Term
2007
Capstone
Restricted Access Thesis
Degree Name
MAESL
Abstract
In order to improve instruction for bilingual students with specific language impairment, this study asks the question, How can an ESL teacher and a Speech/Language clinician collaborate to serve a bilingual child with a language impairment? To answer the research question, a bilingual, language impaired research subject was located. He was observed within his Speech/Language pathology lessons and his ESL classroom. A series of remediation techniques were developed and implemented, and then the student's performance on pre- and post-tests were compared to determine if improvements were made. The results of this study showed that in the case of a single research subject, techniques such as onomatopoetic/kinesthetic devices, carrier phrases, and deriving-meaning-from-context lessons appeared to improve the student's acquisition of target vocabulary. This study also found that in many instances ESL teachers and Speech/Language clinicians do not collaborate to serve students.
Recommended Citation
Lund, Gretchen, "Teaching bilingual students with specific language impairment" (2007). School of Education and Leadership Student Capstone Theses and Dissertations. 351.
https://digitalcommons.hamline.edu/hse_all/351