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American Journal of Speech-Language Pathology Vol.3 77-88 September 1994.
© American Speech-Language-Hearing Association
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Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

Celeste Roseberry-McKibbin 1
1 University of the Pacific, Stockton, CA

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Key Words: multicultural, limited English proficient, assessment, intervention, language

Submitted on January 16, 1992
Accepted on March 15, 1994


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