A Pilot Study of Language Facilitation for Bilingual, Language-Handicapped Children Theoretical and Intervention Implications Brief Report
Brief Report  |   November 01, 1985
A Pilot Study of Language Facilitation for Bilingual, Language-Handicapped Children
 
Author Notes
Article Information
Brief Report   |   November 01, 1985
A Pilot Study of Language Facilitation for Bilingual, Language-Handicapped Children
Journal of Speech and Hearing Disorders, November 1985, Vol. 50, 403-406. doi:10.1044/jshd.5004.403
History: Received June 13, 1985 , Accepted July 25, 1985
 
Journal of Speech and Hearing Disorders, November 1985, Vol. 50, 403-406. doi:10.1044/jshd.5004.403
History: Received June 13, 1985; Accepted July 25, 1985

Three Spanish-speaking (SS) and 3 English-Speaking (ES) preschool children served as subjects. One SS subject was diagnosed as having mild language delay, 1 as being language disordered, and 1 as having normal language. One ES subject was diagnosed as having mild language delay and 2 as having normal language. A within-subject design wherein Condition A consisted of teaching receptive vocabulary in L1 (native language) followed by L2 (second language) and Condition B consisted of teaching receptive vocabulary in L2 followed by L1 was utilized. The sequence of conditions was ABBA for each subject. Analysis of each subject's trials to criterion for L2 in each condition indicated a strong tendency for recently learned receptive vocabulary in L1 to facilitate the learning of receptive vocabulary in L2. The results are interpreted as support for the practice of initial language intervention in L1 when bilingualism is a goal and for transference/facilitation theories of L2 learning.

Order a Subscription
Pay Per View
Entire Journal of Speech and Hearing Disorders content & archive
24-hour access
This Article
24-hour access