Mentor/s
Dr. Avinash Mishra
Participation Type
Poster
Abstract
Bilingual children with developmental language disorder (DLD) face unique challenges in acquiring both their native and societal languages. This literature review evaluates the most effective treatment approaches for bilingual children with DLD, comparing English-only, bilingual, and non-linguistic cognitive interventions. Findings suggest that while English-only treatments yield the greatest improvements in English proficiency, bilingual approaches support development in both languages, leading to broader linguistic gains. Non-linguistic cognitive interventions enhance attention and processing speed, indirectly benefiting language acquisition. Additionally, phonological awareness training and literacy-focused interventions improve reading skills across languages, indicating cross-linguistic transfer effects. These results highlight the importance of bilingual instruction and tailored interventions to optimize language and literacy outcomes in bilingual children with DLD.
College and Major available
Communication Disorders
Academic Level
Undergraduate student
Location
Digital Commons & West Campus West Building University Commons
Start Day/Time
4-25-2025 12:00 PM
End Day/Time
4-25-2025 2:00 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Prize Categories
Most Scholarly Impact or Potential, Most Creative
Treating Language and Related Factors in Bilingual Children
Digital Commons & West Campus West Building University Commons
Bilingual children with developmental language disorder (DLD) face unique challenges in acquiring both their native and societal languages. This literature review evaluates the most effective treatment approaches for bilingual children with DLD, comparing English-only, bilingual, and non-linguistic cognitive interventions. Findings suggest that while English-only treatments yield the greatest improvements in English proficiency, bilingual approaches support development in both languages, leading to broader linguistic gains. Non-linguistic cognitive interventions enhance attention and processing speed, indirectly benefiting language acquisition. Additionally, phonological awareness training and literacy-focused interventions improve reading skills across languages, indicating cross-linguistic transfer effects. These results highlight the importance of bilingual instruction and tailored interventions to optimize language and literacy outcomes in bilingual children with DLD.
Students' Information
Tamara Hillman, Communication Disorders, Honors, 2026