Assessment & Treatment of Bilingual Children
2/20/2017
Assessment and Treatment of Bilingual Children
GA ELL Data (http://www.ncela.us/t3sis/Georgia.php)
Brian A. Goldstein, Ph.D. La Salle University [email protected] Dept. of Communication Sciences & Disorders
Twitter: @goldstein25 Georgia Organization of School-based SpeechLanguage Pathologists March 10, 2017
Goldstein 2017 GO SSLP Atlanta, GA
Goldstein 2017 GO SSLP Atlanta, GA
Top Five Languages Spoken by English Learners in GA Languages
SY 2012-13
Spanish; Castilian
73,574
No linguistic content; Not applicable
5,565
Vietnamese
2,493
Korean
1,545
Chinese
1,536
Goldstein 2017 GO SSLP Atlanta, GA
3
High School Graduation Rates GA Graduation Rate (%)
SY 2013-14
All Students
72.5%
2
Percentage of ELs Attaining English Proficiency
Goldstein 2017 GO SSLP Atlanta, GA
4
Take-Home Messages (Attempt to) examine speech and language skills in both languages Complete in-depth analyses Use the appropriate comparison database Use a Bilingual and a Cross-Linguistic Approach for Intervention Monitor Generalization This is a buffet and not a 7-course meal!
English Learners 43.9%
Goldstein 2017 GO SSLP Atlanta, GA
5
Goldstein 2017 GO SSLP Atlanta, GA
6
1
2/20/2017
The Path (thanks to Lewis Carroll) “Would you tell me, please, which way I ought to go from here?” “That depends a good deal on where you want to get to,” said the Cat. “I don’t much care where–” said Alice. “Then it doesn’t matter which way you go,” said the Cat. “–so long as I get SOMEWHERE,” Alice added as an explanation. “Oh, you’re sure to do that,” said the Cat, “if you only walk long enough.” Goldstein 2017 GO SSLP Atlanta, GA
A Note on Terminology LEP NEP CLD ELL DLL Bilingual 7
Least-Biased Assessment
Go beyond language dominance Assess in ways other than standardized tests Treat in the non-English language (but in English too)
Determine difference vs. disorder vs. difficulty (Westby & Hwa-Froehlich, 2010; in Shatz & Wilkinson, The Education of English Language Learners, Guilford Press)
Evidence-Based Intervention
Goldstein 2017 GO SSLP Atlanta, GA
9
Steps in Completing a Valid Assessment
Goldstein 2017 GO SSLP Atlanta, GA
10
Steps in Completing a Valid Assessment
Understand the construct you are evaluating Determine the question you are trying to answer Gather data from a variety of sources
Goldstein 2017 GO SSLP Atlanta, GA
8
To Accomplish the Prime Directives for Bilinguals
Prime Directives
Goldstein 2017 GO SSLP Atlanta, GA
Understand the construct you are evaluating. Go beyond language dominance. Determine the question you are trying to answer Gather data from a variety of sources
11
Goldstein 2017 GO SSLP Atlanta, GA
12
2
2/20/2017
Bilingualism “Defined” “A speaker [who] is bilingual is able to function in two (or more) languages either in monolingual or bilingual communities in accordance with sociocultural demands…” (Skutnabb-Kangas, 1995, p. 46)
Goldstein 2017 GO SSLP Atlanta, GA
Goldstein 2017 GO SSLP Atlanta, GA
13
14
Bilingualism is a Continuum (after Valdés & Figueroa, 1994)
Bilingualism “rather than being an absolute condition is a relative one. Bilingual individuals can be both slightly bilingual or very bilingual.”
Monolingual
Monolingual
Lang. A_________________________________Lang. B
(Valdés & Figueroa, 1994, p. 115)
Goldstein 2017 GO SSLP Atlanta, GA
15
Goldstein 2017 GO SSLP Atlanta, GA
16
Bilingualism is a Continuum (after Valdés & Figueroa,
Bilingualism is a Continuum (after Valdés & Figueroa,
1994)
1994)
Monolingual
Bilingual
Monolingual
Monolingual
Lang. A__________________________________Lang. B
Monolingual
Lang.__________________________________Lang. A
Goldstein 2017 GO SSLP Atlanta, GA
Bilingual
17
Ab
AB
Goldstein 2017 GO SSLP Atlanta, GA
Ba
B
18
3
2/20/2017
Bilingualism is a Continuum (after Valdés & Figueroa,
Bilingualism is a Continuum (after Valdés & Figueroa,
1994)
1994)
Monolingual
Bilingual
Monolingual
Monolingual
Lang.__________________________________Lang. A
Ab
Ab
AB
Ba
Ba
A
Ab
19
Bilingualism on a Continuum: Overall Proficiency
Ab
Ab
AB
Ba
Goldstein 2017 GO SSLP Atlanta, GA
Ba
Ba
B
20
Bilingualism on a Continuum: Overall Proficiency Bilingual
________________________________________ Ab
AB
Goldstein 2017 GO SSLP Atlanta, GA
Bilingual Ab
Monolingual
Lang.__________________________________Lang.
B
Goldstein 2017 GO SSLP Atlanta, GA
Bilingual
Ba
________________________________________
Ba
Ab
21
Ab
Ab
AB
Ba
Goldstein 2017 GO SSLP Atlanta, GA
Ba
Ba
22
In what language is s/he dominant?
Dominance??
Goldstein 2017 GO SSLP Atlanta, GA
23
Goldstein 2017 GO SSLP Atlanta, GA
24
4
2/20/2017
Are Skills the Same in each Language?
Bilingualism on a ContinuumRevised: Modality Specific
What occurs over time?
Vocabulary__________________________________ Ab
Ab
Ab
AB
Ba
Ba
Ba
Grammar________________________________ Ab
Ab
Ab
AB
Ba
Ba
Ba
Word Meaning______________________________ Ab
Ab
Ab
AB
Ba
Ba
Ba
Speech Sounds_______________________________ Goldstein 2017 GO SSLP Atlanta, GA
25
Bilingualism on a ContinuumRevised: 3 months of L2 Exposure Vocabulary__________________________________ Ab
Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ab
Ab
27
Vocabulary__________________________________ Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
28
Bilingualism on a ContinuumRevised: 12 months of L2 Exposure
Ab
Ab
Ab
AB
Ba
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
Word Meaning_______________________________
Ba
Ba
26
Grammar____________________________________
Ba
Ab
Speech Sounds_______________________________ Ab
Ab
Ab
Word Meaning_______________________________ Ab
Ba
Vocabulary__________________________________
Grammar____________________________________ Ab
Ba
Speech Sounds_______________________________
Bilingualism on a ContinuumRevised: 9 months of L2 Exposure Ab
Ba
Word Meaning_______________________________
Ba
Ba
AB
Grammar____________________________________
Ba
Speech Sounds_______________________________ Ab
Ab
Bilingualism on a ContinuumRevised: 6 months of L2 Exposure Ab
Word Meaning______________________________ Ab
Ab
Vocabulary__________________________________
Ba
Grammar____________________________________ Ab
Ab
Ab
Ab
AB
Ba
Ba
Ba
Speech Sounds_______________________________ 29
Ab
Ab
Ab
AB
Ba
Ba
Ba
30
5
2/20/2017
Psychologically Responsible? (Menn)
Welsh-English bilingual children, ages 2;65;0 (Ball, Müller, & Munro, 2001)
Dominance??
Welsh-dominant children acquired the trill earlier than their peers who were Englishdominant
But
Goldstein 2017 GO SSLP Atlanta, GA
31
Goldstein 2017 GO SSLP Atlanta, GA
32
But Wait, There’s More... French-English bilingual 2-year-olds (Paradis, 2001)
Bilingual Cantonese- and Putonghuaspeaking children, ages 2;6-4;11(Law & So, 2006)
English-dominant bilinguals preserved higher frequency of 2nd syllables than did Frenchdominant bilinguals. However, French-dominant bilinguals preserved a higher frequency of 3rd syllables than did Englishdominant bilinguals Goldstein 2017 GO SSLP Atlanta, GA
33
Both Cantonese-dominant and Putonghuadominant children acquired Cantonese phonology first
Goldstein 2017 GO SSLP Atlanta, GA
34
In what language is he dominant?
Dominance
Goldstein 2017 GO SSLP Atlanta, GA
35
Goldstein 2017 GO SSLP Atlanta, GA
36
6
2/20/2017
Bilingualism “Defined”
Bilingualism “Defined”
A bilingual speaker is one who has the “past, present, or future need for two languages.” (Kohnert, 2008, p. 18)
Goldstein 2017 GO SSLP Atlanta, GA
“A bilingual speaker is someone who is not monolingual.” (DiMarzio, personal communication)
37
Goldstein 2017 GO SSLP Atlanta, GA
Bilinguals are… NOT this…
38
Language Acquisition
This…
Goldstein 2017 GO SSLP Atlanta, GA
39
Goldstein 2017 GO SSLP Atlanta, GA
Language Variation in Bilinguals (Paradis & Genesee, 1996)
Is the myth dead yet?
Acceleration
Despite the acquisition of two languages, bilingual children do not appear to be ‘‘remarkably delayed nor remarkably advanced’’ relative to that of monolingual children (Nicoladis & Genesee, 1997, p. 264). How does it vary?
Faster rate of acquisition in bilinguals as compared to monolinguals (Fabiano, 2006)
Delay (prefer Deceleration)
Slower rate of acquisition in bilinguals as compared to monolinguals (Vihman, 1982; Gildersleeve, Davis, & Stubbe, 1996)
Transfer (prefer Cross-Linguistic Effects)
Goldstein 2017 GO SSLP Atlanta, GA
40
41
Language-specific features found in productions of the other language (Paradis, 2001) Goldstein 2017 GO SSLP Atlanta, GA
42
7
2/20/2017
Vocabulary Development (Pearson
1+1≠2
et al., 1993)
Age Avg. 16-17 mos. 44
Monolingual Range 9-79
Avg. 40
Bilingual Range 9-71
20-21 mos. 109
38-180
168
50-286
24-25 mos. 286
116-456
190
54-326
For bilingual children, language skills are not equally distributed across the two languages.
By age 3, 2000-3000 words (Hulit & Howard, 1997) Goldstein 2017 GO SSLP Atlanta, GA
43
Goldstein 2017 GO SSLP Atlanta, GA
Word meaning performance differs by language (Peña, Bedore, &
Word meaning performance differs by language (Peña, Bedore, & Rappazzo, 2003)
Rappazzo, 2003) Level of Difficulty
Spanish -expressive functions (tell me what you do with a hammer) -receptive functions (show me what you do with a hammer)
Easy
Level of Difficulty
English -expressive functions -receptive similarities and differences
Medium
-receptive functions -receptive similarities & differences (which 2 objects are the same?)
Hard
-expressive linguistic concepts (Why is X bigger than Y?) -expressive associations
44
--expressive linguistic concepts
Spanish
English
Easy
-expressive functions -receptive functions
-expressive functions -receptive similarities and differences
Medium
-receptive similarities & differences
-receptive functions
Hard
-expressive linguistic concepts -expressive associations
-expressive linguistic concepts -expressive associations
-expressive associations
Goldstein 2017 GO SSLP Atlanta, GA
45
Goldstein 2017 GO SSLP Atlanta, GA
46
Stages of Second Language Acquisition (Cummins, 2000)
Second Language Acquisition
• BICS: Basic Interpersonal Communication Skills • CALP: Cognitive Academic Language Proficiency • CUP: Common Underlying Proficiency
Lang A Goldstein 2017 GO SSLP Atlanta, GA
47
Lang B 48
8
2/20/2017
Trajectory of Bilingual Language Development
Examples After 21 months of exposure to English (Paradis, 2007), sequential bilinguals exhibited skills within the normal range of monolinguals for:
Group data indicate that bilingual language development is similar, although not identical, to monolingual language development…over time.
After an avg. of 8 mos. exposure to English, sequential bilinguals (4;6-6;9) averaged consonant accuracy of 90% (Gilhool, Goldstein, Burrows, & Paradis, 2009)
Goldstein 2017 GO SSLP Atlanta, GA
49
Bilingual Language Trajectory: Individual Variation (Iglesias, 2003) Total Words
300 250 200 150
C3 C2 C1
C2-Span C3-Eng
50
C3-Span
51
50
Goldstein 2017 GO SSLP Atlanta, GA
52
Steps in Completing a Valid Assessment
Therefore… A disorder in bilinguals is not caused by bilingualism or cured by monolingualism (Kohnert, 2008). Being monolingual in a bilingual family or community exacerbates a weakness, turning a disability into a handicap (Kohnert, 2008, pp. 143-144). Being bilingual, does not “cause” or exacerbate a communication disorder, learning disability, reading disorder, etc. However, being bilingual does complicate differentially diagnosing these disorders. Goldstein 2017 GO SSLP Atlanta, GA
Goldstein 2017 GO SSLP Atlanta, GA
commensurate language skills to monolinguals with language impairments (Paradis, 2005). same type and frequency of grammatical errors as monolinguals with language impairments (Paradis, Crago, Genesee, & Rice, 2003). (protracted) periods of plateaus or regressions (in grammatical development) (in Kohnert, 2008).
0
Goldstein 2017 GO SSLP Atlanta, GA
Only 2/10 children had consonant accuracy
Assessment and Treatment of Bilingual Children
GA ELL Data (http://www.ncela.us/t3sis/Georgia.php)
Brian A. Goldstein, Ph.D. La Salle University [email protected] Dept. of Communication Sciences & Disorders
Twitter: @goldstein25 Georgia Organization of School-based SpeechLanguage Pathologists March 10, 2017
Goldstein 2017 GO SSLP Atlanta, GA
Goldstein 2017 GO SSLP Atlanta, GA
Top Five Languages Spoken by English Learners in GA Languages
SY 2012-13
Spanish; Castilian
73,574
No linguistic content; Not applicable
5,565
Vietnamese
2,493
Korean
1,545
Chinese
1,536
Goldstein 2017 GO SSLP Atlanta, GA
3
High School Graduation Rates GA Graduation Rate (%)
SY 2013-14
All Students
72.5%
2
Percentage of ELs Attaining English Proficiency
Goldstein 2017 GO SSLP Atlanta, GA
4
Take-Home Messages (Attempt to) examine speech and language skills in both languages Complete in-depth analyses Use the appropriate comparison database Use a Bilingual and a Cross-Linguistic Approach for Intervention Monitor Generalization This is a buffet and not a 7-course meal!
English Learners 43.9%
Goldstein 2017 GO SSLP Atlanta, GA
5
Goldstein 2017 GO SSLP Atlanta, GA
6
1
2/20/2017
The Path (thanks to Lewis Carroll) “Would you tell me, please, which way I ought to go from here?” “That depends a good deal on where you want to get to,” said the Cat. “I don’t much care where–” said Alice. “Then it doesn’t matter which way you go,” said the Cat. “–so long as I get SOMEWHERE,” Alice added as an explanation. “Oh, you’re sure to do that,” said the Cat, “if you only walk long enough.” Goldstein 2017 GO SSLP Atlanta, GA
A Note on Terminology LEP NEP CLD ELL DLL Bilingual 7
Least-Biased Assessment
Go beyond language dominance Assess in ways other than standardized tests Treat in the non-English language (but in English too)
Determine difference vs. disorder vs. difficulty (Westby & Hwa-Froehlich, 2010; in Shatz & Wilkinson, The Education of English Language Learners, Guilford Press)
Evidence-Based Intervention
Goldstein 2017 GO SSLP Atlanta, GA
9
Steps in Completing a Valid Assessment
Goldstein 2017 GO SSLP Atlanta, GA
10
Steps in Completing a Valid Assessment
Understand the construct you are evaluating Determine the question you are trying to answer Gather data from a variety of sources
Goldstein 2017 GO SSLP Atlanta, GA
8
To Accomplish the Prime Directives for Bilinguals
Prime Directives
Goldstein 2017 GO SSLP Atlanta, GA
Understand the construct you are evaluating. Go beyond language dominance. Determine the question you are trying to answer Gather data from a variety of sources
11
Goldstein 2017 GO SSLP Atlanta, GA
12
2
2/20/2017
Bilingualism “Defined” “A speaker [who] is bilingual is able to function in two (or more) languages either in monolingual or bilingual communities in accordance with sociocultural demands…” (Skutnabb-Kangas, 1995, p. 46)
Goldstein 2017 GO SSLP Atlanta, GA
Goldstein 2017 GO SSLP Atlanta, GA
13
14
Bilingualism is a Continuum (after Valdés & Figueroa, 1994)
Bilingualism “rather than being an absolute condition is a relative one. Bilingual individuals can be both slightly bilingual or very bilingual.”
Monolingual
Monolingual
Lang. A_________________________________Lang. B
(Valdés & Figueroa, 1994, p. 115)
Goldstein 2017 GO SSLP Atlanta, GA
15
Goldstein 2017 GO SSLP Atlanta, GA
16
Bilingualism is a Continuum (after Valdés & Figueroa,
Bilingualism is a Continuum (after Valdés & Figueroa,
1994)
1994)
Monolingual
Bilingual
Monolingual
Monolingual
Lang. A__________________________________Lang. B
Monolingual
Lang.__________________________________Lang. A
Goldstein 2017 GO SSLP Atlanta, GA
Bilingual
17
Ab
AB
Goldstein 2017 GO SSLP Atlanta, GA
Ba
B
18
3
2/20/2017
Bilingualism is a Continuum (after Valdés & Figueroa,
Bilingualism is a Continuum (after Valdés & Figueroa,
1994)
1994)
Monolingual
Bilingual
Monolingual
Monolingual
Lang.__________________________________Lang. A
Ab
Ab
AB
Ba
Ba
A
Ab
19
Bilingualism on a Continuum: Overall Proficiency
Ab
Ab
AB
Ba
Goldstein 2017 GO SSLP Atlanta, GA
Ba
Ba
B
20
Bilingualism on a Continuum: Overall Proficiency Bilingual
________________________________________ Ab
AB
Goldstein 2017 GO SSLP Atlanta, GA
Bilingual Ab
Monolingual
Lang.__________________________________Lang.
B
Goldstein 2017 GO SSLP Atlanta, GA
Bilingual
Ba
________________________________________
Ba
Ab
21
Ab
Ab
AB
Ba
Goldstein 2017 GO SSLP Atlanta, GA
Ba
Ba
22
In what language is s/he dominant?
Dominance??
Goldstein 2017 GO SSLP Atlanta, GA
23
Goldstein 2017 GO SSLP Atlanta, GA
24
4
2/20/2017
Are Skills the Same in each Language?
Bilingualism on a ContinuumRevised: Modality Specific
What occurs over time?
Vocabulary__________________________________ Ab
Ab
Ab
AB
Ba
Ba
Ba
Grammar________________________________ Ab
Ab
Ab
AB
Ba
Ba
Ba
Word Meaning______________________________ Ab
Ab
Ab
AB
Ba
Ba
Ba
Speech Sounds_______________________________ Goldstein 2017 GO SSLP Atlanta, GA
25
Bilingualism on a ContinuumRevised: 3 months of L2 Exposure Vocabulary__________________________________ Ab
Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ab
Ab
27
Vocabulary__________________________________ Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
28
Bilingualism on a ContinuumRevised: 12 months of L2 Exposure
Ab
Ab
Ab
AB
Ba
Ba
Ba
Ab
Ab
AB
Ba
Ba
Ba
Word Meaning_______________________________
Ba
Ba
26
Grammar____________________________________
Ba
Ab
Speech Sounds_______________________________ Ab
Ab
Ab
Word Meaning_______________________________ Ab
Ba
Vocabulary__________________________________
Grammar____________________________________ Ab
Ba
Speech Sounds_______________________________
Bilingualism on a ContinuumRevised: 9 months of L2 Exposure Ab
Ba
Word Meaning_______________________________
Ba
Ba
AB
Grammar____________________________________
Ba
Speech Sounds_______________________________ Ab
Ab
Bilingualism on a ContinuumRevised: 6 months of L2 Exposure Ab
Word Meaning______________________________ Ab
Ab
Vocabulary__________________________________
Ba
Grammar____________________________________ Ab
Ab
Ab
Ab
AB
Ba
Ba
Ba
Speech Sounds_______________________________ 29
Ab
Ab
Ab
AB
Ba
Ba
Ba
30
5
2/20/2017
Psychologically Responsible? (Menn)
Welsh-English bilingual children, ages 2;65;0 (Ball, Müller, & Munro, 2001)
Dominance??
Welsh-dominant children acquired the trill earlier than their peers who were Englishdominant
But
Goldstein 2017 GO SSLP Atlanta, GA
31
Goldstein 2017 GO SSLP Atlanta, GA
32
But Wait, There’s More... French-English bilingual 2-year-olds (Paradis, 2001)
Bilingual Cantonese- and Putonghuaspeaking children, ages 2;6-4;11(Law & So, 2006)
English-dominant bilinguals preserved higher frequency of 2nd syllables than did Frenchdominant bilinguals. However, French-dominant bilinguals preserved a higher frequency of 3rd syllables than did Englishdominant bilinguals Goldstein 2017 GO SSLP Atlanta, GA
33
Both Cantonese-dominant and Putonghuadominant children acquired Cantonese phonology first
Goldstein 2017 GO SSLP Atlanta, GA
34
In what language is he dominant?
Dominance
Goldstein 2017 GO SSLP Atlanta, GA
35
Goldstein 2017 GO SSLP Atlanta, GA
36
6
2/20/2017
Bilingualism “Defined”
Bilingualism “Defined”
A bilingual speaker is one who has the “past, present, or future need for two languages.” (Kohnert, 2008, p. 18)
Goldstein 2017 GO SSLP Atlanta, GA
“A bilingual speaker is someone who is not monolingual.” (DiMarzio, personal communication)
37
Goldstein 2017 GO SSLP Atlanta, GA
Bilinguals are… NOT this…
38
Language Acquisition
This…
Goldstein 2017 GO SSLP Atlanta, GA
39
Goldstein 2017 GO SSLP Atlanta, GA
Language Variation in Bilinguals (Paradis & Genesee, 1996)
Is the myth dead yet?
Acceleration
Despite the acquisition of two languages, bilingual children do not appear to be ‘‘remarkably delayed nor remarkably advanced’’ relative to that of monolingual children (Nicoladis & Genesee, 1997, p. 264). How does it vary?
Faster rate of acquisition in bilinguals as compared to monolinguals (Fabiano, 2006)
Delay (prefer Deceleration)
Slower rate of acquisition in bilinguals as compared to monolinguals (Vihman, 1982; Gildersleeve, Davis, & Stubbe, 1996)
Transfer (prefer Cross-Linguistic Effects)
Goldstein 2017 GO SSLP Atlanta, GA
40
41
Language-specific features found in productions of the other language (Paradis, 2001) Goldstein 2017 GO SSLP Atlanta, GA
42
7
2/20/2017
Vocabulary Development (Pearson
1+1≠2
et al., 1993)
Age Avg. 16-17 mos. 44
Monolingual Range 9-79
Avg. 40
Bilingual Range 9-71
20-21 mos. 109
38-180
168
50-286
24-25 mos. 286
116-456
190
54-326
For bilingual children, language skills are not equally distributed across the two languages.
By age 3, 2000-3000 words (Hulit & Howard, 1997) Goldstein 2017 GO SSLP Atlanta, GA
43
Goldstein 2017 GO SSLP Atlanta, GA
Word meaning performance differs by language (Peña, Bedore, &
Word meaning performance differs by language (Peña, Bedore, & Rappazzo, 2003)
Rappazzo, 2003) Level of Difficulty
Spanish -expressive functions (tell me what you do with a hammer) -receptive functions (show me what you do with a hammer)
Easy
Level of Difficulty
English -expressive functions -receptive similarities and differences
Medium
-receptive functions -receptive similarities & differences (which 2 objects are the same?)
Hard
-expressive linguistic concepts (Why is X bigger than Y?) -expressive associations
44
--expressive linguistic concepts
Spanish
English
Easy
-expressive functions -receptive functions
-expressive functions -receptive similarities and differences
Medium
-receptive similarities & differences
-receptive functions
Hard
-expressive linguistic concepts -expressive associations
-expressive linguistic concepts -expressive associations
-expressive associations
Goldstein 2017 GO SSLP Atlanta, GA
45
Goldstein 2017 GO SSLP Atlanta, GA
46
Stages of Second Language Acquisition (Cummins, 2000)
Second Language Acquisition
• BICS: Basic Interpersonal Communication Skills • CALP: Cognitive Academic Language Proficiency • CUP: Common Underlying Proficiency
Lang A Goldstein 2017 GO SSLP Atlanta, GA
47
Lang B 48
8
2/20/2017
Trajectory of Bilingual Language Development
Examples After 21 months of exposure to English (Paradis, 2007), sequential bilinguals exhibited skills within the normal range of monolinguals for:
Group data indicate that bilingual language development is similar, although not identical, to monolingual language development…over time.
After an avg. of 8 mos. exposure to English, sequential bilinguals (4;6-6;9) averaged consonant accuracy of 90% (Gilhool, Goldstein, Burrows, & Paradis, 2009)
Goldstein 2017 GO SSLP Atlanta, GA
49
Bilingual Language Trajectory: Individual Variation (Iglesias, 2003) Total Words
300 250 200 150
C3 C2 C1
C2-Span C3-Eng
50
C3-Span
51
50
Goldstein 2017 GO SSLP Atlanta, GA
52
Steps in Completing a Valid Assessment
Therefore… A disorder in bilinguals is not caused by bilingualism or cured by monolingualism (Kohnert, 2008). Being monolingual in a bilingual family or community exacerbates a weakness, turning a disability into a handicap (Kohnert, 2008, pp. 143-144). Being bilingual, does not “cause” or exacerbate a communication disorder, learning disability, reading disorder, etc. However, being bilingual does complicate differentially diagnosing these disorders. Goldstein 2017 GO SSLP Atlanta, GA
Goldstein 2017 GO SSLP Atlanta, GA
commensurate language skills to monolinguals with language impairments (Paradis, 2005). same type and frequency of grammatical errors as monolinguals with language impairments (Paradis, Crago, Genesee, & Rice, 2003). (protracted) periods of plateaus or regressions (in grammatical development) (in Kohnert, 2008).
0
Goldstein 2017 GO SSLP Atlanta, GA
Only 2/10 children had consonant accuracy
