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English Language Learners Part 1: Second Language Learning Concerns

presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP

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Disclosure Statement:

Financial: Celeste Roseberry-McKibbin receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Celeste Roseberry-McKibbin has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

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Part 1 is an introductory, foundational course that covers general assessment considerations and explains second language acquisition and bilingualism phenomena that can impact a diagnosis of potential language impairment in English Language Learner (ELL) children. Types of language proficiency are described, and Asian- and Spanish-influenced speech and language patterns are listed to help the SLP differentiate a speech or language pattern of transfer from a speech or language impairment.

Meet Your Instructor

Celeste Roseberry-McKibbin, PhD, CCC-SLP

Celeste Roseberry-McKibbin received her PhD from Northwestern University. She is a Professor of Speech Pathology and Audiology at California State University, Sacramento. Dr. Roseberry is also currently a part-time itinerant speech pathologist in San Juan Unified School District where she provides direct services to students from preschool through high school. She has worked in educational…

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Chapters & Learning Objectives

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1. Introduction and General Assessment Considerations

Chapter 1 is an introduction that covers general assessment considerations and current population statistics of culturally and linguistically diverse communities in the U.S. The need for nonbiased assessment of English Language Learner (ELL) students is described.

2. Typical Second Language Acquisition Processes

In chapter 2, second language acquisition phenomena are described in typically-developing children. It is explained how these phenomena might masquerade as potential indicators of language impairment, and how the clinician can recognize and differentiate typical second language acquisition characteristics from signs of an actual underlying language impairment.

3. Stages of Second Language Learning

This chapter describes four stages of second language acquisition, with an emphasis on helping school personnel hold realistic expectations for ELL children’s academic and linguistic performance at each stage of development.

4. Language Proficiency and Bilingual Education

In chapter 4, informal and formal language proficiency are compared and contrasted. There is an emphasis on differentiating the two types of language proficiency in order to not prematurely label ELLs as “language impaired.” Additive and subtractive bilingualism are defined and discussed.

5. Asian- and Spanish-Influenced English: Typical Transfer Patterns

In chapter 5, characteristics of Asian- and Spanish-influenced English are listed. The purpose of this is to help SLPs recognize English “errors” which are not indicative of a communication disorder, but rather of a communication difference resulting from the influence of the first language on English production.

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