EP48: Language development without pressure

The Fascination of Language Development

Language development in children is a fascinating process. For parents, it is both a miracle and a constant source of questions and uncertainties. Every parent who wonders if their child is developing normally, if they are a "Late Talker," or if they are perhaps learning more than one language – these questions come up again and again. But what really happens during those crucial first four years? And how do you deal with it when sentences don’t come as expected?

Who is Inès Aertsen?

Inès Aertsen is a speech therapist. She works every day with children who have not yet found their language – or who are simply developing it in their own way. In her profession, she is constantly faced with the challenge of identifying the right moment when a child truly needs help, and often also reassuring worried parents.

Inès Aertsen - orthophoniste

What is normal and what is not?

"Most children learn language quite naturally and at their own pace," explains Inès. But as always, when it comes to a child's development, the pressure is on the parents. And one issue keeps coming up: if a child at two years old still cannot express 50 words, one should be attentive. Especially in a country like Luxembourg, where multilingualism is part of everyday life, it is often difficult to detect a delay.

Multilingualism: Challenge or Advantage?

Inès emphasizes that a child who is exposed to different languages on a daily basis is not learning more slowly. They are just learning differently. And this is precisely where the mistake many people make lies: Multilingual children are often seen as "delayed," even though they are simply absorbing multiple languages at the same time. "They have a larger pool of words to learn. That’s why it might seem like they are slower, but that’s not the case."

Where are the biggest problems?

At an age when a child begins to form their first sentences, many factors can have an influence. The Service Audiophonologique (SAP), which evaluates every child in Luxembourg at the age of 30 months, is an important institution here. But how many parents really take advantage of this opportunity? Or do some feel pressured when they are told that their child does not know enough words? Inès sees a certain inequality here: "We are well-organized here in Luxembourg, but the waiting lists for speech therapists are long. A child can often only get a therapy place at the age of three – and by then, much can be lost."

The Role of Screens

Of course, the topic of media also comes up. "Screens and language development – that is always a difficult topic," says Inès. Many parents tell her that their children can repeat words they have seen on a tablet or television. But is that really language development? "No," she emphasizes. "Language is something that is learned through interaction." When a child simply looks at a word and repeats it, that is just imitation – not real communication.

The Importance of Interaction

Inès points out that parents can support communication in everyday life. "It doesn’t always have to be professional," she explains. "Just talk to your child. Accompany everyday life with words. What do you see? What are you doing? What does something look like? The most important thing is interaction."

A Plea for an Empathic and Pressure-Free Approach

What is clear: Inès Aertsen advocates for more awareness and a more empathetic approach towards children and their parents. Language development should not be a source of pressure. It should be an exchange.

"For me, it is simply important to say: Talk to your children. Communicate with them. Look them in the eyes. Children need our input."

And that is where the core of the problem lies – and also the simplest solution.