Abstract In this paper we describe speech difficulties observed in a bilingual child (aged 3 years, 0 months at the time of assessment) acquiring isiXhosa and English in South Africa. Speech difficulties were noted in both Ntando's languages, but as is currently common in urban South Africa, the child's family favoured intervention focusing on his English and the clinician-researcher was a first language English speaker with limited isiXhosa. We investigated whether core vocabulary is an approach that can be effectively used by clinicians when a mismatch between the languages of client and clinician occurs. We describe the way in which the approach was implemented and the speech outcomes for both languages. Parental and teacher responses to the Intelligibility in Context Scale showed perceived differences in pre- and post-intervention responses. Accuracy of Ntando's speech, as measured by percentage consonants correct (PCC), increased for both his English and isiXhosa, and his consistency improved for English. We reflect on the challenges and opportunities associated with using a core-vocabulary approach when working with bilingual children.

中文翻译：

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患有发音障碍的isiXhosa-英语说话儿童的核心词汇干预

摘要本文描述了在南非获得isiXhosa和English的双语儿童（年龄为3岁零0个月）中观察到的语言障碍。Ntando的两种语言都指出了言语障碍，但正如目前在南非城市中常见的那样，孩子的家人偏爱以英语为中心的干预，临床研究人员是母语为isiXhosa的母语为英语的英语使用者。我们调查了核心词汇表是否是一种在客户和临床医生的语言不匹配时可以被临床医生有效使用的方法。我们描述了该方法的实施方式以及两种语言的语音结果。父母和老师对语境可理解度的反应表明干预前后的感知差异。Ntando的语音准确性（以正确的辅音百分比（PCC）衡量）对于他的英语和isiXhosa而言都提高了，而对英语的一致性也有所提高。在与双语儿童合作时，我们会反思与使用核心词汇方法相关的挑战和机遇。