Language Intervention in Bilingual Children with Developmental Language Disorder: A Systematic Review

Autor/inn/en	K. K. Nair, Vishnu; Clark, Grace T.; Siyambalapitiya, Samantha; Reuterskiöld, Christina
Titel	Language Intervention in Bilingual Children with Developmental Language Disorder: A Systematic Review
Quelle	In: International Journal of Language & Communication Disorders, 58 (2023) 2, S.576-600 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12803
Schlagwörter	Bilingualism; Language Impairments; Intervention; Language Processing; Psycholinguistics; Second Language Learning; Language Acquisition; Developmental Delays; Morphology (Languages); Syntax; Transfer of Training; Phonology; Vocabulary Development; Pragmatics; Research Reports; Evaluation Methods; Narration; Literacy; Children + Suchen Sie Ihr Suchwort? Bilingualismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachverarbeitung; Psycholinguistik; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Entwicklungsverzögerung; Morphology; Morphologie; Training; Transfer; Ausbildung; Fonologie; Wortschatzarbeit; Pragmalinguistik; Research report; Forschungsbericht; Alphabetisierung; Schreib- und Lesefähigkeit; Child; Kind; Kinder
Abstract	Background: Although there is a growing body of literature on cognitive and language processing in bilingual children with developmental language disorder (DLD), there is a major gap in the evidence for language intervention. Critically, speech-language therapists are often required to make clinical decisions for language intervention on specific domains, such as phonology, vocabulary, morphosyntax and literacy. Aims: To examine evidence for language intervention and cross-language transfer effects in bilingual children with DLD. Specifically, the study aimed to review intervention evidence targeting non-linguistic cognitive skills and six areas of language: phonology, vocabulary, morphosyntax, pragmatics, narrative skills and literacy. Methods & Procedures: We carried out searches in five electronic databases--CINAHL, Scopus, Psychinfo, Proquest and Sciencedirect. Data from selected papers were extracted and organized into the three following categories: study information, participant information and intervention information. Critical appraisal for selected papers was conducted using a quality assessment tool (QAT). Outcomes & Results: We included 14 papers in the review. The majority indicated evidence for vocabulary intervention. There was limited evidence for intervention targeting phonology or morphosyntax. Cross-language generalization effects were evident for vocabulary, but in some instances also reported for morphosyntax and literacy. Conclusions & Implications: The present review indicates that there is a significant gap in the literature regarding language intervention for several key language areas such as morphosyntax, narrative skills and literacy. There are only limited data for the effects of cross-language generalization indicating that more research is needed in this area specifically for skills beyond vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01