Bilingualism, LEP (Limited English Proficiency), and ESL (English as a Second Language)
Communication Development and Disorders in Multicultural Populations: Readings and Related Materials
Axmear, E., Reichle, J., Alamsaputra, M., Kohnert, K., Drager, K., & Sellnow, K. (2005). Synthesized speech intelligibility in sentences: A comparison of monolingual English-speaking and bilingual children. Language, Speech, and Hearing Services in Schools, 36(3), 244- 250.
Baker, C. (2000). A parents’ and teachers’ guide to bilingualism, Second Edition. Tonawanda, NY: Multilingual Matters Ltd.
Battle, D.E. (2002). Communication disorders in multicultural populations (3rd edition). Boston, MA: Butterworth Heinemann.
Bedore, L.M., Peña, E.D., Garcia,, M., & Cortez, C. (2005). Conceptual versus monolingual scoring: When does it make a difference? Language, Speech, and Hearing Services in Schools 36(3), 188- 200.
Bird, E. K.-R., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2005). The language abilities of bilingual children with Down Syndrome. American Journal of Speech-Language Pathology, 14(3), 187- 199.
Brice, A. (2000). Which language for bilingual speakers? Factors to consider. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 6(1), 1-8.
Brice, A., & Rosa-Lugo, L.I. (2000). Code switching: A bridge or barrier between two languages? Multiple Voices for Ethnically Diverse Exceptional Learners, 4(1), 1- 12.
Burton, V.J., & Wendt, B. (2002). Pre-referral procedures: Meeting unique needs of English Language Learners. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 8(1), 4-6.
Fiestas, C.E., & Peña, E.D. (2004). Narrative discourse in bilingual children: Language and task effects. Language, Speech, and Hearing Services in Schools, 35, 155- 168.
Gildersleeve-Neumann, C. (2005). A framework for speech sound-intervention in a bilingual child. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 12(2), 10- 13.
Goldstein, B., & Kohnert, K. (2005). Speech, language, and hearing in developing bilingual children: Current findings and future directions. Language, Speech, and Hearing Services in Schools 36(3), 264- 267.
Guin, S.G., Flege, J.E., Liu, S.H., & Yeni-Komshian, G.H. (2000). Age of learning effects on the duration of sentences produced in a second language. Applied Psycholinguistics, 21, 205- 228.
Gutierrez-Clellen, V.F., Calderon, J., & Weisner, S.E. (2004). Verbal working memory in bilingual children. Journal of Speech, Language, and Hearing Research, 47(4), 863-876.
Hearne, J. (2000) Teaching Second Language Learners with Learning Disabilities: Strategies for Effective Practice. Oceanside, CA: Academic Communication Associates, Inc.
Junker, D.A., & Stockman, I.J. (2002). Expressive vocabulary of German-English bilingual toddlers. American Journal of Speech-Language Pathology, 11(4), 381-394.
Justice, L.M., & Dunaway, C. (2005). Integrating literacy into language intervention for English Language Learners. Newsletter of the ASHA Special Interest Division 16: School-Based Issues, 6(1), 15- 19.
Kan, P.F., & Kohnert, K. (2005). Preschoolers learning Hmong and English: Lexical-semantic skills in L1 and L2. Journal of Speech, Language, and Hearing Research, 48(2), 372- 383.
Kohnert, K. (2002). Picture naming in early sequential bilinguals: A 1-year follow-up. Journal of Speech, Language, and Hearing Research, 45, 759-771.
Kohnert, K., & Goldstein, B. (2005). Speech, language, and hearing in developing bilingual children: From practice to research. Language, Speech, and Hearing Services in Schools, 36(3), 169- 171.
Kohnert, K., Yim, D., Nett, K., Kan, P.F., & Duran, L. (2005). Intervention with linguistically diverse preschool children: A focus on developing home language(s). Language, Speech, and Hearing Services in Schools, 36(3), 251- 263.
Kohnert, K.J., & Bates, E. (2002). Balancing bilinguals II: Lexical comprehension processing in children learning Spanish and English. Journal of Speech, Language, and Hearing Research, 45(2), 347- 359.
Kohnert, K., & Windsor, J. (2004). The search for common ground: Part II. Nonlinguistic performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research, 47(4), 891- 903.
Langdon, H.W. (2002). Interpreters and translators in communication disorders: A practitioner’s handbook. Eau Claire, WI: Thinking Publications.
Langdon, H.W., & Cheng, L-R.L. (2002). Collaborating with interpreters and translators: A guide for communication disorders professionals. Eau Claire, WI: Thinking Publications.
Langdon, H.W., & Quintanar-Sarellana, R. (2003). Roles and responsibilities of the interpreter in interactions with speech-language pathologists, parents, and students. Seminars in Speech and Language, 24(3), 235- 244.
Laval, V., & Bert-Erboul, A. (2005). French-speaking children’s understanding of sarcasm: The role of intonation and context. Journal of Speech, Language, and Hearing Research, 48(3), 610- 620.
Levey, S., & Cruz, D. (2004). The discrimination of English vowels by bilingual Spanish/English and monolingual English speakers. Contemporary Issues in Communication Science and Disorders, 31, 162-172.
Marrero, M., Golden, C., & Espe-Pfiefer, P. (2002). Bilingualism, brain injury, and recovery: Implications for understanding the bilingual and for therapy. Clinical Psychological Review, 22, 463- 478.
Martinez, S. (2001). Advocating on behalf of bilingual students. Newsletter of the ASHA Special Interest Division 16: School-Based Issues, 2(1), 15- 18.
Mayo, R., Bunker, D., Scott, D.M., & Mayo, C.M. (2005). Judgments of the intelligibility of American English heard by non-native English speakers. ECHO: E-Journal for Black and Other Ethnic Group Research and Practices in Communication Sciences and Disorders, 1(1), 11- 19.
McDonald, J.L. (2000). Grammaticality judgements in a second language: Influences of age acquisition and native language. Applied Psycholinguistics, 21, 395- 423.
Nelson, P., Kohnert, K., Sabur, S., & Shaw, D. (2005). Classroom noise and children learning through a second language: Double jeopardy? Language, Speech, and Hearing Services in Schools, 36(3), 219- 229.
Paradis, J. (2005). Grammatical morphology in children learning English as a second language: Implications of similarities with Specific Language Impairment. Language, Speech, and Hearing Services in Schools, 36(3), 172- 187.
Paradis, J., & Crago, M. (2000). Tense and temporality: A comparison between children learning a second language and children with SLI. Journal of Speech, Language, and Hearing Research, 43(4), 834- 847.
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI: How do they compare with their monolingual peers? Journal of Speech, Language, and Hearing Research, 46 (1), 113- 127. (Erratum: Journal of Speech, Language, and Hearing Research, 46(2), 404.)
Patterson, J. L. (2004). Comparing bilingual and monolingual toddlers’ expressive vocabulary size: Revisiting Rescorla and Achenbach (2002). Journal of Speech, Language, and Hearing Research, 47(5), 1213-1215.
Patterson, J. (2000). Observed and reported expressive vocabulary and word combinations in bilingual toddlers. Journal of Speech, Language, and Hearing Research, 43, 121- 128.
Peña, E.D., Bedore, L.M., & Zlatic-Giunta, R. (2002). Category-generation performance of bilingual children: The influence of condition, category, and language. Journal of Speech, Language, and Hearing Research, 45(5), 938-947.
Rescorla, L. (2004). Comparing expressive vocabulary size in children from bilingual and monolingual home environments: A reply to Patterson’s (2004) commentary. Journal of Speech, Language, and Hearing Research, 47(5), 1216- 1217.
Rescorla, L., & Achenbach, T. (2002). Use of the Language Development Survey (LDS) in a national probability sample of children 18 to 35 months old. Journal of Speech, Language, and Hearing Research, 45, 733- 743.
Restrepo, M.A. (2005). The case for bilingual intervention for typical and atypical language learners. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations. 12(2), 13- 17.
Restrepo, M.A., & Guitierrez-Clellen, V.F. (2001). Article production in bilingual children with specific language impairment. Journal of Child Language, 28, 433- 452.
Restrepo, M.A., & Kruth, K. (2000). Grammatical characteristics of a bilingual student with specific language impairment. Journal of Children’s Communication Development, 21, 66- 73.
Roninson, O.Z. (2003). “But they don’t speak English!”: Bilingual students and speech-language services in public schools. Newsletter of the ASHA Special Interest Division 16: Perspectives on School-Based Issues, 4(1), 42- 46.
Rosa-Lugo, L.I., & Fradd, S.H. (2000). Preparing professionals to serve English-Language Learners with communication disorders. Communication Disorders Quarterly, 22(1), 29- 42.
Roseberry-McKibbin, C. (2000). The thematic redundance approach: Teaching English vocabulary in therapy with bilingual children. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 6(3), 15- 18.
Roseberry-McKibbin, C. (2002). Multicultural students with special language needs: Practical strategies for assessment and intervention (2nd edition). Oceanside, CA: Academic Communication Associates, Inc.
Roseberry-McKibbin, C., Brice, A., & O’Hanlon, L. (2005). Serving English Language Learners in public school settings: A national survey. Language, Speech, and Hearing Services in Schools, 36, 48-61.
Sanders, L.D., Neville, H.J., & Woldorff, M.G. (2002). Speech segmentation by native and non-native speakers: The use of lexical, syntactic, and stress-pattern cues. Journal of Speech, Language, and Hearing Research, 45(3), 519-530.
Stokes, S.F., & Surendran, D. (2005). Articulatory complexity, ambient frequency, and functional load as predictors of consonant development in children. Journal of Speech, Language, and Hearing Research, 48(3), 577- 591.
Thordardottir, E. (2005). Language intervention from a bilingual mindset. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 12(2), 17- 22.
Weber-Fox, C., & Neville, H.J. (2001). Sensitive periods differentiate processing of open- and closed-class words: An ERP study of bilinguals. Journal of Speech, Language, and Hearing Research, 44(6), 1338- 1353.
Windsor, J., & Kohnert, K. (2004). The search for common ground: Part I. Lexical performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research, 47(4), 877- 890.
Yip, V., & Matthews, S. (2000). Syntactic transfer in a Cantonese-English bilingual child. Bilingualism: Language and Cognition, 3, 193-208.
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