Intervention with Linguistically Diverse Preschool Children: A Focus on Developing Home Language(s)

Autor/inn/en	Kohnert, Kathryn; Yim, Dongsun; Nett, Kelly; Kan, Pui Fong; Duran, Lillian
Titel	Intervention with Linguistically Diverse Preschool Children: A Focus on Developing Home Language(s)
Quelle	In: Language, Speech, and Hearing Services in Schools, 36 (2005) 3, S.251-263 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2005/025)
Schlagwörter	Preschool Children; Early Intervention; Language Impairments; Bilingualism; Allied Health Personnel; Speech Language Pathology; Second Language Learning; Native Language Instruction; English (Second Language) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Bilingualismus; Zweitsprachenerwerb; Native language education; Muttersprachlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Purpose: This article addresses a series of questions that are critical to planning and implementing effective intervention programs for young linguistically diverse learners with primary language impairment (LI). Linguistically diverse learners in the United States include children whose families speak languages such as Spanish, Korean, Cantonese, Hmong, Vietnamese, or any language other than, or in addition to, English. Method: A narrative review of the relevant literature addresses clinical questions including (a) Why support the home language when it is not the language used in school or the majority community? (b) Does continued support for the home language undermine attainment in a second language? (c) Should we support the home language when it includes the code switching or mixing of two traditionally separate languages? and (d) What are some strategies that can be used to support the home language when it is a language that the speech-language pathologist (SLP) does not speak? Conclusion: SLPs should provide services to linguistically diverse preschool-age children with LI in a manner that effectively supports the development of the home language. Parent and paraprofessional training along with peer-mediated models of intervention are presented as two possible methods for facilitating the home language in children with LI. (Author).
Anmerkungen	American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. Tel: 301-897-5700, ext. 4164; Fax: 301-897-7348.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10