Culturally diverse children

Question 0

What is a sequential bilingual?

Answer 0

Sequential bilinguals [second language learners]:
•Children who have L1 fairly well established before L2
•Children who begin to learn an additional language after 3; that is after their first language is established.
→Early sequential: introduction of L2 during the ‘critical period’ of language learning 0 - 5 years
→Late sequential: L2 introduced in later childhood i.e., after critical period of language learning

Language is different to monolingual learners:
L1 development may vary when L2 introduced
L2 acquisition may be different e.g., needs basis
L2 is different for a long time (lengthy period of L2 acquisition)

Child may go through silent or nonverbal period.
L1 may interfere with L2.
Child may use code switching.

Question 1

What is a simultaneous bilingual?

Answer 1

Children who learn two or more languages from birth or begin learning both languages sometime before 3 years of age.
Go through the same developmental stages.
Language milestones the same in at least one language.
Two languages do not develop in perfect synchrony.
Dominant language (stronger language): The language in which bilingual children appear to have greater proficiency.
Nondominant language (weaker language): The language in which bilingual children appear to have less proficiency.
•Dominance is closely linked to: The amount of input the child receives in each language (rarely equal)

Question 2

What is code switching/mixing?

Answer 2

Code-mixing is the use of elements from two languages in the same utterance or in the same stretch of conversation.

Question 3

Is code mixing a sign of language delay/disorder?

Answer 3

Bilingual code mixing (BCM) is common in bilingual children and adults.
Should not be taken as evidence of delay/disorder.
Should not reprimand child for it.

Question 4

What are under and over identification?

Answer 4

Over - Occurs when a bilingual child is inappropriately diagnosed with a language impairment and receives unnecessary services and/or is inappropriately placed in special education classes

Under - Occurs when a bilingual child has a language impairment, but it goes undiagnosed because it is assumed that the child’s poor performance is the result of learning two languages

Question 5

What are some key points about assessing bilingual kids?

Answer 5

If child shows age-appropriate skills in at least one language then a disorder can be ruled out.
Important to make sure that what appears to be a delay in one language is not just less exposure.
Expect differences in L1 compared to L2.
Expect differences when compared with monolingual peers.
Rate of language development is based on exposure.
Likely to be dominant in one language.
May be less advanced in dominant language.

Question 6

What are some questions that you may need to ask in the case history?

Answer 6

What is your child’s first language?
What was your child’s experience with English from 0-2?
Where does your child hear/speak English?
What percentage of time is English?
What language do you speak at dinner?
What language is used for book reading?

Question 7

What is the difference between BISC and CALP?

Answer 7

BISC - Basic interpersonal communication skills.
CALP - Cognitive academic language proficiency.

Children may have different levels of proficiency in each area for each language.

Question 8

What are some quentionnaires/checklists specific to bilingual families?

Answer 8

Assessment Instrument for Multicultural Clients (Alder, 1991) Basic Inventory of Natural Language (Herbert, 1977)
Bilingual Language Proficiency Questionnaire

The Alberta Langage Development Questionnaire (ALDeQ) Consists of four sections:

1. Early milestones
2. Current first language abilities
3. Behaviour patterns and activity preferences
4. Family history

Question 9

What are some informal assessment options?

Answer 9

Composite scores i.e.,. combine L1 and L2 vocabularies to get a ‘total conceptual vocabulary score’
Peer Child Comparative Analysis (PCCA)
Dynamic assessment

MacArthur-Bates Communicative Development Inventories

Peer Child Comparative Analysis (same cultural background comparison)

Teach-test-retest

Question 10

What are some formal tests that could be used for bilingual kids?

Answer 10

Word Finding Vocabulary Test (Renfrew Language Scales) →Peabody Picture Vocabulary Test –Fourth Edition (PPVT-IV) →[Expressive One-Word Picture Vocabulary Test, Fourth Edition

Must be careful if translating as norms cannot be used.