Identifying language difference versus disorder in bilingual children

Abstract

Speech-language pathologists are frequently required to assess culturally and linguistically diverse children. Achieving culturally sensitive, valid, and clinically feasible assessment of children in this population can be challenging. Several assessment options are available; however, the literature lacks discussion around clinical reasoning and differential diagnosis using a combination of these options. This paper examines the use of a number of assessment techniques in combination for differentiating language difference from language disorder in early sequential bilingual children. In two cases, valid differential diagnosis is achieved by obtaining comprehensive information on each child's language learning context, then applying a range of culturally sensitive assessment techniques: peer-child comparison, composite scoring, and dynamic assessment. Two essential standards for evaluating bilingual language development are presented. First, formal tests used in isolation are insufficient for diagnosing specific language impairment in bilingual children: the use of alternative techniques is crucial. Second, diagnosis requires the implementation of a range of alternative assessment techniques. No single methodology provides a definitive conclusion of difference versus disorder. A range of assessments considered together, however, provide a strong body of evidence outlining a child's language abilities in their unique cultural context.

Intelligibility of Children With Speech Sound Disorders Evaluated by Listeners With Swedish as a Second Language

“…igration continuously influences the demographic structure of many of the world's countries. In the context of pediatric speech and language pathology, this societal change is reflected in an increasing need of studying speech and language disorders in a multilingual context (e.g., Hemsley, Holm, & Dodd, 2014;McLeod, Verdon, Bowen, & The International Expert Panel on Multilingual Children's Speech, 2013). Parallel to this, one may notice a shift of focus from the speech and/or language disorder per se toward examining consequences in daily life for children having the disorder (e.g., McLeod & McCormack, 2007;Westby, 2007).…”

Use of Monolingual English Guidelines to Assess Stuttering in Bilingual Speakers

“…Speech-language pathologists commonly report challenges evaluating children who speak more than one language (e.g., Boerma & Blom, 2017;Grimm & Schulz, 2014;Hemsley, Holm, & Dodd, 2014). The variation in speech-language development that is inherent to multilingualism is often misinterpreted as a disorder (e.g., Bedore & Peña, 2008;Paradis, Genesee, & Crago, 2011).…”