In assessing a bilingual child, which area should the SLP prioritize for remediation based on common errors in past tense verb forms?

In the context of assessing a bilingual child, prioritizing remediation of irregular verbs is essential due to the specific challenges these verbs present in mastering past tense forms. Bilingual children may transfer language patterns from their first language, which can influence their use of irregular verbs in English.

Irregular verbs do not follow standard past tense conjugation rules, making them particularly difficult for children learning English as a second language. For instance, while regular verbs typically add "-ed" to form the past tense (e.g., "walk" becomes "walked"), irregular verbs can change entirely (e.g., "go" becomes "went" or "eat" becomes "ate"). This inconsistency can lead to frequent errors as bilingual children navigate between their languages and the specific rules that govern verb forms.

Focusing on irregular verbs allows the SLP to address a fundamental aspect of language structure that is critical for proper communication. Proficiency in these verbs is vital for fluency, as they are commonly used in everyday speech and writing. By emphasizing this area, the SLP can support the child in improving their overall language skills and decreasing the potential for communication breakdowns.