The Thematic Redundance Approach: Teaching English Vocabulary in Therapy With Bilingual Children In the United States today, many speech-language pathologists in the public schools are finding themselves serving increasing numbers of multilingual, multicultural children who are English language learners (ELL). When these ELL students are found to have underlying language-learning disabilities, they are placed into speech-language therapy for treatment. Numerous experts indicate ... Article
Article  |   December 01, 2000
The Thematic Redundance Approach: Teaching English Vocabulary in Therapy With Bilingual Children
Author Affiliations & Notes
  • Celeste Roseberry-McKibbin
    California State University, Sacramento Elk Grove Unified School District
  • The following article includes portions of The Source for Bilingual Students with Learning Disorders, a book by the author slated for publication in 2001 by LinguiSystems, Inc., East Moline, IL. The material is reprinted with permission from the publisher.
    The following article includes portions of The Source for Bilingual Students with Learning Disorders, a book by the author slated for publication in 2001 by LinguiSystems, Inc., East Moline, IL. The material is reprinted with permission from the publisher.×
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Articles
Article   |   December 01, 2000
The Thematic Redundance Approach: Teaching English Vocabulary in Therapy With Bilingual Children
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, December 2000, Vol. 6, 15-18. doi:10.1044/cds6.3.15
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, December 2000, Vol. 6, 15-18. doi:10.1044/cds6.3.15
In the United States today, many speech-language pathologists in the public schools are finding themselves serving increasing numbers of multilingual, multicultural children who are English language learners (ELL). When these ELL students are found to have underlying language-learning disabilities, they are placed into speech-language therapy for treatment. Numerous experts indicate that ideally, therapy should be conducted in the students’ primary language (Brice, 2000; Gutierrez-Clellen, 1999; Cheng & Langdon, 1992; Roseberry-McKibbin, 1995; Roseberry-McKibbin & Hegde, 2000; Saenz & Huer, 1996).
However, there cvare two realities that often prevent this optimal situation. First, most speech-language pathologists speak only English. Second, students on one clinician’s caseload may represent a variety of language backgrounds. In my school district, for example, we have children from over 70 different language groups. Thus, on my caseload I might have children from 10-15 different language backgrounds such as Punjabi, Farsi, Spanish, Khmer, Cantonese, Russian, Romanian, and others. Although I and other speech-language pathologists desire to provide therapy in all these languages, it is not possible. Interpreters are not available to assist us on an ongoing basis. Thus, realistically, most of us end up providing therapy in English, even though we know it is not optimal for ELL children’s learning and overall cognitive-linguistic development.
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