The bilingual child in the speech therapy clinic

Miller, Niklas

doi:10.3109/13682827809011322

Cited by 6 publications

(3 citation statements)

References 30 publications

(7 reference statements)

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“…After eliminating duplicates within and across databases, 116 articles met the electronic search criteria. The first study meeting full search criteria was published 30 years ago in 1978 16 : no studies were identified between 1950 and 1978. The 116 nonduplicate articles identified using the computer searches were then hand reviewed by the authors to verify that each publication included original empirical data on both bilingual children and children with communication disorders.…”

Section: Search Process and Data Reductionmentioning

confidence: 99%

Bilingual Children and Communication Disorders: A 30-Year Research Retrospective

Kohnert

Medina

2009

Semin Speech Lang

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We present a review of the empirical literature at the intersection of bilingualism and pediatric communication disorders. A computer search of six electronic databases was done to identify studies published in English since 1950 that directly investigated some aspect of speech, language, or cognitive performance in developing bilinguals and children with communication impairments. The computer search yielded 116 non-duplicated articles, the first published in 1978. An article review by the authors further reduced the number of studies meeting search criteria to 64. A majority of studies focused on primary developmental language impairment (LI) and children learning two languages sequentially. Spanish and English were the most frequent combination of languages for bilingual participants. Collective study findings are presented with respect to trends, clinical implications, and areas for future research.

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Section: Search Process and Data Reductionmentioning

confidence: 99%

Bilingual Children and Communication Disorders: A 30-Year Research Retrospective

Kohnert

Medina

2009

Semin Speech Lang

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“…Those with marginalized language profiles are more likely to be over-identified as language disordered (i.e., Type I error) in settings where they are underrepresented and under-identified when they would indeed benefit from support in all other settings (i.e., Type II error 65,66 ). This extends to the pathologization of otherwise normative language development, such as that of multilinguals [67][68][69] . Similarly, the assessment of multilingual children in their non-dominant language(s) can result in a mischaracterization of their abilities 70 , leading to their overrepresentation in "special education" classes [71][72][73][74] .…”

Section: Harm In Assessmentsmentioning

confidence: 99%

Essentialist characterizations of language are an obstacle to accuracy, progress, and justice in science

Namboodiripad,

Kutlu,

Babel

et al. 2023

Preprint

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“…The adequate assessment of the bilingual child's language demands a good knowledge of both languages concernedit is outside t h e competence of the majority of teachers and speech therapists. What is of extreme importance is that when children from a dual language background are observed t o be slow in developing their language skills at any age, teachers should not automatically attribute the slowness t o bilingualism, thus overlooking other possible causes, such as hearing loss, psychosocial factors or the existence of a specific language learning difficulty, which will affect the learning of any language and will call for specific remedial procedures (Abudarham, 1980;Miller, 1978).…”

Section: The Question Of Bilingualismmentioning

confidence: 99%

What Speech Therapists can Contribute

1983

British J Special Edu

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The way we observe and assess a child will be strongly influenced by our own professional perspectives. It is therefore essential that we try t o raise t o a conscious level what these perspectives are and realise where their strengths and weaknesses lie. To the teacher the speech therapist should be able t o offer particular insights and skill, in both the assessment of children and the development of appropriate intervention.Most of the major handicapping conditions can also be the primary cause of speech and language problems affecting children. For example, cerebral palsy which affects a child's motor control as a whole will frequently give rise t o a speech problem related t o motor control (dysarthria) as well as problems with language learning. Langauge delay will be central in children who are subject t o hearing difficulties. In addition maladjusted children may have communication problems. Children with hearing loss, discussed elsewhere in this issue, will show difficulties related to speech and language learning. A few schools and units are provided for children with severe speech and language problems. All such children, wherever they are, although often appearing superficially 'normal' insofar as they d o not have obvious physical o r mental handicap, may be at risk in social and cognitive development. Assessment proceduresIt is not practicable in an article of this length t o give details of the range of speech and language assessments which may be used by speech therapists. A useful introductory account is give in Muller et al. (1981). Rather than focussing on specific procedures, it may help t o consider the levels o f speech and language which the speech therapist will explore through various appraisal procedures. In the past speech therapy, like many other disciplines, has been criticised for being too tied t o a medical or aetiological model. Recently there has been a move away from a focus on causes and categorisation of children t o a description of the child's functioning, leading to identification of need and the development of appropriate intervention plans. However, the identification of factors which cause o r maintain the difficulty may sometimes make clear the necessity t o provide appropriate medical or educational management. The teacher's contributionThe recent advances in the understanding of the processes through which a child acquires language have led t o the development of more sensitive and appropriate procedures for describing language and thus may provide us with greater confidence t o move away from categorisation (Crystal et a t , 1976;Bloom and Lahey, 1978).The value of what the teacher can contribute t o the assessment of language does not lie in her ability t o carry out specific and often time consuming procedures but in her opportunity to observe the child's language use in a day t o day setting. Similarly, the observations made by parents are invaluable. In a clinical setting there is a tendency, partly dictated by t h e situational context, t o use highly structured...

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The bilingual child in the speech therapy clinic

Cited by 6 publications

References 30 publications

Bilingual Children and Communication Disorders: A 30-Year Research Retrospective

Bilingual Children and Communication Disorders: A 30-Year Research Retrospective

Essentialist characterizations of language are an obstacle to accuracy, progress, and justice in science

What Speech Therapists can Contribute

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