Understanding Interference in ELL
Understanding Interference in ELL
Chloe Lyman
Embedded Files
When assessing bilingual children, it is important to recognize a language difficulty versus a language disorder. Children who are learning a second language will experience language interference, which "is the influence of one language on the learning of another" (Owens, 2024). Interference in itself is not a disorder, it is the effect of second language learning on children that may present as a disorder. For example, the English /p/ can be difficult for Arabic speakers to learn. This is not a disorder, but a diffrence that is brought about by second language learning. In a study performed on sequential bilinguals in both Spanish and English, language learning "...show[s] a move toward English dominance in middle childhood, but the transition occurs earlier in comprehension. The production study showed differences between mixed and single-language processing (reflecting potential interlanguage interference) that are not evident in comprehension" (Kohnert & Bates, 2002). This study clarifies the discrepancy often overlooked in second language learning. A lack of communication may not be a sign of a disorder at all; it is simply interference at the production level of learning. This gap between comprehension and production can be better understood through a child in preschool who is silent for a period after exposure to the second language. Though this may appear as a language disorder, "it takes time for a child to decipher the new linguistic code" (Owens, 2024). This time of deciphering is often referred to as the silent period. This is a time when second language learners are internalizing and making connections between the two languages. It is important to remember that maturity in the child's first language forms the foundation for the learning of the second language, often referred to as positive and negative transfer. Encouraging students to maintain both languages will increase their level of functioning in both. As SLP's we must be sensitive to the child's feelings and frustrations and always remember, a difference does not equal a disorder when learning a second language.
References:
Kohnert, K. J., & Bates, E. (2002). Balancing bilinguals II: lexical comprehension and cognitive processing in children learning Spanish and English. Journal of speech, language, and hearing research : JSLHR, 45(2), 347–359. https://doi.org/10.1044/1092- 4388(2002/027)
Owens, R. E. (2024). Language disorders: a functional approach to assessment and intervention in children. Plural Publishing, Inc.
Zone of Proximal Development
Zone of Proximal Development
By: Laura Beth Leddy
Service Delivery for English Language Learners
Service Delivery for English Language Learners
Katie Engle
In our practice, it is likely that we will serve individuals who speak or are learning to speak more than one language or are multilingual. ASHA (n.d.) defines individuals who speak two or more languages as multilingual learners, as this term provides more inclusivity for individuals who are fluent in a language (English) and are learning another. An English Language Learner (ELL) is an individual who acquires the ability to speak another language through the school setting while still being able to exercise their native language (ASHA, n.d.).
It is important to note that ELLs compose 10.2% of students enrolled in public schools in the United States (Owens, 2024). Many language disorders within this population go as underdiagnosed, often due to lack of knowledge and awareness within the field. Owens (2024) provides a statistic that 80% of SLPs feel a lack of confidence regarding their ability to assess and serve bilingual children due to scarcity of academic preparation and unfamiliarity with various languages and cultures.
So, how do we as future clinicians guide our focus to serving these individuals and doing so with care and integrity? Once we know the importance of cultural competence and humility, education, familiarity, consideration and understanding of second language learning becomes vital (Owens, 2024). The effort to educate oneself on culture and language development is critical to the clinician’s understanding of current language ability. If a child with a different cultural background is beginning treatment, the clinician should take the responsibility of becoming familiar with and consider that particular cultural background, and use those factors as guidance for assessment and treatment. Factors to gain knowledge on relating to second language learning include regional differences, country of origin, as well as socioeconomic and dialectal differences (Owens, 2024). SLPs should do everything they can to obtain proper education on cultural and linguistic differences and seek to provide the utmost quality of care to each child served.
References
Multilingual Service Delivery in Audiology and Speech-Language Pathology. (n.d.). American Speech-Language-Hearing Association. https://www.asha.org/practice-portal/professional-issues/multilingual-service-delivery/
Owens, R. E. (2024). Language disorders : a functional approach to assessment and intervention in children. Plural Publishing, Inc.
The Challenges of Overcoming Bias in Assessment if ELLs
Shiri Leitman
Owens 2024 describes the challenges of communication assessments of English Language Learners (ELL), as it is important to distinguish between the natural part of learning a new language and those that might indicate a problem with language processing or understanding. An important aspect to overcoming bias is finding and using an interpreter who speaks the child's native language, and if there is not one available, the family members can assist. It is important to note that children who are being assessed by familiar examiners perform significantly better, further illustrating the importance of using an interpreter with both the language and culture of the child and their caregivers (Owens, 2024). The interpreter should get to know the caregiver and the child and maintain confidentiality and when working with the SLP, there should be regular open communication. The SLP should also learn the proper protocols in the native language, still introduce themselves to the family, and look directly at the family and not at the interpreter (Owens, 2024)
Dubasik and Valdivia 2021 describe the challenges that still exist with overcoming bias school-based SLPs face with ELL's, as there are a lack of appropriate assessment tools, limited training, and low confidence levels which hinder effective assessment of ELLs. Currently, school-based SLPs are using a micture of indirect and direct assessment tools, such as interviews, observations, and standardized tests but still have these challenges described (Dubasik & Valdivia, 2021). Reportedly, bilingual SLPs have higher levels of confidence in working with ELLs, further illustrating the need for specialized training to boost confidence and improve these assessment practices (Dubasik & Valdivia, 2021). Overall, there is further professional development that needs to be done in school-based settings that is crucial to addressing the ongoing barriers and ensuring accurate evaluations of ELLs.
Dubasik, V. L., & Valdivia, D. S. (2021). School-Based Speech-Language Pathologists’ Adherence to Practice Guidelines for Assessment of English Learners. Language, Speech, and Hearing Services in Schools, 52(2), 485–496.
Owens, R. E. (2024). Language disorders : a functional approach to assessment and intervention in children. Plural Publishing, Inc.
Alternative Assessment Approaches for Children Speaking NMAE
Alternative Assessment Approaches for Children Speaking NMAE
Video by: Benay Rose
Regional Dialect Map of American English
(this map does not include ethnolects such as AAE)
(Delaney, 2013)
References
Delaney, R. (2013, April). Dialect Map of American English. American dialects : Dialect Map of American English. https://robertspage.com/dialects.html
Owens, R. E. (2024). Language disorders: A functional approach to assessment and intervention in children. Plural Publishing, Inc.
The Importance of Cultural Diversity in Speech Language Pathology
The Importance of Cultural Diversity in Speech Language Pathology
By. Aislinn Moore
Speech language pathologists work with clients/patients/students with diverse cultural backgrounds. Cultural diversity plays a crucial role in assessment , treatment, and communication. SLPs must educate themselves on the importance of cultural responsiveness and avoid unintentional biases that could hinder client's progress.
It is important, as an SLP to consider a family's culture background in order to achieve the best child outcomes. According to the federal law and ASHA guidelines, intervention for language disorder's must be responsive to the cultural and linguistic backgrounds of children and their families (ASHA, 2008b, 2008c, 2008d, 2017; IDEA, 2024).
Cultural Competence: Knowledge and skills a provider requires in order to meet the social , cultural, and linguistic needs of client's, patients, and or students.
How to improve Cultural Competence:
Actively seek out first hand experiences from friends, coworkers, in addition to memoirs and documentaries, about what it is like to be African American, Hispanic, Asian, ect.
Learn more about your client's by asking them questions based on beliefs, and culture.
If working client's with different beliefs and customs, cater to their needs and edit materials to be relevant to your client's experiences.
As an SLP, we must also practice and understand cultural humility. Cultural humility is an ability to maintain an interpersonal stance that is open to others in relation to aspects of their cultural identity that are most important to them. Through cultural humility we decrease the barriers, differences, and power dynamics, that could hinder true collaboration.
Guidelines to interacting with children and families from different cultures:
Each encounter is subject to the cultural rules of both participants
Children perform differently because of their unique cultural and linguistic backgrounds.
Different modes, channels, and functions of communication may evidence different levels of linguistic and communication performances
Cultural norms should be considered when evaluating behavior and making determinations of language disorders.
By actively, learning about cultural diversity , SLPs can provide equitable services, and improve children's out comes.
Smith, M. (2020). How I improved my cultural competence as a new SLP. The ASHA Leader. https://leader.pubs.asha.org/do/10.1044/how-i-improved-my-cultural-competence-as-a-new-slp/full/
Owens, R. E. (2016). Language disorders in children. In Language disorders: A functional approach (7th ed., pp. 310-312). Pearson.
SLP Awareness of Language Differences vs. Disorders
SLP Awareness of Language Differences vs. Disorders
By Skylar Stringer
The first step to providing language therapy services to ELL students is the awareness that the student's language difference is NOT a lanugage disorder.
Levey and Sola (2013) conducted a study to examine SLP students' awareness of language differences versus disorders, as it relates to ELLs and speakers of various dialects. Results of their survey found that students who had taken a specific course on bilingualism were able to disginguish a language difference from a language disorder. Students who did not take a specific course on bilingualism were less likely to make this distinction (Levey & Sola, 2013). This study highlights the importance of teaching SLP students about language differences, including bilingualism, multilingualism, dialect, and cultural differences.
Kimble (2013) conducted a survey to determine SLP comfort levels with delivering services to ELLs and LEP students. The results of this study suggested that a majority of SLPs are uncomfortable assessing ELL/LEP students. No significant correlations were found between years of SLP experience and comfort levels, suggesting even those with greater experience levels struggle to provide adequate services to ELL/LEP students. However, those who attended workshops for professional development in working with ELL/LEP studetnts had higher comfort levels in working with this population than those who didn't (Kimble, 2013). Just as in Levey and Sola (2013), this study suggests that education about language differences are crutial for SLPs to gain awareness, adequately assess/diagnose ELL/LEP students, and to treat these students when actual disorders are present.
References:
Levey, S., & Sola, J. (2013). Speech-Language Pathology Students’ Awareness of Language Differences Versus Language Disorders. Contemporary Issues in Communication Science and Disorders, 40(Spring), 8–14. https://doi.org/10.1044/cicsd_40_s_8
Kimble, C. (2013). Speech-Language Pathologists’ Comfort Levels in English Language Learner Service Delivery. Communication Disorders Quarterly, 35(1), 21–27. https://doi.org/10.1177/1525740113487404
Dynamic Assessment Activities to Use When Assessing ELLs
Dynamic Assessment Activities to Use When Assessing ELLs
By: Hannah Thornton
Dynamic assessments are a flexible tool that allows the clinician to focus in on certain areas and identify a child's skills in a specific language area. Using dynamic assessment is very important when evaluating ELLs as it is a non-standardized approach that allows the clinician to understand where the child is at cognitively. That being said, as a clinician, it can be difficult to have activities prepared for each language area, so in this post contains ideas for assessing receptive language and expressive language skills as well as a non-word cognitive task, using the test-teach-retest model.
(Dynamic Assessment Examples, 2021)
Receptive Language
Receptive Language
Read the child a simple picture book.
Using photo cue cards for questions and answers about the story
Include photos that could be pointed to indicate answers to various wh- questions.
Take note of how much support is required to answer the questions. If possible, read the book in the child's native language as well with wh- questions in that language as well to get a better baseline.
(Reading Rockets, n.d.) (Dynamic Assessment Examples, 2021)
Expressive Language
Expressive Language
Choose three general categories i.e. animals, food, clothing.
Collect 3-5 items per category depending on how old the client is.
From there, label and categorize each item for the child.
Separate the items again, then prompt the client to do it on their own.
Provide cueing and support as needed, while documenting what level of support is required and whether or not the client uses expressive language.
(PLAY-ACT - Play Food Set,135 Pieces, 2022) (Dynamic Assessment Examples, 2021)
Cognitive Skills
Cognitive Skills
Get three cups and one egg or ball.
Place the egg under one of the three cups then mix up the cups.
Ask the child to guess where the egg went, showing them the trick that it moved.
Complete the "trick" again explaining each step.
Call the child's caregiver into the room and have the child show the trick to them.
Observe how the child does explaining and executing the trick.
(MileA, 2024) (Kristin, 2016)
References:
Dynamic Assessment Examples. (2021, November 18). Bilinguistics. https://bilinguistics.com/dynamic-assessment-examples/
Kristin. (2016). Dynamic Assessment: How Does it Work in the Real World of Preschool Evaluations? | LEADERSproject. Leadersproject.org. https://www.leadersproject.org/2014/05/04/dynamic-assessment-how-does-it-work-in-the-real-world-of-preschool-evaluations/
MileA. (2024). Magic Trick With Three Cups And A Ball Stock Photos, Pictures & Royalty-Free Images - iStock. Istockphoto.com. https://www.istockphoto.com/search/2/image-film?phrase=magic+trick+with+three+cups+and+a+ball
PLAY-ACT - Play Food Set,135 Pieces. (2022). PLAY-ACT - Play Food Set,135 Pieces. Joyin. https://joyin.com/products/play-act-play-food-set-135-pieces
Reading Rockets. (n.d.). Reading with Your Child | Reading Rockets. Www.readingrockets.org. https://www.readingrockets.org/literacy-home/reading-your-child
(Boyer et al., 2024).
Use of Interpreters in Speech-Language Pathology
Use of Interpreters in Speech-Language Pathology
Hannah Kemp
Over 60 million people living in the United States report speaking a language other than English (Saenz & Langdon, 2019 and ASHA, n.d.). The importance of culturally competent practice in Speech-Language Pathology has been clearly established and collaboration with interpreters can significantly aid in bridging the gap between varying languages and backgrounds. The two commonly used professionals for enabling communication between individuals with differing linguistic backgrounds are interpreters and translators. Interpreters are trained individuals who convey spoken or signed communication from one language to another which can be provided in a variety of ways (ASHA, n.d.). Translators are individuals trained to translate written text from one language to another (ASHA, n.d.). SLPs may need the services of both of these professionals but it is important to understand the difference when seeking out assistance. Saenz and Langdon conducted a study in 2019 involving a survey among practicing speech-language pathologists (SLP) in California. This study established foundational information for the current use of translators and changes that need to be made. The SLPs in this study reported that they would like more training for themselves and increased training for current translators. The clinicians generally preferred professional interpreters which aligns with the American Speech-Language-Hearing Association’s (ASHA) recommendations for best practices (ASHA, n.d.) This study also established the need for continuing education in this area for SLPs to maintain competence in interacting with interpreters and culturally and linguistically diverse clients. In study by Boyer and colleagues specific guidance was provided based on previous research conducted on the collaboration of SLPs and interpreters. In this study various critical elements were provided to enhance collaboration among professionals. Specific pieces include briefing, debriefing, and plain language. This study highlighted the importance of clinicians briefing translators on the patient prior to interaction. They also share the value in debriefing after interacting with patients to clear the air and decrease any ambiguity in the information gathered. Lastly, the importance of plain language was highlighted. We must communicate in a way that is concise, effective, and takes into consideration the knowledge and understanding of listeners that our point may be made more clear.
American Speech-Language-Hearing Association. (n.d.). Collaborating with interpreters, transliterators, and translators. (Practice Portal). Retrieved March 2, 2025, from www.asha.org/Practice-Portal/Professional-Issues/Collaborating-With-Interpreters/
Alani, S., Boyer, V. E., Harten, A. C., Franca, M. C., Stierwalt, J. A. G., & Pegoraro-Krook, M. I. (2024). Guidance on the effective collaboration with intepreters and translators in speech-language pathology. Perspecitves of the ASHA Special Interest Groups, 9(3), 795-803. https://doi.org/10.1044/2024_PERSP-23-00143
Saenz, T. I., & Landgon, H. W. (2019). Speech-language pathologists' collaboration with interpreters: Results of a current survery in California. Translation & Interpreting, 11(1), 43-62. https://doi.org/10.12807/ti.111201.2019.a03
Cross-linguistic vs. Bilingual approach for ELLs
Cross-linguistic vs. Bilingual approach for ELLs
By: Goretti Morales Alvarez
American Speech-Language-Hearing Association. (n.d.). Multilingual service delivery in audiology and speech-language pathology. American Speech-Language-Hearing Association. https://www.asha.org/practice-portal/professional-issues/multilingual-service-delivery/
Prezas, R. F. (2023, December 1). What is a bilingual versus a cross-lingustic approach to intervention of speech sound disorders? -ask the experts 20636. SpeechPathology.com. https://www.speechpathology.com/ask-the-experts/what-bilingual-versus-cross-lingustic-20636
Assessing Linguistic Diversity
Assessing Linguistic Diversity
by Alexis Tavakoli
As providers of service delivery, SLP's are mandated to recognize cultural and linguistic diversity according to IDEA Part C. These regulations emphasize the importance of family-centered care and include language to address the importance of culturally competent services (American Speech-Language-Hearing Association, 2025). This is important for SLP's because the quality of the treatment we provide depends on the performance of culturally competent evaluation and treatment (American Speech-Language-Hearing Association, 2025). Every child's and family's needs are unique and in order to meet these needs, it is imperative that a child's culture and linguistic diversity are taken into consideration by the clinicians providing care.
Having awareness of cultural and linguistic diversity is increasingly important as many federal and nation-wide testing ignores many factors that are important when assessing the overall knowledge and skills that a student may have (NCTE Standing Committee on Literacy Assessment, 2019). These factors include the identities of linguistically diverse students and the linguistic knowledge that they may have in other languages (NCTE Standing Committee on Literacy Assessment, 2019). This type of testing also fails to use multiple, and formative assessments which can provide a different perspective into the reading and writing skills of linguistically diverse students (NCTE Standing Committee on Literacy Assessment, 2019). As SLPs we need to learn from these mistakes and ensure that we are gaining an accurate inventory of all of a student's skills because this will impact their treatment, prognosis statement, and later progress.
American Speech-Language-Hearing Association. (2025). IDEA Part C: Cultural and Linguistic Diversity. Asha.org. https://www.asha.org/advocacy/idea/idea-part-c-issue-brief-cultural-and-linguistic-diversity/?srsltid=AfmBOoqT77RZNq62eZjbu28brgNlKlvOkCUItSjEIp5NCIZkH3APb2Xh
National Council for Special Education . (n.d.). Modeling and Recasting: Supporting Speech and/or Language Development. In Modeling and Recasting: Supporting Speech and/or Language Development. Government of Ireland. https://ncse.ie/wp-content/uploads/2020/04/Modelling-and-Recasting-to-Support-Speech-and-Language.pdf
Hailegh Wingo
Narrative analysis- Telling Stories: Human Connection and Language Development
Have you ever been so lost in a story that it is incredibly good that you completely forgot where you were or what time it was? Stories are what bring us together because sharing childhood memories, recounting a wild adventure, or recounting a gripping book or movie with our friends is something we all do. In speech-language pathology, the ability to tell a clear but still fascinating story is more than just a fun last time. It’s a look into a child’s language and cognitive skills. A well-told narrative helps children understand their experiences, create relationships, and succeed academically. When a child struggles to tell a story, it can indicate difficulties in areas like vocabulary, grammar, organization, and social communication.
To assess a child’s narrative abilities, SLPs use structured methods like Story Grammar Analysis, which looks at whether or not elements are needed in stories. Elements that are important for a good narrative are characters, setting, problem, and resolution. They also look at how well the story moves from the sentence complexity and the vocabulary that the child uses. If a child struggles with these different areas, their storytelling may feel all over the place or confusing to listeners. Some children find it challenging to keep on one topic, use appropriate transitions, or provide enough information for their audience to be able to understand them.
Helping children develop their narrative skills can be a fun opportunity. SLPs use techniques like storytelling games, picture sequences, and guided questioning to encourage richer storytelling. For example, asking a child to tell you the next part of the story or how the story made them feel prompts them to add to the details and helps them to start structuring their thoughts logically. Practicing scenarios also help children practice telling their stories in different settings, increasing their comfort in conversations.
Think of storytelling as a gift that allows kids to share their world, connect with others, and express their creativity. With the proper support, every child can become a storyteller who keeps their listeners hanging on their every word. Speech-language pathologists help unlock this gift for them and this potential, ensuring that children can use language to connect, inform, and entertain. At the end of the day, we all have a story to tell; it’s just a matter of learning how to tell it.
Jr., R. E. O. (2021). Language Disorders: A Functional Approach to Assessment and Intervention in Children, Seventh Edition (p. 785). Plural Publishing. https://www.pluralpublishing.com/publications/language-disorders-a-functional-approach-to-assessment-and-intervention-in-children?srsltid=AfmBOopFT6PDvMEDQ_JHNbgjj5AZIz_r87su7kl5TW0R-0V6HnuGHxFR
Friday, M. J. (2014, November 12). How Storytelling Inspires Children to Learn English | Edutopia. Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/blog/storytelling-inspires-children-learn-english-matthew-friday
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