Vocabulary Learning In Bilingual And Monolingual Clinical Intervention  

Oleh:

Thordardottir, Elin T. ; Weismer, Susan Ellis ; Smith, Mary E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Child Language Teaching and Therapy (Full Text & ada di PROQUEST) vol. 13 no. 3 (Oct. 1997), page 215-227.
Fulltext: Vol 13, no 3, p 215-227.pdf (699.2KB)

Isi artikel

This study used a single-case alternating treatments design to compare the effectiveness of monolingual and bilingual clinical treatment approaches in teaching English vocabulary to a bilingual child with language impairment. In contrast to the widespread belief that regular exposure to two languages should not be recommended for children with language impairments, recent findings suggest that bilingual acquisition is a reasonable goal for these children in a supportive environment. The bilingual intervention approach in this study was designed to combine the beneficial effects of a positive attitude towards both languages and the use of L1 to learn L2. Results revealed comparable learning of English in the monolingual and bilingual treatment conditions, with a slight advantage in the latter. The results support the view that bilingual intervention does not restrict language growth compared to a monolingual treatment, and is, therefore, desirable since it avoids important negative aspects that result from eliminating either language of children who live in bilingual environments.

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