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Bilingual children in language units: does having 'well-informed' parents make a difference?

A Crutchley1

  • 1University of Manchester, UK.

International Journal of Language & Communication Disorders
|May 29, 2000
PubMed
Summary
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Bilingual children with speech and language impairments may have more complex needs. Parental experiences with identification and assessment processes varied, influencing outcomes for these children.

Area of Science:

  • Pediatric Speech-Language Pathology
  • Developmental Psychology
  • Educational Psychology

Background:

  • A significant subgroup of bilingual children (11%) in a large English cohort exhibited distinct speech and language impairment characteristics.
  • These bilingual children's language difficulties appeared more complex and potentially more severe than their monolingual counterparts.

Purpose of the Study:

  • To investigate parental experiences with the identification and assessment of speech and language difficulties in bilingual children.
  • To explore factors influencing these experiences, including parental knowledge and family language attitudes.

Main Methods:

  • Qualitative interviews with parents of bilingual children identified with speech and language impairments.
  • Comparison interviews with parents of monolingual children.

Related Experiment Videos

  • Analysis of parental experiences based on their level of information regarding the assessment process.

    • Main Results:

    • Differences emerged between bilingual and monolingual parents' experiences with the identification and assessment process.
    • Bilingual parents were further categorized into 'more informed' and 'less informed' subgroups, with distinct experiences.
    • Parental knowledge, family language attitudes, and relationships with language units correlated with these differences.

    Conclusions:

    • The identification and assessment of speech and language difficulties in bilingual children require nuanced approaches.
    • Parental engagement and understanding are crucial factors in supporting bilingual children with language impairments.
    • Further research should explore culturally sensitive assessment and intervention strategies for diverse linguistic populations.