In this packet you will not only find big visuals, NO PRINT option, and colorful graphics with a great idea, but you will also find evidence-based resources on 2 important questions we face as bilingual SLP’s: 1) Why treat two languages? -We must support each bilingual student’s connection to their family and their community which is essential in child development. -We must facilitate and support their social need (even when the student becomes English proficient or has dominance in English, most families will speak the home language). -The transfer of skills learned from the home language to English is more attainable. -Existing treatment studies show that small gains in the home language is obtained when treatment of bilingual students is provided only in English. -Existing data also shows that there is a pattern towards a shift for English dominance after Elementary years with possible plateau or language loss in the home language (Konert, Bates, & Hernandez, 1999). (However, bilingual students continue to need to use the home language as a social need with their families). Resource: Ebert, K.D, Kohnert, Pham, G. Rentmeester Disher, J., & Payesteh, B.(2014) Three Treatments for bilingual children with primary language impairment: Examining cross-linguistic and cross-domain effects. Journal of Speech, Language, and Hearing Research, 57(1), 172-186. 2) What are my treatment options? -Teach skills that transfer such as teaching Meta Skills which may include: comparing and contrasting semantic features, multiple-meaning words, emergent literacy, phonological awareness, etc…(Kelley & Kohnert 2012) -Provide activities that support cognitive skills such as memory, attention, and processing speed. (Ebert, Kohnert, et al., 2014) -Look for elements that are shared in both languages. -Explicitly compare and contrast the difference between languages Resource: Ebert, K.D, Kohnert, Pham, G. Rentmeester Disher, J., & Payesteh, B.(2014) Three Treatments for bilingual children with primary language impairment: Examining cross-linguistic and cross-domain effects. Journal of Speech, Language, and Hearing Research, 57(1), 172-186.
