Vocabulary learning in bilingual and monolingual clinical intervention

Elin T. Thordardottir · Susan Ellis Weismer · Mary E. Smith

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Language Development and Disorders Hearing Impairment and Communication Neurobiology of Language and Bilingualism

Abstract

This study used a single-case alternating treatments design to compare the effectiveness of monolingual and bilingual clinical treatment approaches in teaching English vocabulary to a bilingual child with language impairment. In contrast to the widespread belief that regular exposure to two languages should not be recommended for children with language impairments, recent findings suggest that bilingual acquisition is a reasonable goal for these chil dren in a supportive environment. The bilingual intervention approach in this study was designed to combine the beneficial effects of a positive attitude towards both languages and the use of L1 to learn L2. Results revealed com parable learning of English in the monolingual and bilingual treatment con ditions, with a slight advantage in the latter. The results support the view that bilingual intervention does not restrict language growth compared to a mono lingual treatment, and is, therefore, desirable since it avoids important nega tive aspects that result from eliminating either language of children who live in bilingual environments.

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References

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2021Cultural and Linguistic Adaptations of Early Language Interventions: Recommendations for Advancing Research and Practice 2015Cross-linguistic interactions from second language to first language as the result of individualized narrative language intervention with children with and without language impairment 2018Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review 2017Implementing evidence based practice with limited evidence: The case of language intervention with bilingual children

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