<html>
Language development that varies from expected timelines may be the first
indicator of several types of developmental problems. The question asked
focuses on whether bilingualism affects these timelines. But there are
aspects of development that can be examined without reference to
vocabulary or syntax. Perhaps this point goes without saying, but
in considering whether delay is present, it is important in assessing the
development of any young child to look at the total developmental
picture. Are there other risk factors? Has hearing been
assessed? Are there any medical problems or known potential causes of
developmental delays and disorders? Fine or gross motor delays or
concerns? One particularly important consideration is to look at the
child's communicative competence overall, verbal and non-verbal. Is
the child a successful communicator? One of the best early
indicators of autism is lack of social communication. A child may
use language for instrumental purposes, but not for purely social
purposes, such as commenting (DSM-IV--"lack of spontaneous seeking
to share enjoyment"), and have a generally restricted pragmatic
repertoire. Lack of gestural communication is another red flag.
<br><br>
It is important to rule out developmental disorders such as autistic
spectrum disorders in cases of possible language delay. While I totally
agree with all the recommendations to increase exposure and ensure an
excellent language learning environment, a child with an autism spectrum
disorder will likely need a more specialized approach for an optimal
outcome. Similarly, a child with an undiagnosed hearing impairment will
need amplification or other treatment. <br><br>
We will never have formal tests normed for all possible language
situations (imagine marketing the test of Dutch-speaking children whose
parents freely code-switch between English and Hindi at home to a
publisher....). But there is a degree of developmental invariance in
young children that we can use to guide clinical decision-making.
<br><br>
Now, whether to tell the Hindi- and English-speaking mom of the
preschooler with autism attending a Dutch preschool to change her home
language habits, that's another issue. I had a child with autism
and severe language delay on my caseload once. His parents spoke
Telugu to him and to one another at home, but frequently code-switched to
English. I told them that I didn't feel that the science was there for me
to tell them what to do as parents, whether to increase English exposure
and decrease Telugu, because of the need for schooling in English, or to
keep on with their home environment as culturally important for
them. They chose to try to increase English at home. The
child had a wonderful outcome, with a rapid increase in language skills.
But I have no idea whether decreasing the bilingual exposure helped, was
neutral, or hurt that process.<br><br>
<br>
Lynne Hewitt<br><br>
<br><br>
<br>
<x-sigsep><p></x-sigsep>
<div align="center"><font color="#000080">************************<br>
Lynne E. Hewitt, Ph.D., CCC-SLP<br>
Assistant Professor, Department of Communication Disorders, <br>
251 Health Center Building, Bowling Green State University, Bowling
Green, OH 43403<br>
Phone: 419-372-7181 Fax: 419-372-8089 <br>
</font></div>
</html>