—This product discusses how monolingual SLPs can provide effective evidence based practice speech-language assessments to       differentiate between bilingual English language learners and bilinguals with primary language impairment. It also offers recommendations regarding therapeutic interventions for bilingual children with language impairments. **Please note that there’s a significant overlap of information between this material and “Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children”. Please review both product descriptions prior to making a purchase of a desired material.  

Learning Objectives:

1. Compare and contrast simultaneous and sequential bilingual language development including important bilingual language milestones.
2. Describe characteristics of primary language impairment verses subtractive language acquisition.
3. Discuss research driven EBP in assessment of bilingual learners.
4. Implement learner appropriate intervention strategies.

Product Content:

• Communication Difference vs. Communication Disorder
• Bilingual Language Development
• Similarities between monolingual and bilingual language acquisition
• Simultaneous Bilingualism
• Vocabulary differences between L1 and L2
• Important Bilingual Milestones
• Bilingual Milestones and Age of Onset
• Typical vs. Atypical Code-Switching
• Simultaneous dual language learning
• Simultaneous dual language learning & language delay
• Sequential Bilingualism
• Stages of Sequential Language Acquisition
• Bilingualism categorizations
• A Note on Subtractive Bilingualism
• Language Proficiency: Terminology
• Second Language Acquisition Model
• What is Academic Language?
• Academic Language Functions Hierarchy
• Affect of Age on L2 Acquisition
• Factors influencing success of older learners
• Difference vs. Disorder (In a Nutshell)
• Indicators  of language impairment in bilingual children
• Impact of language impairment on bilingual children
• Challenges of disorder identification
• Initial Referral Considerations
• Background History Collection
• Critical Questions for the Parents and Teachers
• Case History Questions
• Standardized Testing: Criteria for Selection
• Note on Age/Grade Equivalency Scores
• Standardized Testing Limitations
• Limitations to Standardized Test Translations
• Standardized Testing Limitations in Action:
  • REEL-3
  • Fluharty-2 (Luckhurst et al, 2010)
  • EOWPVT  (English and Spanish Version)
  • PPVT-4
  • PLS-5
  • CELF-5
  • Test of Pragmatic Language-2 (TOPL-2)
  • Social Language Development Test-E
  • Social Language Development Test-A
  • Test of Narrative Language Limitations
  • Standardized Tests Conclusion
• Dynamic Assessment Introduction
  • Dynamic Assessment: Basic Framework
• • Dynamic Assessment Tasks
  • Select Dynamic Assessment Materials
  • Dynamic Assessment Procedures
  • Select Dynamic Assessment Materials (FREE)
  • Dynamic Assessment: Questions to ask
  • Dynamic Assessment in Action: Case Study Teaching Grammar (5 slides)
  • Dynamic Assessment Limitations
  • Dynamic Assessment Conclusions
• Intervention Approaches for Bilingual Children
• New Research on Dual Language Intervention
• Service delivery considerations
• Developing Treatment Sensitive to Student’s Cultures
• Translanguaging
• Developing Thematic Instruction
• Effective Vocabulary Instruction
• Creating Effective Intervention Materials
• Components of Effective Vocabulary Interventions
• Explicit Vocabulary Instruction
• Instructional Routine for Vocabulary
• How Monolingual Clinicians can Support L1
• Obtaining Native Speakers’ Assistance
• What is the ultimate goal?
• How to Bridge it with Home
• Final Recommendations Summary
• Select Helpful Resource Bundles
• Other Smart Speech Therapy Helpful Resources