Dual Language Intervention
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Dual LanguageIntervention
Research
Clinical Experience(results of eval)
Evidenced Based
Practice
Patient/Family Values
(Hammer, Miccio, & Rodriguez, 2004)
Selena
Haneen
INTERVENTION CONSIDERATIONS
Service Provision Decisions
One Language Or
Two?Environments
and Outcomes
Presenter
Presentation Notes
Designing appropriate intervention for this population requires certain decision making based on a number of considerations. The decision to provide services in the client’s first language or in both languages is based on current understanding of intervention environments and outcomes. We need to first ask ourselves, are we really increasing a child’s language learning opportunities by limiting them to just one.
Designing Intervention
Bilingual Child with
HL
Maj. Lang.Intervention
Audiology
Min. Lang.Intervention
(Moog & Stein, 2008) (Genesee, 2008)
Presenter
Presentation Notes
Such dual language learning competence for children with cochlear implants will depend on good speech perception using the latest and most appropriate technology and the quality of the early learning environment. To accomplish this clinicians can integrate deaf education policies with issues that scholars suggest for bilingual children with typical hearing. The key is to design intervention that will make improvements in both languages.
Bilingual Children
Simultaneous Sequential
Monolingual Other Language Bilingual
Family
Process
(Douglas, 2011)
Presenter
Presentation Notes
The decision to provide services in the client’s first language or in two languages is based on whether or not 1) the child is a simultaneous or sequential bilingual language learner; and 2) the child comes from a bilingual, English-speaking home or a monolingual other-language-speaking home. These distinctions are important because each situation may require a slightly teaching approach Simultaneous bilingualism develops when the exposure to two languages occurs before the age of three. Sequential bilingualism can be achieved when the exposure to the second language occurs after the age of three. With the majority of newborns now being screened for hearing loss at birth, professionals are in a unique position to capitalize on early intervention practices and help families facilitate the development of simultaneous bilingualism in their children with HI. For bilingual, English-speaking families, simultaneous or sequential bilingualism becomes a choice, as there are no governmental mandates for fluency in more than one language in the United States. However, when an immigrant family speaks a language other than English and their child is born with HI, bilingualism is necessitated because these children need to be able to communicate and connect with their family network, and English is the language of education in the U.S.
Methods
ProfessionalSupport
Compensatory Support
Professional Support
Need Multi-cultural Staff
Professional Support
Simultaneous
•Continuum of Services
Sequential
•Coordination of ServicesSimultaneous
Intervention Models
Bilingual Support Model
Coordinated Service Model
Integrated Bilingual model
Combination of bilingual
support and coordinated
models
These may operate on a continuum
(Gonzalez et al, 2005; Douglas, 2011)
Simultaneous Bilingualism
Presenter
Presentation Notes
Meeting the needs of developing bilinguals with HI who come from homes that do not speak English can be done through a continuum of services 1) Initially, the bilingual support model is provided. This is where the monolingual SLP uses a bilingual speech-language pathology assistant or technician to assist in providing service in the minority language; 2) as the child is old enough for preschool immersion, a coordinated service model is implemented. This is where the monolingual deaf educator works with the child in English and a bilingual SLP works with the child on parallel lesson plans in the home language with or without the parent; 3) Later, as the child develops and if they need support in transferring skills between languages, an integrated bilingual model is employed. This is where the bilingual SLP provides parallel services in both languages; and/or finally 4) as the language needs of the child become more complex, a combination of bilingual support and coordinated models can be utilized. Here the monolingual SLP may provide individual instruction in English, the deaf educator may provide small group in English and the bilingual assistant may provide services in the home language. All three professionals may work with the support of the bilingual SLP who can provide input during the design of the treatment plans.
Simultaneous and Sequential Bilingualism
Dual Language Learning Development
Preproduction Early Production
• Coordinated Services
Speech Emergence
• Integrated Model
Intermediate-Advanced Fluency
• Combination Bilingual Support Model
Presenter
Presentation Notes
Read the notes on what students have and can do linguistically then share the information on each bar
Designing Bilingual Language Intervention
Focus on structures that are similar between languagesBilingual Model
Spanish EnglishNOUN + NOUN NOUN + NOUN
Papa Oso Papa BearSVPP SVPP
El gato esta dormiendo en la mesa
The cat is sleeping onthe table
Cross Linguistic Model
NOUN + ADJECTIVE ADJECTIVE + NOUNCarro azul Blue car
REFLEXIVE PRONOUNS REFLEXIVE PRONOUNSElla se la comio She ate it herself
Explicitly focus on differences between languages
Kohnert & Derr, 2004
Develop a listening function in the home languageImmerse in the other language as soon as possible
Presenter
Presentation Notes
When developing language intervention, Early in the treatment plan, intervention is designed to focus on similarities between language in a bilingual model. As the children advance in their skills, bilingual intervention begins to focus on the teaching and facilitating practice in the differences between the languages – for example under the cross linguistic model, the differences between syntax elements in SVO sentences are explicitly taught – you can see the change in word order in Spanish here compared to English.
Simultaneous and Sequential Bilingualism
Dual Language Learning StrategiesMAKE IT COMPREHENSIBLE!
Preproduction
•Provide ample listening opportunities
• Immerse with language
•Used mixed-ability grouping
•Create high context in shared readings
•Use TPR
Early Production
•Ask yes/no questions
•Respond in two-3 words
•Have students point to or move objects to show comp.
•Do Shared reading with props
•Use Predictable patterned books
Speech Emergence
•Ask open-ended ?s•Model, expand,
recast•Have students
describe personal experiences
•Use predictable pattern books
•Have children complete language experience books
Intermediate-Advanced Fluency
•Structure group discussions
•Provide more advanced literature
•Ask students to create narratives
•Continue on-going language development through integrated language arts and content area activities
Presenter
Presentation Notes
Read the notes on what students have and can do linguistically then share the information on each bar
Language LearningActivity
Presenter
Presentation Notes
Hola clase, mi nombre es Michael y voy a ser so maestro hoy. Y HOY, vamos hablar de la comida y las bebidas! Quien podria decir me qual es sus comida o bebida favorita? Para comida, hay platanos, narangjas, fresas y para las bebidas, tenemos leche, jugo, vino tinto– qual es sus favoritos?
Comidas
Comidas
fresaspina
naranja
hambergesa
Que podemos hacer con la comida?
cortar comer
Cual es tu comida favorita?
Que prefieren hacer con la comida?
Language Learning Activity
• Was it comprehensible?
• What did the teacher do that helped you?
• What type of extra support would you have liked to make your learning better?
+
Bilingual Support Model: Bilingual Assistant “supports” monolingual SLP
Presenter
Presentation Notes
First the bilingual support model where the bilingual speech therapy assistant provides the intervention designed and supervised by a monolingual speech language pathologist
Coordinate Service Model
Ind. TherapySpanish
1/week with Parent
Home Spanish
Pre-K ClassEnglish5/week
Small Group English 3/day, 5/week
Child
Coordinated Service Model1 yr after baseline
Early Production Phase
+
Parallel Lesson Plans: Body Parts
and Simple Sentences
Coordinated Model
Presenter
Presentation Notes
And here you will see the coordinated model where the bilingual speech therapy assistant implements parallel lesson plans with the English speaking deaf educator.
+Jacqueline Year Three
1) Parallel Lesson PlansHome Language:
Fruits syntax element “ya”
2) Using Home Language toImprove second languageTransfer “ya” to “already”
Combination:Coordinated and Integrated Model
Presenter
Presentation Notes
And here you will see a combination of coordinated and integrated models of therapy.
Combination Model
Advanced Fluency Phase
Professional Support
Simultaneous
•Continuum of Services
Sequential
•Coordination of ServicesSequential
Sequential Bilingual ProcessFi
rst
Develop L1 for 3-4 years.(or more)
Seco
nd Begin L2 &cont. with L1 trainingEnlist the Family &/or Tutor
Third
Provide CoordinatedServices
Facilitating Beginner Sequential Bilingualism:
What it may look like1. English example2. Word Repetition3. Parent Training
Dual Language Programs
90/10
80/20
70/30
50/50
Presenter
Presentation Notes
Other models for sequential bilinguals are one-way or two-way dual language programs. They start with the 90/10 model. Meaning initially, 90% of the instruction Is in the home language and each year the instruction in the other language increases until half of the day is spent in one language while the other half is spent in the other language.
Methods
ProfessionalSupport
Compensatory Support
Compensatory Support
Ways to Compensate for Staff Shortages
Bilingual Families
Tag Team Approach
Parent-CenteredIntegrated Model
Refer to a Language Teacher
Monolingual-otherLanguage Families
Tag Team Approach
Use of Interpreters/Bilingual Resources
Refer to a Language Teacher
You don’t have to know the language. Just know what to do.
Compensatory Methods
Bilingual FamiliesBilingual Families
Tag Team Approach
Parent-CenteredIntegrated Model
Douglas, 2011
For Bilingual Families Only!
Presenter
Presentation Notes
Give the caveat for slow learners.
Compensatory Methods
Bilingual Families
Non-English Families
Tag Team Using Dual Language Resources
Use of InterpretersMake your
B.I.D.
Briefing Interaction Debriefing
(Langdon, 2002)
Interaction Phase
Thank you Hearts for Hearing!
Compensatory Methods
Bilingual Families
Bilingual and Non-English Families
Heritage Language Programs
Refer to a Language Teacher
Facilitating Intervention PlansBilingual – Majority and Minority Language Speaking Families
Monolingual Minority Language Speaking Families
Home
Therapy
School
Extra-curricular
Presenter
Presentation Notes
Because you can not do it all, there need to be a team of parents and professionals doing certain thing for each group.
Facilitating Intervention PlansBilingual – Majority and Minority Language Speaking Families
Monolingual Minority Language Speaking Families
HomeMinority Language Minority Language
Therapy
School
Extra-curricular
Presenter
Presentation Notes
Because you can not do it all, there need to be a team of parents and professionals doing certain thing for each group.
Facilitating Intervention EnvironmentsBilingual – Majority and Minority Language Speaking Families
Monolingual Minority Language Speaking Families
HomeMinority Language Minority Language
TherapyMajority Language Minority Language
School
Extra-curricular
Presenter
Presentation Notes
Because you can not do it all, there need to be a team of parents and professionals doing certain thing for each group.
Facilitating Intervention PlansBilingual – Majority and Minority Language Speaking Families
Monolingual Minority Language Speaking Families
HomeMinority Language Minority Language
TherapyMajority Language Minority Language
School Majority LanguageOr Dual Language Day
Majority Language OrDual Language Day
Extra-curricular
Presenter
Presentation Notes
Because you can not do it all, there need to be a team of parents and professionals doing certain thing for each group.
Facilitating Intervention PlansBilingual – Majority and Minority Language Speaking Families
Monolingual Minority Language Speaking Families
HomeMinority Language Minority Language
TherapyMajority Language Minority Language
School Majority LanguageOr Dual Language Day
Majority Language OrDual Language Day
Extra-curricular Minority Language Majority Language
Presenter
Presentation Notes
Because you can not do it all, there need to be a team of parents and professionals doing certain thing for each group.
Presenter
Presentation Notes
OK, so let’s all stand up and get back into our teams for a game show quiz. The answers are here on the slide. You will get a pencil in your cup for every correct answer. If you get it wrong after two guesses, then you will forfeit your turn to the next group.
Take Home Points
• Success cannot be haphazard. MUST have a plan!
• When designing intervention must set it up to make improvements in both languages
• Variety of models exist – what can you design?
Questions?
Presenter
Presentation Notes
why we should support bilingualism. Actually, there are many reasons – too many to cover in the interest of time, but I will cover a few
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