Emergent Bilinguals: Child Language Proficiency and Language of Treatment

Of the 12 million children in the USA growing up bilingual, about 1 million experience Developmental Language Disorder (DLD), a disorder in language learning and use. Currently there is no guidance for speech language pathologists (SLPs) as to the language of intervention for emergent Spanish-English bilingual children with DLD. This project will examine the relationship between language proficiency and the language of intervention, considering monolingual intervention (Spanish or English) and interleaved Spanish-English intervention with the goal of improving language outcomes and thereby strengthening long-term academic achievement

NCT Number	NCT06866223
Lead Sponsor	University of Houston Collaborators: National Institute on Deafness and Other Communication Disorders (NIDCD), University of Delaware
Conditions	Developmental Language Disorder, Language Impairment
Enrollment	40 participants
Start Date	2024-11-11
Primary Completion	2027-12-01 (estimated)
Study Completion	2028-07-01 (estimated)
Updated on ClinicalTrials.gov	2025-03-10