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Professors Elizabeth Peña and Lisa Bedore have authored chapter 11 in the new publication The Listening Bilingual: Speech Perception, Comprehension, and Bilingualism. The title of their chapter is "Assessing Perception and Comprehension in Bilingual Children, Without and With Speech and Language Impairment."
Chapter Summary This chapter focuses on how researchers and clinicians assess the vocabulary and semantic knowledge of bilingual children. Accurate assessment is important for describing children's language abilities and for identifying children with language impairment. While children who have regular exposure to two languages typically learn those languages, several factors affect the depth and breadth of their knowledge in each language. These include the context in which each language is learned and the amount of time children hear and use each language. It can thus be challenging to determine whether bilingual children's overall language development is progressing at the expected rate in comparison to their monolingual peers. In this chapter, these issues and patterns of typical bilingual development are considered. Further, information is presented about the language characteristics of bilingual children who do and do not have language impairment, with particular attention to vocabulary breadth and depth. Grosjean, F., Byers-Heinlein, K. (2018). The Listening Bilingual: Speech Perception, Comprehension, and Bilingualism. Hoboken, NJ: Wiley-Blackwell. Comments are closed.
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