Well, today I had the meeting with the francophone speech therapist re the evaluation she did with Big Boy last week. It was very interesting, in that it pretty much echoed the english language evaluation results he had a few weeks ago.
There were a few disparities: in French he misses conjugating verbs (in English there is very little of this: I sit, they sit, we sit, he sits), he is uncertain of his spacial indicators (on, under, beside, behind) which he knows very well in English, he has problems with the masculine and feminine (le chat, la personne, le bateau, la maison) but again we don’t have that in English. He has difficulty with multiple requests: “pick up the blue car then the red bus” “put the car in the box and take out the dolly” whereas in English he is pretty good with that.
I think most of those have to do with French being the third language in his life (second most fluent now but still he learned Mandarin as a baby, then English after 2 yrs old, and finally French), so these are learning a foreign language issues he needs to catch up on. It is true that he should be learning the masculine and feminine articles together with the nouns when he hears them daily at daycare… so maybe that is some indication of delay. She also said he speaks French with an English accent. That is so funny… I am often surprised by how “french” his french utterances sound, but then I am an … anglophone!
As for the rest, it mirrored pretty much exactly his English evaluation, which goes to show that if a child has a learning difficulty in one language, he’ll have them across the board if multilingual, and if no difficulties in one language, will not encounter more by becoming multilingual (there are no higher statistics of language difficulties among bilingual or multilinguals than monolinguals).
He takes shortcuts with words, often dropping the end consonants of a word, ie woh instead of word. He often doesn’t pronounce an R: nawwow instead of narrow, fi-man instead of fireman. He often mispronounces N as M: I don’t know: I dummo. I don’t have any: I don have ammy. He uses just the key words in a sentence or concept: “Big Boy Mommy go gramma house”= Mommy and I will go to Grandma’s house. “I play ball next time park”= “I want to play ball the next time we go to the park”.
He has problems with pronouns, both not using personal pronouns like “I” and “you” and mixing up when to use “he/she” “him/her”. He has problems accessing his vocabulary when he wants to say something, or tell a story. ie knows the words “blue” “car” “beside” “house” and will say “look that thing there!” which under protracted questioning means “look a the blue car beside the house!” (it can be VERY long to figure out what “that” “there” is from everything in view!).
So, a severe delay in morph-syntax and slight delay in phonology (is that right?). She thinks he has difficulty organizing his mouth and tongue to make the sounds he wants, and so drops off anything difficult, such as double consonants: ie spoon comes out as poon, and if you enunciate the S to have him notice: SSSpoon, he will say soon instead, dropping the P instead of the S.
So, it was super interesting to see her write the exact same conclusions and observations in his “2nd” language as in the first!
She did give me a large list of “interventions” to do. Lots of them games (like picking images out in magazines and saying “the lady, SHE’s driving a car” “the boy, HE’s playing ball”. Some to do with his mouth: ie putting lipstick on one lip and have him spread it to the other lip by moving his lips around. Playing games trying to touch your tongue to your nose, your chin, left side, right side etc. I haven’t read all the papers yet, but it is wonderful to have real, concrete suggestions we can do in daily life or at his daycare.
I did give a copy to the daycare, and am waiting for the written evaluation to give to them as well. It is wonderful that they are willing to do things like this with him. And they are also so wonderful to have followed up on subsidized speech therapy (the govt has a program for “handicapped kids in daycare”)… they have managed to find an intern at a speech therapy clinic who is finishing her masters, who will come in once a week for an hour from end of April until end of August! That is amazing! And having seen the billing breakdown, I am so thankful. It is hundreds and hundreds of dollars every month. But hopefully this will help bring his speaking and french comprehension up to a level where he will be able to participate fully when he starts at 4yrold preschool in September.
The speech therapist DID say to do the exercises in French at daycare and English at home (because they are native French speakers at daycare), but she didn’t insist too much. (I didn’t tell her I do French at home too). And she was VERY clear that problems he has are NOT due to multilingualism, and that I am doing a great job stimulating language with him already. That was great to hear.
So, I’ll write more about it when I have had a chance to read through all the papers she gave me, and put some of the suggestions to use.
So far we only did one game, where we used the cards in our Kingka game: we pulled out two at a time, taking turns and had to say “It’s a….” (it’s a car, it’s a horse, it’s a flower) which also gave us an opportunity to work on exceptions: “it’s water” “it’s some wood” “it’s FEET” (instead of it’s two foot) The goal is to get him to say whole sentences, not just “car!” “horse!” “flower”! “water!” And surprisingly he loved it. And liked it so much, he “it’s a….” every card as he put them back in the bag!
So here’s to working on his speech while waiting on our “12 month waiting list” we’ve been on for professional intervention since Sept 2009!!