In the realm of special education and speech-language pathology, understanding the complexities of dual language development is paramount. The book Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning by Fred Genesee, Johanne Paradis, and Martha Crago, provides an in-depth exploration of this subject. This blog aims to highlight key takeaways from this resource, encouraging practitioners to implement these insights in their practice or delve further into the research.
Foundations of Dual Language Learning
The first section of the book lays a solid theoretical foundation, defining essential terms and presenting the authors' stance on the value of functional bilingualism. They assert that many children with Specific Language Impairment (SLI) can successfully become dual language learners. Practitioners are introduced to eight profiles of dual language learners, which help in understanding the intricate interplay of linguistic, socio-cultural, cognitive, and educational issues.
Culture and Cognition
Chapters 2 and 3 delve into the cultural and cognitive aspects of language learning. Practitioners are reminded of the importance of cultural sensitivity in diagnosis and intervention. The book discusses the potential power differential between professionals from the majority culture and clients from minority cultures, emphasizing the need for culturally sensitive practices. Additionally, the authors explore whether dual language learning imposes a cognitive burden on children or affects their cognitive development.
Routes for Dual Language Learning
Section II outlines the different routes for dual language learning and addresses issues such as bilingual code mixing among simultaneous bilinguals and schooling options for second language learners. Chapters 6 and 7 highlight the benefits of maintaining and enriching the child's first language, challenging the notion that children with SLI should learn only one language. This section provides valuable insights into the psycho-social and cognitive/educational benefits of bilingualism.
Assessment and Intervention
The final section revisits the eight children introduced in Chapter 1, now considering them as experiencing language learning difficulties. The authors discuss assessment and intervention issues, including determining language dominance and expected outcomes. Although no unique markers distinguish typically developing dual language learners from those with impairments, the book offers comprehensive guidelines for assessment and intervention planning.
Practical Implications for Practitioners
Practitioners working with dual language learners will find this handbook an invaluable resource. Here are some practical steps to implement the research findings:
- Embrace Functional Bilingualism: Encourage families to maintain and enrich their child's first language, even if the child has SLI.
- Cultural Sensitivity: Develop culturally sensitive diagnostic and intervention practices to better serve clients from diverse backgrounds.
- Comprehensive Assessment: Use a holistic approach to assess dual language learners, considering linguistic, socio-cultural, cognitive, and educational factors.
- Effective Intervention Planning: Create individualized intervention plans that address the unique needs of each dual language learner.
For practitioners looking to deepen their understanding, further research into dual language development and disorders is highly recommended. The book provides a wealth of references and clinical implications that can guide ongoing professional development.
To read the original research paper, please follow this link: Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning.
