Defining Bilingualism: Factors Contributing to Variability in Language and Literacy Development of Spanish-English Bilingual Children

2009 ◽  
Vol 16 (2) ◽  
pp. 38-44 ◽  
Author(s):  
Megan Dunn Davison
Keyword(s):  
Language Development ◽  
Literacy Development ◽  
Bilingual Children ◽  
Primary Language ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Number Of Children ◽  
Literacy Outcomes ◽  
English Bilingual ◽  
Language And Literacy Development

Abstract Given the increasing number of children from homes in which a language other than English is the primary language, it is important for speech-language pathologists to understand how bilingualism is defined and the implications of different defining factors for language development and later literacy outcomes. The purpose of this paper is to explore the factors contributing to the differences observed across bilingual language and literacy development. Previous research suggests there are differences in the language and literacy development of bilingual children due to differing ages of exposure to each language and the context in which each language is then used. Implications for assessment and interventions are discussed.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Cross-Cultural Assessment of Young Children's Language and Literacy Development

2008 ◽  
Vol 9 (2) ◽  
pp. 71-78 ◽  
Author(s):  
Angela Losardo ◽  
Angela Notari-Syverson ◽  
Thalia Coleman ◽  
Dawn C. Botts
Keyword(s):  
Literacy Development ◽  
Cross Cultural ◽  
Successful Implementation ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Literacy Assessments ◽  
Cultural Assessment ◽  
Language And Literacy Development ◽  
Increasing Demand

Abstract Speech-language pathologists are faced with an increasing demand to conduct language and literacy assessments for children who are from cultures different from their own. Cross-cultural assessment is challenging. This article outlines the conditions necessary for successful implementation of culturally appropriate models of assessment. Alternative approaches to assessment are proposed that will guide speech-language pathologists about where, when, and how to assess children. Embedded approaches, authentic approaches, mediated approaches, and comprehensive models offer the speech-language pathologist the option of using assessment activities which can be adapted to match the needs of the child being assessed. And finally, ideas for family-professional collaboration in the assessment of young children's language and literacy development are provided.

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