By Hüveyze Laleş Öngün
Clinical research and experiences show that bilingual children gain many cognitive and social advantages in the future. Therefore, families should not abandon their native language and should act with patience and persistence throughout this process.
In this era, the multilingual approach is taking on an increasingly important role, and many Kurdish families share a common concern when they visit psychology clinics: The reason for delayed speech is that their children are growing up in a bilingual environment. Particularly in Turkish metropolises, this situation has become both a primary topic for psychology experts and families who want their children to speak both Kurdish and Turkish (Yıldız & Büyüköztürk, 2021).
Recent studies on this topic (Bialystok, 2020) show that children growing up in a bilingual environment may experience some delay in their initial speech development. However, this delay is not pathological and can be addressed with appropriate methods (Paradis, Genesee, & Crago, 2021). A study conducted on 2,500 bilingual children shows that the majority of children begin speaking between 18-24 months, which is considered within normal limits (Pearson, 2018).
In psychology clinics, the evaluation process continues extensively (Kohnert & Medina, 2021). Psychologists initially assess children’s developmental history, family language situation, and children’s social relationships in detail (Akoğlu & Yağmur, 2020). During this process, standard tests such as DENVER II, which have been adapted according to regional culture, are used. Additionally, clinical observations during free play and interactions with parents and peers play an important role in diagnosis (Derince, 2019).
In therapy, various methods are used, among which family joint therapy holds a special place (Thordardottir, 2019). In this method, parents participate in the process, and activities in the home language are planned. Particularly in the first 12 weeks, children’s development is carefully monitored, and a special program is prepared according to the needs of the child and family.
Speech Delay Issues Among Kurdish Children and Their Solutions
To understand the impact of therapy, we can look at an interesting case. A three-year-old child from a Kurdish-speaking family who speaks Turkish at daycare had a notable situation at the beginning of therapy. Although the child understood both languages, until age 2.5, they could only use a few basic words and faced significant challenges in social relationships. Besides speech deficiency, during playtime, they would isolate themselves and avoid interaction with other children. After 12 weeks of bilingual therapy and active family participation, significant changes were observed. The child not only began using words but also showed notable improvement in social relationships.
In another case, a 2.5-year-old child was in a similar situation. The child understood both languages but faced some difficulties in expression. At the beginning of therapy, the child would only try to express themselves through gestures and sounds, but after weekly play therapy and daycare support, they began using sentences. During this process, not only did their speech ability increase, but their relationship skills also strengthened. By the end of therapy, the child could express themselves comfortably in both languages and take their place within their peer group.
These two cases, seen in many clinics across Turkey, demonstrate that with correct and consistent interventions, bilingual speech issues can be successfully resolved (Hakuta & Diaz, 2019). In both cases, active family participation and continuity in therapy were key factors.
For families, maintaining language consistency is important (Baker & Wright, 2021). Parents should consistently use the home language and create a speaking atmosphere in daily activities. Interaction with other children and participation in social activities also play an important role in language development. Each success of children should be celebrated, and their motivation should be maintained (Grosjean, 2019).
In conclusion, bilingual speech delay is a normal condition and can be resolved with professional intervention. However, it’s important to diagnose early and begin intervention promptly (Kohnert & Medina, 2021). Clinical research and experiences show that bilingual children gain many cognitive and social advantages in the future. Therefore, families should not abandon their language and should act with patience and persistence throughout this process.
When we look at scientific sources, we see that Bialystok (2020), Baker and Wright (2021), Grosjean (2019), and many other experts confirm that bilingualism is not a deficiency but, on the contrary, is a great enrichment for children’s future. However, this process should be managed professionally and with the support of psychology experts to achieve the best results.
As a final word, it should be said that each child has their own development path, and if we accept this and act with scientific methods, we will see that multilingualism will become a source of great strength for our children’s future.
References
Akoğlu, G., & Yağmur, K. (2020). Language Development in Turkish-Kurdish Bilingual Children: Challenges and Opportunities. International Journal of Bilingual Education and Bilingualism, 23(5), 534-549.
Baker, C., & Wright, W. E. (2021). Foundations of Bilingual Education and Bilingualism (7th ed.). Multilingual Matters.
Bialystok, E. (2020). Bilingual Effects on Development: Role of Language, Cultural Context, and Family Background. Developmental Review, 38, 120-145.
De Houwer, A. (2021). Bilingual Development in Childhood. Cambridge University Press.
Derince, M. Ş. (2019). The Role of First Language in Early Childhood: A Case Study of Kurdish-Turkish Bilingual Children. Journal of Multilingual Development, 40(3), 222-237.
Grosjean, F. (2019). A Journey in Languages: From Monolingual to Bilingual. Oxford University Press.
Hakuta, K., & Diaz, R. M. (2019). The Relationship Between Degree of Bilingualism and Cognitive Ability: A Critical Discussion. Journal of Child Language, 46(3), 567-592.
Kohnert, K., & Medina, A. (2021). Working with Bilingual Children: A Clinical Perspective. American Journal of Speech-Language Pathology, 30(4), 1749-1764.
Paradis, J., Genesee, F., & Crago, M. B. (2021). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning. Brookes Publishing.
Pearson, B. Z. (2018). Language Development in Bilingual Children: A Primer for Clinical Practice. Topics in Language Disorders, 38(2), 132-147.
Thordardottir, E. (2019). Amount of Language Exposure as a Protective Factor for Language Development in Bilingual Children. International Journal of Speech-Language Pathology, 21(4), 342-358.
Yıldız, C., & Büyüköztürk, Ş. (2021). Bilingual Language Assessment in Early Childhood: A Study of Kurdish-Turkish Speaking Children. Early Child Development and Care, 191(7-8), 1215-1229.
