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How can we assess and plan intervention for Bilingual children, in regards…

- - - - Greater difference between performance on receptive word recognition tasks and expressive retrieval tasks for bilingual children than for monolingual children.
      - Initial word learning of L2 vocabulary are areas in which sequential bilingual children may differ from monolingual peers.
    - - Vocabulary size is comparable when taken both languages into account.
      - Organization of semantic (word) information is similar to that among their monolingual peers
- - - - The use of parent-report measures developed for use with English-Spanish speaking children is a common, valid method of assessing very young children's vocabulary
        
        The MacArthur-Bates Communication Development Inventories
        
        Language Development Survey
        
        Critical Questions--Leaders Project
    - - DA can be used with preschool children who may not be familiar with the expectations involved in vocabulary testing
      - DA is a method of conducting a language assessment which seeks to identify the skills that an individual child possesses as well as their learning potential.
- - - - It is best to simply teach a young bilingual child the words he or she needs in each language as the need arises, using recommended practices for early intervention, such a "Incidental Teaching Opportunities"
  - - - Opportunities for joint book reading in both languages should be addressed in a comprehensive language intervention for young simultaneous bilinguals and children with language disorders who are in the early stages of language development.
  - - - First teaching words in L1 and later teaching them in English is more efficient for teaching vocabulary than first teaching the words in L2.
      - children with strong L1 (Spanish) skills made greater gains in learning second language vocabulary than the children with weaker L1 skills.
  - - - teach meta-linguistic and complex vocabulary skills in the stronger language and provide support for using the same strategies in the other language without having to teach the strategies anew.
      - The use of cognate strategy for inferring the meaning of unfamiliar English words may be particularly helpful for ELLS with language disorders provided that can engage in meta linguistic analysis.