We Need to Talk About Social Inequalities in Language Development.

Abstract

This article aims to raise speech-language pathologists' (SLPs') awareness about the extent of social inequalities in the language development of children, and their social determinants. This article draws on empirical evidence and theoretical foundations from the field of public health to highlight the roots and distribution of social inequalities in the language development of children. The Total Environment Assessment Model for Early Child Development is presented as a means to understand the social determinants of early child development, and its relevance to the context of early language development is discussed. Informed by these theoretical notions, this article encourages SLPs to reflect on actions directed toward the social determinants of language. Drawing from health promotion approaches, a conceptualization of language interventions and intervention outcomes as "events in systems" is suggested. The public health-inspired approach to language interventions shared in this article invites institutions and SLPs to direct their gaze to the social determinants of language and broaden the scope of actions that are included in individual or group interventions aimed at supporting the language development of children.