ABSTRACT
This chapter shows that when working with children at risk of dyslexia who are also bilingual/multilingual, the child's academic, social, emotional and cultural development all need to be carefully considered. English is a very irregular language, making it difficult to learn as an additional language. All air traffic control is conducted in English, as is naval and military communication; it is also the diplomatic language of choice and most web pages on the internet are written in English. A. Fawcett fully supports the concept of bilingualism, and suggests that multilingualism allows children to enter a world of enriched language, which not only allows improvement in their intellectual ability, but is also likely to improve the child's awareness of how languages work in general. H. Sunderland et al. developed an assessment procedure, specifically for a bilingual child, which has a face to face interview as the major component.
