Section Five
Module 20: Multi-Lingual and Cross-Lingual Clinical Service Delivery
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Which languages do we need?
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After working with the material in this module, readers will be able to
select
Using languages in clinical service delivery
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https://www.theinformedslp.com/review/BilingualMultilingual-language-assessment-Start-here
https://bilinguistics.com/
Use the child’s languages. Use the language the child understands to explain the language the child is learning.
“The literature in bilingual education of the last two decades suggests that children who are learning two languages may benefit from a bilingual approach in intervention. None of the studies designed to prove the contrary have been able to show that an English-only approach is superior. The research clearly shows that mediation in the native language does not slow development or learning of a second language. There is no evidence that a bilingual approach in intervention would “confuse” or tax the learning abilities of children with disabilities. There is great variability in second-language acquisition and the language-learning processes involved are not well understood.”
“The research presented in this paper has several implications for clinicians working with bilingual children. First, it suggests that children’s language performance and achievement can be maximized when the language of instruction matches the child’s language(s), and when L1 is used as an organizational language framework to facilitate second-language learning.”
Gutiérrez-Clellen, 1999