Background: SLI is a dysfunction defined by difficulties in acquiring one's native language, ones which appear to be primary. Apart from the language code, there are two more codes which play a significant part in the process of communication: the paralinguistic and nonlinguistic code, often described together as nonverbal communication. The goal of our research was to find answers to the question: does the ability to recognize the facial and vocal expression of emotion follow the same course in children with SLI as in their contemporaries with typical development of speech (TDS)? Material/Methods: The study was conducted on 131 children with typical development of speech and 76 children with SLI aged 4.0 to 6.11 years. Employed was an experimental method called Emotional Recognition (Czaplewska, 2012). Results: The ability to recognize the signs of facial expressions of emotion increases with age and children with SLI achieve similar optimal results as their peers with TDS. Those with SLI recognized better than did children with TDS the vocal signs of emotion. In the case of so-called contradictory messages, for children with TDS the most important in receiving the message is its content while for children with SLI its nonverbal signs of emotion. Conclusions: The results of these studies cast doubt on the suggestion that the source of problems for children with SLI is not only the symbol-meaning relation, but also the social dimensions of the context of speaking. It rather appears that problems of language acquisition contribute to difficulties in social learning.