Abstract
The 3rd edition of Language disorders in bilingual children and adults provides an in-depth account of current information for professionals working with paediatric and adult bilingual populations. This edition includes case studies, an updated literature review, references, and extension activities that reflect the current research on bilingualism across the lifespan. It features clear and well-formatted tables and figures that illustrate theories, summarize study findings and provide examples. The book references bilingual populations representing a varied range of language combinations, although much of the literature, statistics, case studies and resources, cultural context and statistics concern the bilingual population and professionals in North America.
The authors define bilingualism by the individual’s need and experience of two languages, acknowledging that bilingualism is a representation of varying levels of proficiency in each language across a person’s whole life. The book covers a wide breadth of pertinent subject matters within the field of research concerning bilingual children and adults as well as the clinicians and researchers that are involved with effective service delivery to bilingual individuals with language disorders. This book’s format follows an organized, methodical and logical order with content covering the lifespan of bilingual populations divided into sections on bilingual children and bilingual adults. For children, Developmental Language Disorder (DLD) and Autism Spectrum Disorder (ASD) in bilingual populations are discussed, while aphasia, dementia and Right Hemisphere Brain Damage (RHD) are discussed for adult bilingual populations.
Each section contains chapters synthesizing literature on atypical and typical language skills, issues, definitions of key terminology, assessment and intervention for each population. A holistic approach is championed by the authors through The Dynamic Interactive Processing perspective and Means–Opportunities–Motives framework, which are applied and considered across these populations, along with the World Health Organization’s (WHO) International Classification of Functioning, Disability and Health (ICF).
Throughout the book, issues are raised regarding the diversity, language and cultural experiences of clients and clinicians being largely under-represented in empirical literature and professional training programmes, as well as the need for assessments and interventions to be culturally sensitive. For example, standardization and normative information of non-English language assessments are often absent, inadequate or lack cross-cultural validity. The book outlines a growing need for clinicians to meet the demands of an increasingly multicultural environment and linguistically diverse clients, with one relevant issue being the particularly low levels of diversity within the speech and language therapy profession. The authors place emphasis on improved cultural competence of key professionals to address universal issues such as clinician–client language mismatch, and a push towards a more modern and holistic service delivery model involving family and environmentally based actions.
The authors highlight how long-standing erroneous beliefs and popular myths about bilingualism and subsequent recommendations held by practitioners can be detrimental and long lasting. The authors are clear in refuting these outdated beliefs and promoting best practice amidst strong emerging evidence in the field. This includes confirming that bilingualism does not affect language development negatively, nor does it exacerbate symptoms of a disorder or limit treatment outcomes. Throughout the book, use of both languages is encouraged where there is a fundamental need for two languages to communicate and maintain relationships within clients’ communities.
Usefulness to the intended readership is carefully considered by the authors, as demonstrated throughout the book with content related to effective service delivery, up-to-date literature and research and best practices for working with bilingual populations. The authors are grounded in the practical reality and constraints of the field and translate current literature for clinical use, aware that while research on bilingual populations is extensive, assessment and intervention on bilingual populations with atypical language skills is relatively limited, and many professionals face difficulties applying theoretical research into practice. Practice-based evidence, as an alternative to evidence-based practice, is proposed as a viable approach for clinicians to adopt as it benefits clients and increases the scientific credibility of future clinical decisions regarding interventions.
Key discussion points include a focus on the modernization of service delivery and intervention in bilingual populations. The text discusses both well-established conventional and newer methods to overcome clinician–client language mismatch, from the use of interpreters, to parent and caregiver training, peer modelling and support groups involving former, and current clients who share a language. Modernization that capitalizes on the ever-increasing and accessible technology is now well supported by research and encouraged by the authors, such as virtual therapy platforms and computer-based programs to supplement treatment at home between therapy sessions. The relatively recent conversion of paper-based to online-accessible resources can reach a wider number of clinicians worldwide. A useful list of online tools available in various languages is included in the book’s Resource Supplement.
Overall, this edition synthesizes strong existing and updated research relevant to bilingual populations with typical and atypical language skills, whilst integrating recent advances and functional discussions that highlight important implications for best practice.