A relational understanding of language impairment: Children’s experiences in the context of their social worlds

Abstract

• Children’s experiences of language impairment (LI) were predominantly relational-they varied depending on the social situation and the attitudes and behaviours of others towards them. • Other people’s understandings and interpretations of children’s language behaviours varied widely. • Children’s experiences of agency were closely associated with emotional experience and participation in or withdrawal from situations. • Professional support for children with LI may be improved by targeting relationships between children and others rather than predominantly focusing on individuals’ impairments.