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McKay, G. (1996). The land still speaks . Canberra: Australian Government Publishing Service. Oetting, J. B., & Cleveland, L. H. (2006). The clinical utility of nonword repetition for children living in the rural south of the US. Clinical Linguistics & Phonetics , 20 (7–8), 553–561. Paradis, J. (2010). The interface between bilingual development and specific language impairment. Applied Psycholinguistics , 31 , 227–252. Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI: How do they compare with their monolingual peers? Journal of Speech, Language, and Hearing Research , 46 (1), 113–127. Paradis, J., Emmerzael, K., & Duncan, T. (2010). Assessment of English language learners: Using parent report on first language development. Journal of Communication Disorders , 43 , 474–497. doi: 10.1016/j. jcomdis.2010.01.002 Pauwels, A., (2005). Maintaining the community language in Australia: Challenges and roles for families. International Journal of Bilingual Education and Bilingualism , 8 (2 & 3), 124–131. Peña, E. (2000). Measurement of modifiability in children from culturally and linguistically diverse backgrounds. Communication Disorders Quarterly , 21 (2), 87–97.

Kohnert, K., Windsor, J., & Ebert, K. (2009). Primary or ‘specific’ language impairment and children learning a second language. Brain and Language , 109 , 101–111. Kohnert, K., Windsor, J., & Yim, D. (2006). Do language- based processing tasks separate children with language impairment from typical bilinguals? Learning Disabilities Research & Practice , 21 (1), 19–29. Langdon, H. W., & Wiig, E. H. (2009). Multicultural issues in test interpretation. Seminars in Speech and Language , 30 (4), 261–278. Lewis, N., Castilleja, N., Moore, B. J., & Rodriguez, B. (2010). Assessment 360: A panoramic framework for assessing English language learners. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations , 17 , 37–56. Malcolm, I., Haig, Y., Konigsber, P., Rochecouste, J., Collard, G., Hill, A., & Cahill, R. (1999). Two way English. Towards more user-friendly education for speakers of Aboriginal English . Perth: Education Department of Western Australia. May, A. & Williams, C. (2011). Using parent report for assessment of first language of English Language Learners . Manuscript submitted for publication. Acquisition of early language and non- language skills • like siblings • typical developmental milestones Medical history • no hospitalisations, known conditions • early, frequent ear infections Family history • history of speech/language impairment • Patterns of language use at home, with significant others, friends • Length of exposure to English • Language preferences in different contexts Ability to learn new tasks in structured teaching environment Connected speech in social/interactive language tasks – English. L1 if feasible Dynamic assessment Observations in classroom • Compare social and academic settings and with peers • Pragmatics • Language preferences Norm referenced • Quantitative comparison of child’s language assessment with typically developing bilingual peers • Assessed in high structured, school type tasks Academic history Information about academic instruction • in and outside Australia • stable or interrupted • language of instruction • support provided for development of English Academic progress • similar/dissimilar to ELL peers Source: Adapted from Lewis, Castilleja, Moore, & Rodriguez, 2010 All children School-aged children only Language sampling Language use Appendix: A framework for assessment Type of assessment Evidence provided Developmental history

Evidence supports possible normal processes

speech/language learning

of language development

disability

disability

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ACQ Volume 13, Number 3 2011

ACQ uiring Knowledge in Speech, Language and Hearing