Service Delivery to Bilingual Learners (chapter 6)

1. Service Delivery to Bilingual Learners (chapter 6) • Some review from 143 • No studies from the book are specifically asked unless I directly point them out

2. PowerPoint Outline • I. Introduction • II. Acquiring 2 languages • III. Assessment of bilingual children • IV. Vocabulary intervention with ELLs with SLI

3. I. Introduction** (numbers not on test) • Accredited Language Services, 2019—in the U.S.: • Speakers of Russian have increased by 391% • Speakers of Korean and Arabic have quadrupled • Speakers of Vietnamese have increased by 510% • Speakers of Chinese have increased by 300% • Speakers of Tagalog have tripled • Speakers of Spanish have increased by 210%

4. Sparks, S.D. (2016). Teaching English-language learners: What does the research tell us? Education Week, 35 (3), s3-s6).** • 10% of school-aged students in the U.S. are ELLs • 80% born in the U.S. and start kindergarten here • The majority speak Spanish

5. Moore & Montgomery, 2018—characteristics of ELLs who have been in our schools for 7+ years and are not academically successful:

6. II. Acquiring Two Languages** • A. Basic Tenets • Around the world, bilingualism is the rule rather than the exception • Babies and toddlers develop 2 languages as fast as monolingual children develop 1 language • Even children with severe disabilities like ASD and Down Syndrome can and do become bilingual

8. B. Second Language Behaviors

9. When a child is learning a 2nd language:

10. Language aptitude can predict learning success** • Larry Leonard, using Gardner’s Theory of Multiple Intelligences, stated that children with SLI might not have LI • Rather, they have low language aptitude or linguistic intelligence • Working memory also predicts success, especially for younger learners

11. Language loss is common:

12. Ukrainetz addresses Cummins’ research:** • BICS (Basic Interpersonal Communication Skills) takes 2-3 years to get to a native-like level • CALP (cognitive-academic language proficiency) takes 5-7 years and even longer in some cases

13. Unfortunately, many ELLs never develop fluent CALP

14. When we work with these students:** • It’s about social justice and leveling the playing field! • It is ideal to promote additive bilingualism, where it is typically 90% L1 and 10% English in the early grades, moving to 50-50 by 6th grade

15. III. Assessment of Bilingual Children

16. Benefits of RtI:

17. Be careful of standardized L1 tests…** • Barragan, B., Castilla-Earls, A., Martinez-Nieto, M., Restrepo, A., & Gray, S. (2018), April). Performance of low-income dual language learners attending English-only schools on the Clinical Evaluation of Language Fundamentals-4th edition, Spanish. Language, Speech, and Hearing Services in Schools, 49, 292-305.

18. Barragan et. al., 2018:

19. Barragan et al., 2018:

20. Benavides, A.A., Kapantzoglou, M., & Murata, C.* (2018, May). Two grammatical tasks for screening language abilities in Spanish-speaking children. American Journal of Speech-Language Pathology, 27, 690-705.** • Assessed the validity of a new screener, Tamiz de Problemas de Lenguage, for identifying monolingual Spanish-speaking children at risk for SLI who had grammatical deficits • 770 4-6 year old monolingual Spanish speakers in Mexico with and without LI

21. Benavides et al. 2018 findings:

22. Lazewnik, R., Creaghead, N., Smith, A.B.,** Prendeville, J., Raisor-Becker, L., & Silbert, N. (2019). Identifiers of language impairment for Spanish-English dual language learners. Language, Speech, and Hearing Services in Schools, 50(1), 126-137. • Evaluated the effectiveness of the Bilingual English-Spanish Assessment (BESA) morphosyntax and semantics subtests for differentiating Spanish-English learners with LI from those who were typically-developing

23. Lazewnick et al. 2019 found:

24. Wood, C., Wofford, M.C., & Schatschneider, C. (2018). Relationship between performance on oral narrative retells and vocabulary assessments of Spanish-speaking children. Communication Disorders Quarterly, 39(3), 402-414.** • Narrative re-tells are an excellent tool for distinguishing language difference from language impairment • Macrostructural elements are especially sensitive (e.g., content, organization, thematic)

25. Wood et al. 2018 continued:

26. IV. Vocabulary Intervention with ELLs with LI

27. To improve academic achievement in ELs:

28. Common problem for ELs:** • Difficulty acquiring new words whose phonological representations differ from the sound patterns of their L1 (words that contain sounds not in their L1) • Very difficult to deduce the meaning of new words from incidental exposures in the context of reading

29. Revised Hierarchical Model

30. Grasso, S.M. et al. (March, 2018). Cross-linguistic cognate production in Spanish-English bilingual children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 61, 619-633.

31. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018 August). The effect of ebook vocabulary instruction on Spanish-English speaking children. Journal of Speech and Hearing Research, 61, 1945-1969.** • They examined whether or not ebook instruction was effective for teaching vocabulary to children who spoke both Spanish and English

32. Wood et al. 2018 Treatment for Children:

33. Wood et al. 2018 findings:

34. Leveraging morphological awareness helps

35. WHEN TEACHING VOCABULARY TO ELLS with LI…

36. VOCABULARY TEACHING HIERARCHY FOR ELL STUDENTS WITH LI** • Here is an example of a vocabulary hierarchy of IEP goals and objectives, beginning with receptive activities and progressing very gradually to expressive activities and finally to written language.

37. This is the Thematic Redundance Approach** • Integrates vocabulary, literacy, and phonological and print awareness activities in thematic units • Goal: multiple exposures and active engagement

38. VOCABULARY TARGET: SCHOOL ITEMS**Annual Goal: The student will demonstrate increased receptive and expressive vocabulary skills. • Short term objective 1: When the clinician verbally gives school item target vocabulary words, the student will point to pictures of these items with 80% accuracy. • Clinician: Marisol, point to pencil. • Student: Points to the pencil.

39. Short term objective 2: ** • When the clinician holds up a picture and says “Is this a(n) ____?” the student will verbally or nonverbally indicate yes or nowith 80% accuracy. • Clinician: “Is this a desk?” • Student: Verbally or nonverbally indicates yes or no.

40. Short term objective 3:** • When the clinician gives a 1-2 sentence verbal description of a target word/concept and gives the student 2 choices of answers, the student will verbally supply the correct answer with 80% accuracy. • Clinician: “Listen. This is usually made of wood and has an eraser. Students write with it. Is it a pencil or a crayon?” • Student: “Pencil.”

41. Short term objective 4:** • When shown pictures of school item target vocabulary words, the student will give verbal, one-word labels with 80% accuracy. • Clinician: (shows a picture of a book) “Anak, what’s this?” • Student: “Book.”

42. Short term objective 5:** • When asked to verbally list 3-5 items in a given category, the student will do so with 80% accuracy. • Clinician: “Lisa, tell me the names of four different things we find in a classroom at school.” • Student: “Scissors, pencils, crayons, desks.”

43. Short term objective 6:** • When asked to define a target vocabulary word, the student will give a 5+ word verbal description with 80% accuracy. • Clinician: “Mario, what is a playground?” • Student: “It is a large outside place at a school where students play.”

44. Short term objective 7:** • When given a school item target vocabulary word, the student will use the word in a sentence with 80% accuracy. • Clinician: “Carlo, please use the word paper in a sentence.” • Student: “We write all our assignments on paper.”

45. If students are old enough to read and write….** • We can then work hierarchically through objectives 8, 9, and 10 • For younger children who do not yet read or write, it is enough to work through objectives 1-7

46. Short term objective 8:** • When presented with a paragraph or word list containing the school item target vocabulary word, the student will find and read the word out loud with 80% accuracy. • Clinician: “Josefina, look at this story. Please find the word desk, and read the word to me after you find it.” • Student: Finds the word desk and reads it aloud.

47. Short term objective 9:** • When asked to spell a target vocabulary word, the student will spell the word out loud with 80% accuracy. • Clinician: “Jaime, please spell the word teacher.” • Student: Spells the word aloud.

48. Short term objective 10:** • When given a target vocabulary word, the student will write a sentence containing the word with 80% accuracy. • Clinician: “Estera, please write the word bus in a sentence.” • Student: Writes a sentence containing the word bus.

49. Note:** • Some students struggle so much with writing—especially spelling--that in order to save time, I have them verbally tell me the sentence they want to write. I write the sentence on an erasable white board and they copy it. (We can also use smartboards) • In this way, they “cement” the vocabulary word even more firmly into their minds. They also get to practice writing words out correctly. In addition, they practice the important skill of sentence formulation.

50. When possible, I have classroom ** teachers give me lists of spelling words the class is working on that week. I try to incorporate these words into therapy as much as possible. The children benefit greatly, and teachers love it!