Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

This study tests whether or not trilingual language learners rely on inhibitory control (IC) when accessing words during speech production. In particular, it investigates the extent to which second language (L2) and third language (L3) lexical robustness modulates such reliance. English language learners of French and Spanish participated in a picture-naming task containing language switches in all three of their languages. Analyses were conducted on the switching performance of the three languages followed by an exploration of how these effects were modulated by L2 and L3 lexical robustness. The results support reliance on IC for all three languages. Furthermore, the strength of L2 lexical robustness affected performance in all languages whereas the strength of L3 lexical robustness only affected L3 performance. The results suggest that in the context of having to switch between three languages within a single experiment, trilingual speakers rely on IC.

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Assessment 360°: A Panoramic Framework for Assessing English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds17.2.37 ◽

2010 ◽

Vol 17 (2) ◽

pp. 37-56 ◽

Cited By ~ 9

Author(s):

Nancy Lewis ◽

Nancy Castilleja ◽

Barbara J. Moore ◽

Barbara Rodriguez

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Linguistically Diverse ◽

Assessment Process ◽

Assessment Practices ◽

Her Family ◽

Diverse Student ◽

Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds8.1.4 ◽

2002 ◽

Vol 8 (1) ◽

pp. 4-6 ◽

Cited By ~ 1

Author(s):

Vera Joanna Burton ◽

Betsy Wendt

Keyword(s):

English Language Learners ◽

Language Learners ◽

School System ◽

English Language ◽

First Language ◽

The United States ◽

Public School System ◽

Language Difference ◽

Number Of Children ◽

School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

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Children's Nonword Repetition Tasks and English Language Learners

Perspectives on School-Based Issues ◽

10.1044/sbi11.3.73 ◽

2010 ◽

Vol 11 (3) ◽

pp. 73-79

Author(s):

Sara C. Steele ◽

Deborah A. Hwa-Froelich

Keyword(s):

English Language Learners ◽

Language Learners ◽

Language Impairment ◽

English Language ◽

Nonword Repetition ◽

Adopted Children ◽

Typically Developing ◽

Bilingual Speakers ◽

Internationally Adopted Children ◽

English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

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Working With Interpreters to Support Students Who Are English Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig16.15 ◽

2016 ◽

Vol 1 (16) ◽

pp. 15-27 ◽

Cited By ~ 3

Author(s):

Henriette W. Langdon ◽

Terry Irvine Saenz

Keyword(s):

United States ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

First Language ◽

The United States ◽

The Other ◽

Primary Language ◽

Second Best ◽

Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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