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Paradis, J., Nicoladis, E., Crago, M., & Genesee, F. (2011). Bilingual children’s acquisition of the past tense: A usage-based approach. Journal of Child Language , 38 , 554–578. Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI: How do they compare with their monolingual peers? Journal of Speech, Language, and Hearing Research , 46 , 113–127. Pihko, E., Mickos, A., Kujala, T., Pihlgren, A.,Westman, M., Alku, P., Korkman, M. (2007). Group intervention changes brain activity in bilingual language impaired children. Cerebral Cortex , 17 , 849–858. Pring, T. (2004). Ask a silly question: Two decades of troublesome trials. International Journal of Language and Communication Disorders , 39 (3), 285–302. Rolstad, K., Mahoney, K., & Glass, G. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy , 19 , 572–594. Roseberry-McKibbin, C. (2007). Language disorders in children: A multicultural and case perspective . Boston, MA: Pearson. Seung, H., Siddiqi, S., & Elder, J. (2006). Intervention outcomes of a bilingual child with autism. Journal of Medical Speech-Language Pathology , 14 (1), 53–63. Slavin, E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research , 75 (2), 247–284. Speech Pathology Australia (2008). Code of ethics . Melbourne: Author. Thordardottir, E. (2010). Towards evidence-based practice in language intervention for bilingual children. Journal of Communication Disorders , 43 (6), 523–537.

Thordardottir, E., Ellis Weismer, S., & Smith, M. (1997). Vocabulary learning in bilingual and monolingual clinical intervention. Child Language Teaching and Therapy , 13 , 215–227. Tsybina, I., & Eriks-Brophy, A. (2010). Bilingual dialogic book-reading intervention for preschoolers with slow expressive vocabulary development. Journal of Communication Disorders , 43 (6), 538–556. Wauters, L., Knoors, H., Vervloed, M., & Aarnoutse, C. (2001). Sign facilitation in word recognition. Journal of Special Education , 35 (1), 31–40. Waltzman, S. B., Robbins, A.M., Green, J., & Cohen, N. (2003). Second oral language capabilities in children with cochlear implants. Otology and Neurotology , 24 (5), 757–763. World Health Organization (2001). International classification of functioning, disability and health (ICF) . Geneva, Switzerland. Dr Linda Hand is a senior lecturer in the Speech Sciences Programme at the University of Auckland. She trained as a speech pathologist in New Zealand, gained her Master’s at the University of Iowa, and her PhD in Linguistics at Macquarie University. She worked for 20 years at the University of Sydney, and returned home in 2007. Linda was instrumental in the Multicultural Interest Group in Australia for many years, and now helps run a website called CLD-SIG in NZ. All enquiries welcome. She is acquiring bilingualism at the time of writing.

Correspondence to: Linda Hand, PhD email: l.hand@auckland.ac.nz

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ACQ uiring Knowledge in Speech, Language and Hearing