Throughout the webinar, Riley’s mother identifies several privileges she and her family had that influenced what they were able to provide for Riley in terms of her bilingual development.  What are the privileges she mentioned?  Based on what she has shared and what you’ve learned this semester, re-imagine an early intervention system that would work for families and give children and parents the support and opportunities they need.  What personnel/human capital would be involved?  What resources would be provided?  What would the goals and outcomes be?  What would the EI experience be like for parents and their children from the moment they enter the system?

Sample Answer

Sample Answer


Redesigning Early Intervention for Bilingual Development: Ensuring Support and Opportunities for All Families


Early intervention is crucial for children’s development, particularly when it comes to bilingualism. However, not all families have equal access to resources and support, leading to disparities in language development outcomes. This essay aims to reimagine an early intervention system that addresses these disparities and provides comprehensive support and opportunities for all families. By examining the privileges mentioned by Riley’s mother in the webinar and drawing upon the knowledge gained this semester, we can create a more inclusive and equitable early intervention experience.

Identifying Privileges

During the webinar, Riley’s mother mentioned several privileges that influenced their ability to provide for Riley’s bilingual development. These privileges include:

Financial stability: The family had the financial means to access various resources, such as sign language classes, private tutors, and educational materials.

Access to information: Riley’s mother had a background in education and was knowledgeable about language development and bilingualism. This knowledge allowed her to make informed decisions and advocate for Riley’s needs effectively.

Supportive network: The family had a strong support system, including friends, family, and professionals, who provided guidance and assistance throughout Riley’s language journey.

Redesigning Early Intervention

To create a more inclusive early intervention system that supports all families, several key components should be considered:

Personnel/Human Capital

Bilingual professionals: The system should include bilingual professionals who are trained in supporting bilingual language development. These professionals should have expertise in both the target languages spoken by the child.

Cultural liaisons: Culturally sensitive personnel from diverse backgrounds should serve as liaisons between families and service providers. They can bridge any cultural gaps and ensure that families’ unique needs are understood and addressed.


Accessible and affordable resources: Families should have access to affordable resources such as books, educational materials, and language learning tools in both languages. Online platforms and libraries could provide a wide range of resources that cater to different linguistic needs.

Financial assistance: Financial support should be available to families who face economic barriers, ensuring that they can access necessary interventions without financial burdens.

Goals and Outcomes

Individualized plans: Each child should have an individualized plan based on their unique needs and strengths. This plan should include specific language goals that align with the child’s cultural background and family preferences.

Long-term language development: The focus should be on long-term language development rather than short-term milestones. The system should support children in becoming fluent speakers in both languages, while also fostering cultural identity and pride.

The EI Experience

Holistic approach: The early intervention system should take a holistic approach by considering all aspects of a child’s life, including their home environment, family dynamics, and cultural background.

Parental involvement and empowerment: Parents should be active participants in their child’s intervention process. They should receive training, guidance, and ongoing support to facilitate their child’s language development at home.

Culturally responsive practices: Service providers should be sensitive to the cultural backgrounds of families they work with. They should incorporate cultural elements into interventions, respecting and valuing the diverse linguistic and cultural identities of children and their families.


By reimagining the early intervention system for bilingual development, we can level the playing field and ensure that all families have access to the support and opportunities they need. By incorporating bilingual professionals, providing accessible resources, setting individualized goals, and fostering parental involvement, we can create an inclusive and empowering early intervention experience. This redesigned system will promote equitable language development outcomes for all children, regardless of their family’s privileges or socio-economic background, leading to a more linguistically diverse and inclusive society.

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