Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children

This newly updated, expanded, and revised 200+ slide material discusses how to provide effective evidence-based practice dynamic and standardized speech-language assessments and implement RTI practices which differentiate between bilingual English Language Learners and bilinguals with Primary Language Impairment. It also offers recommendations regarding therapeutic interventions for bilingual children with language impairments. *Please note that there’s a significant overlap of information between this material and “Practical Strategies for Monolingual SLPs Assessing and Treating Bilingual Children” Please review both product descriptions prior to making a purchase of the desired material.  

Learner Objectives:

After reading this material learners will be able to:

 

1. Describe the sequence of typical bilingual language development
2. Explain the process of second language acquisition in children
3. Describe characteristics of primary language impairment  vs. subtractive language acquisition
4. Explain how to initiate RTI decision-making process for delayed learners (includes in-depth screening suggestions)
5. Discuss research driven EBP in dynamic assessment of bilingual learners Demonstrate potential limitations of standardized testing
6. Explain concerns regarding  standard score reporting for bilingual Limited English Proficient (LEP) children
7. Illustrate  how to use dynamic assessment methods to reduce assessment bias
8. Implement evidence-based practice  language intervention strategies applicable to bilingual/multicultural learners
9. Implement effective evidence-based literacy instruction to bilingual/multicultural learners
10. Discuss strategies of teacher collaboration in the classroom to strengthen the literacy outcomes of bilingual learners

Slide Content:

• The distinction between Communication Difference vs. Communication Disorder
• Simultaneous dual language acquisition in infancy
• Dual Language System Hypothesis
• Similarities between monolingual and bilingual language acquisition
• Simultaneous Bilingualism
• Vocabulary differences between L1 and L2
• Typical vs. Atypical Code-Switching
• Bilingual Language Development
• Important Bilingual Milestones
• Bilingual Milestones and Age of Onset
  • Pragmatic
  • Social Cognitive
  • Theory of Mind
  • Executive Functions
  • Learning to read
  • Phonological Awareness
  • Phonological Awareness Milestones
  • Phonemic Awareness Milestones
  • Phonics Milestones
  • Spelling
  • Writing
• Simultaneous dual language learning & language delay
• Translanguaging
• Sequential Bilingualism
• Stages of Sequential Language Acquisition
• Bilingualism categorizations
• A Note on Subtractive Bilingualism
• Maintaining L1 while Learning L2
• Language Proficiency: Terminology
• Acquisition Time Frames: L2 vs. IA
• Second Language Acquisition Model
• What is Academic Language?
• Academic Language Functions Hierarchy
• Is there an optimal period for bilingual language acquisition?
• What is Unified Competition Model?
• Sensitive period for ‘native-like’ L2 acquisition
• Who learns faster: younger or older children?
• Let’s talk about younger L2 learners
• Let’s talk about older learners (before puberty)
• Let’s talk about older learners (after puberty)
• Affect of Age on L2 Acquisition
• Factors influencing success of older learners
• CPH Theory of L2 Acquisition
• Advantages of Bilingualism
• Communication Difference vs. Communication Disorder snapshot
• Indicators  of language impairment in bilingual children
• Communication Disorder: Deficit Areas
• How Communication Disorder Begins and What it affects
• Challenges of disorder identification
• Response to Intervention
• RTI Decision Making Process
• Initial Referral Considerations
• Background History Collection
• Critical Questions for the Parents and Teachers
• Case History Questions
• US Dept. of Education Position on RTI
• Dynamic Assessment Areas
• Approaches to Dynamic Assessment
• Dynamic Assessment Introduction
  • Dynamic Assessment: Basic Framework
  • Dynamic Assessment Studies
  • Dynamic Assessment Tasks
  • Dynamic Assessment Procedures
  • Components of a Mediated Learning Experience
  • Teaching Vocabulary
  • Select Dynamic Assessment Materials (FREE)
  • Dynamic Assessment: Questions to ask
  • Dynamic Assessment in Action: Case Study Teaching Grammar (5 slides)
  • Dynamic Assessment Limitations
  • Dynamic Assessment Conclusions
• Clinical Assessment of Phonological Awareness
• Clinical Assessment of Rapid Naming
• Dynamic Assessment YouTube Links
• Clinical Assessment of Speech
  • Phonological Development:  Select Cross- Linguistic Comparisons
  • Select Resources to Compare Transfer Errors
• Clinical Assessment of Fluency
• Stuttering and Bilingualism
• Standardized Testing: Criteria for Selection
• Note on Age/Grade Equivalency Scores
• Standardized Testing Limitations
• SLP-Interpreter Relationship
• Limitations to Standardized Test Translations
• Select Standardized Testing Limitations in Action:
  • PLS-5
  • CELF-5
• On the inclusion of students with disabilities in the normative samples
• Select Tests Standardized on Simultaneously Bilingual Students
  • TILLS
  • CAPs
• Assessment Tasks and What They Measure
• Are Vocabulary Tests Useful for School-Aged Children
• Pre Assessment Tasks & Procedures
• Caregiver Intakes
• Assessment Checklist for School-Aged Children
• Test Selection
• Standardized Score Reporting
• Adapting Standardized Tests
• Assessments and Score Reporting
• What does IDEA 2004 say?
• Intervention Approaches for Bilingual Children
• Post Assessment Recommendations
• What happens when L1 is eliminated?
• Positive effects of dual language intervention
  • Developmental Language Disorder (DLD)
• New Research on Dual Language Intervention
• Crosslinguistic Interactions and Narrative Intervention
• Translanguaging Intervention in Bilingual Sessions
• Translanguaging Intervention for Push-In Services/Projects
• Self-Questions to Enhance SLP Goals
• Learning about the world
• Creating Multilingual Therapy Environment
• Culturally Relevant Intervention
• Preschool/Elementary Bilingual Thematic Readings
• Contrastive Linguistic Feature Analysis
• Bilingual Approach to Speech Remediation
• Bilingual Intervention: Fluency
• Literacy and Phonological Awareness (PA) Interventions
• Language: Service delivery considerations
• Bilingual Interventions: Academic Language Functions
• Bilingual Intervention: Language Activities
• Complimentary Language Intervention Approaches
• Recommendations for monolingual clinicians (4 slides)
• Developing Thematic Instruction
• Developing a Vocabulary Enriched Classroom Environment
• Vocabulary Selection Tips
• Effective Methods of Vocabulary Instruction
• Creating Effective Intervention Materials
• Components of Effective Vocabulary Interventions
• Explicit Vocabulary Instruction
• Instructional Routine for Vocabulary
• Components of Effective Literacy Intervention
• Literacy and Phonological Awareness (PA) Interventions
• Phonological/Phonemic Awareness
• Phonemic  Awareness Tasks
• Phonemic  Awareness Session: Blending Sounds
• Phonics Instruction
• Suggested Sequence of Teaching Letter/Sound Correspondence
• Morphological Knowledge
• Morphological Awareness Studies
• Morphological Intervention  (Younger and Older Students)
• Basic Reading Fluency
• Decoding for Reading Fluency
• Reading Fluency Rates
• Strategies for Improving Fluency
• Reading Comprehension
• Clinical Reading Comprehension Treatment
• Teaching Specific Reading Comprehension Skills
• Tips for Teaching Reading Comprehension
• Therapy Takeaways
• Final Recommendations Summary
• Select Helpful Resources

For a detailed review of this material by Jenna of Speech Room News click HERE by Lauren of Busy Bee Speech Blog click HERE,  by Carrie of Carrie’s Speech Corner click HERE and  by Kathy Grover of Speech All the Time Blog click HERE.