency refers to the smoothness and flow of speech, while coherence relates to the logical and organized structure of ideas within a conversation or presentation. Both fluency and coherence contribute to effective communication and help others understand our message.

By understanding and mastering these components of speech, we can enhance our oral communication skills and make a lasting impact on our listeners. Each component plays a vital role in creating clear, engaging, and persuasive speech.

Remember, effective communication is not just about the words we use, but also how we deliver them. So, let’s embrace the art of speech and strive to become great communicators.

Importance of Speech in Communication

As an expert blogger with years of experience, I understand the significance of speech in effective communication. Speech plays a crucial role in conveying our thoughts, ideas, and emotions to others. It goes beyond the mere use of words and encompasses the physical act of producing sounds, forming words, and conveying meaning.

One of the key reasons why speech is important in communication is that it allows us to express ourselves through language. It provides a platform to articulate our thoughts and share them with others. Through speech, we can convey our emotions, desires, and intentions, making our message more impactful and meaningful.

Speech also helps in establishing a connection with our listeners. By utilizing the right tone, pitch, and volume, we can convey our message in a way that resonates with the audience. This connection not only ensures that our message is received and understood but also helps in building rapport and fostering better relationships with others.

Furthermore, speech aids in the interpretation and understanding of language. It involves various components such as oral expression, phonetics and phonology, articulation and pronunciation, prosody, and fluency and coherence. Each of these components contributes to the clarity and effectiveness of our speech, enabling others to comprehend our message more easily.

By mastering these components of speech, we can enhance our oral communication skills and make a lasting impact on our listeners. Whether we are engaging in a professional conversation, delivering a presentation, or participating in a social gathering, the way we speak has a direct influence on how our message is received and perceived by others.

The importance of speech in communication cannot be overstated. It enables us to express ourselves, establish connections with others, and convey our message effectively. By understanding and mastering the components of speech, we can enhance our oral communication skills and build stronger connections with those around us. So, let’s embrace the power of speech and harness it to become more effective communicators.

Difference Between Language and Speech

When it comes to effective communication, it’s essential to understand the difference between language and speech. Although these terms are often used interchangeably, they have distinct meanings and play different roles in our ability to express ourselves and connect with others.

Language refers to a system of abstract symbols and rules that we use to communicate meaning. It encompasses the vocabulary, grammar, syntax, and semantics of a particular group of people. Language is a shared tool that allows us to express our thoughts, feelings, and ideas using words, sentences, and paragraphs.

On the other hand, speech refers to the physical act of producing sounds, forming words, and conveying meaning through the spoken word. It is the actual vocalization and articulation of language. Speech involves the coordination of our vocal cords, tongue, lips, and other articulatory organs to produce sounds and words that are intelligible to others.

While language is a more abstract and conceptual aspect of communication, speech is its tangible manifestation. Language provides the structure and rules, while speech brings these elements to life through the act of speaking. In other words, language is the underlying framework, and speech is the vehicle that allows us to express and share our thoughts.

Let’s highlight some key differences between language and speech:

Language is a system of symbols and rules, while speech is the physical act of producing sounds and words.
Language is a more abstract and conceptual aspect of communication, while speech is its tangible manifestation.
Language provides the structure and rules, while speech brings these elements to life through the act of speaking.

Understanding the distinction between language and speech is crucial in developing effective communication skills. While language provides the knowledge and structure, speech transforms that knowledge into meaningful communication. By mastering both language and speech, we can better convey our thoughts, connect with others, and make a lasting impact through the power of words.

And now, let’s dive deeper into the key components of speech that contribute to effective communication.

It is important to recognize the distinction between language and speech in order to enhance our communication skills. Language serves as the foundation of our ability to convey meaning through abstract symbols and rules. On the other hand, speech involves the physical act of producing sounds and forming words to communicate our thoughts effectively.

By understanding the difference between language and speech, we can appreciate the complexity of human communication and the power of words. Developing proficiency in both language and speech allows us to connect with others on a deeper level and make a lasting impact through effective communication.

So, whether we are writing an article, giving a presentation, or engaging in a conversation, mastering language and speech enables us to express ourselves clearly and confidently. By harnessing the power of language and delivering it through articulate speech, we can effectively convey our thoughts, connect with others, and leave a lasting impression.

Frequently Asked Questions

What is the difference between language and speech.

Language refers to the system of symbols and rules used for communication, while speech is the physical act of producing sounds and conveying meaning through spoken words.

Why is it important to understand the difference between language and speech?

Understanding the distinction helps in developing effective communication skills, as it allows us to better convey our thoughts, connect with others, and make a lasting impact through the power of words.

How can mastering language and speech benefit us?

By mastering language and speech, we can communicate more effectively, express our ideas clearly, and enhance our overall communication skills, leading to better relationships and success in various areas of life.

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Mar 24, 2023 | Speech Therapy

I love to write about questions I receive over and over. By far, this question is one of the most frequent ones! Speech and language – aren’t those concepts the same thing? Is there a difference? Yes! There is a difference between the two.

The distinction between the two concepts typically becomes blurry because they are so intertwined. They affect each other as development occurs. For example, the more language use and exposure the more opportunities to develop speech sounds. As language develops, you’d expect speech sounds to also develop. Vice versa, language can be typically developing yet speech sound errors can affect the intelligibility of the words being used.

The difference between the two is what is specifically examined. The area of speech focuses on the development of speech sounds and articulation skills. By certain ages, children should have mastered certain sounds. Furthermore, children should be able to connect speech sounds smoothly and without errors to form words (language). For example, apraxia of speech is a speech sound disorder that entails difficulty smoothly connecting speech sounds and syllables and/or using correct pitch and resonance.

The area of language includes expressive and receptive language. Expressive language encompasses vocabulary breadth and depth, word order to form grammatically correct sentences, and the complexity of our sentence structures. It is how effectively we use our words to communicate and express our thoughts. Receptive language is our level of understanding and comprehension, not only of spoken language, but of gestures, facial expressions, symbols, and written words.

Some children may demonstrate impairments in both speech and language. Others may demonstrate impairments in only one area. They are closely related, yet vastly different.

Above are illustrated graphics to visually show the difference between the two areas and provide further information. Also, check out our webpage for speech and language milestones .

References: https://www.nidcd.nih.gov/health/speech-and-language

FAQ: What’s the difference between speech and language?

A mum (not my own) asked me this question recently. She wanted to know why I’m called a Speech- Language Pathologist. ‘Isn’t that redundant?,’ she asked. ‘ Aren’t speech and language the same thing?’

Having assessed and treated speech and language disorders as separate beasts for so long, it took me a while to think about how best to respond. It was – and is – a very important question.

1. Speech and language are not the same thing

Language is the method humans use to communicate with each other, often involving words and symbols used consciously by a group in a structured or conventional way. Languages can be spoken, signed and/or written. We are ‘wired’ for oral language – almost as if it’s an instinct. Language is one of the key ways we differ from other primates. It is an important element in what makes us human.

Speech is the expression of thoughts and feelings by humans through articulated sounds that come out of our mouths and noses (with help from our cranial nerves, lungs, vocal cords, throats, soft palates, teeth, facial and neck muscles and tongues). Speech is one way that we express language.

(Cute fluffy bunnies can neither speak nor use language (with the exceptions of Peter Rabbit, Roger and the Velveteen Rabbits as well as the cast of Watership Down) – though we may just be splitting hares…)

2. Speech and language problems don’t always happen together

For example:

a child or adult may have normal language skills – she may understand what others are communicating and communicate her thoughts and feelings fully through signs, symbols/pictures or in writing – but be unable to speak clearly or fluently, e.g. because of a cleft palate, apraxia of speech , dysarthria , stutter or other issue; or
a child or adult may have the physical ability to speak clearly, but have limited language skills that make it hard to communicate with others, e.g. because of a developmental language disorder or as a result of a stroke .

3. Problems with speech development can sometimes affect language development and vice versa

a child who can make only a few sounds may struggle to communicate with others. A child who can only say /b/ and /m/ and a few vowels will find it difficult to ask for Daddy’s watch, although she may compensate with gestures, such as pointing ; and
a child with a vocabulary of fewer than 50 words may not have much opportunity to practice or master some of his speech sounds, which may in turn affect his intelligibility.

What do speech pathologists do?
Let’s cut to the chase: when should I seek help from a speech pathologist for my child?
Language therapy works. But can we make it better?
Lifting the lid on speech therapy. How we assess and treat children with unclear speech – and why
“My toddler doesn’t speak at all!” Don’t panic – get informed

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Hi there, I’m David Kinnane.

Principal Speech Pathologist, Banter Speech & Language

Our talented team of certified practising speech pathologists provide unhurried, personalised and evidence-based speech pathology care to children and adults in the Inner West of Sydney and beyond, both in our clinic and via telehealth.

David Kinnane

Language therapy works. But can we make it better? (October 2021 update, incorporating important research findings published in 2021)

Banter Evidence Snapshots: bite-sized speech, language, literacy and stuttering resources for busy families

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April 8, 2024 NYU researchers develop neural decoding that can give back lost speech
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February 15, 2024 How our brains' beta waves predict stuttering

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The Difference Between Speech and Language

by HEAR Center | Mar 7, 2024 | News

For the average person, speech and language seem interchangeable words. After all, the thesaurus lists them as synonyms. However, these two words have very different definitions in the field of child development.

Understanding each is essential to helping struggling children. Fortunately, there are resources to help parents get a firm grasp on these concepts. The following questions cover the basics of children’s development and when parents should seek professional support .

What Is the Difference Between Language and Speech?

Language comes in many forms :

Individuals usually have proficiency in multiple forms of language; many have proficiency in multiple languages. There are thousands of languages today, each with multiple dialects. There are also countless “dead” languages that now only exist in historical texts. As people use language, it expands and changes to include new ideas.

While these languages are incredibly different, they all have two things in common: grammatical rules and words containing meaning. While these may change over time or by location, they remain stable enough that two individuals with a common language can communicate.

Speech plays a vital role in spoken language, as it impacts how a person forms words. There are three components to speaking :

Articulation

Individuals can have difficulty with one or multiple components.

How Do Issues With One Affect the Other?

Children can have difficulty with speaking, language or both. For example, children struggling with language skills may have a limited vocabulary. Kids with speaking problems may stutter or have trouble producing certain sounds.

An initial issue with one can even affect the development of the other. For example, problems with language mean fewer opportunities to practice pronunciation. Problems with speech may make children self-conscious and unwilling to talk with others. The less children converse, the more limited their experience with communication.

How Can You Support Your Child’s Speech and Language Development?

Fortunately, there are many ways for parents to support their children’s development at home. In fact, you probably already do many of the recommended activities :

Ask open-ended questions.
Play music and sing songs together.
Play pretend.
Read together.
Narrate actions with self and parallel talk.

Children develop at their own pace, and you may see differences in siblings’ abilities at similar ages. However, you should still watch for signs your child needs professional assistance:

Lack of age-appropriate speaking and gestures
Inconsistent voice quality or stuttering
Lack of babbling
Inconsistent pronunciation
Sentence formation later than peers

Who Can Help If Your Child Has Speech and Language Development Difficulties?

Speech and language pathologists can identify language disorders and help individuals, including children, develop their communication skills. These experts provide individual therapy, ensuring patients receive specialized care. SLPs can also teach parents strategies to create a language-rich home environment.

If your child deals with speech or language issues, HEAR Center can help. This clinic provides a variety of services, including therapy with an SLP. Early intervention can help your children keep up with their peers, so don’t hesitate to make an appointment. To schedule, call 626-796-2016 or visit HEAR Center website.

What is the Difference Between Language and Speech Development?

https://www.asha.org/public/speech/development/speech-and-language/

FAQ: What’s the difference between speech and language?

https://raisingchildren.net.au/babies/development/language-development/language-development-0-8

https://www.parents.com/baby/development/talking/9-ways-to-help-your-childs-language-development/

https://kidshealth.org/en/parents/not-talk.html

Top 10 Signs Your Child Has a Speech Disorder

https://onlinegrad.baylor.edu/resources/what-speech-language-pathologists-do/

https://www.understood.org/en/articles/difference-between-speech-impairment-and-language-disorder

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What is the Difference Between Language and Speech Development?

Difference Between Language and Speech Development for Children

Our teli Speech pathologists provide a valuable perspective for parents seeing their child struggle with communication. As a child grows and begins to form sounds and creative word associations, their development enables them to express what they want, how they feel and how they interact with their environment. Language and Speech both provide them with the proper tools to accomplish this.

So how are speech and language different?

Everyone enjoys hearing their child cooing or forming raspberry sounds. But did you know how important those “simple” sounds are? From infancy, children explore their mouths and begin to make sounds, that eventually become recognizable speech sounds, and then, speech sounds build to develop into language. The connection is obvious but there is a difference:

Speech is the sound of spoken language and includes the formation of a sound, the nature of the sound quality and the rhythm and flow of the sound.
Language is the words we use and how we use them to share ideas and get what we want. What a word means, how to combine words into a sentence, and how to use words are components of the language of a community.

The choice is yours – select teli for your child’s Early Intervention Services . Call 412-922-8322 to learn more.

Do language and speech develop together?

“Most definitely!” notes Lea. “You must have speech sounds to have spoken language. Infants and toddlers typically develop speech sounds from the easiest sounds to the hardest sounds. By age 3, toddlers are expected to make the sounds m, h, w, p, b, t, d, k, g and f in words. Errors in making other sounds, like l, r, and th are fine until older ages.

By combining these early consonant sounds with vowels, a toddler begins to build language skills. An infant’s coos begin to sound like babbling when he or she adds in early consonant sounds. Then toddlers begin to assign meaning to those early babbles to mean things like MAMA, DADA, BALL or NO! Around their first birthday, a toddler will typically have several words that have meaning, and by 18 months they will have grown their vocabulary to around 50 words.

How can I help my child’s speech and language development?

Parents play a critical role in their child’s speech and language development, and at the core of that role is being sure to take advantage of every opportunity to nurture your child and model the behavior you are trying to create. It is never too early to start! Here are a few suggestions from Lea based on her Early Intervention work:

Talk to your child throughout their day . Describe your daily activities with your child – “Now we are going to change your diaper!”
Sing silly songs. From the “Wheels on the Bus” to “Old MacDonald”, introduce music and encourage them to begin to sing along. Accompanying hand motions can develop their gross motor skills at the same time!
READ! Books are a fantastic way to introduce new vocabulary to your toddler. Make noises to go with each picture, be silly, and have fun!

What should I do if I am concerned about my child’s speech and/or language development ?

For both parents and their children, difficulty communicating through sounds and associated words can be very frustrating and isolating. “Sometimes childhood speech and language delays can be interpreted as behavioral challenges, when a child is just looking for a way to express themselves,” notes Lea. “The two most common concerns I see from parents are, one, when speech sounds have developed but language hasn’t grown from those speech sounds, or, two, when a child is very quiet and not exploring sounds at all and therefore no building blocks for spoken language.” If you are concerned, you should speak with your pediatrician and investigate Early intervention to have an evaluation.

Early Intervention Services can help your child achieve the developmental milestones to enable them to reach their full potential.

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Treating Torticollis with Early Intervention

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What’s the Difference Between Speech and Language?

bridget September 9, 2019 Posts , Posts

Most of the time, we talk about speech and language together. It’s partly because they’re so closely connected and interrelated, but when you have a child with a hearing loss or a speech and language delay, you might start wondering about the difference. I remember that when I started my graduate program, I had the same question…aren’t speech and language the same thing?

Two speech bubbles, one titled "speech" and one titled "language" Each has bullet points that explain the difference between speech and language

They’re Different

No, not really, although they are intertwined. At the core, speech is how you say something, and language is what you say. Your speech is what you hear–how your tongue and lips and mouth make sounds, whether or not you have an accent, how your voice goes up and down, whether not you stutter…all of those things are speech.

Speech is also what we’re noticing when someone has difficulty producing a certain sound. If you’ve noticed someone having a lisp, or a child who can’t say their “R” sounds (ie wabbit instead of rabbit), you’ve noticed their speech. It’s how they’re saying their sounds that is catching your ear.

Language is the “meat” of what you’re saying. It’s the words you’re choosing and what they mean, it’s how you’re putting those words together into sentences, and how you’re changing the beginnings or endings of those words to mean different things (like girl vs girls or preschool vs school).

Language is also what we’re doing when we say something differently to different people. You might tell your spouse or partner “I feel gross,” while you’d tell your boss “I’m not feeling very well today.” Or, you might tell a child “Mommy needs to go potty,” while you would tell another adult “I need to use the bathroom” or something similar.

Different but Connected

While speech and language are different things, there are certainly connections. For spoken English, you need to understand and be able to produce the sounds (speech) in order to create sentences (language). You also need to understand what the words mean, how you can change those meanings, etc.

Consider native American Sign Language speakers for a moment. When someone is using ASL, you may not hear any audible sound (speech). But, do they use language? Absolutely! Instead of an audible voice and sound (speech), they are using their hands and a manual system. There are still words, meanings, and sets of rules (grammar) about how to put those words together to make structure.

Why Should You Care That They’re Different?

I purposefully kept this post simple. There is a ton more we could talk about in terms of speech and language, but I want to make sure readers understand the difference because when you have a child who has hearing loss and needs therapy to help acquire language, it matters.

For children with typical hearing born into a hearing family, they are exposed to speech AND language from the day they’re born. Sure, they hear their parents’ voices and the sounds they’re making (speech), but they also are hearing words and sentences, and the tone of voice when a parent is happy or angry (all of this is language).

Children born into Deaf families that use American Sign Language (ASL) have this early exposure to language as well–their parents are not using speech, but they are signing words and meanings and sentences, and their children are watching it. They are acquiring language.

For children with hearing loss who are born into a hearing family (which is somewhere around 95% of all children with hearing loss), they do not have access to language immediately–they can’t hear their parents talking and pick up the sounds (speech) and words and meanings and structure (language) like their peers.

This is why understanding the difference between speech and language is critical–if you have a child with hearing loss, your first priority should be to give them access to language. How language is accessed will be different for different families–some will choose American Sign Language, some listening and spoken language and amplification, some a combination of both.

If you are wanting listening and spoken language outcomes, I would love to help. Read about the services Mighty Voice can offer for families looking for these outcomes.

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What is the Difference between Speech and Language?

Speech and Language can sometimes be confused and their definitions are often confused as the same thing.

However, there are many differences between Speech and Language.

Christina Evangelou, Speech Therapist who specializes in Bilingualism explains the Speech definition and Language definition, and the difference between the two:

Speech and Language – Is there a difference?

This is a question that many parents ask when I introduce myself as a Speech & Language Pathologist. They ask: “But aren’t speech and language the same thing?”

The answer is that they both fall under the umbrella of communication, but both language and speech are different communication tools.

Language can be conveyed/communicated through different modes, it can be spoken, written or signed!

All of these modes can be broken down to sentences, words, syllables and ultimately the smallest units- sounds.

Sounds combined make up speech and speech refers only to the spoken mode of communication .

The Iceberg of Speech and Language

This is best viewed as an iceberg analogy, where communication forms the entire iceberg.

Language Definition

Definition of Language: Language forms the base or submerged part of the iceberg. Language is composed of language:

content/meaning which is also referred to as Semantics of language. For example “ rose ” refers to a flower but is also the past tense of the verb rise . This shows that the same word can have different meanings.
form/structure which is also referred to as Syntax and morphology. For example: “ give ” “ gave ” and “ given ” all refer to the same action, but the meaning of sentence will change according to which form of the verb is used.
use which is also referred to as Pragmatics. This is how language is used socially; asking and responding to questions, following a conversation and staying on topic

Speech definition

Definition of speech: Speech constitutes the surface or visible structure of the iceberg. Speech is the production of sounds that make up words and sentences.

These sound units are combined so that they make up words and sentences.

Speech involves the co-ordination of our breathing, vocal cords, vocal tract, nasal tract tongue, jaw, tongue and lips; it is comprised of three main components:

Voice ( the use of our breath and vocal cords to make sounds)
Articulation (the way sounds are produced by the structures in our vocal tract)
Fluency ( the rhythm that is required so that we speak without hesitation or repetition of sounds, syllables, words or sentences)

So far we have talked of speech and language as different skills; and they are two different skills that work together so that a message is clearly communicated.

So what happens when things go wrong?

If one of the two is not fully developed it can have an impact on the other.

A child who might have trouble with speech sounds might be difficult to understand; on the other hand a child that might be experiencing problems with language might be able to pronounce words clearly, but understanding the meaning of what they are saying might be difficult.

Clearly there is a lot of overlap among the definition of language and speech!

Recommended: Speech and Language Milestones Late Talkers

What about a bilingual child?

Many parents also ask how this iceberg analogy applies to their bilingual child.

The answer is that bilingual language development is best viewed as two separate icebergs that are joined at the base where languages and ideas come from a common source;

This means that the surface structures of the two icebergs are speech systems of two different languages, which often have different sound systems.

Speech and Language Development

If you are interested in learning more about speech and language development check out our Expert Advice section with a range of articles written by Speech Therapists and Speech Pathologists who specialise in bilingualism.

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Difference between Language and Speech

What is the difference between language and speech.

Language as a noun is a form of communication using words either spoken or gestured with the hands and structured with grammar, often with a writing system. while Speech as a noun is the faculty of speech; the ability to speak or to use vocalizations to communicate.

Part of speech: noun

Definition: A form of communication using words either spoken or gestured with the hands and structured with grammar, often with a writing system. The ability to communicate using words. Nonverbal communication. A computer language. The vocabulary and usage used in a particular specialist field. The particular words used in speech or a passage of text. Profanity.

Example sentence: Of all of our inventions for mass communication, pictures still speak the most universally understood language.

Definition: The faculty of speech; the ability to speak or to use vocalizations to communicate. A session of speaking; a long oral message given publicly usually by one person.

Example sentence: Eloquent speech is not from lip to ear, but rather from heart to heart.

We hope you now know whether to use Language or Speech in your sentence.

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People often get confused between similar sounding words or synonyms. Most of the time these words have slightly different meanings, and some time entirely different meanings. We help people discover the difference between these words.

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Language is More than Speech: A Case Study

Morton ann gernsbacher.

Contact Information: Morton Ann Gernsbacher, Ph.D., 1202 W. Johnson Street, University of Wisconsin-Madison, Madison, WI 53562, ude.csiw@bsnreGAM

Some individuals face severe challenges with producing oral language (i.e., speech). In this article a case study of a child who experienced severe challenges with speech development is presented. Medical records, historical home videos, audio recordings, and photographs, in conjunction with an extensive journal maintained by the child’s mother provide the basis for this report, which profiles the child’s development from birth to age 8;0. This child’s development demonstrates the necessity of distinguishing between language—the mental representation of concepts and their relations—and speech—one means for communicating mental representations.

That the word language derives from lingua (“tongue”) betrays the common confusion about the relation between speech and language. ( Schein & Stewart , p. viii)

Some individuals face severe challenges with producing oral language (i.e., speech). In this article a case study of a child who experienced severe challenges with speech development is presented. Medical records, historical home videos, audio recordings, and photographs, in conjunction with an extensive journal maintained by the child’s mother provide the basis for this report, which profiles the child’s development from birth to age 8;0. This child’s development demonstrates the necessity of distinguishing between language—the mental representation of concepts and their relations — and speech — one means for communicating mental representations.

Neonatal Development

RH was the first and only child born to middle-age, professional parents. He was the product of an uncomplicated pregnancy, followed by a Caesarian delivery prompted by failure of labor to progress. During labor, RH’s heart rate was observed to decelerate rapidly in response to larger uterine contractions. A Caesarian delivery was prepared for, but not executed, earlier in labor because of this precipitous heart-rate deceleration. An eventual Caesarian delivery was uncomplicated, and RH’s birth weight was 7 lbs, 7 oz, with Apgar scores of 9/10 (1 min/5 min). RH’s immediate postnatal behavior was remarkable, according to his mother, for demonstrating a calm, soothed demeanor, very early and natural nursing (i.e., within moments of being handed to his mother), and striking visual attentiveness. His mother recounts that he fixated the ceiling mounted television while being held in his father’s lap in the hospital bed to watch several minutes of a collegiate basketball game (the Final Four championship).

RH’s first months of development were characterized by a calm demeanor, positive affect, and high visual attentiveness. RH began producing a social smile at 5 weeks, 5 days. RH greatly enjoyed leg extension activities, such as infant “kick gyms” (i.e., attractive stimuli dangling within kicking range, when RH was supine) and “Johnny Jump Ups” (i.e., a cloth saddle attachable to door openings with springs that allow an infant to bounce vertically using his legs). RH’s mother reported that RH would remain exuberant about jumping in a baby jumper for nearly an hour. RH was also reported to enjoy watching commercial video tapes, beginning as young as two months of age when he primarily watched videos of other baby’s faces (producing a range of emotional expressions), and later (beginning in the third month) when he began watching videos of children’s educational shows, such as Barney . RH was able to sit unaided by his fifth month of life and began crawling at the beginning of his seventh month. Immediately upon beginning to crawl, RH was reported by his mother to cease enjoying the baby jumper.

RH was characterized by his mother and by other adults as a “very quiet baby.” He rarely cried and had very limited babble, even by eight or nine months of age. He remained quite happy, playful, and curious, by his mother’s report, but did not produce typical amounts of or a typical diversity of vocalizations. According to both his mother’s report and recorded audiotape, RH produced little gurgling or cooing, and the sparse babbling produced was primarily vocalic (i.e., produced with vowels, not consonants). RH was reported to experience the onset of “stranger anxiety” at a developmentally typical point (around seven months) and passed the standard “a-not-b” object permanence task developmentally early ( Smith, Thelen, Titzer, & McLin, 1999 ). RH could stand unaided by nine months of age, and shortly before his one-year birthday he began to walk. According to historic home video tape, RH’s first succession of more than two steps unaided comprised 16 steps and a half-turn. According to medical records, RH’s ‘well baby visits’ with his pediatrician were annotated with the phrases, “highly social” and “very active” at 6, 9, and 12 months.

Toddler Development

RH’s mother reported that by the end of his first year of life, RH was particularly interested in numbers, letters, and colors—all interests that would maintain and strengthen through his second and third years of life. Indeed, prior to his second birthday, he arranged a set of large (8”×4”×2”), plastic alphabet blocks in perfect alphabetical order; he arranged correctly the letters in his name using large (12” high) foam letters, and he arranged in numerical order large, plastic numbers 1 through 20. He virtually always alerted to numerical or alphabetical stimuli, and he enjoyed watching videos about counting or spelling, in addition to videos portraying other toddlers or preschoolers playing. He was introduced, by one of his babysitters, to videos starring the twin celebrities, Mary-Kate and Ashley Olsen, filmed when they were preschoolers, which he greatly enjoyed watching.

As a toddler, RH continued to be characterized by his parents and other care providers as cheerful and highly active, and an additional trait—an inordinate sense of physical balance—became apparent. RH’s mother reported that he very rarely fell, despite his interest in walking in precarious environments (e.g., cobble stone streets) and his frequent climbing on furniture and other scalable structures. At 14 months of age, he began a toddler gymnastics program and was distinguished from the other same-aged toddlers by his agility in running quickly, without falling, down a ‘tumble track’ (a 40’ by 10’ trampoline). Despite RH’s active mobility and agility, RH’s mother reported in retrospect that his reaching and grasping were rare. She did not feel the need to remove, for example, fine china displays that were in his arm’s reach because he never approached these objects or others with his hands. Materials on kitchen counters, his parents’ work desks, or other surfaces that were within his toddler reach were never disturbed. Even earlier, during his first year of life, he rarely reached for anything (a desired toy, his mother’s hair, or his father’s or other care providers’ eye glasses) with his hands. Because manual (e.g., index finger or flat palm) pointing is a developmental outgrowth of manual reaching ( Hammes & Langdell, 1981 ), it is not surprising that RH did not develop or use any pointing behavior during the second year of life.

RH’s vocal production remained severely limited during his second year of life; his mother reported, and historic home video suggested, that he was even more “quiet” (i.e., non-vocal) after his 13 th month than he had been during the last half of his first year of life. RH communicated primarily with facial and other whole-body nonverbal expressions (predominantly those of positive affect, e.g., joy, satisfaction, curiosity, attention, and on rare occasions those of negative affect, e.g., distress or frustration). RH frequently led an adult to a desired item (e.g., a video) by either taking the adult’s hand after RH began walking, or previously, when RH was only crawling, taking the adult’s shirt bottom (as RH crawled along). RH’s mother viewed this form of communication as highly adaptive for a child whose volitional vocalizations and distal arm and hand control were so limited, and this style of communication remained a core part of his communicative repertoire for several years, becoming more fine grained (e.g., leading an adult by the hand to a door, and then placing the adult’s hand on the round door knob that RH was unable to open).

During his second year of life, RH enjoyed viewing visual stimuli upside down and would do so by facing backward to the stimuli, bending at the waist, and looking back at the stimuli between his legs. For example, often when watching familiar videos, RH would face away from the television, bend at the waist, and watch the video inverted by looking back toward the television between his legs. When a small, portable television was placed on the ground, RH stood behind the television and bent over it so that his head rested on the ground, only a couple of feet from the screen, and the image was inverted. RH’s mother reported that RH resisted having books read to him, by grabbing the book out of the reader’s hands and then studying intensely the bar code of the ISBN on the backside of the book. (His mother reported that by 30 months of age, he was proficient in bar code; i.e., he could distinguish altered bar code from authentic bar code.)

RH appeared to be fascinated by looking through sheets of colored acetate, and indeed, according to his mother, a sheet of red colored acetate was the first object that he demonstratively shared with his mother, encouraging her (nonverbally) to also look through the acetate. RH’s mother reported that RH was also very interested in door hinges, automatic doors, escalators, and the non-right angle caused by the family’s vaulted living room ceiling. To this latter stimulus RH would lead his mother and indicate nonverbally for her to observe the unusual angle. RH’s mother interpreted this act (RH’s leading his mother by the hand to the floor underneath the non-right angle and directing with gaze his mother’s own gaze to the angle) as an act of initiating joint attention. However, the communicative act, which RH’s mother reported as quite successful, was accomplished without index finger pointing or verbalization.

Given RH’s appreciation of visual stimulation during his toddler years, RH’s mother reported introducing him to his first computer game when he was 19 months old. RH’s parents purchased a child-sized trackball, which used a 4” wide surface and a slow tracking speed. With the child-sized trackball, RH needed to move only his arm, rather than more fine-grained movements of the wrist or fingers, to control the cursor’s movement. RH experienced great success with the computer game; RH’s parents report that adults who observed him playing this computer-based game would “stand in awe.” One game involved a computerized version of a form board for which the child needed to bring the cursor to a puzzle piece and then drag the puzzle piece to the appropriate outline shape. Although at this time RH was completely unsuccessful at putting together even the simplest of physical form boards, he mastered the computerized version instantaneously. Another game was akin to a child’s version of a conceptual slot machine. The goal was to click through several different options to select three of a kind. RH mastered that game without any adult guidance. RH’s expertise with computer games kept his mother from assuming that his lack of speech was due primarily to cognitive limitations.

RH’s stranger anxiety remained during his second year of life, although by all formal measures (e.g., Ainsworth, Blehar, Waters, & Wall, 1978 ) and informal assessments, RH maintained a secure attachment with his primary care provider. RH’s mother notes that he was “less likely to make eye contact” with novel adults than other children his age and that he rarely oriented when his name was called (i.e., made the controlled movement to look up and orient to the direction from which the person was calling). RH’s mother reported (and historic home video demonstrates) that RH was unable to follow with controlled vision a directional prompt, such as an adult pointing an index finger to a distal or even proximal stimulus. Thus, RH appeared to lack the traditional markers of receiving joint attention ( Tomasello & Farrar, 1986 ).

After reviewing family photos and historic video tapes, RH’s mother observed, in retrospect, that RH must have had extreme tactile sensitivity on the palms of his hands and in and around his mouth. In many photographs he was shown using fisted hands to grab seemingly innocuous objects, such as a soft, rubber therapy ball. In many contexts, he appeared highly reluctant to use his hands for exploration (such as with novel toys and novel food). In one family photograph he was shown retching after being encouraged to touch a “koosh” ball. RH’s mother reported that he was at this point in development highly resistant to having this teeth brushed, wearing hats and gloves (even in the winter), tasting novel foods, and trying on new shoes.

At RH’s 18 month ‘well baby’ visit, RH’s mother expressed concern to the pediatrician about RH’s speech delay. Records indicate that RH’s mother’s concern was not because she and her child could not communicate quite effectively, or that he was unable to communicate with others, but because comparing his expressive language development with typical milestones indicated a delay. RH’s pediatrician recommended an audiology examination, the first of which was conducted when RH was 19 months. According to records, the first behavioral audiology exam was completely unsuccessful with RH failing to alert to any of the auditory probes. Another behavioral audiology examination conducted at 20 months indicated that RH alerted slightly to one or two of the auditory probes; however, the test was far from conclusive. A third behavioral audiology examination conducted at 21 months was equally inconclusive with the exception of RH orienting rather strikingly to the audio track of a Barney videotape, which his mother had brought to the examination and which was presented auditorily at the conclusion of the examination.

At 22 months RH was evaluated via Brain Stem Auditory Evoked Response (also known as Auditory Brainstem Response), while RH was sedated as an outpatient at a hospital. The evaluation indicated no evidence of abnormal neurologic conduction through the brainstem auditory pathways. At 23 months, RH was evaluated by a multi-disciplinary team at a national clinic for developmental disabilities. With the exception of the Bayley Scales of Infant Development ( Bayley, 1969 ), very few standardized tests could be administered, and even the Bayley was an approximation. A highly experienced developmental pediatrician observed and interacted with RH and his mother during a two-hour session. The result of the multi-hour evaluation was a diagnosis of pervasive developmental disorder.

Following this evaluation and diagnosis, RH was enrolled in occupational therapy and speech/language therapy. RH’s parents used as a guide to their interactions the “Communicating Partners” curriculum (e.g., MacDonald, 1987 ). They reported placing great emphasis on following their child’s lead, reciprocating his interaction, enhancing his strengths, encouraging all of his efforts toward communication (even those assumed by other programs to be ‘unconventional’ or ‘inappropriate’), and sharing mutual affect. In addition, RH began attending an integrated toddler program for two hours a day during the week. A speech-language therapist and occupational therapist were assigned to RH at the integrated toddler program, in addition to those professionals whom he saw in the community; however, after a few sessions with the occupational therapist assigned by the toddler program the parents declined her further services because she used ‘pull out’ sessions with tasks that were too frustrating for RH.

The speech-language therapist at the toddler program suggested developing sign-language, a decision, which in retrospect for RH’s mother, seemed ill-conceived. RH’s fine motor control was not developed well enough to promote even the simplest of signs. Nonetheless, the speech-language therapist worked for eight weeks with RH on the ASL sign for “more.” When RH was unable to produce this sign independently after eight weeks, it was suggested to RH’s mother that RH lacked the symbolic understanding needed for “developing language.” RH’s mother reported that she disagreed strongly with this assessment and asked the staff if they had any evidence that RH was able to produce the component motor plans for the sign (e.g., bring hands to the midline). They did not (e.g., RH had never clapped).

RH’s mother later wrote in her journal the following entry related to this topic.

What a bias we as a society have against children who can’t talk. This week RH was transitioning to a different classroom with different teachers in a different building at a different time of day. Before he left the house on Monday morning I asked RH if he wanted to take something special with him to school to serve as a transitional object, though I didn’t use that term. RH chose two small dolls: one of his buddy, Bert, and the other of his buddy, Ernie [characters from Sesame Street]. As it turns out the teachers took the dolls away from RH, shortly after RH’s father left for the day, because the dolls were “commercial.” After looking around for them for 10 or so minutes, RH went to the art table and picked up two markers: one yellow and one orange. Because he then carried these two markers around with him the rest of the morning, always setting them down when he was playing with something else, but making sure that they remained with him, I was told on Tuesday during the first parent-teacher conference of the term, that we already had a problem. When I asked what the problem was with carrying around two markers, not even knowing the colors or the fact that the teachers had taken RH’s dolls away, I was told that the behavior was ‘weird.’ Had RH been able to muster even just a “ehhee” or “buh buh” as he made the markers dance in his lap during music time, the teachers most likely would have figured out that RH was demonstrating the highest level of representational play ( Ungerer & Sigman, 1981 ).

Preschool Age Development

According to RH’s mother, during RH’s preschool years he remained a delightful child, whose mood was almost always “off the charts” in positive affect. He sometimes seemed other worldly and frequently marched to his own drummer; however, he remained affectionate and engaging with persons he knew well, including his immediate family, his other care providers, and the speech-language and occupational therapists in the community with whom he worked after leaving the toddler program. He remained physically active, and he frequently sought out opportunities for proprioceptive feedback (such as jumping on beds and trampolines). According to RH’s speech therapist, it was primarily while jumping on a trampoline that RH was able (during much of his preschool age years) to produce the phonation required for any vocalization, which remained quite primitive during this time.

RH developed a relationship with a surrogate sister, a neighbor, who was three years older than he, and with whom he spent one full day a week during the summer and occasional days during the academic year. For over a year, when RH was 5 years old, he had a same-aged best friend (DW), a typically developing boy with whom RH played one-on-one for about six or more hours a week, always with support. By all observable measures, DW enjoyed RH’s company as much as RH enjoyed his. RH taught DW as much about sand physics, water physics, and weather stripping, which was one of RH’s fascinations during that period of his life, as DW taught RH about more typical 5-year old boy interests, such as water gun fights and rough housing. RH’s and DW’s very close bond of friendship appeared to require little speech. Unfortunately, according to RH’s mother, the relationship ended abruptly the day that DW—with no malevolence or seeming premeditation—suggested to RH when they were dividing up who would play what that RH play a particular character, because—like RH—that character “would never talk.” RH appeared to be immediately heart broken and despondent, and the bond was never reparable.

RH typically avoided all mutual eye contact with strangers, although for a short period RH adopted the habit of squinting after he made brief eye contact with novel people. RH’s fine motor skills remained severely impaired, including the bimanual coordination needed for sign language and conventional gestures, as was his eye-hand coordination. Because RH’s manual motor skills were so severely challenged that he struggled to produce common gestures and conventional sign language, RH appeared to create his own gesture system, which drew on motions that he could perform. According to his mother and his speech therapist, RH had a repertoire of a dozen frequently used idiosyncratic gestures and was sometimes able to spontaneously generate novel gestures, which were typically iconic of motions or spatial relations about which RH was attempting to communicate. All gestures at this point in RH’s development were produced bimanually. RH’s mother reported that most persons not familiar with RH’s gesture system interpreted his movements as being repetitive or erratic.

RH was unable to volitionally produce facial expressions, but his repertoire of spontaneous facial expressions was moderately sized. All of RH’s vocalizations at this point in development were primarily vocalic; his consonant repertoire was limited to /m/ and occasionally /b/. Many of RH’s vocalizations were produced in what his mother referred to as “squeal mode;” however, audio tape analysis demonstrated that many of these “squeals” carried the intonation of well-formed utterances. For example, during one session with his speech therapist, RH vocalized the intonational pattern of “I’m not yawning,” after his speech therapist teased him about looking a bit tired. As with RH’s facial expressions and manual gestures, RH’s vocal expressions were all spontaneous (i.e., he was unable to produce vocalizations on command or in volitional imitation).

Grade-school Age Development

When RH was 5;5, his mother watched a British Broadcast Company documentary (BBC, 2001) about an Indian mother and son who had worked together to enable the son, minimally verbal, to develop handwriting as a communication medium; RH’s mother then had the opportunity to visit with the mother and son in the United States ( Mukhopadhyay, 2000 ). Although RH’s mother was unwilling to go to the extreme measures that the Indian mother had used with her son, RH’s mother was very motivated to explore the possibilities of RH using even a gross style of handwriting for augmentative communication. Realizing that RH had less control over the smaller muscles (such as those used during typical-sized handwriting) than he did for larger muscle groups, RH’s mother designed a system so that RH could begin by using larger muscles, such as his shoulder girdle. She placed large sheets of easel sized pages on the wall at RH’s shoulder height, and RH practiced marking (with a slash) using a wide felt-tip marker in large, designated regions. RH began with considerable physical support (hand-over-hand), which was slowly faded over the course of several weeks.

Once RH mastered the ability to mark independently within a several inch region of a designated target on the large easel-sized paper, RH was able to use this gross style of handwriting to demonstrate his literacy. For example, one of the first exercises accomplished by RH is shown in Figure 1 ; the goal was to mark through words in a list for which the vowel digraph ‘oo’ was pronounced /u/ as in “tooth.” RH’s success on this task demonstrated not only his self-taught literacy, but also his finely tuned phonemic awareness. Another task required identifying the correct verb tense, as shown in Figure 2 , and another, as shown in Figure 3 , required identifying the correct contraction (and verb tense). RH’s mother reported being a bit surprised to observe RH’s knowledge of prefixes and suffixes, as shown in Figure 4 , in which only one prefix or suffix fits each stem word. RH scored perfectly on each of these activities and many more, all taken from a 3 rd grade Language Arts workbook and all completed during the first week after RH mastered a marker, when RH was 5;10.

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Handwriting by RH’s mother with over marks by RH.

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Upon RH’s mastery of using a marker, this ability was used as a communication medium. For example, RH’s mother reported that if RH woke up with a fever, she would make a list of body parts that possibly could be in pain (e.g., head, throat, ears). For presumed “yes” or “no” statements RH’s mother originally offered only a “yes” and “no” response placed beneath the statement (e.g., “I am hungry. YES NO”). However, RH began sometimes to mark through both answer choices, as shown in Figure 5 , and another time RH marked through both answer choices—and made a marking in between, as shown in Figure 6 . Then he made only the marking in between the two answer choices, as shown in Figure 7 , and RH’s mother reported finally understanding his intention: RH wanted a maybe option, which he used in many politic situations, as shown in Figure 8 . RH’s mother reported that the “maybe” option was quite useful; she recounts an incident in which she was about to become angry at RH for pouring out a container of water she had asked him not to pour, and prior to scolding RH, she decided to find out if rather than RH doing this forbidden task on purpose, it was an accident. His answer was “maybe.”

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Handwriting by RH’s mother with over marks by RH

RH continued to use this gross style of handwriting (i.e., marking through options) as a medium of communication for over two years. During that time, RH was able to scale down from the easel-sized pages to more standard 8.5×11 typing paper. When paper was not available (or necessary for recording academic work), RH used a magnetic writing toy (e.g., “magnadoodle”), which he carried in his backpack. RH was able to communicate about wants and needs, and to have extended conversations about abstract and complex topics, such as religion, death, and the societal versus medical definition of disability.

Only a few months after RH mastered holding a marker, he was administered the state-wide assessment of academic skills for fourth grade. This standardized multiple-choice test assessed skill in writing, mathematics, and reading, using a multiple-choice format. With the only modification being spacing the answer choices about four inches apart, rather than the mere millimeters that typically separate bubbles on computer-scored answer sheets, RH scored perfectly on the 150-item standardized test. A month later, he scored perfectly on the state-wide assessment for fifth grade. He was 5; 11.

When RH was 6; 4, he was tested on the Peabody Picture Vocabulary Test ( Dunn & Dunn, 1997 ), a commonly used verbal IQ test. RH would have been untestable with the standard requirement to point to the correct picture, because he still did not have a reliable proximal (or distal) point at that age; however, the picture plates were scanned into a computer, and RH was allowed to use his large, child-sized trackball to scroll to the correct answer. RH achieved a raw score of 181, which translated to a standardized score of 160, at the 99.9 th percentile, with an age equivalence of 22 years. Similarly, RH’s performance on the standardized Test of Receptive Grammar ( Bishop, 1983 ), in which children select the picture that best represents the sentence, and the sentences vary in their grammatical complexity, was at the 95 th percentile. At this point, RH’s mean length of utterance (commonly known as MLU) was 1.5, and the intelligibility of his utterances was less than 20% to familiar listeners. When RH was 7; 5, he developed a reliable index finger point. His mother reported that this development was a highly celebrated accomplishment; it followed development of his trunk strength and stability, coincident with development of his shoulder girdle strength and stability, and involved a range of finger motility and isolation that RH had not been able to achieve before. Indeed, the isolated index finger point was RH’s first uni-manual—as opposed to bimanual—gesture. With his newly developed ability to point, RH and his mother considered whether RH might be aided by using a keyboard type augmentative communication device. They had considered a keyboard type augmentative device three years earlier, before they began the modified handwriting, but RH’s body was not ready to support an index finger point at that time.

RH’s mother began with the same strategy that she had used with the modified handwriting, namely, starting with an ample-sized target so that RH could use larger muscle groups while practicing to use smaller muscle groups. Thus, she produced a cardboard replica of a QWERTY keyboard with .5 inch-high letters spaced 1.5 inches apart horizontally and vertically. RH began with physical support at the wrist while seated in a person’s lap (for further proprioceptive input and support). The wrist support was faded to support at the elbow, and the lap support was faded to sitting beside the person providing support. The elbow support was then faded to a light touch on the shoulder, and then physical support was faded completely. With RH’s approval, the size of the keyboard replica was reduced two additional times, with the last adjustment approximating the size of a standard computer keyboard. RH and his mother reported appreciating the cardboard keyboard (i.e., the keyboard replica) because it was more portable and more durable; for example, it could be used when RH was in various physical positions, rather than seated with the keyboard on a flat desk-like surface.

As with the gross style of handwriting, which RH had mastered a couple of years earlier, RH also used the modified typing (i.e., index finger pointing to letters on the replica keyboard) both for academic work and for general communication (including email and postal mail, which was RH recorded manually by an observer while RH composed on the replica keyboard and then transcribed to other media). The modified typing demonstrated that RH’s language skills included highly advanced expressive language, in addition to his previously demonstrated highly advanced receptive language. The modified typing also demonstrated how naturally and fluently RH could converse interpersonally when the output did not require vocalization.

For example, RH’s mother wrote the following entry in her journal.

Just a week after RH began typing, we had the following exchange. The context was that we were talking about how mad it was making me that RH was at risk of ruining some of his videos because he wanted to flip the “lip” of the video off to see the actual tape (the thing I am calling the lip is the part that the video player does lift up, but people are not supposed to). RH had already broken two videos by too energetically lifting the lip up to see the tape. So I was having a pretty motherly moment in nagging him to not do this anymore. Actually I was telling him in no uncertain terms that I wouldn’t do it for him because that’s his clever way of getting something done if he knows he’ll get into trouble for doing it—he coaxes someone else into doing it for him. So I was pretty steamed about this . RH typed, “BUT THEY ARE MINE.” I replied (in speech), “Yes, I know that they are yours, but I’m the one who spends my time and my money buying them.” A note here is that RH’s video collection, which is quite extensive, is also quite esoteric. I have to really search far and wide for each one; it’s not like going to ToysRUs and picking up what every other child is watching that week . RH rebutted by typing, “BUT THEY CAN BE REPLACED,” to which I replied, “Yes, I know they can be replaced, but that’s more of my time and my money to replace them when I don’t like your doing it in the first place.” Realizing that I wasn’t getting very far with my reasoning, I decided to try an analogy. I asked RH if he remembered the beautiful diamond earrings that he and his father had bought me for my birthday, and he typed, “YES.” Then I asked him how it would be if I just flushed those diamond earrings down the toilet because, after all, they are mine and they can be replaced, so how would it be? RH typed, “LAMENTABLE.” At this point I was laughing too hard to be mad. And I confess I didn’t really know that lamentable was a word until I looked it up later that night in a dictionary . Later that night I was telling RH that it was definitely time for him to calm down and start trying to fall asleep, but he was still being a bit too animated. I had reminded him several times to calm down. Then I asked him, “Do you know why it’s now time to start calming down and trying to fall asleep?” RH typed, “BECAUSE I AM JUST ABOUT TO PISS YOU OFF.” So I then asked, “Do you want to piss me off?” And RH typed, “BETTER YOU THAN ME.” RH’s use of the slang term, “piss off” prompted a discussion the next morning of slang and curse words, the bottom line of which is that I learned that RH was highly knowledgeable of an entire lexicon of slang and curse words. Indeed, his lexicon surpassed mine. He was also fully cognizant of which words were more slang-like compared with which words were downright verboten in formal company, and he could scale between those two extremes. I found this compelling, because my naïve conception was that children learn which words are taboo and how taboo they are by producing them—often without accurate knowledge of their full taboo status—and being reprimanded. At least that’s how I remembered learning where on that sliding scale a few verboten words resided according to my own parents. However, RH had not only acquired an extensive vocabulary of slang and curse words, as he had with non-slang/curse words, he had extrapolated from what was likely very rare instances of each word’s occurrence to know the word’s shock value.

In addition to using modified typing for direct communication, such as conversations and email, RH also used modified typing for creative expression. At 7; 11, he completed a book of 30 poems. The first poem he typed was the following:

When winter comes, And snow has fallen, Trees are barren no more. Find me at your door.

RH also used modified typing to clarify the words he articulated with his speech. An audio recording contained a repeated production of the utterance /KOO ki ki/ (‘COO key key’), which RH’s mother reported was produced while RH was playing with one of his troll dolls (referred to by his family as a “trollie,” pronounced /troli/, rhyming with “holy”). RH typed that the target for this utterance, /KOO ki ki/ (‘COO key key’), was “cool trollie.” Another audio recording contained the production, /ga GA ga ga KI k^l/ (‘gah GAH gah gah KEY kuhl’), which RH translated through typing to be “[I] got the one that’s critical” (said in response to his mother asking if he wanted her to print out any more photographs after she had printed what seemed to be his one favorite). As a final example, an audio recording contained the production, /æ æ æ I i/ (‘aa aa aa EE ee), for which the target utterance, revealed through RH’s typing, was “that one is so neat.”

RH’s mother reported that RH’s ability to type also facilitated other people’s understanding of some of his other “atypical” behaviors. For example, even though through much of his toddler and preschool years, RH greatly enjoyed placing items and objects in linear arrangements (typically by color wavelength or other dimensions of importance to him), during his eighth year of life, he enjoyed making large piles or “nests” of favored possessions (such as CD insets, DVD covers, video cases, and books). As his mother reported, this free-flowing style was completely at odds with her own penchant for neatness and order. Thus, one morning when his mother was approaching one of his larger “nests,” she began uttering, “you know, RH, what about …” She reported not getting any further in articulating her question when RH began giggling. To an outsider, one might think that RH was simply emitting some random outburst of laughter. However, when asked by his mother the basis of his laughter, RH typed, “I THINK IT’S FUNNY HOW YOU’RE NOW TRYING TO THINK OF WAYS TO ORGANIZE MY STUFF. GIVE IT UP MOM. IT’S FUTILE.”

Finally, RH’s modified typing provided a mechanism for him to share insights to the origin of his severe speech impairment. For example, when RH was 7;7 and his mother suggested that he try some oral motor imitation exercises, the following conversation ensued (with RH’s contributions being through modified typing and his mother’s, signified by “M” through her speech):

M: How about we try some imitation?

RH: [looks at his mother quizzically]

M: You know what imitation is, right?

RH: YES, IT IS THE HIGHEST FORM OF FLATTERY.

M: Funny. No, seriously, how would you define imitation?

RH: PURPOSEFULLY MIMICKING ANOTHER PERSON’S GESTURES OR BEHAVIORS.

M: Right. So, let’s try some.

RH: BUT IT MAKES ME SAD.

RH: BECAUSE IT’S SO HARD FOR ME TO DO. I CAN BARELY DO IT.

At another point, also during his attempts at oral motor exercises, RH expressed the following frustration, through typing: IT’S AS THOUGH MY MOUTH HAS A MIND OF ITS OWN.

Conclusions

Over 20 years ago, a document prepared for the federal Office of Technology Assessment, stated that “people of all levels of intelligence are found in the population with the inability to speak, which is one of several neurological or neuromuscular impairments. But, only rarely have distinctions been drawn between those incapable of thinking or comprehending and those who simply cannot express themselves. Lack of speech has been confused with lack of language and often been automatically equated with lack of intelligence” ( OTA, 1983 ). The case study presented in this article has presented a profile of an individual whose struggle with speech should neither be confused with a lack of a language nor be equated with a lack of intelligence. Moreover, this case study has identified other challenges to well-accepted equations such as that between traditional manifestations of joint attention (e.g., pointing and following a point) and language development.

RH is clearly not the first individual to demonstrate the folly of equating language with speech. Others in the lay autism literature (e.g., Blackman, 2001 ; Eastham & Eastham, 1990 ) have done so before him, and it is very likely that others will continue to do so. These individuals and their lives demand distinguishing between language—the mental representation of concepts and their relations—and speech—one means for communicating mental representations.

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What Is The Difference Between Speech and Language?

by Niagara Therapy, LLC | September 22, 2021

Female speech therapist helps young blonde girl with learning to speak

There are major differences in the areas of speech and language. However, both areas are equally important. Speech is how we produce words and sounds. Language refers to how we use these words in order to communicate our wants and needs.

There are three different areas to consider when talking about speech: articulation, voice, and fluency.

What is Articulation?

Articulation refers to how we make speech sounds using our tongue, lips, and mouth. We need to be able to produce different sounds in order to form words and communicate. Children or adults can have difficulty with producing speech sounds for a variety of reasons. Speech sound disorders fall into two categories: organic speech sound disorders or functional speech sound disorders. Organic speech sound disorders are the result of a motor/neurological, structural or sensory cause. Examples of motor/neurological speech sound disorders include childhood apraxia of speech and dysarthria. Structural speech sound disorders could be caused by cleft palate or other structural abnormalities of the articulators (lips, tongue, etc.). Sensory speech sound disorders would include hearing impairment. Functional speech sound disorders have no known cause. Functional speech sound disorders are the result of errors in the motor production of sounds or linguistics of speech. Typically, functional speech sound disorders are also known as articulation or phonological disorders . Articulation disorders commonly refer to errors in words like substitutions of one sound for another. Phonological disorders focus on errors in the rules of speech. For example, fronting is considered a phonological disorder. Fronting is where a sound made in the back of the mouth (K,G) is replaced with a sound made in the front of the mouth (T,D).

What is Voice?

Voice refers to how we combine our vocal cords and breathing in order to make sounds. Our voice can be different volumes and pitches, and just like any other part of the body the vocal cords can be damaged. Voice disorders can occur when the quality, pitch and volume of the voice is considered inappropriate for the individual’s age, gender and culture. Voice disorders can be caused by a variety of different reasons including: organic, structural, neurogenic, and functional. Organic voice disorders result from changes in the respiratory, laryngeal or vocal tracts. Organic voice disorders include structural and neurogenic causes as well. Structural disorders of the voice result from physical changes to the voice cause as vocal nodules. Neurogenic voice disorders are caused by central or peripheral nervous system problems related to how they connect to the larynx. Examples of neurogenic voice disorders include spasmodic dysphonia or paralysis of the vocal cords. Voice disorders can also be functional in nature. This means that the voice disorder is the result of misuse of the vocal cords. Examples of functional voice disorders include muscle tension dysphonia and aphonia. Overlap of the type of voice disorders is common.

What is Fluency?

Fluency is the rhythm of speech. It refers to how continuous, smooth, and how fast or slow a person speaks. When someone has difficulty with fluency, there are interruptions in the normal flow of speech. This is often noted by disfluencies (repeating sounds or words, blocks), tension, and atypical rate or rhythm of speech. There are two common types of fluency disorders : stuttering and cluttering. Stuttering is typically characterized by disfluencies such as: repetitions of sounds/words (m-m-m-mom), prolongations of sounds (Sssssssssstay home), or blocks (inability to get sound out). Disfluencies impact the rate and rhythm of speech and can be accompanied by avoidance behaviors (avoiding words, people or situations), escape behaviors (frequent eye blinking, body movements), and physical tension. Often, stuttering begins in early childhood (before 4) and can be sudden or progressive. Stuttering can co occur with other disorders as well. Cluttering is another type of fluency disorder. Cluttering is typically characterized by rapid, irregular speech, excessive disfluencies, omission of syllables, and a breakdown in clarity of speech. Often, individuals are not aware of breakdowns in communication and this can impact social interactions. Typically, children are diagnosed in late childhood or early adulthood. Cluttering can also occur with other diagnoses.

Receptive Language and Expressive Language

There are two areas of language. Receptive language and expressive language. Receptive language is how we understand what is being said to us. Expressive language is how we share our thoughts, wants, and ideas with others. For example, language includes:

What words mean
How to make new words
Putting words together
Understanding concepts like same/ different
Social communication
Reading and writing

Individuals with language delays can occur with conditions such as autism, ADHD, TBI, hearing loss, etc. Language disorders can also occur with no other known conditions. This is referred to as a specific language impairment (SLI). Often, children that have reading and writing difficulties have difficulty with spoken language skills and vice versa. Children with SLI can also have difficulty with pragmatic skills (social interaction and communication). Language disorders can occur early on. Often, parents notice language disorders around the time their children are starting preschool (3-5). Some signs of language delay in preschool children are difficulty: understanding spoken language, following directions, pointing to named objects, taking turns in conversation and answering questions. Signs of an expressive language delay in preschool aged children are difficulty: naming objects, asking questions, forming sentences, using pronouns correctly, initiating and maintaining conversations. Children that display language disorders early on may continue to have persistent language disorders as they grow up. Some signs of language delays in older children are: difficulty with word finding, difficulty understanding and using complex sentences and language forms, difficulty with reading and writing, many grammatical errors in speaking and writing, etc.

Niagara Therapy, LLC specializes in speech therapy for both kids and adults in Erie, PA. Our speech therapists offer advanced interventions for assembling thoughts and organizing speech. If you or your child is struggling with speech or language development, contact one of our speech therapists to schedule a consultation.

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Uncovering the Roots of Speech: Tracing the Evolution of Human Language

R ecent studies have narrowed down the probable period in prehistory when human speech likely originated. Research conducted by British archaeologist Steven Mithen indicates that early humans likely began to develop basic language skills approximately 1.6 million years ago, in regions situated in eastern or southern Africa.

“Humanity’s development of the ability to speak was without doubt the key which made much of subsequent human physical and cultural evolution possible. That’s why dating the emergence of the earliest forms of language is so important,” remarked Dr. Mithen, who serves as a professor of early prehistory at the University of Reading, to The Independent.

Prior to last month, the prevailing belief among experts in human evolution was that humans began speaking only around 200,000 years ago. However, Professor Mithen’s recent research, published in March, suggests that rudimentary human language dates back at least eight times further. His findings stem from a comprehensive analysis encompassing archaeological, paleo-anatomical, genetic, neurological, and linguistic evidence.

The amalgamation of this evidence suggests that the inception of language occurred within the broader context of human evolution and other advancements between two and 1.5 million years ago.

Notably, there was a notable acceleration in the enlargement of the human brain, particularly evident from around 2 million BC, with a more pronounced growth observed after 1.5 million BC. This increase in brain size was accompanied by a restructuring of the brain’s internal organization, including the emergence of the frontal lobe area specifically linked to language production and comprehension. Referred to by scientists as Broca’s area, it appears to have evolved from earlier structures associated with early human communication through hand and arm gestures.

Recent scientific findings propose a correlation between the emergence of Broca’s area and enhancements in working memory, a critical factor in constructing sentences. However, several other evolutionary advancements were also pivotal for the emergence of basic language. The development of a more sophisticated form of bipedalism around 1.8 million years ago, coupled with alterations in the human skull’s shape, likely initiated changes in the configuration and positioning of the vocal tract, thereby facilitating speech.

Furthermore, compelling evidence supporting the commencement of human speech around 1.6 million BC stems from the archaeological record. Unlike many other animal species, humans did not possess notable physical strength. To thrive, they had to compensate for this relative physical fragility.

Professor Mithen’s research also suggests a notable continuity between the earliest human languages and contemporary ones. He contends that certain aspects of the initial linguistic development, dating back 1.6 million years, persist in modern languages today. Notably, he proposes that early humans likely began with words that, through their sounds or length, directly described the objects they represented.

Moreover, future research may offer insights into reconstructing the probable organization and structure of those primitive languages. While the genesis of language is estimated to have occurred around 1.6 million years ago, it marked the inception of linguistic evolution rather than its culmination.

Over hundreds of thousands of years, language underwent gradual complexity, experiencing significant refinement with the advent of anatomically modern humans around 150,000 years ago.

Relevant articles:

– The 1.6 million-year-old discovery that changes what we know about human evolution , Yahoo News UK

– When did humans first start to speak? How language evolved in Africa , theconversation.com

– What will humans look like in a million years? , bbcearth.com

Recent studies have narrowed down the probable period i […]

Telehealth versus face-to-face delivery of speech language pathology services: a systematic review and meta-analysis

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Background There is an increasing demand for the provision of speech language pathology (SLP) services via telehealth. Therefore, we systematically reviewed randomized controlled trials comparing telehealth to face-to-face provision of SLP services.

Methods We searched Medline, Embase, and Cochrane, clinical trial registries, and conducted a citation analysis to identify trials. We included randomized trials comparing similar care delivered live via telehealth (phone or video), to face-to-face. Primary outcomes included: % syllables stuttered (%SS) (for individuals who stutter); change in sound pressure levels monologue (for individuals with Parkinson’s disease); and key function scores (for other areas). Where data were sufficient, mean differences were calculated.

Results Nine randomized controlled trials were included; 8 evaluated video and 1 evaluated phone telehealth. Risk of bias was generally low or unclear, excepting blinding. There were no significant differences at any time-point up to 18 months for %SS (mean difference, MD 0.1, 95% CI –0.4 to 0.6, p=0.70). For people with Parkinson’s disease, there was no difference between groups in change in sound pressure levels (monologue) (MD 0.6, 95% CI –1.2 to 2.5, p=0.49). Four trials investigated interventions for speech sound disorder, voice disorder, and post-stroke dysphagia and aphasia; they found no differences between telehealth service delivery and face-to-face delivery.

Conclusions Evidence suggests that the telehealth provision of SLP services may be a viable alternative to their provision face-to-face, particularly to people who stutter and people with Parkinson’s disease. The key limitation is the small number of randomized controlled trials, as well as evidence on the quality of life, well-being and satisfaction, and economic outcomes.

Competing Interest Statement

The authors have declared no competing interest.

Funding Statement

This systematic review was commissioned by the Department of Health and Aged Care, Canberra, Australia, as part of a series of systematic reviews on the effectiveness of telehealth within primary care in 2020-21 and their update in 2023. The funder was involved in establishing the parameters of the study question (PICO). The funder was not involved in the conduct, analysis, or interpretation of the systematic review, or in the decision to submit the manuscript for publication.

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

COI and funding disclosures

Data Availability

All data produced in the present work are contained in the manuscript

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COMMENTS

What Is Speech? What Is Language?
Speech is how we say sounds and words. Speech includes: How we make speech sounds using the mouth, lips, and tongue. For example, we need to be able to say the "r" sound to say "rabbit" instead of "wabbit.". How we use our vocal folds and breath to make sounds. Our voice can be loud or soft or high- or low-pitched.
Language vs Speech: Deciding Between Similar Terms
The answer is both. Language and speech are related, but they refer to different aspects of communication. Language is a system of communication that uses symbols (words, gestures, or sounds) to convey meaning. Speech, on the other hand, is the physical act of producing sounds that convey meaning. Language is a complex system that allows us to ...
Difference between speech, language and communication
Language can be oral, written, or signed (e.g. Quebec Sign Language). Below are the different spheres of language (ASHA; Bishop et al, 2017): Phonology. At the interface between speech and language, phonology refers to the ability to identify and use speech sounds to distinguish the words of a language.
Language vs Speech: Difference and Comparison
The difference between Language and Speech is Language describes the general idea of the message that need to be communicated and is a tool by which human understand each other, whereas speech describes the way of communicating that particular message verbally, it is the expression of feelings and thoughts. ...
Speech vs Language
What is the difference between Speech and Language? Find out why Speech and Language are different and how Speech Therapy can help.
Difference Between Language and Speech
Language and speech are two different communicating tools. Language is the system of signals, rules and codes for communication, while speech is the verbal process of using language. Learn more about the differences, components and examples of language and speech.
The Difference Between Speech and Language
Hearing loss is not the only disorder that can compromise a child's ability to develop speech skills. An issue with the physiological components of speech (their lungs, vocal cords and mouth, including the tongue, lips, jaws and teeth) can also cause an issue with speech development. Language is made up of the socially shared rules that include:
Speech and Language Developmental Milestones
What are voice, speech, and language? Voice, speech, and language are the tools we use to communicate with each other. Voice is the sound we make as air from our lungs is pushed between vocal folds in our larynx, causing them to vibrate.. Speech is talking, which is one way to express language. It involves the precisely coordinated muscle actions of the tongue, lips, jaw, and vocal tract to ...
Understanding the Distinction: Language vs. Speech
Language refers to the system of symbols, rules, and structures that allow us to communicate meaning, while speech specifically refers to the physical act of producing sounds and words. Language encompasses both spoken and written forms, while speech focuses on oral expression. Understanding the difference between language and speech is ...
The Difference Between Speech and Language
As language develops, you'd expect speech sounds to also develop. Vice versa, language can be typically developing yet speech sound errors can affect the intelligibility of the words being used. The difference between the two is what is specifically examined. The area of speech focuses on the development of speech sounds and articulation skills.
FAQ: What's the difference between speech and language?
It was - and is - a very important question. 1. Speech and language are not the same thing. Language is the method humans use to communicate with each other, often involving words and symbols used consciously by a group in a structured or conventional way. Languages can be spoken, signed and/or written. We are 'wired' for oral language ...
Voice, Speech, and Language
Diseases and Conditions. Aphasia. Apraxia of Speech. Auditory Processing Disorder. Autism Spectrum Disorder: Communication Problems in Children. Developmental Language Disorder. Dysphagia. Hoarseness. Recurrent Respiratory Papillomatosis or Laryngeal Papillomatosis.
The Difference Between Speech and Language
An initial issue with one can even affect the development of the other. For example, problems with language mean fewer opportunities to practice pronunciation. Problems with speech may make children self-conscious and unwilling to talk with others. The less children converse, the more limited their experience with communication.
What is the Difference Between Language and Speech Development?
The connection is obvious but there is a difference: Speech is the sound of spoken language and includes the formation of a sound, the nature of the sound quality and the rhythm and flow of the sound. Language is the words we use and how we use them to share ideas and get what we want. What a word means, how to combine words into a sentence ...
What's the Difference Between Speech and Language?
This is why understanding the difference between speech and language is critical-if you have a child with hearing loss, your first priority should be to give them access to language. How language is accessed will be different for different families-some will choose American Sign Language, some listening and spoken language and amplification ...
Speech and Language Definitions, What Is The difference between them?
The answer is that they both fall under the umbrella of communication, but both language and speech are different communication tools. Language can be conveyed/communicated through different modes, it can be spoken, written or signed! All of these modes can be broken down to sentences, words, syllables and ultimately the smallest units- sounds.
Language vs. Speech
Difference between Language and Speech Language as a noun is a form of communication using words either spoken or gestured with the hands and structured with grammar, often with a writing system. while Speech as a noun is the faculty of speech; the ability to speak or to use vocalizations to communicate.
Language is More than Speech: A Case Study
That the word language derives from lingua ("tongue") betrays the common confusion about the relation between speech and language. ( Schein & Stewart, p. viii) Some individuals face severe challenges with producing oral language (i.e., speech). In this article a case study of a child who experienced severe challenges with speech development ...
PDF Languages come in many shapes and sounds. Language is ...
thinks language-specific differences in the timing patterns of speech production are part of the answer. To pronounce words properly, speakers must learn the timing of speech in a particular language—including the duration of consonant and vowel sounds and coordination between adjacent sounds. Some mispronunciations likely involve perception. A
What is the Difference Between Speech and Language?
There are major differences in the areas of speech and language. However, both areas are equally important. Speech is how we produce words and sounds. Language refers to how we use these words in order to communicate our wants and needs. There are three different areas to consider when talking about speech: articulation, voice, and fluency.
Difference Between Language and Speech (With Table)
Main Differences Between Language and Speech. Innateness vs. Learned Skill: Language: Language is considered an innate ability in humans. Children are biologically predisposed to acquire language during their early years. Speech: Speech, on the other hand, is a learned skill. While humans have the physiological capacity for speech, a language ...
Uncovering the Roots of Speech: Tracing the Evolution of Human Language
The amalgamation of this evidence suggests that the inception of language occurred within the broader context of human evolution and other advancements between two and 1.5 million years ago.
Telehealth versus face-to-face delivery of speech language pathology
Background There is an increasing demand for the provision of speech language pathology (SLP) services via telehealth. Therefore, we systematically reviewed randomized controlled trials comparing telehealth to face-to-face provision of SLP services. Methods We searched Medline, Embase, and Cochrane, clinical trial registries, and conducted a citation analysis to identify trials. We included ...

Difference between speech, language and communication

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FAQ: What’s the difference between speech and language?

1. Speech and language are not the same thing

2. Speech and language problems don’t always happen together

3. Problems with speech development can sometimes affect language development and vice versa

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Language therapy works. But can we make it better? (October 2021 update, incorporating important research findings published in 2021)

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The Difference Between Speech and Language

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