A recent study led by researchers at Vanderbilt University Peabody College has revealed that a culturally adapted language intervention can significantly benefit young Spanish-speaking children facing early language delays. The intervention, known as Enhanced Milieu Teaching en Español (EMT en Español), demonstrated that nearly half of the children participating improved their language skills markedly, achieving results five times greater than those receiving standard care.
The study found that 45 percent of children who engaged in the EMT en Español program improved their language abilities to the point where they no longer qualified for a clinical diagnosis of language disorder by the age of four. In stark contrast, only 8 percent of children receiving conventional care showed similar advancements. This research highlights the urgent need for effective interventions tailored to this demographic.
Culturally Relevant Strategies Enhance Language Development
Ann Kaiser, the study’s principal investigator and Susan Gray Professor of Education and Human Development, emphasized the significance of these findings: “These results are especially important for young Spanish-speaking children who may not be identified with language delays until they reach school age.” EMT en Español is a naturalistic intervention that incorporates everyday home routines, such as playing, sharing books, and engaging in family activities like cooking and grooming, to foster communication skills in children.
Parents participating in the study received coaching in language teaching strategies designed to be integrated into their daily interactions with their children. For instance, when a child points or makes sounds, parents are instructed to respond with specific words that reflect the child’s intentions, treating their efforts as meaningful communication. This approach not only encourages responsiveness but also models language at the child’s developmental level.
Kaiser noted the empowering impact this intervention can have on families: “These children need access to earlier intervention, and teaching parents EMT may allow that access. Parents in our study learned EMT strategies and used them with enough skill and frequency to change their children’s developmental trajectories.”
Long-Term Benefits and Future Directions
The researchers observed that children who received the intervention not only showed immediate improvements but also retained their enhancements in language use during follow-up visits at six and twelve months. Most parents continued to apply the strategies they learned, which indicates a lasting impact on their children’s communication skills. This sustained use of effective language teaching strategies is crucial, as untreated language delays can impede a child’s social, behavioral, and academic development.
Tatiana Peredo, a co-principal investigator and research assistant professor in the Department of Special Education, expressed enthusiasm about the study’s results: “Children who receive the intervention score significantly better on the Bilingual English-Spanish Assessment—the gold standard for developmental language disorder diagnostic.” She added that while these improvements are promising, ongoing support will be essential as developmental language disorder is often a lifelong challenge.
The research also underlines the necessity for culturally relevant interventions. Spanish grammar differs notably from English, being more morphologically rich, which requires tailored strategies for effective language development. Moreover, the study recognizes cultural values prevalent in Latino families, such as a more directive parenting style that aligns with community norms and practices.
Moving forward, Peredo plans to conduct a similar study targeting even younger children aged 14 to 30 months, focusing on book-sharing as a primary tool for intervention. The goal is to engage children earlier in their language development journey. Additionally, researchers aim to explore community implementation of EMT en Español, training clinicians and pediatric providers to support families in utilizing natural language teaching strategies effectively.
The EMT en Español study was made possible by a $3,285,441 grant from the Institute of Education Sciences at the U.S. Department of Education. By addressing the unique needs of Spanish-speaking children, this research paves the way for improved educational outcomes and greater awareness of the importance of early intervention in language development.
