This course is a compilation of research reviews from The Informed SLP.
You may take this course as either a member or non-member of our website.
As more of our student population comes to be bilingual, multilingual, and comprised of English learners, the more critical it is for SLPs and our colleagues to understand how to support those children. Fortunately for us, research in this area is popping up all over the place.
Do you have a good response to comments like this?
“My pediatrician said that since my child has a disability I should only speak English to him so he won’t get confused.”
After reading a background piece that will give you some thoughts on that topic, and a piece on the predictors of literacy skills with a bilingual population, you’ll be reading reviews of research on language interventions. A majority of the research focuses on Spanish, since that’s the most common home language for dual language learners in the United States (about two-thirds of the total, according to ChildTrends.org). And we’ll give you a spoiler alert, right up front: we shouldn’t just treat in English and hope for the best.
Learning Outcomes & Details
As a result of this course, participants will be able to:
Describe features of literacy development in bilingual children.
Describe how intervention trajectories may vary for multilingual children, compared to monolingual peers.
List evidence-based vocabulary and narrative intervention options for bilingual children.
Course Type: Text; Web or downloadable PDF
Time: This is a half-hour course.
ASHA CEUs: This course is offered for .05 ASHA CEUs (Intermediate level, Professional area)
Course Completion Requirements: Read the full course, then take a quiz at the end. Must pass with a score of 80% or better (two attempts allowed).
Questions? See our frequently asked questions.
Course edited and compiled by:
Meredith Harold, PhD, CCC-SLP is owner of The Informed SLP and faculty at Rockhurst University. Financial Disclosure— receives salary from The Informed SLP and Rockhurst University. Nonfinancial Disclosure— Vice President of Speech–Language Pathology for the Kansas Speech–Language–Hearing Association Board; Board member of the American Speech–Language–Hearing Association Committee on Clinical Research, Implementation Science, and Evidence-Based Practice.
Karen Evans, MA, CCC-SLP is a speech–language pathologist at Intermediate District 287, and employee of The Informed SLP. Financial Disclosure— receives salary from Intermediate District 287 and The Informed SLP. Nonfinancial Disclosure— None.
Full research and writing team bios can be found here. The Informed SLP’s researchers and writers are prohibited from having any financial or nonfinancial conflicts of interest related to the content they research and report on.
This course is offered for .05 ASHA CEUs (Intermediate level, Professional area).