Current research projectsUse of the Term Developmental Language Disorder by Speech-Language Pathologists Working in French-Language Minority SettingsContext: Specific and universal terms for identifying children with persistent language impairment vary widely among speech-language pathologists nationally and internationally. Between 2017 and 2021, a multidisciplinary international consensus on the terminology and approach to the diagnosis of developmental language disorder (DLD) was reached (Bishop et al., 2017 ; Maillart et al., 2021 ; Robillard, 2019). In French-speaking minority communities in Canada, the identification of DLD is further complicated because the coexistence of two (or more) languages often requires a lengthy and comprehensive assessment to confirm the presence of a disorder.
Objectives: The objectives of this study were to determine whether speech-language pathologists working with children attending French minority schools use the term DLD (implying the act of making a diagnosis) and how speech-language pathologists assess and identify DLD. Method: Eighty-six speech-language pathologists working in a francophone minority community in Canada completed a survey regarding the diagnosis and use of the term “developmental language disorder” with children attending French-language schools, and to identify barriers to the use of this term. Results: In summary, the results indicated that 73.3% of speech-language pathologists surveyed use the term DLD. Participants reported a significant need for training and awareness (amongst teachers and families) regarding the diagnosis and use of the term. In addition, a significant lack of material and human resources was raised. Five recommendations to increase the frequency of use of the Developmental Language Disorder term and to improve language assessment in minority language settings were made. Conclusion: In order to increase awareness of DLD and its effects on a child’s daily life, academic performance, and social life, training for families, teachers, and speech-language pathologists is needed. In addition, it is important to address the lack of scientific research as well as the shortage of human and material resources in the minority language context in order to better assess, diagnose and intervene with children who have language difficulties. Poster (in French) presented at the Speech Language and Audiology Canada Conference (May 2024) with preliminary resultsAction-research on the language development of pre-school children in a minority language contextThe Carrefour francophone de Sudbury (CFS), in partnership with Chantal Mayer-Crittenden, PhD, Speech-Language Pathologist and Associate Professor at Laurentian University, is embarking on an action research project. The aim of the research is to study the implementation and evaluate the impact of classifying children attending the Carrefour francophone de Sudbury's daycare centres according to 4 linguistic profiles, with or without language difficulties. This action-research stems from a collaboration between Chantal Mayer-Crittenden and the CFS over the past two years, which has served to develop a plan to identify children's language skills and help them acquire the French language, whether it is their first or second language (with or without language difficulties).
The knowledge generated by this project will fill a gap in the field of oral language development in French-speaking or bilingual preschool children who attend daycare centres in communities where French is a minority language. For the first time, this project will provide a set of guidelines focusing on exposure to home languages. Once this action research is completed, these guidelines can be shared with other childcare centres across the country, particularly in provinces where French is a minority language. In addition, as part of this study, your child will benefit from indirect language stimulation provided by educational staff using research-based techniques. Click here for more details. Longitudinal Study on the Acquisition of a Minority Language (French) in an Anglophone Community
The early identification of children at risk of developmental language disorders using validated parent questionnaires: a partnered approach to childhood well-being (Bélanger, Mayer-Crittenden & Minor-Corriveau, in progress; SSHRC 2018-2023)
This study will help us better understand the development of language disorders in children from age 3 to 7. We are currently in the second year of this longitudinal study.
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Minority language speakers' discourse and morphosyntax: error or variation?Abstract: Ontario's French-language schools are located in minority language communities. The purpose of this longitudinal exploratory study was to analyze the spontaneous speech and morphosyntactic elements produced by 20 children from these communities and to compare them four years later. A total of 22,682 utterances were transcribed and coded. In kindergarten, the children used mostly French to communicate, whereas in grade 4, they used English more intraphrastically and interphrastically. The frequency of code-switching to English was 31% in grade 4 and 6% in kindergarten. Syntax remained rudimentary in grade 4, which may lead to the misdiagnosis of a developmental language disorder. These results emphasize the importance of exposure to the minority language in ensuring the development of a new speakerness that approaches standard French. In addition, explicit instruction in the various morphosyntactic forms as well as activities that allow for academic dialogic discourse are needed.
Keywords: Minority language; French schools; developmental language disorder; bilingualism; morphosyntax; new speaker Click here for more details. |
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