Archive for category bilingual
I keep hearing these stories and it’s infuriating! There’s no evidence that bilingualism is confusing and no evidence that bilingualism makes developmental language disorder worse so stop it! Read the rest of this entry »
I’m working on a paper that focuses on language dominance, proficiency and exposure. I’ve written about these definitions before. Here, I want to think about how it is we capture this information.
There are a number of really nice surveys and questionnaires that have been developed that help to document this information. These include L1 and L2 age of acquisition; educational history in each language, rating of proficiency in each language. Sometimes this is broken out into speaking, listening, reading and writing. Some questionnaires ask about what language is more proficient, and may ask for what purpose(s) each language is used. This information is designed to get at the question of how language is used and how proficient an individual might be across situations. Read the rest of this entry »
You know I’m gonna say no. But, it’s important to establish what does happen and to do so with data. After several studies we have enough data to look at this question more carefully with a set of children with developmental language disorder (aka: language impairment; specific language impairment; or primary language impairment) who had varying levels of exposure to Spanish and English. Read the rest of this entry »
Recently, I participated in a roundtable discussion through TCU on the topic of dynamic assessment and translanguaging. My topic was dynamic assessment. But, I was really struck by the notion of translanguaging.
It was an interesting discussion about how to provide support to children in both languages and allow them to have access to both of their languages to maximize opportunities for language interaction. You might want to read more about translanguaging using the link above and also here. I think that translanguaging is a powerful way to support linguistic development and access in bilingual youth.
The answers are yes, no, maybe, it depends. Last time we talked about “yes.” This time let’s talk about:
Yes, no, maybe, it depends. Read the rest of this entry »
At least harder than I’d thought. Read the rest of this entry »
I’ve been asked this question a couple of times now, the most recent was a few days ago, so I thought I’d write about it here. The bottom line is YES, WITH TRAINING. But, let me explain. Read the rest of this entry »
A question that often comes up about our research is how to apply it clinically. Much of our work is motivated by clinical questions and ultimately we aim to have some clinical solutions. It’s hard sometimes to move directly from research to application. Sometimes the clinical questions we pose have no or very little research available to move to the next step. So, we have to step back and do the more basic descriptive work to understand the nature of bilingualism and of bilingual impairment before we can then more forward again to answer questions about assessment and treatment. Now that we’ve done more work that has implications for assessment and have the BESA available for clinicians we can start to think about more direct application.
I wrote a year ago that we can get the most accurate indicator of language impairment on the BESA when we combine the best language across domains. So, we might combine Spanish morphosyntax with English semantics for a language composite. But, how do you write up results to incorporate into a report?
In a fairly recent paper, we provide some illustrations of how to use test information to make clinical decisions using the BESA. We go through the parent and teacher interview we use to determine possible concern about speech and language ability in each language and how we determine language use and exposure. Finally, we demonstrate how we combine and compare Spanish and English performance across each domain to determine language impairment. I hope these help in writing up your clinical reports.
I have a new paper out that is part of a special issue in the Journal of Communication Disorders. I encourage you to read the whole issue. It is based on an international collaboration where researchers used different methods including interviews, observations, record and policy review to understand current perspectives on bilingualism in children with developmental disabilities. The set of papers is excellent and shows that indeed we as a field have increased and evolved in what we know about bilingualism. Teachers, special educators, parents, and policy makers understand that it is important for children who speak different language at home and at school to be bilingual. There is a growing awareness that bilingualism can be an advantage. This is very good news. For me, I was heartened to know that the message is getting through, that there is a broader awareness, and that there is more attention and effort to putting these ideas into practice.
At the same time, it’s hard to do. We still need to figure out the practicalities of supporting the home and school languages. We need to learn more about what can transfer between languages and how parents and teachers can support and reinforce language learning to best benefit the child. There are many people trying to do what’s best for these kiddos but we need more practical, applicable methods. I talk a little about this and how the knowledge base has increased in my paper. Read it– it’s available through the journal for free till the middle of December, 2016.