1. Service Delivery to Bilingual Learners (chapter 6)
Much of this is review from 143
No studies from the book are specifically asked unless I directly point them out

2. PowerPoint Outline I. Introduction II. Acquiring 2 languages
III. Assessment of bilingual children
IV. Vocabulary intervention with ELLs with SLI

3. I. Introduction** (numbers not on test)
Accredited Language Services, 2017—in the U.S.:
Speakers of Russian have increased by 391%
Speakers of Korean and Arabic have quadrupled
Speakers of Vietnamese have increased by 510%
Speakers of Chinese have increased by 300%
Speakers of Tagalog have tripled
Speakers of Spanish have increased by 210%

4. Sparks, S.D. (2016). Teaching English-language learners: What does the research tell us? Education Week, 35 (3), s3-s6).

5. II. Acquiring Two Languages**
A. Basic Tenets
Around the world, bilingualism is the rule rather than the exception
Babies and toddlers develop 2 languages as fast as monolingual children develop 1 language
Even children with severe disabilities like ASD and Down Syndrome can and do become bilingual

6. Hampton, S. , Rabagliati, H. , Sorace, A. , & Fletcher-Watson, S
Hampton, S., Rabagliati, H., Sorace, A., & Fletcher-Watson, S. (2017). Autism and bilingualism: A qualitative interview study of parents; perspectives and experiences. Journal of Speech, Language, and Hearing Research, 60,

7. Hampton et al results:

8. Hampton et al. 2017 concluded:

10. B. Second Language Behaviors

11. When a child is learning a 2nd language:

12. Language aptitude can predict learning success

13. Language loss is common

14. Ukrainetz addresses Cummins’ research:**
BICS (Basic Interpersonal Communication Skills; like CILF in my book) takes 2-3 years to get to a native-like level
CALP (cognitive-academic language proficiency [my FALF] takes 5-7 years and even longer in some cases

15. Unfortunately, many ELLs never develop fluent CALP (FALF)

16. When we work with these students:**
It’s about social justice and leveling the playing field!
It is ideal to promote additive bilingualism, where it is typically 90% L1 and 10% English in the early grades, moving to by 6th grade

17. III. Assessment of Bilingual Children

18. Benefits of RtI:**
Doesn’t let students fall behind while we try to figure out difference vs. disorder
RtI provides supplementary support, esp. in reading, without a label
Collecting progress data helps us differentiate difference vs. disorder

19. Boerma, T. , Chiat, S. , Leserman, P. , Timmermeister, M. , Winjen, F
Boerma, T., Chiat, S., Leserman, P., Timmermeister, M., Winjen, F., & Blom, E. (2015, December). A quasi-universal nonword repetition task as a diagnostic tool for bilingual children learning Dutch as a second language. Journal of Speech, Language, and Hearing Research, 58,

20. Boerma et al. 12/15:

21. Youtube video
How to use digit repetition to assess for language impairment
Celeste Roseberry (Love Talk Read)

22. IV. Vocabulary Intervention with ELLs with SLI

23. WHEN TEACHING VOCABULARY TO ELLS with LI…

24. VOCABULARY TEACHING HIERARCHY FOR ELL STUDENTS WITH LI**
Here is an example of a vocabulary hierarchy of IEP goals and objectives, beginning with receptive activities and progressing very gradually to expressive activities and finally to written language.

25. This is the Thematic Redundance Approach

26. VOCABULARY TARGET: SCHOOL ITEMS
VOCABULARY TARGET: SCHOOL ITEMS** Annual Goal: The student will demonstrate increased receptive and expressive vocabulary skills.
Short term objective 1: When the clinician verbally gives school item target vocabulary words, the student will point to pictures of these items with 80% accuracy.
Clinician: Marisol, point to pencil.
Student: Points to the pencil.

27. Short term objective 2: **
When the clinician holds up a picture and says “Is this a(n) ____?” the student will verbally or nonverbally indicate yes or no with 80% accuracy.
Clinician: “Is this a desk?”
Student: Verbally or nonverbally indicates yes or no.

28. Short term objective 3:**
When the clinician gives a 1-2 sentence verbal description of a target word/concept and gives the student 2 choices of answers, the student will verbally supply the correct answer with 80% accuracy.
Clinician: “Listen. This is usually made of wood and has an eraser. Students write with it. Is it a pencil or a crayon?”
Student: “Pencil.”

29. Short term objective 4:**
When shown pictures of school item target vocabulary words, the student will give verbal, one-word labels with 80% accuracy.
Clinician: (shows a picture of a book) “Anak, what’s this?”
Student: “Book.”

30. Short term objective 5:**
When asked to verbally list 3-5 items in a given category, the student will do so with 80% accuracy.
Clinician: “Lisa, tell me the names of four different things we find in a classroom at school.”
Student: “Scissors, pencils, crayons, desks.”

31. Short term objective 6:**
When asked to define a target vocabulary word, the student will give a 5+ word verbal description with 80% accuracy.
Clinician: “Mario, what is a playground?”
Student: “It is a large outside place at a school where students play.”

32. Short term objective 7:**
When given a school item target vocabulary word, the student will use the word in a sentence with 80% accuracy.
Clinician: “Carlo, please use the word paper in a sentence.”
Student: “We write all our assignments on paper.”

33. If students are old enough to read and write….**
We can then work hierarchically through objectives 8, 9, and 10
For younger children who do not yet read or write, it is enough to work through objectives 1-7

34. Short term objective 8:**
When presented with a paragraph or word list containing the school item target vocabulary word, the student will find and read the word out loud with 80% accuracy.
Clinician: “Josefina, look at this story. Please find the word desk, and read the word to me after you find it.”
Student: Finds the word desk and reads it aloud.

35. Short term objective 9:**
When asked to spell a target vocabulary word, the student will spell the word out loud with 80% accuracy.
Clinician: “Jaime, please spell the word teacher.”
Student: Spells the word aloud.

36. Short term objective 10:**
When given a target vocabulary word, the student will write a sentence containing the word with 80% accuracy.
Clinician: “Estera, please write the word bus in a sentence.”
Student: Writes a sentence containing the word bus.

37. Note:**
Some students struggle so much with writing—especially spelling--that in order to save time, I have them verbally tell me the sentence they want to write. I write the sentence on an erasable white board and they copy it. (We can also use smartboards)
In this way, they “cement” the vocabulary word even more firmly into their minds. They also get to practice writing words out correctly. In addition, they practice the important skill of sentence formulation.

38. When possible, I have classroom **
teachers give me lists of spelling words the class is working on that week. I try to incorporate these words into therapy as much as possible. The children benefit greatly, and teachers love it!

39. Short term objective 11:**
With 80% accuracy, the student will count the number of words in a sentence that he has written or in a sentence that is prewritten.
Clinician: Look, Carla, count how many words there are in this sentence.
Student: (counts the number of words)

40. Short term objective 12:**
When given a target vocabulary word, the student will identify the number of syllables in the word with 80% accuracy.
Clinician: Nina, how many syllables are in the word policeman?
Student: Three

41. Short term objective 13:**
When given a target vocabulary word, the student will identify the number of sounds in the word with 80% accuracy.
Clinician: Emilio, how many sounds are in the word boots?
Student: 4

42. Short term objective 14:**
When the student hears a word that rhymes with a target vocabulary word, the student will identify that word verbally or nonverbally with 80% accuracy.
Clinician: Karinna, color the picture that rhymes with sat.
Student: Colors a picture of a hat.

43. Short term objective 15:**
When the student hears the SLP say a target vocabulary word phoneme by phoneme, the student will demonstrate word blending skills by stating the whole word with 80% accuracy.
Clinician: Montero, what word is this? S-t-o-p
Student: Stop.

44. Short term objective 16:**
When given a target vocabulary word, the student will identify the first sound in that word with 80% accuracy.
Clinician: Listen, Michaela. Toothbrush. What is the first sound in that word?
Student: T

45. Short term objective 17 (last one!)**
When given a target vocabulary word, the student will identify the last sound in that word with 80% accuracy.
Clinician: Listen, Viktor. Comb. What is the last sound in that word?
Student: M

46. PowerPoint Outline I. Introduction II. Acquiring 2 languages
III. Assessment of bilingual children
IV. Vocabulary intervention with ELLs with SLI