The Development of English as a Second Language with and without Specific Language Impairment: Clinical Implications

Autor/in	Paradis, Johanne
Titel	The Development of English as a Second Language with and without Specific Language Impairment: Clinical Implications
Quelle	In: Journal of Speech, Language, and Hearing Research, 59 (2016) 1, S.171-182 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-L-15-0008
Schlagwörter	Language Impairments; English (Second Language); Second Language Learning; Second Language Instruction; English Language Learners; Morphology (Languages); Evaluation Methods; Individual Differences; Language Aptitude; Educational Attainment; Mothers; Prediction; Parent Attitudes; Questionnaires; Native Language; Clinical Diagnosis; Children + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Morphology; Morphologie; Individueller Unterschied; Sprachbegabung; Spracheignung; Bildungsabschluss; Bildungsgut; Mother; Mutter; Vorhersage; Elternverhalten; Fragebogen; Child; Kind; Kinder
Abstract	Purpose: The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). Method: A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of ELLs is organized around 3 topics: timeframe and characteristics of typical English L2 development, comparison of the English L2 development of children with and without specific language impairment (SLI), and strategies for more effective assessment with ELLs. Results: ELLs take longer than 3 years to converge on monolingual norms and approach monolingual norms asynchronously across linguistic subdomains. Individual variation is predicted by age, first language, language learning aptitude, length of exposure to English in school, maternal education, and richness of the English environment outside school. ELLs with SLI acquire English more slowly than ELLs with typical development; their morphological and nonword repetition abilities differentiate them the most. Use of strategies such as parent questionnaires on first language development and ELL norm referencing can result in accurate discrimination of ELLs with SLI. Conclusions: Variability in the language abilities of ELLs presents challenges for clinical practice. Increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01