Contextual influences on sentence repetition as a tool for the identification of language impairment in Grade 3 Sepedi-English bilinguals: A case against bilingual norms.

Background: Specific language impairment (SLI) is difficult to identify because it is a subtle linguistic difficulty, and there are a few measures available to differentiate between typical and atypical language development in bilinguals. Sentence repetition (SR) has strong theoretical foundations and research evidence as a valid tool for the identification of SLI in bilinguals.

Objective: This study assessed the value of SR using peer group comparisons to identify Sepedi-English bilingual children at the risk of SLI.

Phonemic awareness of English second language learners.

Background: The PA skills of phonological blending and segmentation and auditory word discrimination relate directly to literacy and may be weak in English second language (EL2) learners. In South Africa, literacy skills have been found to be poor in especially EL2 learners.

Objectives: The purpose of this paper is to determine the effects of vowel perception and production intervention on phonemic awareness (PA) and literacy skills of Setswana first language (L1) learners.

Editorial to the South African Journal of Communication Disorders special issue.

No abstract available.

Development of semantic processes for academic language in foundation phase EAL learners.

It is widely acknowledged that language competence is central to educational success, primarily because literacy is inherently a language-based activity. Vocabulary knowledge specifically plays an important role in the acquisition of reading comprehension skills. Language in education practice in South Africa is currently highly controversial, as the implementation of home language or bilingual instruction policies has not been achieved in many schools.

Clinical intervention for bilingual children: an international survey.

This paper reports on the results of an international survey undertaken by the Multilingual Affairs Committee of the IALP, to investigate the intervention provided to bilingual children. Information pertaining to 157 children was obtained from 99 speech-language therapists in 13 countries. The survey addressed biographical details and language background of the children, the diagnosed communication disorder, language competence of the therapists, issues pertaining to the language of intervention, use of interpreters, advice given to parents regarding the use of each language, and possible results of intervention.