Painting a Picture of Developmental Language Disorder in Language Minority Bilingual Children
Infographic
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Additional resources
Two case studies of Which Measures Better Discriminate Language Minority Bilingual Children with and Without Developmental Language Disorder? A Study Testing a Combined Protocol of First and Second Language Assessment
Activity Resources
Here are 10 activities families can do with their bilingual children with DLD to improve their language skills, inspired by the study's findings.
Language minority bilingual children (LMBC) use a language at home that is different from the language they encounter in other environments, such as school.
While LMBC are not always at increased risk for developmental language disorders (DLDs), they are more likely to be misdiagnosed than their non-LMBC peers.
The article offers helpful advice to educators seeking to differentiate between LMBC students with and without DLD.
Tips for Assessment
Consider Both – Evaluating bilingual children in both their primary and secondary languages offers a more complete picture of language development and may be key to spotting DLD.
Use Multiple Tests – Using multiple tests that measure different aspects of language may be better than any single test at distinguishing bilingual children with DLD from typically developing peers.
Include Parents – Asking parents to report on their child’s skills in their home language may improve identification of DLD beyond assessing the student directly.
Key Comparisons
Bilingual children with DLD may struggle more than non-DLD peers with...
Narratives – Communicating information in a story format
Nonword Repetition – Repeating back nonsense words they have just heard
Morphology – The knowledge of word parts that have meaning, such as affixes, root, and base words
Vocabulary – Knowing what words mean and how to say and use them correctly
Suggested Citation
National Center on Improving Literacy (2024). Alternative Assessment of Language and Literacy in Culturally and Linguistically Diverse Populations. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from https://www.improvingliteracy.org.
References
Bonifacci, P., Atti, E., Casamenti, M., Piani, B., Porrelli, M., & Mari, R. (2020). Which measures better discriminate language minority bilingual children with and without developmental language disorder? A study testing a combined protocol of first and second language assessment. Journal of Speech, Language, and Hearing Research, 63(6), 1898-1915.
Abstract
Due to the complexities of speaking two languages, teachers and parents must consider what assessment practices are best for properly identifying Developmental Language Disorders in bilingual students.
Related Resources
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Listen to a coach and teacher discuss how they formed a partnership, the coaching conversations that were most helpful, and the ways they worked together to differentiate instruction for bilingual students.
As classrooms across the United States are becoming more diverse, it is critical that educators are able to successfully address the unique language and learning needs of English learners (ELs) and provide efficient and high-quality supports when gaps in achievement are identified. This Educator’s Toolbox describes some best practices that educators can use in their classrooms to help ELs acquire the language and literacy skills needed to succeed academically.