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Text of the page (random words):
ssification accuracy yet there are continued challenges we continue to have a lack of bilingual instruments as well as few slps to conduct bilingual assessments we have an emerging profile of how dld presents in english language learners is it possible to leverage computational capacity to develop measures that are better tailored to assess individual children based on their language experience in this 1 hour session we will review some of the challenges and some emerging solutions for accurate assessment of bilingual children objectives to identify and describe concepts of diagnostic accuracy to describe and compare diagnostic indicators of dld in bilinguals to describe differences in english language learners with and without dld register here for the april 8th session 4pm pacific 5 comments efficient and evidence based a new look at the bios home posted by elizabeth d peña in between language bilingual bilingualism child bilingualism esl on february 24 2026 we developed the bilingual input output survey bios home school as a quick caregiver and teacher interview for slps to estimate how much spanish and english a bilingual child hears input and uses output during a typical week one reason we wanted to do this rather than to directly test each language is to use as a part of the besa battery to determine language ability if we directly test children with a focus on proficiency we don t know if low scores are a result of lack of exposure to a language or a lack of ability this way we could set expectations for different levels of exposure to help us determine dld although the bios only takes about 10 15 minutes it can feel time intensive during already tight evaluation timelines and overall available time to interview parents and teachers the bios asks caregivers to report language exposure hour by hour for a typical weekday and a typical weekend but is it possible to reduce the number of questions so that we can take less than 5 minutes work by calandruccio and colleagues suggested that it could be shortened in a recent study we replicated their study with a larger group of children in a narrower age range we also extended the study to understand if expected associations between direct language measures and the long bios and shorter bios still help up read the rest of this entry bilingual bios education exposure home language language dominance school use leave a comment bilingual support when you only speak one language posted by elizabeth d peña in between language bilingual child bilingualism intervention on january 22 2026 what if i only speak english how can i do intervention with bilingual children as slps we have to provide services to all persons that are on our caseloads i think everyone is well aware that bilingual children need to develop skills in both of their languages not just the language of the school in the us english there are good reasons for this all children need to be able to communicate with those around them for bilingual children this means they need to be able to communicate in both of their languages for children with dld and other disabilities in particular providing them supports in both languages means that they will have opportunities to talk with more of the people in their lives in turn this means that they will gain more practice speaking listening and interacting with an expanding circle of people this will help provide them language models across their languages further expanding their language skills read the rest of this entry bilingual education english intervention language language impairment language learning semantics slp vocabulary leave a comment word types matter how bilingual children build vocabulary posted by elizabeth d peña in between language child bilingualism on january 15 2026 vocabulary development in young bilingual children is critical for social development and for academic success but how does vocabulary develop in a bilingual context what words do they need to know and in what language s we know that bilingual children don t have translation equivalents for all words across their two languages we have also learned that some words are more likely to be known in the home vs school language and these are related age at which they first heard these words in a recent paper we looked at how specific word characteristics influence vocabulary development in typically developing spanish english bilingual children ages 5 12 rather than only asking how many words children know the study asked which kinds of words are learned more easily and why read the rest of this entry bilingual education english spanish language language learning semantics vocabulary leave a comment can we do language intervention in two languages posted by elizabeth d peña in intervention on january 2 2026 this is a question that comes up a lot and the answer is yes but clinicians teachers principals and parents alike want explanations and reassurance in a recent study we profiled bilingual children with and without dld and found a lot of variability you can read that paper here and read a summary here what are the implications of having exposure and access to two languages and how can this be navigated 1 therapy in two languages is helpful not harmful supporting both spanish and english does not confuse children in fact helping children build skills in both languages supports communication at home at school and in the community 2 therapy focuses on how language works not just vocabulary while learning new words is important therapy often focuses on helping children put words together into complete sentences use correct verb and noun forms and grammar understand and express ideas clearly these skills help children succeed across both languages 3 a child can be bilingual and have a language disorder a language disorder is not caused by bilingualism some bilingual children need extra support with language just like some monolingual children do the goal of therapy is to help children use their languages more effectively and confidently 4 strong skills in one language support the other when children improve grammar and sentence skills in one language those skills often help the other language too this is why bilingual intervention can be especially powerful what should parents expect from bilingual intervention your child s speech language pathologist may use spanish english or both depending on your child s needs build on the language used at home focus on grammar sentence structure and meaning not just pronunciation help your child communicate more successfully with family teachers and peers the goal is not to replace a home language but to strengthen your child s ability to communicate across settings we need to communicate this information to families bilingualism is good for you even if a child has dld every bilingual child has a unique language profile differences across languages are normal what matters most is that your child receives support that respects their cultural and linguistic background strengthens their ability to express their ideas completely helps them succeed socially and academically bilingualism is a gift and with the right support children with language difficulties can thrive in both languages i m often asked by families clinicians and teachers about whether the home language should be continued and whether children with dld will be confused here are some faqs around this topic should we stop using spanish at home if my child has a language disorder dld no you should not stop using spanish at home using spanish at home does not cause language difficulties and stopping it will not fix a language disorder children with dld have difficulty learning language in any language they use not because they are bilingual why is continuing spanish important spanish is how your child connects with family using the home language supports emotional bonds cultural identity and confidence children learn language best in the language they hear most naturally parents communicate more clearly richly and naturally in their strongest language strong spanish supports english learning skills such as grammar sentence structure and storytelling can transfer from spanish to english over time will using spanish confuse my child no research shows that children even those with dld are capable of learning two languages children are not confused by hearing or using spanish and english in fact reducing language input can limit opportunities to practice communication what if english is the language of school it is okay and beneficial for spanish to be the language of the home and english to be supported at school and in therapy speech language therapy helps children build skills that work across languages especially grammar and sentence structure what happens if we stop using spanish stopping spanish can reduce the amount of language your child hears and uses limit communication with family members create stress or frustration for your child remove an important cultural and emotional support system for children with dld less language input means fewer chances to practice not faster improvement what is the best thing we can do at home speak to your child in the language you are most comfortable using talk often read together and tell stories in spanish encourage your child to express ideas mistakes are okay work with your speech language pathologist as a team bottom line for families bilingualism does not cause language disorders spanish is an asset not a barrier your child deserves support that strengthens communication without asking families to give up their language or culture bilingual bilingual intervention child english language impairment language intervention spanish speech language therapy leave a comment language profiles of bilingual children with and without dld posted by elizabeth d peña in between language bilingual child bilingualism grammar language impairment morphosyntax on december 30 2025 many children grow up using two languages such as spanish and english learning two languages is a strength but it can also look different from one child to another this is especially true for children who have developmental language disorder dld a condition that makes learning language harder even when children are smart motivated and well supported understanding bilingual profiles is important for making clinical and educational decisions about bilingual children in a recent study we examined how spanish english bilingual children ages 5 10 differed in their language profiles across two languages spanish english and two domains morphosyntax semantics in a recent study we were interested in how these profiles related to developmental language disorder dld we used a person centered statistical approach to better understand naturally occurring profiles rather than assuming a single or predominant typical bilingual pattern read the rest of this entry bilingual english language impairment spanish 1 comment besa besa me compared spanish morphosyntax posted by elizabeth d peña in assessment bilingual developmental language disorder on december 27 2025 last post i compared the besa english morphosyntax for 4 6 11 year olds with the upward extension the besa me that is designed for children 7 to 11 11 this time let s compare besa me spanish morphosyntax to besa many people have asked why we couldn t just use the besa with older kids and just extend the norms the answer in short is that many of the items on the besa are just too easy for older kids with dld so those items would not do a good job of differentiating between bilingual children with and without dld when we test children for diagnostic purposes we want tests that help us make decisions of whether or not the child has the disorder that we are testing for in this case developmental language disorder read the rest of this entry besa besa me bilingual dld education english grammar language linguistics morphosyntax spanish writing 1 comment besa besa me comparison english morphosyntax posted by elizabeth d peña in assessment bilingual child bilingualism developmental language disorder english on december 16 2025 yes the besa me is coming and we are so happy to be able to give you all a timeframe for getting it into the hands of slps who serve bilingual children the besa me is the bilingual english spanish assessment middle elementary or is it middle extension i can t remember what we ended up with but still besa me it will be published by brookes publishing they say it will be available summer of 2026 so pretty soon we did turn in everything last summer but there are steps to finish clean up drawings do the protocol layout the picture books and edits for the whole thing read the rest of this entry besa besa me bilingual child english morphosyntax spanish 4 comments how bilingual kids language environments change as they grow posted by elizabeth d peña in bilingual child bilingualism on december 5 2025 when we think about how bilingual children learn language we often imagine their home environment as something steady spanish at home english at school maybe some mix in between but in a new study by albudoor and colleagues 2024 we show that a child s language environment is far from fixed in fact it changes a lot as kids grow especially between ages 4 and 12 in this research we followed 280 of spanish english bilingual children over several years and looked closely at when where and with whom children used each language we hope these findings can help families teachers and speech language pathologists better understand bilingual development and find ways to better support it read the rest of this entry bilingual education english home language language language learning media school language spanish leave a comment bild bilingual innovation in language diagnosis sharing nomogram and decision tree handout at asha posted by joseph hin yan lam in assessment bilingualism developmental language disorder on december 1 2025 we presented the clinical use of the nomogram and decision tree models at this year s asha convention handout here these tools aim to help us identify bilinguals with dld efficiently and accurately why should we use nomogram and decision tree models in clinical practice traditional method tool 1 nomogram of besa tool 2 decision tree on multiple evidence different subtests rated equally adjust subtests weighting aims to maximize sensitivity and specificity provide the order of assessment based on the nodes collect different assessment data time consuming considering multiple subtests provide the order of assessment tasks efficiency making a diagnostic decision based on multiple evidence provide the decision based on the tasks easy to use read the rest of this entry assessment bilingual child language impairment psychology research therapy leave a comment older entries bilingual english spanish assessment besa norms for 3 year olds where ...