International Adoption & Language Development

by Rita Taddonio, CSW
Director of SPARK (Child Development program) at Spence-Chapin

Delays in speech and language development are the most common delays presented in internationally adopted children. Actually, they are the most predominant type of delay in the general population of children, regardless of whether a child is born into or adopted into their family. The good news is that for the majority of children adopted internationally these delays are remediable.

The most important thing to know about the speech and language delays that internationally adopted children have is this: their delays are not merely due to the transition from one language to another. Their delays are delays in their native language compounded by the transition from one sound/language system to another. It is critical that anyone who is in the position of evaluating your child - pediatrician, speech pathologist, educator - be aware of this fact. Too many professionals still assume that no intervention is needed because the delay is transitional in nature.

Children growing up in an orphanage miss what we call the precursors to language as well as the consistent and constant modeling, reciprocal language, and positive feedback children require to develop language in their native tongue.

Time alone is not sufficient to remedy this type of delay. Intervention by a speech pathologist for a period of time is necessary. It may only be six months it may be longer, but intensive, focused, professional time is needed to help parents know how to work in this area with their child.

An evaluation by a licensed speech pathologist is an invaluable tool for the parents of an internationally adopted child. This can be obtained for free through Early Intervention if your child is under three, and through your local school district if your child is older. You may have to press the issue with your school district because most professionals are unfamiliar with the effects of institutionalization on development since we abolished congregate care for children under ten in America in the 1970s.

It is often more productive for older children who are adopted from another country to be placed in ESL (English as a Second Language) - not bilingual - classes if they will be living in a monolingual home. They need to learn a working language to communicate at home and in school.

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