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Case Study 1: Tenzin – Language & Culture Connection Tenzin is a 6-year-old Tibetan-American child recently referred to the SLP at his NYC public school. His teacher is concerned because he rarely asks questions during class discussions and often stays quiet when asked to share personal stories. She believes Tenzin may have a pragmatic language disorder. At home, his parents report he communicates well in both Tibetan and English and is respectful, observant, and listens carefully to adults. Answer the following: Based on what you know about language socialization, how might Tenzin’s behavior reflect cultural norms rather than a disorder? What cultural mismatch might be causing this misunderstanding in the classroom? As a future bilingual SLP, how could you advocate for Tenzin and support culturally responsive assessment practices? Case Study 2: Mateo – Language & Cognition Mateo is a 4-year-old Spanish-English bilingual child diagnosed with Down syndrome. His pediatrician recommended focusing solely on English, suggesting that bilingualism might “confuse” Mateo and delay his cognitive development. Mateo’s parents want him to maintain Spanish, the family’s primary language. They’ve asked the school’s SLP whether he can handle learning two languages. Answer the following: What research challenges the belief that children with cognitive disabilities like Down syndrome should not be bilingual? What are the benefits of supporting dual language development in children like Mateo? What guidance should the SLP give Mateo’s parents and school team? Case Study 3: Farah – Bilingual Language Development and Milestones Farah is a 5-year-old girl who recently relocated from Syria. She speaks Arabic at home and began learning English only six months ago. Her teacher is concerned that Farah has a language disorder or selective mutism because she rarely speaks in class. At home, she has begun singing English songs. There are no developmental or hearing concerns. Answer the following: What factors suggest that Farah may be experiencing a language difference, not a disorder? What kind of assessment would you use to distinguish between difference and disorder in Farah’s case? List one strategy to support her home language and one to support her English learning. Case Study 4: Luna- Code-Mixing & Cross Linguistic Influence Luna is a 5-year-old Spanish-English bilingual child in a dual-language kindergarten. Her teacher is concerned because Luna often mixes Spanish and English during storytelling and sometimes says things like “She apples eats” or “He tall.” The teacher refers her to the SLP, wondering if Luna might have a language delay. At home, Luna’s parents say she speaks freely in both languages and frequently switches based on who she’s talking to. Answer the following: What is code-mixing, and is Luna’s language behavior a cause for concern? How might cross-linguistic influence explain Luna’s grammatical errors? What steps should the SLP take to ensure Luna is not misdiagnosed with a language disorder? Case Study 5: Emilia – Bilingual Lexical Development Emilia is a 4-year-old Spanish-English sequential bilingual who speaks Spanish at home and started learning English when she began preschool six months ago. Her teacher is concerned that Emilia knows fewer English words than her peers and often pauses when trying to name familiar items. She refers Emilia for an evaluation due to suspected expressive vocabulary delay. Emilia’s parents report she speaks comfortably in Spanish at home and is beginning to use English words like “dog” and “play.” Answer the following: Why might Emilia show slower expressive vocabulary in English, and is this a concern? What assessment strategies would help determine if Emilia’s vocabulary skills are typical for a bilingual learner? What intervention strategies could support Emilia’s vocabulary development in both English and Spanish? Case Study 6: Amir – Schooling Amir, a second-grade student who speaks Bengali at home, has been placed in a mainstream classroom with no L1 or ENL support. He’s struggling academically, and his teacher and monolingual SLP are unsure whether he has a language disorder or is simply not receiving appropriate support. Answer the following: What type of schooling model is Amir currently experiencing, and what are the risks of this approach? Which bilingual education model would better support Amir’s language and academic development? Why? What responsibilities does the SLP have in advocating for Amir’s equitable language access under Part 154? Case Study 7: Gabriela – Influence of L1 on Grammar and Phonology Patterns in L2 Mrs. Santiago, the school’s speech-language pathologist, has been asked to attend a Student Support Team meeting for Gabriela, a six-year-old Spanish-English bilingual student in first grade. Gabriela’s teacher reports ongoing concerns about her language development. According to the teacher, Gabriela “doesn’t speak in complete sentences” and “says things like ‘Mommy go store’ or ‘She no like apples.'” The teacher also noted that Gabriela “leaves out little words and uses words in the wrong order.” Additionally, Gabriela’s speech intelligibility has raised concern, particularly when she tries to say words like “school,” “skate,” or “spoon.” Her teacher stated that “Gabriela skips the beginning sounds or adds vowels in between.” Gabriela’s family primarily speaks Spanish at home, and she began learning English when she entered Pre-K at age four. Mrs. Santiago is considering whether Gabriela’s difficulties reflect a language difference due to bilingual development, or a possible language disorder requiring evaluation. Answer the following: What linguistic features in Gabriela’s speech could be influenced by her first language (Spanish), rather than indicating a disorder? What assessment considerations should Mrs. Santiago keep in mind when evaluating Gabriela? What would you recommend as next steps for supporting Gabriela in the classroom?
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