This workshop will review the neurobiology of bilingualism including the mechanisms that are fundamental to the observed differences between bilinguals and monolinguals, and to managing the processing load inherent in literacy development and second language learning. We will review the research on bilingualism to determine the extent to which bilinguals can “turn one language off” in language production and the degree in which bilinguals can suppress their native language when learning to read in English. We will cover the benefits of bilingualism to facilitate comprehension tasks and highlight the typical errors that may be observed in language production to identify issues such as transfer, silent period, code switching, language loss, and phonetic patterns. We will explain typical issues of bilingualism in vocabulary, meaning, pronunciation, grammar, and other acquisition patterns to differentiate them from reading disorders. We will review interventions for phonics, fluency, comprehension, vocabulary, and other strategies in a multi-tiered system of supports for the provision of culturally and linguistically responsible services that improve equitable outcomes for multilingual students.
This is a recorded session from the Hill Country Summer Institute 2022 conference, which may be viewed anytime 6/22/22 through 8/15/22. This recorded session has a short quiz following the recording in order to give asynchronous credit.
For Information on how to launch your recorded session:
eCampus CEs: 3.0 Hours
NASP CPDs: 3.0 Hours
About Our Presenter: Monica Oganes, Ph.D., is a licensed school psychologist in private practice with offices in Miami and in Orlando, Florida. Monica obtained a Bachelor’s degree in Psychology from George Mason University, graduating with highest honors and the Mellinger Award for being the most outstanding graduate in her psychology class. She has an Educational Specialist degree in School Psychology from the University of Central Florida and a Masters degree in Clinical Psychology from Fielding Graduate University. She began her career as a bilingual school psychologist working in the public schools for over a decade. While working in the schools, she embarked in doctoral studies in the Clinical Psychology Ph.D. program, Neuropsychology Track, at Fielding Graduate University, specializing in pediatric neuropsychology. Monica completed an internship in clinical psychology at the Jackson Memorial Hospital Pediatric Neuropsychology and Rehabilitation Unit in Miami, Florida. She has the unique ability to combine the fields of school psychology and neuropsychology in her practice, providing targeted services in English and Spanish.