Language Diversity Across the Curriculum: Supporting Analytic and Gestalt Language Processors in All Classrooms
Building on yesterday’s look at the middle school grades, we move now to high school … where teachers no longer focus on teaching language.
Introduction
As an autistic gestalt processing high school teacher, I have witnessed the transformative power of language in shaping students’ academic and personal growth. Yet, I have also seen how our education system often fails to recognise and support the diverse language needs of all learners, particularly those who process language differently from the majority. This is a critical issue that demands our attention, as the ability to effectively communicate and comprehend language is essential for success not only in English class, but across all subject areas.
As we’ve covered this week, decades of research in neuroscience and education has shed light on the fundamental differences between two distinct types of language processors: Analytic Language Processors (ALPs) and Gestalt Language Processors (GLPs). ALPs tend to process language in a linear, sequential manner, excelling at tasks that require attention to detail and a mastery of grammar and syntax. GLPs, on the other hand, process language more holistically, relying on context and big-picture thinking to construct meaning from text.
Despite these differences, many high school classrooms continue to operate under a one-size-fits-all approach to language instruction, prioritizing the needs of ALPs whilst leaving GLPs to struggle and fall behind. This is particularly evident in the way that many high school teachers assume that students have already mastered the basic mechanics of language, and therefore focus solely on content instruction rather than explicitly teaching and supporting language development.
The consequences of this approach are far-reaching and profound. For GLPs, who tend to struggle with the decontextualised, detail-oriented language tasks that are often privileged in high school classrooms, this lack of support can lead to frustration, disengagement, and even academic failure. And for all students, the failure to explicitly teach and model the language skills and conventions specific to each content area can limit their ability to fully engage with and master the complex concepts and ideas they encounter.
If we are to create truly inclusive and equitable learning environments that support the needs of all learners, we must fundamentally rethink our approach to language instruction and support at this level. This means acknowledging the diverse language needs of both ALPs and GLPs, and providing explicit, targeted instruction and support for language development across all subject areas.
In this article, I will explore the impact of language processing differences on student learning and success in high school, and offer practical strategies for educators to support the language development of all learners across the curriculum. From explicitly teaching content-specific vocabulary to modeling effective reading and writing strategies, I will argue that by integrating language instruction into content area teaching, we can create more equitable and inclusive learning environments that empower all students to reach their full potential.
The impact of language processing on academic performance
The impact of language processing on academic performance in high school cannot be overstated. Across all subject areas, students are required to engage with complex texts, communicate their ideas effectively, and collaborate with their peers to solve problems and create new knowledge. For students who are strong analytic processors (ALPs), these tasks may come easily. They are able to break down complex language into smaller, more manageable units, pay close attention to details and sequential information, and express their thoughts in a clear, linear fashion.
However, for students who are gestalt processors (GLPs), the demands of high school coursework can be overwhelming. GLPs often struggle with the abstract, decontextualised language that is common in many subject areas, particularly in social studies, maths, and science. They may have difficulty understanding and retaining technical vocabulary, especially when it is presented in isolation from meaningful context. In mathematics, for example, GLPs may struggle to articulate their problem-solving strategies in the sequential, detailed way that is often expected, even if they have a strong intuitive understanding of the underlying concepts.
Moreover, the sheer volume and complexity of reading and writing assignments in high school can be daunting for GLPs. They may need additional time and support to process and make sense of dense texts, and may struggle to keep pace with the rapid flow of information in lectures and class discussions. In group work and presentations, GLPs may also face challenges with the social and pragmatic aspects of language, such as turn-taking, active listening, and adjusting their communication style for different audiences and purposes.
Despite these challenges, however, many high school educators are unaware of the critical role that language processing plays in student learning. They may assume that all students come to high school with a strong foundation in language skills, and that any struggles with reading, writing, or verbal communication are the result of a lack of effort or motivation. This lack of awareness can lead to a one-size-fits-all approach to instruction that fails to meet the diverse needs of all learners, and leaves many students, particularly GLPs, feeling frustrated, discouraged, and disconnected from their education.
To truly support the academic success of all students, high schools must adopt a comprehensive, schoolwide approach to language development. This means recognising that language is not a discrete skill that is learned once and for all, but rather a complex and ongoing process that requires explicit instruction, practice, and support across all subject areas. It means providing targeted interventions and accommodations for students with language processing challenges, such as additional time for reading and writing tasks, access to assistive technology, and modified assignments that allow for multiple modes of expression.
Moreover, a comprehensive approach to language development must involve all members of the school community, not just language arts teachers. Every educator, regardless of their subject area, must be equipped with the knowledge and skills to support the language development of their students, and to create classroom environments that value and celebrate linguistic diversity. This may require ongoing professional development, as well as collaboration and communication among teachers, specialists, and families.
Ultimately, the goal of a comprehensive approach to language development in high school is to create more equitable and inclusive learning environments that meet the needs of all students, regardless of their language processing style. By recognising the unique strengths and challenges of ALPs and GLPs, and providing targeted support and accommodations, high schools can help all students to develop the language skills and strategies they need to succeed academically and beyond. This is not only a matter of academic achievement, but also of social justice and equity, as language is a critical tool for access, participation, and empowerment in our increasingly diverse and interconnected world.
Strategies for supporting ALPs and GLPs in core subject areas
As educators, it is our responsibility to ensure that all students have access to the language support they need to succeed in their core academic subjects. This is particularly important for students who may struggle with the language of a system not designed with them in mind (GLPs). By implementing differentiated instruction and assessment strategies, language-based accommodations, and inclusive practices across the curriculum, we can create more equitable and effective learning environments that meet the diverse needs of all learners.
One subject area where language processing differences can have a significant impact on student success is mathematics. For many students, particularly those who are strong analytic processors (ALPs), traditional maths instruction that emphasises abstract symbols and sequential problem-solving steps can be effective. However, for GLPs, who may struggle with decontextualised language and linear thinking, this approach can be challenging. To support these students, maths teachers can incorporate visual supports and manipulatives, such as diagrams, graphs, and physical models, to help make abstract concepts more concrete and tangible. They can also provide multiple modes of representation and expression in problem-solving tasks, such as allowing students to use verbal explanations, drawings, or acted-out scenarios to demonstrate their understanding. Finally, maths assessments should incorporate structured verbal explanations and justifications, in addition to traditional written solutions, to allow students to articulate their thinking in a way that aligns with their language processing strengths.
In the sciences and social studies, the complex texts and technical vocabulary that are common in these subjects can be particularly challenging for GLPs. To support these students, teachers can pre-teach key vocabulary and concepts through multi-sensory activities, such as hands-on experiments, video clips, or interactive simulations. They can also use graphic organizers and visual aids, such as concept maps, timelines, or infographics, to help students make connections and visualise relationships among ideas. In addition, offering alternative formats for demonstrating knowledge, such as oral presentations, multimedia projects, or performance tasks, can allow GLPs to showcase their understanding in a way that capitalises on their strengths in holistic thinking and creativity.
Arts and electives classes, such as music, theater, and physical education, offer unique opportunities to leverage the strengths of both ALPs and GLPs in creative expression and problem-solving. For example, ALPs may excel at learning and applying technical skills, such as reading music notation or executing precise dance moves, whilst GLPs may thrive in more improvisational or expressive contexts, such as composing original melodies or developing character backstories. To support all learners, arts and electives teachers should provide opportunities for structured verbal and nonverbal communication in group work, such as assigning roles and responsibilities, establishing clear expectations for participation, and using visual cues and gestures to facilitate collaboration. In addition, incorporating social-emotional learning (SEL) and self-advocacy skills into the curriculum, such as teaching students how to identify and communicate their needs, set goals, and manage stress and frustration, can help all students develop the resilience and adaptability they need to succeed both academically and personally.
Ultimately, the key to supporting ALPs and GLPs in core subject areas is to recognise and value the diversity of language processing styles and to provide a range of instructional strategies that can meet the needs of all learners. This requires ongoing collaboration and communication among teachers, specialists, and families, as well as a willingness to challenge traditional assumptions about what constitutes “normal” or “acceptable” ways of learning and expressing knowledge. By embracing a more inclusive and differentiated approach to education, we can create learning environments that empower all students to reach their full potential and contribute their unique strengths and perspectives to the world around them.
Final thoughts …
As we have seen throughout this article, acknowledging and supporting language diversity across the curriculum is essential for creating truly inclusive and equitable learning environments that meet the needs of all students. By recognizing the unique strengths and challenges of both analytic and gestalt processors, and providing differentiated instruction, accommodations, and resources to support their learning, we can unlock the potential for all students to thrive academically and socially.
However, it is important to note that the current focus on the so-called “science of reading” (SOR) as a solution to the “literacy crisis” in America may actually be perpetuating the very inequities it seeks to address. Whilst the SOR has indeed led to some improvements in reading outcomes for a portion of students, particularly those who are strong ALPs, it has consistently failed to break through the 60% barrier in terms of overall proficiency. This suggests that the SOR, with its emphasis on explicit, sequential instruction in phonics and other skills-based approaches, may not be effectively serving the needs of the remaining 40% of students, most of whom will be GLPs.
In fact, the persistent achievement gap between ALPs and GLPs in reading and other academic areas may be a direct result of the narrow, one-size-fits-all approach promoted by the SOR. By privileging a single way of processing and making meaning from language, and dismissing or pathologising other ways of knowing and learning, the SOR has created a system that marginalises and excludes a significant portion of our student population. This not only limits the potential of individual learners, but also deprives our communities and our society of the diverse perspectives, talents, and contributions that GLPs and other neurodiverse individuals have to offer.
To truly address the literacy crisis and create a more equitable and effective education system, we must move beyond the limitations of the SOR and embrace a more comprehensive, inclusive approach to language and learning. This means recognising that there are multiple pathways to literacy and academic success, and that supporting the diverse needs of all learners, including GLPs, is not only a matter of equity and social justice, but also a practical necessity for improving educational outcomes and preparing students for the complex, diverse world they will inherit.
As educators, administrators, and policymakers, we have a critical role to play in leading this transformation. We must prioritise the development and implementation of comprehensive, school-wide approaches to language diversity that provide ongoing professional development, collaboration, and resources to support all learners. We must advocate for policies and practices that value and celebrate linguistic and cognitive diversity, and that empower students to leverage their unique strengths and experiences in the pursuit of academic and personal success. And we must work to create a culture of inclusion and belonging in our schools and communities, where all individuals are respected, supported, and valued for who they are and what they bring to the table.
The time for action is now. By embracing language diversity as an asset and a fundamental human right, and by working together to create more equitable and inclusive learning environments for all, we can not only address the literacy crisis, but also unlock the full potential of every learner and build a more just, compassionate, and thriving society for generations to come. Let us seize this opportunity and rise to the challenge, for the sake of our students, our communities, and our shared future.