An objective introduction on the case study. Mrs. Butters is

Inpong is a 2 ½ year old only child with Down’s Syndrome whose family speaks Lao in the home. Inpong watches some TV in English and the next-door neighbor boy speaks English (who is 5) sometimes comes by to play in the driveway. His mother has some comprehension of English and speaks it in short phrases. Inpong has just begun to produce 3-4 words, one in English (no) and he says music, mama, soup and bye in Lao. He also demonstrates some motor delays. Inpong’s father learned English in college and speaks some conversational English. He is saving to bring Inpong’s grandparents over for child care so that Inpong’s mother can attend classes to get her GED. Presently he drives a cab and Inpong’s mother is home with the child during the day. Mom reports Inpong can understand her when she gives the child simple commands like giving her a toy. Dad reports he practices his English with Inpong by singing songs from his favorite television shows and books but Inpong can only sing along to some of the sounds particularly when its repetitive. Father is proud that Inpong can point to all his own body parts, the characters from Baby Shark and from Brown Bear in English. Mom is worried Inpong is not able to do this in Lao but does not want to discourage his English. Regardless of your personal definition of bilingualism, how would you classify this child linguistically? Think about what type of bilingual Inpong could be? Is he: Simultaneous, Sequential, English Language Learner, Dual Language learner, Limited English Proficient? Why? Consider your own definition and ideas of proficiency. In the spectrum of proficiencies, how would you describe Inpong’s proficiency in English vs Lao? Is there one language that is more proficient than the other? If so which one and why did you chose that one? Is Inpong more dominant in English or Lao? Why is this child more dominant in that language? What factors contributed to your decision of Inpong’s language dominance vs your decision of his language proficiency? Think about Inpong’s use of the English word “no” at home with mom (who primarily speaks Lao). Is Inpong code-switching? Create your own definition of code switching. Discuss whether or not his use of “no” is code-switching and why. Think about Inpon’s overall vocabulary. If “no” is not a codeswitch, would you count no as part of his Lao vocabulary? Why doesn’t Inpong have the same vocabulary in both languages (e.g., “No” in English and “No” in Lao)? Is this normal? Does the type of bilingual or his proficiency contribute to your ideas about his vocabulary imbalance? Why? Inpong’s mother is concerned about his ability to succeed in school. She would like you to provide intervention in English so that he will be ready to start PK when he turns 3. Is this a good idea or a bad idea? Explain your reasoning to mom. Think about the vocabulary and language constructs he has already formed for Lao vs those he formed in English. What would happen to those if you chose to support mom vs if you didn’t? If Inpong’s parents decided they want their child to be bilingual, with early intervention, would Inpong be able to learn two languages as a child and then use them proficiently as an adult? Why or why not?

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