Linguistic Assessment Procedures for Bilingual Children

Abstract

In Chapter 1 a parallel was drawn between the researcher’s methodological constraints and the challenges facing the practitioner in assessment. The variety of subject variables, data collection, analysis frameworks and aspects of language to investigate are shared by both researcher and practitioner. This chapter will look at the issues facing the practitioner, particularly the speech therapist, when assessing the potentially bilingually language impaired child, and the informal and formal techniques she may use in assessment. Finally, modification of first language (L1) English tests and the devising of new bilingual tests will be discussed with specific reference to two example cases.