What is it about?

We examined the outcomes of a dual-language narrative intervention and cross-language transfer in a bilingual (Spanish-English) adolescent with Down syndrome (DS). Our findings indicated that the participant benefitted from the dual-language instruction. These results contribute to the emerging evidence base needed to support professionals and families as they engage in instructional decision-making for children with DS.

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Why is it important?

Based on current evidence, we believe that children with disabilities should have equitable opportunities to learn more than one language and to experience the numerous benefits of bilingualism. It is important for readers to understand that reducing children’s exposure to one language will not ease the disability. Instead, unintended harmful consequences may result from disruptions of natural communication and conversation in the home, more limited options for activities, and fewer and less diverse communication partners and opportunities for socialization. Rather than enable, such restrictions may further disable children in their environment.

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This page is a summary of: Dual-language narrative intervention outcomes for a bilingual adolescent with down syndrome, Bilingual Research Journal, October 2021, Taylor & Francis, DOI: 10.1080/15235882.2021.1999340.
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