The Thematic Redundance Approach: Teaching English Vocabulary in Therapy With Bilingual Children Editor’s Note: The following article includes portions of The Source for Bilingual Students with Learning Disorders, a book by the author slated for publication in 2001 by LinguiSystems, Inc., East Moline, IL. The material is reprinted with permission from the publisher. In the United States today, many speech-language pathologists ... Article
Article  |   December 01, 2000
The Thematic Redundance Approach: Teaching English Vocabulary in Therapy With Bilingual Children
Author Affiliations & Notes
  • Celeste Roseberry-McKibbin
    California State University, Sacramento, Elk Grove Unified School District
Article Information
Articles
Article   |   December 01, 2000
The Thematic Redundance Approach: Teaching English Vocabulary in Therapy With Bilingual Children
SIG 1 Perspectives on Language Learning and Education, December 2000, Vol. 7, 16-19. doi:10.1044/lle7.3.16
SIG 1 Perspectives on Language Learning and Education, December 2000, Vol. 7, 16-19. doi:10.1044/lle7.3.16
Editor’s Note: The following article includes portions of The Source for Bilingual Students with Learning Disorders, a book by the author slated for publication in 2001 by LinguiSystems, Inc., East Moline, IL. The material is reprinted with permission from the publisher.
In the United States today, many speech-language pathologists in the public schools are finding themselves serving increasing numbers of multilingual, multicultural children who are English language learners (ELL). When these ELL students are found to have underlying language-learning disabilities, they are placed into speech-language therapy for treatment. Numerous experts indicate that ideally, therapy should be conducted in the students’ primary language (Brice, 2000; Gutierrez-Clellen, 1999; Cheng & Langdon, 1992; Roseberry-McKibbin, 1995; Roseberry-McKibbin & Hegde, 2000; Saenz & Huer, 1996).
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