Dual Language Development: Recognizing Normal and

Using AAC with
Dual Language
Learners
Patricia D. Quattlebaum, M.S.P.,CCC-SLP
SC Assistive Technology Expo
March 18, 2010
Objectives
Terminology, demographics and cultural
sensitivity
Normal patterns of development
Atypical patterns of development
Implications for AAC users
Resources
Terminology
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Bilingualism
Simultaneous bilingualism
Sequential bilingualism
Dual Language Learners
Term used to describe both simultaneous
bilingualism and sequential
bilingualism/second language learners
Other Terminology
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L1 (first language)
L2 (second language)
LEP (Limited English Proficiency)
ELL (English Language Learners)
ESOL (English for Speakers of Other
Languages)
Terminology Related to
Support for L1 and L2
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Additive Bilingualism: Achieving high
levels of proficiency in both languages
is encouraged
Subtractive Bilingualism: Child’s first
language is replaced by the second
language
Terminology Related to
Cultural Acceptance
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Majority ethnolinguistic community:
the language has high status and is
widely used.
Minority ethnolinguistic community:
the language is less widely spoken, is
valued less and may not be supported
by institutions such as schools.
Codeswitching
•
Alternating between two languages in
a single interaction
Demographics
2000 Census: 4 million residents in SC
2.4 % Hispanic and Latino (96,000)
.9% Asian (36,000)
In some states, minorities already make up
half the population (ex: CA)
2000
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2000 US Census indicated that 20% of
the school age population spoke a
language other than English in the home
and 5% of children spoke English with
difficulty (US Dept of Education)
2020
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45% of American children 0-19 years of
age will belong to a racial or ethnic
minority (American Acad. Pediatrics, 2004)
2050
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Hispanic population will constitute almost
25% of the US population and Asian
population will double
These and other minorities will comprise
half of the population
Must also consider other special
populations with unique life/cultural
experiences: homeless children and those
in foster care (AAP, 2004)
Implications for Today’s
Majority Ethnolinguistic Community
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With shift in population, many more
individuals around us will be speaking
Spanish (and other languages) as well
as English
Implications for Health Care
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Issues related to access to health care
Issues related to acceptance of
interventions by caregivers
Cultural Disparities
Persist
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Saltapida and Ponsford (2007) studied 2 groups of patients
with TBI in Australia and found CALD participants had poorer
outcomes including employment, cognitive independence,
mobility, social integration and greater anxiety
De la Plata, et.al (2007) found higher rates of severe disability
among Hispanics and Spanish speakers following TBI
Alamsaputra, et.al. (2006) found a disproportionate
disadvantage for non-native English speakers when listening
to synthesized speech
Is Bilingualism Harmful or
Beneficial to Children ?
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Old research indicated bilingualism
had negative effects
Newer studies show benefits
How Many Students are
Dual Language Learners?
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In 2004:
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7 % of public school students were
second language learners—
Approximately 3 million children
How Many Dual Language Learners Will
Have Communication Disorders?
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Studies show that 10% of young
children have some type of
communication impairment.
Incidence could be higher when poverty
or limited access to health care are
factors.
Determining if Dual Language Learner
is Developing Normally
A true language impairment will be evident in both
languages. Weakness in one is likely a feature of
incomplete mastery of that language. (Barlow and Enriquez, 2007)
Best match for assessment will be educators and
health care providers who speak the same language as
the child.
Strategies for Assessment of Dual Language
Learner by Monolingual SLP
Seek information about child’s culture and language
experience
Use interpreter/translator
Child’s Language Experience
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Age at which exposure to L2 began
Amount of exposure to L2
Progress relative to siblings
Parents’ impressions
Simultaneous Bilingualism
Child should have minimal interference
between the languages
Simultaneous Development
of L1 and L2
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Simultaneous Bilingualism occurs in three
different ways:
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Parents’ L1 and community language L2
One parent L1 and the other L2
Home L1 and daycare L2
Features of Development
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At 18 months, a typically developing child
easily determines what language is
needed
Vocabulary
Efficiency of access to language
Codeswitching
Red Flags for Language Disorder in
Simultaneous Language Learners
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Child is:
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Unaware of the language he/she
speaks
Does not respond in the language of
the interaction
Seems less competent than other
children in the family or community
Sequential Biligualism
L2: “second language learners”
Child learns first language in infancy
Learns the second language later in
childhood (3 years old or older)
Features of Development
Diverse group of learners
Consider:
Age
Exposure to L1 and L2
Age
Age: ability to acquire second language
may decline as children approach
adolescence
But….
If the second language is introduced while
the first language is still developing,
progress in first language may stop or there
may be regression in that language
Home
Family members’ language use
Interaction with peers
School
Age at school entry—likely a critical
variable
Ability of school staff to support
development in each language
Age Related
School Performance
Number of years to reach
academics
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th
50
%ile in
5-7 year olds needed 3-8 years
8-11 year olds needed 2-5 years
12-15 year olds needed 6-8 years
Other Variables That May Affect
Sequential Bilingual Language
Development
Poverty
Community attitudes: Idea of additive
bilingualism vs. subtractive bilingualism
Personality: self-concept, shy vs.
extroverted
Anxiety
Motivation to fit in with peers
Normal Features Associated with Second Language
Learning in Sequential Language Learners
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Silent period
Therefore, silence may not equal
disorder
Normal Features Associated with
Second Language Learning (cont.)
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Language Loss
Therefore, can be difficult to discern if this
child has a specific language impairment
Normal Features Associated with
Second Language Learning (cont.)
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Language Transfer: Cross-linguistic
influence that languages may have on each
other.
Optimal Assessment
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Performance in one language probably not
the best indicator of ability
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Assess in both languages whenever
possible
Two Special Situations
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International Adoptions
Children with Known Developmental
Delays
International Adoptions
This event induces subtractive bilingualism
most of the time:
The adoptive parents do not usually
speak the language of the child they
have adopted
International Adoptions and
Language Learning
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Rate at which English is learned seems
to vary with age at adoption:
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< 2 years old at adoption
>2 years old at adoption
International Adoptions (cont.)
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Environmental deprivation
Influence of L1 on L2
Language loss
Performance in L1 as adults
Academic performance
Assessment of
Internationally Adopted Children
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Tests of gesture comprehension and
use
The “catch up” period of several years
that older L2 learners need does not
apply
Testing in English appropriate much
earlier
Dual Language Learners with
Developmental Delays
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Assess in both languages
Determine the language of intervention
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Proficiency in L1 and L2
Avoid language loss
Cultural Competence
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An essential quality for effective
engagement
A step toward decreasing health care
disparities
Culturally Effective
Pediatric Health Care
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AAP:
Culture includes the full spectrum of values,
behaviors, customs, language, ethnicity,
gender, sexual orientation, religious beliefs,
socioeconomic status and other distinct
attributes of population groups.
Influence of Cultural Awareness
on Service Provision
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Expect variations in
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Expectations for adult-child interactions
Beliefs about the cause of
disabilities/health problems
ASHA Guidelines
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Beliefs and values unique to that individual clinician-client encounter
must be understood, protected, and respected. Care must be taken not
to make assumptions about individuals based upon their particular
culture, ethnicity, language, or life experiences that could lead to
misdiagnosis or improper treatment of the client/patient.
Providers must enter into the relationship with awareness, knowledge,
and skills about their own culture and cultural biases.
Providers should be prepared to be open and flexible in the selection,
administration, and interpretation of diagnostic and/or treatment
regimens. When cultural or linguistic differences may negatively
influence outcomes, referral to, or collaboration with, others with the
needed knowledge, skill, and/or experience is indicated.
Increasing Cultural Sensitivity
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Consider your own values and
expectations
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Read/research the family’s culture
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Consider family’s value system when
setting goals
Connect with members of the local
cultural community
VISION Model
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Values and beliefs of family and professional
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Interpretation of experiences of family with clinical
process
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Structuring the relationship between the
professional and the family
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Interaction style /verbal & nonverbal
communication of professional and family
O
Operational strategies for accomplishing goals
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Needs perceived by family and professional
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When Should AAC Be
Introduced ?
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The guidelines are the same as for
monolingual children:
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Whenever there are concerns about
developmental delays/slow progress
When there are obvious indicators that child is
at risk for speech delays: e.g., limited
vocalizations, identification of genetic syndrome
with associated speech problems, motor
disorder such as cerebral palsy
What Should the Language
of Intervention Be?
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MUST support both home language and
English
Parents need to teach their children in the
language they know best
Provide parents with ideas to support
language development in infants and
toddlers
Low/No Cost Strategies for
Infant Language Stimulation
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Read simple books (point out pictures)
Talk to baby face-to-face
Label common objects
Introduce music and singing
Low/No Cost Strategies for
Infant Language Stimulation (cont.)
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Encourage baby to look in mirror
Point out body parts
Point out objects, people, etc. seen in the
house and outside
Use short utterances with lots of inflection
Play peek-a-boo and pattycake
Imitate the sounds baby makes
Help Parents Stay Focused on
One Goal
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Preschoolers should be learning the
language of home, and this goal
should be emphasized whenever
possible in the school environment.
(Nelson, 2010)
AAC Devices & Strategies for
Dual Language Learners
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Emphasize the importance of early literacy
experiences (Harrison-Harris, 2002)
Consider changing language on
BoardMaker or using both
Consider Speaking Dynamically Pro and
devices that support other languages—
carefully assess how well this works for
each child
Changing Language in
Boardmaker
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1. Open or create display
2. Go to Symbol Finder
3. Select Language
4. Return to board and proceed as usual
If you need help, in HELP, put in “changing
language”
SD Pro or Boardmaker + :
How do I change to a different language?
TO CHANGE TO A DIFFERENT LANGUAGE ON SD PRO OR BOARDMAKER PLUS!,
FOLLOW THESE STEPS:
SELECT FILE.
SELECT APPLICATION LANGUAGE.
CHOOSE THE DESIRED LANGUAGE FROM THE 'CLICK HERE TO SELECT THE
NEW LANGUAGE' PULL-DOWN MENU.
SELECT ACCEPT LANGUAGE CHANGE.
SELECT YES WHEN PROMPTED, “ARE YOU SURE THAT YOU WANT TO DO
THIS".
SELECT OK WHEN ALERTED, “THE NEW LANGUAGE WILL BECOME ACTIVE THE
NEXT TIME YOU START THE PROGRAM”.
SELECT FILE.
SELECT EXIT.
START THE SOFTWARE AGAIN & NEW LANGUAGE SHOULD BE IN USE.
NOTE: THE ADDITIONAL LANGUAGE OPTIONS OF GERMAN, SPANISH, FRENCH OR
FRENCH CANADIAN HAVE TO BE PURCHASED FOR USE WITH BOARDMAKER PLUS! OR
BOARDMAKER WITH SD PRO. PLEASE CONTACT MAYER-JOHNSON CUSTOMER
SERVICE AT 800 588 4548 FOR ADDITIONAL INFORMATION.
References
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Alamsaputra, D., Kohnert, K, Munson, B. & Reichle, J. (2006). Synthesized speech intelligibility among native
and non-native speakers of English. Augmentative and Alternative Communication , 22,4, 258-268.
Barlow, J.A., & Enriques, M (July, 2007). Theoretical perspectives on speech sound disorders in bilingual
children. Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations. American
Speech-Language Hearing Association.
Bellon-Harn, M. & Garrett, M. (2008). A model of cultural responsiveness for speech-language pathologists
working in family partnerships. Communication Disorders Quarterly, 29, 3, 141-148.
Committee on Pediatric Workforce. Ensuring culturally effective pediatric care: Implications for education and
health policy. American Academy of Pediatrics (2004).
de la Plata, C., Hewlitt, M., de Oliveira, A., Hudak, A., Harper, C, Shafi, S, Diaz,-Arrastia, R. (2007). Ethnic
differences in rehabilitation placment and outcome after TBI. Journal of Head Trauma Rehabilitation, 22, 2, 113121.
Genesee, F, Paradis, J. & Crago, M. (2004). Dual language development and disorders: A handbook on
bilingualism and second language learning. Baltimore, MD: Paul H. Brookes.
Goldstein, B. & Gildersleeve-Neumann, C. (July 2007) Typical phonological development in children.
Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations. American SpeechLanguage-Hearing Association.
Glennen, S. (2008, December 16) Speech and language mythbusters for internationally adopted children. The
ASHA Leader.
Harrison-Harris, O. (2002, November 05). AAC, Literacy and Bilingualism. The ASHA Leader.
Hour, M.B., Parrette, H.P., & Saenz, T.I. (2001) Conversations with Mexican Americans regarding children with
disabilities and augmentative and alternative communication. Communication Disorders Quarterly 22 (4) 197206.
References (cont.)
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Justice, L. (2010). Communication sciences and disorders: A contemporary perspective. Boston, MA: Allyn &
Bacon.
Kohnert, K. (July 2007). Evidence-based practice and treatment of speech sound disorders in bilingual children.
Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations. American SpeechLanguage-Hearing Association.
Langdon, H. (2008). Assessment and intervention for communication disorders in culturally and linguistically
diverse populations. Clifton Park, NY: Thomson Delmar Learning.
Marian, V., Faroqi-Shah, Y., Kaushanskaya, M., Blumenfeld, H. & Sheng, L. (2009, October 13). Bilingualism:
Consequences for language, cognition, development and the brain. The ASHA Leader.
McCord, S. & Soto, G. (May 2000). Working with low-income Latino families: Issues and strategies.
Augmentative and Alternative Communication. American Speech-Language-Hearing Association.
Nelson, N.W. (2010). Language and literacy disorders: Infancy through adolescence. Boston, MA: Allyn&
Bacon.
Roseberry-McKibbin, R.(2007). Language disorders in children: A multicultural and case perspective. Boston,
MA: Allyn & Bacon.
Saltapidas, H. & Ponsford, J. (2007). The influence of cultural background on motivation for and participation in
rehabilitation and outcome following traumatic brain injury. Journal of Head Trauma Rehabilitation, 22, 2, 132139.

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