{"id":1631,"date":"2018-06-29T16:25:54","date_gmt":"2018-06-29T15:25:54","guid":{"rendered":"https:\/\/research.reading.ac.uk\/celm\/?p=1631"},"modified":"2021-10-15T10:50:08","modified_gmt":"2021-10-15T09:50:08","slug":"language-impairment-in-bilingual-children-knowledge-transfer-workshop","status":"publish","type":"post","link":"https:\/\/research.reading.ac.uk\/celm\/language-impairment-in-bilingual-children-knowledge-transfer-workshop\/","title":{"rendered":"Language impairment in bilingual children &#8211; Knowledge Transfer Workshop"},"content":{"rendered":"<aside class=\"page-main\">\n<article>\n<section class=\"page-section standard\">\n<section class=\"container ultra no-top\">\n<section class=\"cols-1\">\n<aside>\n<div class=\"column-row wysiwyg_text_block \">\n<p><strong>Knowledge Transfer Workshop for Speech &amp; Language Therapists<\/strong><\/p>\n<p><strong>Date:<\/strong>\u00a029 June 2018<\/p>\n<p><strong>Location:<\/strong>\u00a0Meadow Suite, Park House, Whiteknights Campus<\/p>\n<p>Book here<\/p>\n<p>Several waves of migration have led to an increase in the number of children worldwide who start (pre)school in a language that is not their home language. While teachers can often tell that a monolingual child\u2019s language is not as expected for their age and speech and language therapists can successfully identify language impairment in monolingual children, this is far from obvious when the language they evaluate is the child\u2019s second language. The identification of language impairment in bilingual children poses a challenge for speech &amp; language therapists, especially if they do not speak the child\u2019s home language. Another important challenge regards the remediation of bilingual children with developmental language disorders. What intervention models are suitable for bilingual children to support their language and literacy development? What adaptations do we need to make to intervention programmes that have been developed for monolingual children?This day workshop will address interventions for children with DLD and ASD. It will include a session on Narrative Based Language Interventions for Bilingual Children with DLD by Prof Lisa Bedore (University of Philadelphia) and a session on a Language Intervention for children with ASD using Shakespeare by Ms Theodora Read (University of Reading).<\/p>\n<p><strong>Speakers<\/strong><\/p>\n<p><a href=\"https:\/\/cph.temple.edu\/commsci\/faculty\/lisa-bedore\">Prof Lisa Bedore<\/a>\u00a0(Temple University, Philadelphia)<\/p>\n<p><strong>Narrative Based Language Interventions for Bilingual Children with DLD: Fostering Growth in Two Languages<\/strong><\/p>\n<p>Bilingual children with developmental language disorders show the greatest gains when interventions support their home and school languages. Supporting the home language provides a foundation for the development of English as an additional language. In this session, we will explore how a book based narrative intervention can be used with bilingual children with developmental language disorders. We will begin by reviewing a bilingual language intervention model (Pe\u00f1a, Bedore, and Lugo-Neris, 2017) that identified the key ingredients necessary to support language and literacy development. Several studies illustrate the utility of an approach based on this. Of special interest, we have explored how matching the language of reading instruction (often English) results in changes to language skills. In the second half of the session we will view videos of the intervention techniques and using example of key activities develop intervention activities that can be used in local school and clinic settings.<\/p>\n<p>Lisa M. Bedore, PhD, is Professor and Chair in the Department of Communication Sciences and Disorders at Temple University, Philadelphia, Pennsylvania. She directs the HABLA (Human Abilities in Bilingual Language Acquisition) Lab at Temple. One of the primary goals of her work is to understand how language knowledge is integrated across the domains of morphosyntax, semantics, and phonology in bilingual children with and without developmental language disorders. She explores this question through the study of performance on language production tasks and narrative production, studies of classification accuracy of children and by evaluating the outcomes of bilingual language interventions. The work also has contributed to test development project such as the Bilingual English Spanish Assessment (BESA, 2018). Her work is supported by the National Institute of Deafness and Other Communication Disorders, USA.<\/p>\n<p><a href=\"mailto:https:\/\/www.reading.ac.uk\/Psychology\/About\/staff\/t-e-read.aspx\">Ms Theodora Read<\/a>\u00a0(University of Reading)<\/p>\n<p><strong>Using Shakespeare in a Language Intervention for children with ASD<\/strong><\/p>\n<p>There are a number of different approaches to developing social skills in young people with Autism Spectrum Disorder. The use of role play and drama has been shown to facilitate social development in neuro-typical children and children with ASD (Mehling, Tasse, &amp; Root 2016). In this session we will explore some elements of the Shakespeare\u2019s Heartbeat programme (Hunter 2014). This approach uses structured games with interaction between different characters from The Tempest. It enables participants to focus on moments in which thoughts, feelings and behaviours are connected, in order to develop associations between sensory experiences and emotional understanding. In this session we will use the Heartbeat and also work through a number of the games (both verbal and non-verbal) described by Hunter. We will conclude with a discussion of what adaptations might be needed to use this approach with multi-lingual children with ASD<\/p>\n<p>Theodora Read, MSc, is a Clinical Tutor and a Highly Specialist Speech and Language Therapist at the University of Reading. Her previous work has including developing and evaluating rehabilitation and habilitation for adults and children using Cochlear Implants. Her current clinical practice specialises in developing higher level language skills (particularly inferential skills) and social\/pragmatic skills in older children and young adults within mainstream education settings. She works closely with Catherine Woolley from Oxford Health NHS Trust on incorporating Shakespeare\u2019s Heartbeat in to social communication interventions.<\/p>\n<p>This free event is funded by the Centre for Literacy and Multilingualism (CeLM).<\/p>\n<p><strong>Workshop schedule:<\/strong><br \/>\n<strong>9:00-10:00: Registration &amp; tea\/coffee<\/strong><\/p>\n<p><strong>10:00-12:30: Lisa Bedore: Narrative Based Language Interventions for Bilingual Children with DLD: Fostering Growth in Two Languages<\/strong><\/p>\n<p><strong>12:30-13.30: Lunch<\/strong><\/p>\n<p><strong>13:30-15:00: Theodora Read: Intervention for children with ASD using Shakespeare<\/strong><\/p>\n<p>Admission is free, capped for 40 participants. Registration is required.\u00a0<a href=\"https:\/\/registration.venuereading.com\/BiSLiworkshop\" target=\"_blank\" rel=\"noopener\"><strong>Book your place(s) now to avoid disappointment.\u00a0<\/strong><\/a><\/p>\n<\/div>\n<\/aside>\n<\/section>\n<\/section>\n<\/section>\n<\/article>\n<\/aside>\n<aside class=\"page-sidebar\">\n<div class=\"widget\">\n<h2 class=\"widget-title\">POPULAR NEWS ITEMS<\/h2>\n<ul class=\"widget-list popular-posts\">\n<li><a href=\"https:\/\/research.reading.ac.uk\/celm\/call-for-papers\/\">\u201cCan motion event construal be taught?\u201d NEW WORKSHOP DATES (16-17 APRIL, 2021)<span class=\"post-count\">1480 Views<\/span><\/a><\/li>\n<li><a href=\"https:\/\/research.reading.ac.uk\/celm\/the-british-association-of-clinical-linguistics-symposium\/\">The British Association of Clinical Linguistics Symposium<span class=\"post-count\">1428 Views<\/span><\/a><\/li>\n<li><a href=\"https:\/\/research.reading.ac.uk\/celm\/tips-for-parents-raising-bilingual-kids-by-anna-wolleb\/\">Tips for parents raising bilingual kids \u2013 by Anna Wolleb<span class=\"post-count\">1221 Views<\/span><\/a><\/li>\n<\/ul>\n<\/div>\n<div class=\"widget\">\n<h2 class=\"widget-title\">CATEGORIES<\/h2>\n<ul class=\"widget-list\">\n<li><a href=\"https:\/\/research.reading.ac.uk\/celm\/category\/blog\">Blog<\/a><\/li>\n<li><a href=\"https:\/\/research.reading.ac.uk\/celm\/category\/education\">Education<\/a><\/li>\n<li><a href=\"https:\/\/research.reading.ac.uk\/celm\/category\/events\">Events<\/a><\/li>\n<li><a href=\"https:\/\/research.reading.ac.uk\/celm\/category\/health\">Health<\/a><\/li>\n<li><a href=\"https:\/\/research.reading.ac.uk\/celm\/category\/language-and-literacy\">Language and Literacy<\/a><\/li>\n<li><a href=\"https:\/\/research.reading.ac.uk\/celm\/category\/migration\">Migration<\/a><\/li>\n<li><a href=\"https:\/\/research.reading.ac.uk\/celm\/category\/neuroscience\">Neuroscience<\/a><\/li>\n<li><a href=\"https:\/\/research.reading.ac.uk\/celm\/category\/news\">News<\/a><\/li>\n<\/ul>\n<\/div>\n<\/aside>\n","protected":false},"excerpt":{"rendered":"<p>Knowledge Transfer Workshop for Speech &amp; Language Therapists Date:\u00a029 June 2018 Location:\u00a0Meadow Suite, Park House, Whiteknights Campus Book here Several waves of migration have led to an increase in the&#8230;<a class=\"read-more\" href=\"&#104;&#116;&#116;&#112;&#115;&#58;&#47;&#47;&#114;&#101;&#115;&#101;&#97;&#114;&#99;&#104;&#46;&#114;&#101;&#97;&#100;&#105;&#110;&#103;&#46;&#97;&#99;&#46;&#117;&#107;&#47;&#99;&#101;&#108;&#109;&#47;&#108;&#97;&#110;&#103;&#117;&#97;&#103;&#101;&#45;&#105;&#109;&#112;&#97;&#105;&#114;&#109;&#101;&#110;&#116;&#45;&#105;&#110;&#45;&#98;&#105;&#108;&#105;&#110;&#103;&#117;&#97;&#108;&#45;&#99;&#104;&#105;&#108;&#100;&#114;&#101;&#110;&#45;&#107;&#110;&#111;&#119;&#108;&#101;&#100;&#103;&#101;&#45;&#116;&#114;&#97;&#110;&#115;&#102;&#101;&#114;&#45;&#119;&#111;&#114;&#107;&#115;&#104;&#111;&#112;&#47;\">Read More ><\/a><\/p>\n","protected":false},"author":17,"featured_media":1617,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"__cvm_playback_settings":[],"__cvm_video_id":"","footnotes":""},"categories":[154],"tags":[136,137],"class_list":["post-1631","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-events","tag-centre-for-literacy-and-multilingualism","tag-speech-and-language-therapists"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.8.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Language impairment in bilingual children - Knowledge Transfer Workshop - Centre for Literacy and Multilingualism<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/research.reading.ac.uk\/celm\/language-impairment-in-bilingual-children-knowledge-transfer-workshop\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Language impairment in bilingual children - Knowledge Transfer Workshop - Centre for Literacy and Multilingualism\" \/>\n<meta property=\"og:description\" content=\"Knowledge Transfer Workshop for Speech &amp; Language Therapists Date:\u00a029 June 2018 Location:\u00a0Meadow Suite, Park House, Whiteknights Campus Book here Several waves of migration have led to an increase in the...Read More &gt;\" \/>\n<meta property=\"og:url\" content=\"https:\/\/research.reading.ac.uk\/celm\/language-impairment-in-bilingual-children-knowledge-transfer-workshop\/\" \/>\n<meta property=\"og:site_name\" content=\"Centre for Literacy and Multilingualism\" \/>\n<meta property=\"article:published_time\" content=\"2018-06-29T15:25:54+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2021-10-15T09:50:08+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/research.reading.ac.uk\/celm\/wp-content\/uploads\/sites\/105\/CeLM-research-images\/language-impairment-cover-photo.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"472\" \/>\n\t<meta property=\"og:image:height\" content=\"315\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Tim Yates\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@UniRdg_HCIC\" \/>\n<meta name=\"twitter:site\" content=\"@UniRdg_HCIC\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Tim Yates\" \/>\n\t<meta name=\"twitter:label2\" content=\"Estimated reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"4 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/research.reading.ac.uk\/celm\/language-impairment-in-bilingual-children-knowledge-transfer-workshop\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/research.reading.ac.uk\/celm\/language-impairment-in-bilingual-children-knowledge-transfer-workshop\/\"},\"author\":{\"name\":\"Tim Yates\",\"@id\":\"https:\/\/research.reading.ac.uk\/celm\/#\/schema\/person\/5692f00ff779064c7ff29399128d9cfd\"},\"headline\":\"Language impairment in bilingual children &#8211; 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