This is a very clear post from a specialist in bilingual speech development, showing how research demonstrates that bilingual children can be, and often are, identified as “speech delayed” when in fact they are not. Vocabulary counts are used widely in assessing the productive speech of young children, and this research shows clearly that evaluating only one language will give an incomplete and erroneous picture of the development of a bilingual child.
Originally posted on 2 Languages 2 Worlds:
Bilingual children, whether they’re sequential or simultaneous bilinguals have divided input. In their every day experiences. Because of this, they often know some words in their L1 and other words in their L2; some words (but not ALL) they know in both. There are a number of studies that shows this for children at different ages.
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