ASHA Course Code: Diversity, Equity, and Inclusion in Education, Training, Service Delivery, Public Policy – 7030
Learn whether certain articulation errors that a bilingual child produces should be counted as incorrect. The sound systems of a bilingual child’s two languages interact in predictable ways. Using Spanish and English as an example, this course provides a framework for identifying “errors” that are typical and those that are atypical.
Level, Authors, and Disclosures
Financial Disclosure: Ellen Kester, Ph.D., CCC-SLP. Dr. Ellen Kester is the owner of Bilinguistics and receives a salary. Bilinguistics receives royalty payments for online courses.
Non-Financial Disclosure: Ellen Kester does not have any non-financial relationships to disclose.
Financial Disclosure: Scott Prath, M.A., CCC-SLP is a salaried employee of Bilinguistics. Bilinguistics receives royalty payments for online courses.
Non-Financial Disclosure: Scott Prath does not have any non-financial relationships to disclose.
This course provided a framework that can be applied to any two languages to assess whether speech errors are atypical or due to second language influence. We discussed how a second language influences sound acquisition by identifying which sounds exist in both languages. We approached phonological development with an eye on which processes exist in either language.
Understand typical speech development for bilinguals
Identify typical speech processes of bilinguals
List similarities in typical monolingual and bilingual speech development
Identify speech intervention goals for bilingual children
05 minutes: Introduction
20 minutes: Issues in understanding speech development when two
languages are present
20 minutes: A framework of language interaction
20 minutes: Expected speech influence across languages
15 minutes: Formal and informal assessment
15 minutes: Case Studies
05 minutes: Conclusion