How Phonology in Bilingualism Contributes to Over Identification

English language learners are often placed in special education programs, leading to over-identification and over-representation. Speech pathologists may lack confidence in serving diverse backgrounds, and there is limited research on phonological skills and bilingualism. A study with 322 students found that bilingual children exhibit more phonological processes than monolingual English speakers, as they borrow sounds and processes from their first language. Treating these processes as a disorder can be ineffective and lead to unnecessary caseload. An online course provides more information and continuing education credits for serving bilingual students.