8 Preparing Teachers of Young Bilingual Children with Disabilities

Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities.

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Pre-service teachers’ decision-making: Efforts to mediate learning with bilingual children with disabilities

Teaching and Teacher Education ◽

10.1016/j.tate.2020.103044 ◽

2020 ◽

Vol 91 ◽

pp. 103044 ◽

Cited By ~ 1

Author(s):

Patricia Martínez-Álvarez ◽

Minhye Son ◽

Belinda Arana

Keyword(s):

Decision Making ◽

Children With Disabilities ◽

Bilingual Children

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MIRA: A Concept in Receptive Language Assessment of Bilingual Children

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0601.24 ◽

1975 ◽

Vol 6 (1) ◽

pp. 24-28

Author(s):

Shirley A. Nelson-Burgess ◽

Marion D. Meyerson

Keyword(s):

Language Assessment ◽

Receptive Language ◽

Bilingual Children

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Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00167 ◽

2020 ◽

Vol 29 (4) ◽

pp. 2170-2188

Author(s):

Lindsey R. Squires ◽

Sara J. Ohlfest ◽

Kristen E. Santoro ◽

Jennifer L. Roberts

Keyword(s):

Test Validity ◽

Reaction Times ◽

Bilingual Children ◽

Second Grade ◽

High Quality Research ◽

Word Level ◽

Research Questions ◽

Word Characteristics ◽

Study Inclusion ◽

Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

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An Introductory Examination of Speech Disfluencies in Spanish–English Bilingual Children Who Do and Do Not Stutter During Narratives

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00040 ◽

2020 ◽

Vol 5 (1) ◽

pp. 131-141

Author(s):

Cristina Rincon ◽

Kia Noelle Johnson ◽

Courtney Byrd

Keyword(s):

Diagnostic Criteria ◽

Preliminary Data ◽

Diagnostic Information ◽

English Speakers ◽

Bilingual Children ◽

English Bilingual ◽

Developmental Stuttering ◽

Mean Length Of Utterance

Purpose The purpose of this study is to examine the frequency and type of speech disfluencies (stuttering-like and nonstuttering-like) in bilingual Spanish–English (SE) children who stutter (CWS) to SE children who do not stutter (CWNS) during narrative samples elicited in Spanish and English to provide further diagnostic information for this population and preliminary data toward an expansion of this study. Method Participants included six bilingual SE children (three CWS, three CWNS) ranging in age from 5 years to 7;5 (years;months) and recruited from the surrounding Houston, Texas area. Participants provided a narrative sample in English and Spanish. The frequency of speech disfluencies was tabulated, and mean length of utterance was measured for each sample. Results Results indicate that both talker groups exceed the diagnostic criteria typically used for developmental stuttering. Regardless of the language being spoken, CWS participants had a frequency of stuttering-like speech disfluencies that met or exceeded the diagnostic criteria for developmental stuttering that is based on monolingual English speakers. The CWNS participants varied in meeting the criteria depending on the language being spoken, with one of the three CWNS exceeding the criteria in both languages and one exceeding the criteria for percentage of stuttering-like speech disfluencies in one language. Conclusion Findings from this study contribute to the development of more appropriate diagnostic criteria for bilingual SE-speaking children to aid in the reduction of misdiagnoses of stuttering in this population.

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