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Unlocking the Power of Dual Language Development: A Guide for Practitioners

Unlocking the Power of Dual Language Development: A Guide for Practitioners

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:

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.


Citation: Genesee, F., Paradis, J., & Crago, M. (2004). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning. Paul H. Brookes Publishing Co.
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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