The impact of bilingualism on language and literacy development was investigated in the present study. The goals of this study were to determine the effect of bilingualism on language and literacy development, as well as to compare the features of bilingual and monolingual language development and literacy growth. The study was conducted in a cross-sectional manner. The information was gathered from the Department of Speech and Language Pathology; Mind Institute ? Special Needs Centre, Qatar. A total of 25 patients were analysed using a battery of tests developed by the researcher, which included the Clinical Evaluation of Language Fundamentals (CELF-5), Renfrew Language Scale (Action Picture Test), Visualizing and Verbalizing, and Questionnaire. Each patient was assessed individually by a speech and language pathologist who is skilled in assessing learners with Learning Difficulties. The 25 participants were divided into five groups, each with a different age range. Language Development features such as Metalinguistic Concepts, Word Awareness, Syntactic Awareness, and Phonological Awareness, as well as Literacy Development characteristics including Reading and Writing abilities, were age/grade appropriate for monolingual learners in each group. Bilinguals, on the other hand, showed certain delays in only single language, English. Bilinguals, on the other side, have a larger vocabulary in two or more languages. It is vital to remember that bilingual learners require their own time to attain grade level. The study, it is concluded, will benefit in the efficient treatment of patients. Furthermore, timely or early intervention can help learners achieve age or grade-level language development and literacy growth while avoiding academic failure.

Bilingualism

Development

langauge

literacy

phonological awareness

metalinguistic concepts