Within the fields of speech and language pathology and bilingual education, there exists the question of whether students with specific language impairment (SLI) can manage the academic and linguistic rigors of a dual language instructional program. Studies regarding this topic are extremely limited as most children diagnosed with SLI are typically dissuaded from enrolling in such programs. The aim of this study was to determine if dual-language Spanish/English academic instruction has had a positive effect on the English development of English language learners (ELL) with SLI. Specifically, this study looked at the English oral narrative abilities of two elementary school-aged participants by analyzing both microstructure and macrostructure elements produced through the use of wordless picture books. Results revealed that the English narrative structures of the SLI participant enrolled in a dual language program were comparable to a similarly matched peer enrolled in a monolingual (English) instructional program. The present study also discussed the clinical implications and considerations for future research of ELL/SLI students enrolled in dual-language programs.
|Advisor:||Madding, Carolyn Conway|
|Commitee:||Madding, Carolyn Conway, Ocampo, Alaine, Wallach, Geraldine P.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 56/01M(E), Masters Abstracts International|
|Subjects:||Bilingual education, English as a Second Language, Speech therapy|
|Keywords:||Bilingual children, Dual-language programs, English language development, English/Spanish, Speech language impairment|
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