Publication Date
1-1-2016
Document Type
Dissertation/Thesis
First Advisor
Fannin, Danai
Degree Name
B.A. (Bachelor of Arts)
Legacy Department
School of Allied Health and Communicative Disorders
Abstract
The United States has seen an increase in the Spanish-speaking population in classrooms, and according to experts, this number is expected to rise in the upcoming years. Currently, the research on bilingual language and speech acquisition is spare. Therefore, over and under identification of communication disorders among bilingual children is not uncommon. The misdiagnosing of these children can lead to schools spending money and resources in unnecessary treatment/therapy (over diagnosed children), or could further hinder the academic success of others (under diagnosed children) by not providing the necessary services. The majority of speech-language pathologists (SLPs) in the United States are monolingual and they are required, by the ASHA code of Ethics, to provide services to bilingual clients, even if the SLP does not speak the language of the client. Often, the lack of familiarity with the client’s native language can lead to over/under identification of possible communication disorders. In order to provide the best treatment to bilingual children and their families it is important to understand that their language development differs from that of their monolingual peers. Even though there are parallel developmental milestones between monolingual and bilingual toddlers there are still some differences that could affect proper identification of possible communication disorders. The purpose of this paper is to study the speech and language development of bilingual toddlers. I will also conduct a linguistic contrastive analysis to compare the speech development of bilingual toddlers to the speech development of their monolingual peers. A supplemental treatment manual is included to allow the incorporation of bilingualism to play groups and day care of toddlers.
Recommended Citation
Orizaba, Lorena, "Speech and Language Developmental Trends of English-Spanish Bilingual Toddlers: Implications for Clinical Intervention" (2016). Honors Capstones. 1034.
https://huskiecommons.lib.niu.edu/studentengagement-honorscapstones/1034
Extent
17 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
