AN APPROACH TO BILINGUALISM IN EARLY INTERVENTION

A growing number of persons in the United States speak languages other than English, and there has been confusion about approaches to langua ge teaching/intervention and to education in general among this hetero geneous group. While early research indicated that bilingualism might have possible deleterious effects on child development, in later studi es, bilingualism has been associated with cognitive advantages. This a rticle discusses the concepts, principles, and practical application o f serving children who live in bicultural households; explores possibl e reasons for the delays identified in these children; and offers a po pulation-based approach to intervention with them, using a case study example. Developmental screening of children who are military dependen ts living in South Korea, many of whose parents speak two different la nguages (one Korean and one American English), revealed a high prevale nce of risk for language delay. A solution is proposed that addresses both language and cultural identity and that does not isolate children or promote ethocentrism.