
Contents
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Best Practices in Developing Assessments for Bilingual/Multilingual Children Best Practices in Developing Assessments for Bilingual/Multilingual Children
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Language Experience Questionnaires Language Experience Questionnaires
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Developing Assessments Developing Assessments
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BESA Semantics as an Example of Best Practice BESA Semantics as an Example of Best Practice
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Breadth and Depth of Semantic Knowledge Breadth and Depth of Semantic Knowledge
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Cultural Sensitivity in Assessment Practices Cultural Sensitivity in Assessment Practices
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Morphosyntactic Assessment for Spanish-English Bilingual Children Morphosyntactic Assessment for Spanish-English Bilingual Children
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Language Experience and Morphosyntactic Assessment Language Experience and Morphosyntactic Assessment
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Typical Bilingual Development Informs Morphosyntactic Assessment Typical Bilingual Development Informs Morphosyntactic Assessment
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Clinical Markers of Morphosyntactic Impairment Clinical Markers of Morphosyntactic Impairment
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Future Directions: Extending Beyond Spanish-English Bilinguals Future Directions: Extending Beyond Spanish-English Bilinguals
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References References
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6.1 Assessing the Oral Language Skills of Bi-/Multilinguals
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Published:December 2021
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Abstract
Bilingual/multilingual children who speak two (or more) languages demonstrate variability in their semantic and morphosyntactic knowledge of each of their languages. This impacts their performance on language assessment tasks that tap into knowledge of semantics and morphosyntax. As a result, children from bilingual/multilingual backgrounds tend to be misdiagnosed more often than their monolingual peers. In this chapter, the authors review how best practices in the development of assessments can be applied to bilingual/multilingual language learners. They provide examples of the development and use of language history questionnaires and of assessments of semantics and morphosyntax for bilingual/multilingual populations. The chapter focuses in large part on the development and use of these measures for the US Spanish-English speaking population because the approach has been used for a very large group of children and can inform the development of assessments in other language pairs.
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