English Language Learners Part 5: Language Impairment Intervention

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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This course discusses foundations of intervention for ELLs who have been definitively diagnosed with language impairment. Relevant federal laws and policies are explained, and overarching therapy goals are described. The language(s) of intervention are discussed, with supporting research to promote a bilingual approach to intervention. A specific hierarchy is given for teaching new vocabulary to ELLs with language impairment, and recommendations for working with and involving families are also included.

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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Download the learning objectives for English Language Learners Part 5: Language Impairment Intervention.

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1. Laws and Policies

The federal Every Student Succeeds Act and Individuals with Disabilities Education Act are explained, and statistics provided about the great need for increasing the efficacy of our services to ELLs.

2. Therapy Goals and Language of Intervention

Overall language intervention goals are discussed: improving language skills, increasing cognitive processing skills, and modification of the environment using the principles of the Universal Design for Learning. A scientifically sound, research-based rationale covering current research studies is provided to support a bilingual approach to intervention.

3. Increasing Vocabulary Skills of English Language Learners with Language Impairment

In this chapter, a specific and practical hierarchy for teaching new vocabulary words is presented with examples of how to implement the hierarchy. A rationale is provided for the importance of focusing on vocabulary goals in therapy.

4. Increasing Famly Involvement

This chapter discusses how to involve families in helping their children through supporting their primary language development at home. Suggestions are given for increasing children’s literacy skills through use of simple and effective language stimulation techniques. Suggestions are given for how the reader can collect children’s books to give to families to keep so that they can carry out literacy activities in the home environment.

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