Most young children accomplish the
ability to communicate in one or more languages by participating within their family, communities, and educational settings, but some children require additional support. Within many educational settings, children receive support if they speak more than one language in order to enhance their competence in speaking the dominant (educational) language of the XAV-939
in which they live (e.g., support for English language learners, Abedi, 2004). Alternatively (or additionally) they may receive support if hydrophilic
have a speech and language impairment and have difficulty learning to communicate in their first language (e.g., speech-language pathology, Winter, 2001). Until recently, most of the research on children’s communicative competence and outcomes considered (1) typical speech and language acquisition versus speech and language impairment, or (2) monolingualism versus multilingualism. This paper examines the interface between speech and language competence and multilingualism.