Where Spanish and English Come Together: A Two Dimensional Bilingual Approach to Clinical Decision Making An increasing number of United States school children are from culturally and linguistically diverse (CLD) backgrounds and speak multiple languages. Speech-language pathologists (SLPs) are often challenged with differentiating the performance of bilingual children with language impairment from those who may display a language difference. While there is consensus that we ... Article
Article  |   April 26, 2016
Where Spanish and English Come Together: A Two Dimensional Bilingual Approach to Clinical Decision Making
Author Affiliations & Notes
  • Jissel B. Anaya
    Department of Communication Sciences & Disorders, University of Texas at Austin, Austin, TX
  • Elizabeth D. Peña
    Department of Communication Sciences & Disorders, University of Texas at Austin, Austin, TX
  • Lisa M. Bedore
    Department of Communication Sciences & Disorders, University of Texas at Austin, Austin, TX
  • Disclosures
    Disclosures ×
  • Financial: Elizabeth D. Peña and Lisa M. Bedore are co-authors of the Bilingual English Spanish Assessment (BESA) and receive royalties from its sales.
    Financial: Elizabeth D. Peña and Lisa M. Bedore are co-authors of the Bilingual English Spanish Assessment (BESA) and receive royalties from its sales.×
  • Nonfinancial: The authors have no relevant nonfinancial interests to disclose.
    Nonfinancial: The authors have no relevant nonfinancial interests to disclose.×
Article Information
Cultural & Linguistic Diversity / Language Disorders / Part 1
Article   |   April 26, 2016
Where Spanish and English Come Together: A Two Dimensional Bilingual Approach to Clinical Decision Making
Perspectives of the ASHA Special Interest Groups, April 2016, Vol. 1, 3-16. doi:10.1044/persp1.SIG14.3
History: Received January 10, 2016 , Revised March 8, 2016 , Accepted March 11, 2016
Perspectives of the ASHA Special Interest Groups, April 2016, Vol. 1, 3-16. doi:10.1044/persp1.SIG14.3
History: Received January 10, 2016; Revised March 8, 2016; Accepted March 11, 2016

An increasing number of United States school children are from culturally and linguistically diverse (CLD) backgrounds and speak multiple languages. Speech-language pathologists (SLPs) are often challenged with differentiating the performance of bilingual children with language impairment from those who may display a language difference. While there is consensus that we should consider both languages of a bilingual child in formal and informal assessments, there is no agreed way to interpret results of testing in both languages. The aim of this article is to propose a framework for conducting and interpreting the results from comprehensive and unbiased evaluations that incorporate language samples, parent and teacher reports, and standardized testing. We will illustrate the use of this bilingual coordinate approach via a pair of case studies.

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