Update 22/08/2024: Due to technical disruption, we are experiencing some delays to publication. We are working to restore services and apologise for the inconvenience. For further updates please visit our website
Suppose you are the parent of a young child and you feel that your child’s language is not developing as rapidly or as well as that of your friend’s child of a similar age. What could be the reason? Is this a normal stage of development that your child is likely to outgrow, or is it a problem that will persist? Now suppose you are a parent in a similar situation, except your child is exposed to two languages on a regular basis. Is this a problem? Would it be better to limit the child to one language? These are the types of questions that speech-language pathologists (SLPs) working with children face almost every day. Distinguishing typical development from language impairment in young children is complicated enough – adding bilingualism to the mix brings a whole set of complicating factors.
Review the options below to login to check your access.
Log in with your Cambridge Higher Education account to check access.
If you believe you should have access to this content, please contact your institutional librarian or consult our FAQ page for further information about accessing our content.