A8.2: Project Prospectus

Deidra Darst

10/8/07

1.  Research Question/Foundation Questions: 

Essential Research Question: 

How can speech-language pathologists help to improve English literacy skills in bilingual children?

Foundation Questions:

1.  What is bilingualism?
2.  What are English literacy skills?
3.  How can speech-language pathologists help bilingual children improve their literacy skills?

2.  Tentative Point:  What point do you plan to make (recognizing that as you complete your research this may change significantly)?

In conducting research to answer my essential question I hope to make the point that speech-language pathologists play a vital role in improving literacy skills of bilingual children.  The United States is a “melting pot,” a conglomeration of various cultures and lingustic backgrounds.  The bilingual population is in great need of assistance, and I think that speech-language pathologists can help.  Issues of literacy are just one facet of the speech-language pathologist’s expanding scope of practice and is a matter of concern to the bilingual population of this country. 

3.  Discussion:  Describe how you came to ask the questions you did.  What did you already know about this topic?  What are you learning about this topic?  What challenges do you foresee in answering your question?  Shoot for 400-500 words in this discussion (more if you can do it)

The genesis of my essential research question was a process of trial and error.  The one stipulation provided was that my research question have something to do with literacy.  When I think of the word “literacy” I think of children because childhood is the best time in which to establish literacy skills.  As this is a Communcation Disorders course I wanted to focus on speech-language pathology.  The first few CD 315 assignments this semester dealt with information literacy, so I thought that I should somehow include that aspect as well.  My Diagnostics 424 class had recently studied culturally and lingustically diverse children, and I thought it would be interesting (and beneficial) to further my knowledge in this particular area.  In an attempt to be very specific, my question began as “How can speech-language pathologists use technology to improve English literacy skills in culturally and linguistically different children?”  Needless to say, that was too specific, as my searches returned only two peer-reviewed journal articles.  I realized that I needed to revise my question in order for it to be “researchable.”  I decided that I wanted to learn about various ways in which speech-language pathologists could aid these children and not just limit my research to technologically based approaches.  I narrowed down my topic by choosing to research just bilingual children as opposed to all culturally and linguistically diverse children.  At the present time, my research queries are returning numerous peer-reviewed articles so I believe that my essential question is now “researchable.”  My topic is pertinent as well, because my clinical practice could one day include bilingual children who need asistance improving their English literacy skills. 

I had limited exposure to this topic prior to this semester.  I completed a literature review based on bilingual education for my Educational Foundations (EDF) 319 class last semester.  I researched the different types of bilingual education, the implementation of each type, postive and negative aspects of each, and the responsibilities of bilingual educators.  Because I had very specific guidelines for that particular assignment I did not have the opportunity to thoroughly study English literacy skills in relation to bilingualism. 

My research thus far this semester has led me to some very interesting information, or the lack thereof.  I am finding that there is no “one” answer to improving English literacy skills for bilingual children.  I have seen numerous studies based on several different hyptheses.  Different people have different belief systems concerning this topic.  I am interested to delve into the research to learn more about what approaches are proving beneficial to this population.  I am surprised by the popularity of “bilingualism” and “literacy”; these two topics appear to go hand-in-hand.  Bilingualism is something to be praised in today’s society, and many countries are studying the benefits that it can provide to individuals and society alike. 

I foresee some challenges in answering my essential research question.  While much research has occurred regarding bilingualism and bilingual education, I fear that I may not find sufficient amounts of information regarding the role of the speech-language pathologist in the process.  Also, because bilingualism is such a popular and broad area I may have difficulties finding the most pertinent information.  I have faith, though, that with my ever-expanding knowledge- and skills- base in information literacy that I will complete this project successfully. 

4.  Resources:  Include a list of tentative resources (in APA style from your previous searching assignments and library assignments) 

August, D., Snow, C., Carlo, M., Proctor, P.C., Rolla de San Fransisco, A., Duursma, E., et al. (2006).  Literacy development in elementary school second-language learners.  Topics in Language Disorders, 26(4), 351-364.  Retrieved October 6, 2007, from the ERIC database.  

Bialystok, E. (2007).  Acquisition of literacy in bilingual children:  A framework for research.  Language Learning, 57(1), 45-77.  Retrieved October 6, 2007, from the ERIC database.

Hammer, C., Miccio, A., & Wagstaff, D. (2003, January 1). Home literacy experiences and their relationship to bilingual preschoolers’ developing English literacy abilities: An initial investigation. Language, Speech, and Hearing Services in Schools, 34(1), 20.  Retrieved September 22, 2007, from the ERIC database.

Paez, M.M., Tabors, P.O., Lopez, L.M. (2007).  Language and literacy development of Spanish-speaking preschool children.  Journal of Applied Developmental Psychology, 28(2), 85-102.  Retrieved October 6, 2007, from the ERIC database.   

Proctor, C., August, D., Carlo, M., & Snow, C. (2006, February). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98(1), 159-169. Retrieved October 6, 2007, from the PsycARTICLES database. 

Mennen, I., & Stansfield, J. (2006, January 1).  Speech and language therapy service delivery for bilingual children: A survey of three cities in Great Britain. International Journal of Language and Communication Disorders, 41(Nov-Dec), 635.  Retrieved September 22, 2007, from the ERIC database.

Swanson, H., Sáez, L., & Gerber, M. (2006, May). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities. Journal of Educational Psychology, 98(2), 247-264. Retrieved October 6, 2007, from the PsycARTICLES database.

Wong Kwok Shing, R. (2006, October). Enhancing English among second language learners: The pre-school years. Early Years: Journal of International Research & Development, 26(3), 279-293. Retrieved September 22, 2007, from the Academic Search Premier database.