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Dual Language Development & Disorders: Expert Insights & Recent Research

Presented by Johanne Paradis, Ph.D., & Fred Genesee, Ph.D.

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Dual Language Development & Disorders

A Handbook on Bilingualism and Second Language Learning, Third Edition

Updated with the latest research and recommended practices, this book gives a broad audience of future professionals the clear and comprehensive information they need to promote positive outcomes for young dual language learners and make informed decisions about assessment and intervention when a disorder is present.

https://bpub.fyi/DualLangDevelopment3e

Features of the Third Edition

• Over 150 pages longer
• New chapter on heritage language development in children (Chapter 7)
• Updates to information in all chapters
• Substantial revisions and new information in:
  • The Language‐Culture Connection (Chapter 2)
  • Language and Communication Disorders in Bilingual Children (Chapter 10)
  • Reading Disorders and Difficulties in Bilingual Students (Chapter 11)

Highlights from the Third Edition

1. Insights about bilingualism in children with typical development
2. Benefits of bilingualism and bilingual education
3. Insights about children with language and communication disorders and bilingualism
4. Insights about children with reading disorders and bilingualism

Early Bilinguals: Keeping Pace with Monolinguals

• Simultaneous bilinguals can keep pace with monolinguals in their dominant language.
• Total combined vocabulary across both languages is the same or more than monolinguals.

Why Do Some Children Acquire their L2 Faster than Others?

• Motivation/personality
• Cognitive skills
• Older age of acquisition means faster learning in the shorter term; younger is better for longer-term outcomes
• L1 transfer boosts L2 learning
• Longer exposure to the L2 = more proficiency in L2
• Use of L2 with siblings and peers, but not parents, supports L2
• Rich L2 environment outside school supports L2
• Higher parental education and SES supports L2 (and L1)

Benefits of Bilingualism and Bilingual Education

• Ability to communicate with people (family, community) who speak other languages
• Enhanced ability to access information in other languages
• Equivalent or superior levels of academic and linguistic achievement
• Expanded aspirations for higher education (minoritized students)
• Improved job prospects in the international marketplace
• Enhanced remuneration (if biliterate)
• Possibly enhanced executive functions

Strategies for Supporting both Languages of Bilinguals with LCDs in Intervention

• There is no evidence that bilingualism exacerbates LCDs; children with LCDs can and do become bilingual.
• Supporting the heritage‐L1 has benefits for child and family wellbeing and communication; sudden shift to a monolingual environment has detrimental effects.

Children with Reading Disorder and Bilingualism

L2/DL Reading Acquisition Is Different

THEY KNOW DIFFERENT SOCIAL‐LANGUAGE: CULTURAL XLINGUISTIC EXPERIENCES EFFECTS

THEY ARE STILL LEARNING THE TARGET LANGUAGE

THANK YOU!