The Effect of Cognitive-Behavioral Play Therapy on Improvements in Expressive Linguistic Disorders of Bilingual Children.

Shahrzad Rezaeerezvan,Hossein Kareshki,Majid Pakdaman

doi:10.3389/fpsyg.2021.626422

Shahrzad Rezaeerezvan, Hossein Kareshki + Show 1 more

Open Access

https://doi.org/10.3389/fpsyg.2021.626422

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Abstract

The present study attempted to investigate the effect of cognitive-behavioral play therapy (CBPT) on the improvements in the expressive linguistic disorders of bilingual children. The population consists of all bilingual children with expressive linguistic disorders studying in preschools. Considering the study’s objectives, a sample of 60 people, in three groups (experimental, control, and pseudo-control), were selected using WISC, TOLD, and clinical interviews. The experimental group members participated in CBPT training sessions. The training consisted of twelve 90-min sessions, three times per week programs held every other day. The pseudo-control group received training different from play therapy. The experimental group members were subjected to the follow-up test 2 months after the end of the intervention. All three groups sat the TOLD3 test before and after the experiment. Data analysis was carried out using ANCOVA. The results of data analysis suggested that CBPT can improve the expressive language disorders of bilingual children.

Highlights

There is no identical opinion in the definition of bilingualism between different researchers، Some researchers define bilingualism as complex psychological, linguistic, and sociocultural behavior that has different dimensions (Blom et al, 2014), whereas some researchers define bilingualism as the ability of bilinguals to use two different languages, especially in the verbal dimension (Martin et al, 2016)
The study population consisted of all bilingual preschool children with expressive language disorder who lived in Bojnourd city in 2019–2020
We examine the aspects of bilingual impact on children and components of cognitive–behavioral therapy interventions related to them, and we consider the limits of this study, while in this study, we consider practical consequences, theory, and future research

Summary

Introduction

There is no identical opinion in the definition of bilingualism between different researchers، Some researchers define bilingualism as complex psychological, linguistic, and sociocultural behavior that has different dimensions (Blom et al, 2014), whereas some researchers define bilingualism as the ability of bilinguals to use two different languages, especially in the verbal dimension (Martin et al, 2016). While the most comprehensive definition, accepted by almost all experts, is that bilingualism is a state in which a person is taught in a language other than his or her original language (Friso-Van Den Bos et al, 2013). Bilinguals face more problems than monolinguals in different levels of education, such as reading, writing, speaking, and even arithmetic, because their primary language differs from the official language taught in preschool and school (Barac and Bialystok, 2011). Bilingual persons generally experience several problems like linguistic, cognitive, and social development. Iran is a country consisting of different ethnic minorities speaking different languages.

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