presented by Celeste Roseberry-McKibbin
Financial: Celeste Roseberry-McKibbin receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Celeste Roseberry-McKibbin has no non-financial interests or relationships with MedBridge.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
Celeste Roseberry-McKibbin, PhD, CCC-SLP
Celeste Roseberry-McKibbin received her PhD from Northwestern University. She is a Professor of Speech Pathology and Audiology at California State University, Sacramento. Dr. Roseberry is also currently a part-time itinerant speech pathologist in San Juan Unified School District where she provides direct services to students from preschool through high school. She has worked in educational…Read full bio
1. Introduction and General Assessment Considerations
Chapter 1 is an introduction that covers general assessment considerations and current population statistics of culturally and linguistically diverse communities in the U.S. The need for nonbiased assessment of English Language Learner (ELL) students is described.
2. Typical Second Language Acquisition Processes
In chapter 2, second language acquisition phenomena are described in typically-developing children. It is explained how these phenomena might masquerade as potential indicators of language impairment, and how the clinician can recognize and differentiate typical second language acquisition characteristics from signs of an actual underlying language impairment.
3. Stages of Second Language Learning
This chapter describes four stages of second language acquisition, with an emphasis on helping school personnel hold realistic expectations for ELL children’s academic and linguistic performance at each stage of development.
4. Language Proficiency and Bilingual Education
In chapter 4, informal and formal language proficiency are compared and contrasted. There is an emphasis on differentiating the two types of language proficiency in order to not prematurely label ELLs as “language impaired.” Additive and subtractive bilingualism are defined and discussed.
5. Asian- and Spanish-Influenced English: Typical Transfer Patterns
In chapter 5, characteristics of Asian- and Spanish-influenced English are listed. The purpose of this is to help SLPs recognize English “errors” which are not indicative of a communication disorder, but rather of a communication difference resulting from the influence of the first language on English production.