Quebec Developmental Language Disorder Awareness Week
For this Quebec Developmental Language Disorder (DLD) Awareness Week I'm sharing valuable information with you in order to help my colleagues be better equipped to avoid over-identify or sub-identifier allophones, bilinguals, or multilinguals.
Identifying language difficulties in bilingual and allophone children
Identifying and screening for language difficulties in bilingual or allophone children can be complex, because persistent myths These factors can lead to under- or over-identification of these difficulties. Dispelling these myths is crucial for appropriate care.
First, it is important to note that bilingual preschool children are not immune to developmental language disorder (DLD) just like monolingual children. There is no higher incidence of DLD in bilingual or allophone children compared to monolingual children. Therefore, it is essential not to assume that language difficulties are simply related to exposure to multiple languages.
Characteristics to consider
To help differentiate between normal language difficulties and those that require intervention, it is useful to know certain benchmarks. Children acquiring a second language may exhibit characteristics such as difficulties with attention and concentration, a preference for gestures over verbal language, disorganization and confusion, difficulty following instructions, a need for frequent repetition, difficulty using precise vocabulary, and utterances of too short an average length. However, it is important to note that these characteristics are not exclusive to bilingual children and cannot be used as the sole indicators of a language disorder.
Warning signs that warrant further evaluation
There are also warning signs that might warrant a thorough investigation. For example, a family history of language or learning disorders, difficulty acquiring language at a normal rate even with adult assistance, communication difficulties within the family, difficulty interacting with peers of the same culture or background, and inappropriate socio-pragmatic skills. (such as turn-taking, theory of mind, and nonverbal communication). These atypical characteristics can be indicators of genuine language disorders and require further evaluation. Furthermore, children with SLD will have persistent difficulties with grammar, storytelling, vocabulary acquisition, and more. These difficulties will manifest in all languages.
It is important to emphasize that our work as speech-language pathologists always requires nuance in the interpretation of information and the use of our clinical judgment. Each child is unique and deserves a thorough and individualized assessment, especially if parental concerns arise.
Useful resources for professionals
To help professionals screen for language difficulties in bilingual or allophone children, it is essential to stay informed about current knowledge regarding assessment and intervention. I suggest you download the communication observation grid for children aged 0 to 5 years. This grid, available in English and French, also includes indicators of difficulty in bilingual children and can be used for screening. Please note that further investigation is always recommended. all parental concerns.
In summary, it is essential not to under- or over-identify language difficulties in bilingual or allophone children. By dispelling persistent myths and using a nuanced approach based on our clinical judgment, we can ensure appropriate and individualized support for these children, and also help educators, teachers, and all other professionals involved in the child's care to better understand the presence of language differences versus actual difficulties.
