A Dual Language Learner, an English-Only Screening, and a Mother's Question
Leila is 3 years 10 months and has attended your preschool room for six months. Her home language is Somali; her parents speak some English, and her 7-year-old sister interprets at conferences. Leila understands routine directions in English such as 'wash hands' and 'line up,' and uses 5–10 English words plus gestures. At home she speaks in 3–4 word Somali sentences, according to her mother. A speech-language pathologist screening scheduled by the program shows English vocabulary at the 9th percentile. The SLP's report says 'possible language delay; consider English-only intervention.' A teacher aide says Leila is 'not trying' and has started answering for her. Leila's mother asks whether she should stop speaking Somali at home so Leila learns English faster. The program has no bilingual staff but has a telephone interpreter service and a lending library with Somali picture books.
1. How do you interpret the screening results and respond to the SLP recommendation? What data about both languages would you gather before agreeing to English-only intervention?
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An English-only vocabulary score at the 9th percentile describes Leila's English exposure and performance, not her overall language ability. For a child with six months of English and a Somali home language, that score cannot by itself support a language disorder diagnosis or an English-only intervention. The SLP's phrase 'possible delay' is a flag for further evaluation, not a placement decision.
Gather comparative data. Ask the family, through an interpreter, about Somali milestones: first words, two-word combinations, current sentence length, whether she asks questions, tells simple stories, and is understood by unfamiliar Somali speakers. Collect a language sample in Somali if possible and a communication sample in English during snack, play, and transitions. Observe communicative functions-requesting, protesting, commenting, greeting, asking-not just vocabulary. Check hearing and vision. Use a parent-completed developmental screening in the home language if available. Compare her English comprehension and expression with her Somali comprehension and expression. A true disorder shows difficulty in the dominant language and across contexts; a typical sequential bilingual pattern shows stronger Somali and growing English.
Respond to the SLP in writing: thank her for the screening, state that English-only intervention is not supported by the data, and request a bilingual evaluation or an evaluation with an interpreter that assesses both languages. If a disorder is found, intervention should support the dominant language and build English, not replace Somali. English-only intervention risks subtractive bilingualism and does not address a underlying language disorder.
2. How do you respond to the mother and the aide? What classroom supports and referral steps would you put in place?
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With the mother, be direct and reassuring: speaking Somali at home does not cause delay and does not prevent English learning. Children build a second language on a strong first language. Encourage rich talk in Somali-stories, cooking, naming, asking questions-and offer the Somali picture books. Explain that you are not diagnosing Leila and that you want an evaluation that looks at both languages. Use the telephone interpreter for a private conversation rather than the 7-year-old sister; relying on a child for interpretation changes family roles and risks inaccurate information. Ask permission to share her questions with the SLP and set a follow-up date.
With the aide, address the 'not trying' comment and the answering-for-Leila behavior. Explain that a silent period is common and that answering for a child removes her communicative need. Set a practice: wait 5–10 seconds after a question, use gestures and visual choices, expand what Leila says rather than correcting it, and give her a predictable role in routines such as handing out napkins. Pair her with a calm peer for play. Teach key English phrases through songs and repeated routines, and keep comprehension supports visible.
Classroom supports: visual schedule, labeled centers with pictures, small-group read-alouds with repetition, props for pretend play, and a photo family book. Invite the family to record a short Somali story or song. Referral steps: hearing screening, bilingual SLP evaluation, and a team meeting with the family and interpreter within 30 days. Document all observations and decisions. Do not agree to an English-only plan as a condition of services.