1. Bilingualism and Children with Disabilities

2. Learning Objectives The importance of bilingualism
Misconceptions about bilingualism
Parent influence on bilingual reinforcement
Advantages of bilingualism in children with disabilities
Tips for EI providers when working with bilingual families
The learning objectives of this lesson are to learn about the importance of bilingualism, to learn about the misconceptions of bilingualism, to learn about how a parent can have a positive influence on their child learning a second language by using reinforcement, the advantages of bilingualism in children with disabilities, and tips for EI providers to use when working with bilingual families.

3. What is Bilingualism?
Bilingualism is defined as being fluent in two different languages
Children who are raised to be bilingual are often exposed to two languages at once, examples include:
Two parents--each speak a different language
Two parents--both bilingual
One language is spoken at home and one language is spoken at school
Bilingualism is defined as being fluent in 2 different languages. There are two types of bilingualism, simultaneous and sequential bilingualism. Simultaneous bilingualism takes place when a child becomes bilingual by learning two languages at the same time from birth.
Sequential bilingualism takes place when a person learns and masters one language before learning another.

4. The Importance of Bilingualism
Promoting native language use in the home can:
Strengthen parent-child relationships
Maintain the child’s connection to their parent’s culture
Allow the child to have relationships with family members who only speak the native language
Have you ever worked with a family whose culture or language was different from your own? How did this change the way you provided services?
Think about it...
There are quite a few ways that bilingualism is important to a child. Teaching your child to be bilingual maintains the child’s connection to their parent’s/family’s culture. It strengthens the parent-child relationship, and allows the child to create and maintain relationships with their family members who may only speak the native language. It also allows for more socialization which is great for those who may struggle with socializing (not having to worry about language barriers makes it much easier).

5. Misconceptions of Bilingualism
Common thoughts about teaching a child a second language:
“Won’t that confuse the child?”
“Won’t that be overwhelming for the child?”
“Does the child have the capacity to learn a second language?”
Some professionals, including doctors, still think that teaching a child a second language will confuse the child, be overwhelming for the child, and that the child doesn’t have the capacity to learn more than one language. Professionals have falsely told parents that their child will fall behind, and not develop as quickly as their peers if they are trying to learn a second language.

6. Myth or Fact Activity
The next few slides contain 3 statements about bilingualism in a typically developing child. Discuss with others and decide whether you think the statement is a Myth or a Fact.
The following are three statements regarding bilingualism in a typically developing child. Give time between each myth for group to discuss amongst each other. Maybe even write down assumptions.

7. Bilingual children start to speak later than monolingual children.
Myth or Fact?
Bilingual children start to speak later than monolingual children. Myth or fact?

8. That is a myth.
There is no evidence that supports this. Bilinguals and monolinguals share the same expected time frame for typical development.
That is a myth. There is no evidence that supports this. Bilinguals and monolinguals share the same expected time frame for typical development.

9. Bilinguals start out school behind monolinguals and never catch up.
Myth or Fact?
Bilinguals start out school behind monolinguals and never catch up. Myth or Fact?

10. That is a myth.
In fact, bilingual children tend to develop at a faster rate than monolingual children.
That is a myth. In fact, bilingual children tend to develop at a faster rate than monolingual children.

11. Children have an easier time learning a second language than adults.
Myth or Fact?
Children have an easier time learning a second language than adults. Myth or Fact?

12. That is a fact.
However, learning a language is still difficult so parents and educators should not expect them to learn a new language perfectly from the start.
That is a fact. However, learning a language is still difficult so parents and educators should not expect them to learn a new language perfectly from the start.

13. Myth or Fact Activity
The next few slides contain 3 statements about bilingualism in a child with a disability. Discuss with others and decide whether you think the statement is a Myth or a Fact.
The following three statements are regarding bilingualism in a child with a disability. Give time between each myth for group to discuss amongst each other. Maybe even write down assumptions.

14. Learning two languages is too difficult and will confuse a child who has a cognitive or developmental disability.
Myth or Fact?
Learning two languages is too difficult, and will confuse a child who has a cognitive or developmental disability. Myth or Fact?

15. That is a myth.
Research in children with a Specific Language Impairment, Autism Spectrum Disorder, and Down syndrome has shown that learning a second language is not too difficult for a child with a disability.
That is a myth. Research in children with a Specific Language Impairment, Autism Spectrum Disorder, and Down syndrome has shown that learning a second language is not too difficult for a child with a disability.

16. If a child has a Specific Language Impairment, it will be present in both languages.
Myth or Fact?
If a child has a Specific Language Impairment, it will be present in both languages. Myth or Fact?

17. That is a fact.
If a child has a Specific Language Impairment it will show in both languages, but that does not mean that bilingualism caused the impairment.
A specific language impairment is when a person is unable to produce speech sounds correctly or fluently, or has problems with his/her voice. Difficulties pronouncing sounds, or articulation disorders, and stuttering are examples of a specific language impairment. If a child has one of these impairments, it will show in both languages and is not caused by the learning of more than one language.

18. A bilingual child with autism will have more delays than their monolingual peer with autism.
Myth or Fact?
A bilingual child with autism will have more delays than their monolingual peer with autism. Myth or Fact?

19. That is a myth.
Research has found that bilingual children with a disability will not have any extra delays or disadvantages compared to their monolingual peer with the same disability.
Valicenti-McDermott, M., Tarshis, N., Schouls, M., Galdston, M., Hottinger, K., Seijo, R., Shinnar, S. (2013)
That is a myth. Research has found that bilingual children with a disability will not have any extra delays or disadvantages compared to their monolingual peer with the same disability.
Source: Valicenti-McDermott, M., Tarshis, N., Schouls, M., Galdston, M., Hottinger, K., Seijo, R., Shinnar, S. (2013)

20. Video: “Can children with special needs be bilingual?”
This is a video of a specialist answering questions about raising a child with disabilities to learn two languages. She states that they can definitely be bilingual, and that there is no scientific evidence that shows that you should only limit a child with disabilities to learning one language. She states that research has shown that a child with a disability, like Down syndrome, learning a second language does not impede the child’s English skills. Overall, it is important to encourage bilingualism in children with special needs.

21. Bilingual Milestones
Bilingual children should reach the same milestones at the same age as their monolingual peers
It is important to understand that a bilingual child has two different sets of vocabulary
They may respond in their familial language to a question asked in English
Many children are able to interchange between the two languages when needed in the family. They may have a receptive understanding of a language, meaning that they can comprehend what someone is saying in one language to them, but they may have a more difficult time producing a response in that same language. They will resort back to their own primary language to answer. However, this phenomena is not specific to bilingual children with disabilities, but rather can be possible in all bilingual families.

22. Video: Brain Responses in Monolingual vs. Bilingual Infants
This video shows how infants growing up in a bilingual family have higher brain activity than monolinguals because they can recognize more variations of sounds due to be raised around two different languages.

23. Advantages of Bilingualism in Children with Disabilities
Earlier use of communicative gestures in children is correlated to earlier use of language
In one study, 50% of bilingual children with autism communicated using gestures, compared to only 25% of monolingual children with autism
Bilingual children were able to gesture communicatively to point caregivers to an object at an earlier age than monolinguals
Where socialization and communication may be a point of worry for parents of children with disabilities, bilingualism can actually enhance sociability
Research shows that if a young child can develop an understanding of using gestures to communicate with adults before they are at the age of adult-like speaking, it may lead to a good platform to begin speaking verbally as they grow older. Gesturing is the first signs of children speaking with a purpose to communicate with others in the world. Being able to point caregivers to an object shows an undestanding of this communication with purpose and speech. Also, cooing is the beginning stages of spoken language. 50% of bilingual children with autism used this important gesturing skill, compared to only 25% of monolingual children with autism.
Gesturing at a young age has a strong connection to learning spoken language, use of gestures is the beginning of learning language

24. Gesturing and American Sign Language
ASL is often used to help facilitate communication in young children with disabilities before verbal language is acquired regardless of hearing impairments
American Sign Language is a great way to communicate with those who have limited speech ability. It is important to realize that Sign Language is actually it’s own language, with hundreds of Signs that allow us to communicate. Even learning a few simple signs at a young age can allow more communication among children with disabilities.
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25.
Comparing the milestones of children who use american sign language vs. those who do not - both groups are hearing children.
It is apparent within the first two milestones that children who can sign accumulate a much larger vocabulary set in ASL than non-signing kids produce vocally.
In each age range, the ASL-child performs much better than the non-signing child

26. Video: “The Benefits of a Bilingual Brain”
This is a TED talk that discusses the benefits of a bilingual brain compared to a monolingual brain.

27. Parent Influence on Bilingual Reinforcement
Parents can have a great influence on their child’s language learning
Some ideas for parents to use to reinforce language learning include:
Speaking one language on first floor of the home and speaking the second language on the second floor
Create flashcards with both language’s vocabulary on each side of the card
Try using different vocabulary in the native language that is not specific to home life
Children learn vocabulary specific to their immediate environment
The suggested flashcard activity could be exercised quite easily. An example may be to show a flashcard for the word ‘table’. Show both english word “table” and spanish word “mesa”, with a picture of a table. Child will learn two words at once from different vocabulary sets. The imagery with the words paired helps the child to learn, and supports bilingualism! It can also be done repetitively and at the child’s pace for best learning results.

28. Research Evidence
One study compared expressive and receptive language skills in monolingual English and bilingual English-Spanish children with autism
The findings of this study included:
Compared to monolinguals, bilinguals used more gestures and vocalized more and had no differences in language skills
Conclusion: Bilingualism does not negatively affect language development in young children with autism
Expressive language is the ability to produce speech, whereas receptive language is the ability to listen and comprehend speech. It is important to remember that a child’s receptive language skills may be higher than expected when only looking at their expressive language skills. In this study that specifically compares monolingual children with autism to bilingual children with autism, there are no sure signs that language development is negatively affected by being raised to be bilingual. Many EI providers will work with kids with autism, so it is important to realize that there is no concrete correlation between autism affected a child with autism’s ability to be bilingual.

29. Research Evidence
Another study consisted of about 30 groups (mother, father, child ages months) from China, France, and Canada
Longitudinal study
Monolingual & Bilingual families
One parent spoke exclusively one language, second parent spoke other family language
Second testing, at months
Cognitive consequences of raising children bilingually: One parent, one language. Canadian Journal of Psychology/Revue canadienne de psychologie
Another longitudinal study looked at families across different nations, China, France and Canada. The first analysis was at around 2 years of age, and the second around 4 years. In this study, one parent spoke only one language while the other parent spoke a second language.
Bain, B., & Yu, A. (1980). Cognitive consequences of raising children bilingually: One parent, one language. Canadian Journal of Psychology/Revue canadienne de psychologie, 34(4), doi: /h

30. Research Evidence Results:
No significant difference between monolingual and bilingual children in learning language
Bilingual children showed mastery in both languages!
Cognitive consequences of raising children bilingually: One parent, one language. Canadian Journal of Psychology/Revue canadienne de psychologie
After the study, it was found that monolingual children and bilingual children had no significant difference in language acquisition. Bilingual kids were able to master both languages! Although this study is not specific to children with disabilities, it is more proof that bilingualism does not affect language learning and general. The children were first analyzed around 2 years old, which is within the age frame of EI programs, so the information is relevant to our field!

31. Research Evidence
Lastly, there was a study done regarding children with Down syndrome learning two languages
This study found that all of the children with Down syndrome were developing functional second language skills
Professionals should work with families to support bilingualism in children with Down syndrome
It is important to recognize that those with disabilities can be encouraged to be raised as bilingual. This study analyzing children with Down’s Syndrome who are raised bilingual further supports this idea. The study has shown that those with Down’s Syndrome do not fall behind in language acquisition, no signs that being raised bilingual effects their first language. Even more so, it does not seem as though their learning of a second language is impaired due to a diagnosis with Down’s Syndrome.

32. Tips for EI Providers Working With Bilingual Families
Be sensitive to the family’s culture
Be aware of language barriers and be ready to clear up points of confusion to the child
Speak to child in your fluent language, recruit help from others in child’s second language if needed
Do not discourage bilingualism in families with a child with disabilities!
For EI Providers, It is important to be sensitive to the family’s culture and cultural differences. It is an important part of their identity and should not be taken for granted. Furthermore, a respectful relationship between EI specialists and family is very beneficial in child’s success. So much of the success of a child’s EI work can be affected in the relationship between the family and the provider. EI goes into the families homes and often involved personal work, so having a level of respect and understanding for one another is important. It is important to realize that language barriers may arise, but do not let that deter you from working with the child and their family. Just because the family you are working with is bilingual, does not mean you are expected as an EI specialist to speak to the child in both languages, speak in your own fluent language and recruit others for help if needed. If it is the family’s preference, do not discourage bilingual families from speaking to their child with a disability in both languages!

33. Discussion Questions
What kind of activities could you develop to use when delivering services to a child learning two languages?
What are some important things to keep in mind when working with bilingual families?
How can you encourage parents/teachers to reinforce learning two languages with their child/student?
How should you approach a parent who does not think their child with a disability should be learning more than one language? What can you say to encourage them to consider it?
Here are some final discussion questions that you can ask EI providers in order to promote a discussion following this lesson.

34. Additional Resources
Here are some additional resources like blog posts and articles concerning bilingualism in children with disabilities.

35. References
Valicenti-McDermott, M., Tarshis, N., Schouls, M., Galdston, M., Hottinger, K., Seijo, R., Shinnar, S. (2013). Language differences between monolingual English and bilingual English- Spanish young children with autism spectrum disorders. Journal of Child Neurology, 28(7),
Bain, B., & Yu, A. (1980). Cognitive consequences of raising children bilingually: One parent, one language. Canadian Journal of Psychology/Revue canadienne de psychologie, 34(4),
Almeida, L. D., Ferré, S., Morin, E., Prévost, P., Santos, C. D., Tuller, L., Zebib, Racha., Barthez, M. (2017). Identification of bilingual children with Specific Language Impairment in France. Linguistic Approaches to Bilingualism Language Impairment in Bilingual Children, 7(3-4),
Feltmate, K., & Kay-Raining Bird, E. (2008). Language Learning in Four Bilingual Children with Down Syndrome: A Detailed Analysis of Vocabulary and Morphosyntax. Canadian Journal of Speech-Language Pathology and Audiology, 32, 6 – 20.
Korkman, M., Stenroos, M., Mickos, A., Westman, M., Ekholm, P., & Byring, R. (2012). Does simultaneous bilingualism aggravate children’s specific language problems? Acta Paediatrica, 101(9),