The role of the speech therapist in the assessment of language‐learning potential and proficiency of children with dual language (DL) systems or backgrounds

Summary

By way of highlighting the potential demand for the services of speech therapy, the immigrant situation in Birmingham is described. An estimate of the likely incidence of speech and language problems among immigrant children is made. The main aspect of a speech therapist's role is in the field of linguistic assessment. The point is made that any such assessment must enable the speech therapist to formulate a differential diagnosis. The need to differentiate between first‐language‐learning problems and second‐language‐learning problems is crucial for the subsequent planning of effectual and appropriate management, whether it be by teachers, speech therapists or any other agencies concerned with helping the child with his speech and language development.

The writer believes that in order for this objective to be achieved, an assessment procedure must allow a child to respond in either of his two languages and credit should be given to him for such responses. Furthermore, in order to establish the child's language‐learning potential, his “cumulative score”, estimated by crediting him with all appropriate responses, including, in the case of a vocabulary test, those given to the same test item in both languages, should be considered.

The assessment format envisaged would also enable the assessor to estimate a child's vocabulary level in either of his two languages.