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Considerations in Bilingual Assessment| title | Considerations in Bilingual Assessment |
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| start_date | 2024/12/18 |
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| schedule | 14h-15h30 |
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| online | no |
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| location_info | room G15 & on Zoom |
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| summary | Current bilingual assessment practices primarily rely on monolingual norms, which can result in inconsistent diagnostic outcomes, impacting both research and clinical settings. This presentation explores key considerations in assessing bilingual children in both their heritage and societal languages to identify Developmental Language Disorder (DLD). Findings suggest that composite scores typically used for monolingual assessments may be insufficient for bilingual children. Furthermore, the age at which bilingualism begins is essential for accurately interpreting linguistic outcomes. The study emphasizes that factors such as language-specific knowledge and additional non-linguistic processing skills can influence assessment sensitivity. These insights are valuable for speech-language pathologists, offering guidance for evidence-based assessments for bilingual children. Further investigation is recommended to determine whether bilingual standards across different languages can effectively identify DLD with reliable specificity and sensitivity. |
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| responsibles | Konradt |
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Workflow history| from state (1) | to state | comment | date |
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| submitted | published | | 2024/11/18 15:08 UTC |
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