Assessing Dual Language Learners with Primary Language Impairments: Developing an assessment approach

Abstract

Identification of primary language impairment (PLI) among bilingual children (Dual Language Learners [DLLs]) poses a widespread challenge for speech language pathologists in Australia. This thesis tests the diagnostic accuracy of an innovative assessment approach using indirect (parent questionnaire) and direct (language processing tasks) assessment tools in English alone. Results demonstrate the potential of this approach and contribute to the understanding of the unique language profiles of typically developing DLLs as well as DLLs with PLI.