Last year, the American Journal of Speech-Language Pathology (AJSLP) published Part 1 of a forum focused on dual language learners. Dual language learners, young children learning two languages at the same time, are a growing population in the United States. To address the disparities that these children face, and how speech-language pathologists (SLPs) and educators can help children and their families meet these disparities, guest editors Mark Guiberson and Li Sheng have returned with 13 new articles for AJSLP; these articles constitute Part 2 of the AJSLP Forum on Innovations in Clinical Practice for Dual Language Learners (DLLs).

Challenges Facing DLLs

In his introduction, Guiberson writes that DLLs are statistically over-represented in special education programs. This points to bigger problems, such as these children being misidentified for a disability. This may be attributed to the challenge of how to screen, assess, and provide intervention to DLLs. “Often, SLPs will select tried and true approaches with DLLs, without recognizing that intervention packages they have selected are based upon a European–American cultural framework,” Guiberson writes (Guiberson, 2020, p. 1114).

This forum’s focus on innovations in clinical practice provides real-world solutions for SLPs who may find themselves in unfamiliar territory. Despite the still-growing population of DLLs, some SLPs may not feel properly prepared to serve this population. Not only are most SLPs not bilingual, but there are currently no specific requirements or standards related to DLLs for new SLPs. In fact, Guiberson points out, multicultural and bilingual issues are some of the most requested continuing education learning opportunities from SLPs.

This forum, focusing primarily on Spanish–English DLLs, covers assessment and treatment of DLLs. The articles cover typically developing DLLs but also DLLs with developmental dyslexia (see Ijalba et al., 2020) and developmental language disorder (DLD; see Guiberson & Rodríguez, 2020).

We hope that you enjoy this forum and learn something new about clinical practice when working with DLLs. We’d like to thank Mark Guiberson and Li Sheng for their work putting together this two-part forum. You can read the entire forum here, or explore the individual articles below.  You can read our previous coverage of Part 1, or explore that forum here.  

References

Guiberson, M. (2020). Introduction to the forum: Innovations in clinical practice for dual language learners, Part 2. American Journal of Speech-Language Pathology, 29(3), 1113–1115. https://doi.org/10.1044/2020_AJSLP-20-00153

Guiberson, M. M., & Rodríguez, B. L. (2020). Working memory and linguistic performance of dual language learners with and without developmental language disorders. American Journal of Speech-Language Pathology, 29(3), 1301–1306. https://doi.org/10.1044/2019_AJSLP-19-00109

Ijalba, E., Bustos, A., & Romero, S. (2020). Phonological–orthographic deficits in developmental dyslexia in three Spanish–English bilingual students. American Journal of Speech-Language Pathology, 29(3), 1133–1151. https://doi.org/10.1044/2020_AJSLP-19-00175

Explore the Forum

Castilla-Earls, A., Bedore, L., Rojas, R., Fabiano-Smith, L.,   Pruitt-Lord, S., Restrepo, M. A., & Peña, E. (2020). Beyond scores: Using converging evidence to determine speech and language services eligibility for dual language learners. American Journal of Speech-Language Pathology, 29(3), 1116–1132. https://doi.org/10.1044/2020_AJSLP-19-00179

Cycyk, L. M., & Huerta, L. (2020). Exploring the cultural validity of parent-implemented naturalistic language intervention procedures for families from Spanish-speaking Latinx homes. American Journal of Speech-Language Pathology, 29(3), 1241–1259. https://doi.org/10.1044/2020_AJSLP-19-00038

Cycyk, L. M., Moore, H. W., De Anda, S., Huerta, L., Méndez, S., Patton, C., & Bourret, C. (2020). Adaptation of a caregiver-implemented naturalistic communication intervention for Spanish-speaking families of Mexican immigrant descent: A promising start. American Journal of Speech-Language Pathology, 29(3), 1260–1282. https://doi.org/10.1044/2020_AJSLP-19-00142

Dam, Q., Pham, G., Potapova, I., & Pruitt-Lord, S. (2020). Grammatical characteristics of Vietnamese and English in developing bilingual children. American Journal of Speech-Language Pathology, 29(3), 1212–1225. https://doi.org/10.1044/2019_AJSLP-19-00146

Guiberson, M. (2020). Introduction to the forum: Innovations in clinical practice for dual language learners, Part 2. American Journal of Speech-Language Pathology, 29(3), 1113–1115. https://doi.org/10.1044/2020_AJSLP-20-00153

Guiberson, M., M., & Rodríguez, B. L. (2020). Working memory and linguistic performance of dual language learners with and without developmental language disorders. American Journal of Speech-Language Pathology, 29(3), 1301–1306. https://doi.org/10.1044/2019_AJSLP-19-00109

Ijalba, E., Bustos, A., & Romero, S. (2020). Phonological–orthographic deficits in developmental dyslexia in three Spanish–English bilingual students. American Journal of Speech-Language Pathology, 29(3), 1133–1151. https://doi.org/10.1044/2020_AJSLP-19-00175

Kan, P. F., Huang, S., Winicour, E., & Yang, J. (2020). Vocabulary growth: Dual language learners at risk for language impairment. American Journal of Speech-Language Pathology, 29(3), 1178–1195. https://doi.org/10.1044/2020_AJSLP-19-00160

Keffala, B., Scarpino, S., Scheffner Hammer, C., Rodríguez, B., Lopez, L., & Goldstein, B. (2020). Vocabulary and phonological abilities affect dual language learners’ consonant production accuracy within and across languages: A large-scale study of 3- to 6-year-old Spanish–English dual language learners. American Journal of Speech-Language Pathology, 29(3), 1196–1211. https://doi.org/10.1044/2019_AJSLP-19-00145

Lam, B. P. W., & Sheng, L. (2020). Taxonomic development in young bilingual children: Task matters, and so does scoring method. American Journal of Speech-Language Pathology, 29(3), 1162–1177. https://doi.org/10.1044/2019_AJSLP-19-00143

Patterson, J. L., Rodríguez, B., L., & Dale, P. S. (2020). Dynamic assessment language tasks and the prediction of performance on year-end language skills in preschool dual language learners. American Journal of Speech-Language Pathology, 29(3), 1226–1240. https://doi.org/10.1044/2019_AJSLP-19-00120

Simon-Cereijido, G., Bedore, L. M., Peña, E. D., & Iglesias, A. (2020). Insights into category sorting flexibility in bilingual children: Results of a cognitive lab study. American Journal of Speech-Language Pathology, 29(3), 1152–1161. https://doi.org/10.1044/2019_AJSLP-19-00008

Soto, X. T., Crucet-Choi, A., & Goldstein, H. (2020). Effects of a supplemental Spanish phonological awareness intervention on Latinx preschoolers’ dual language emergent literacy skills. American Journal of Speech-Language Pathology, 29(3), 1283–1300. https://doi.org/10.1044/2020_AJSLP-20-00029