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X-WR-CALNAME:DIAS Guest Lecture: The Bilingual Delay is a Myth
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DTSTAMP:20260415T002801Z
DTSTART:20261028T030000
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DESCRIPTION:[b] Guest Lecture by Elizabeth D. Peña\, Associate Dean of Fac
 ulty Development & Diversity at University of California Irvine [\b] [nl]
 [nl]\n\nWorldwide\, about half of the population is bilingual or multilin
 gual. Many children grow up using and hearing more than one language at h
 ome. In addition\, through immigration\, some children have exposure to a
  home language and to a second language at school and the greater communi
 ty. Thus\, patterns of bilingual language acquisition can be highly varia
 ble. An educational challenge in this population is how to distinguish be
 tween typical and atypical performance in L1 and L2 use. [nl]\nComparison
 s of bilingual children’s language to monolinguals may contribute to high
  rates of misidentification of developmental language disorder. On the ot
 her hand\, assumptions of a “normal” bilingual delay may contribute to do
 cumented delays in identification and intervention. [nl] [nl]\n\nIn this 
 talk I will present data examining 1) whether bilingual children are at e
 levated risk for developmental language disorder (DLD)\; 2) how we can co
 mbine L1 and L2 performance to increase diagnostic accuracy for determini
 ng DLD in bilinguals\; and 3) the nature of the “bilingual delay” using a
  person-based vs. a variable-based approach. [nl][nl]\n\n[b]About:[\b] [n
 l]\nElizabeth Peña\, Ph.D. CCC-SLP is a professor in the School of Educat
 ion at UCI. She is a certified Speech-Language Pathologist and is a Fello
 w of the American Speech Language Hearing Association. [nl] [nl]\n\nHer r
 esearch focuses on two lines of inquiry that address the goal of differen
 tiating language impairment from language difference. These two interrela
 ted areas include dynamic assessment and semantic development in bilingua
 ls leading to test development. Dynamic assessment tests ability to learn
  new language skills. In contrast\, standardized tests asses what childre
 n already know. [nl] [nl]\n\nThe advantage of focusing on learning is tha
 t it greatly reduces bias by not assuming lack of knowledge is lack of ab
 ility. She further focuses on language impairment in children from divers
 e linguistic backgrounds. Specifically\, she is interested in how childre
 n from diverse linguistic backgrounds learn new language skills and how t
 hey lexicalize their conceptual knowledge across two languages. Through c
 areful qualitative and description of bilingual children’s performance\, 
 she is currently focusing on potential similarities among typical monolin
 gual and bilingual children as well as differences between typical and im
 paired bilingual or monolingual children. [nl] [nl]\n\nHer work on test d
 evelopment for bilinguals has focused on assessment of semantic skills us
 ing a battery of related tasks. Because typical vocabulary tests rely on 
 knowledge of specific vocabulary items children from diverse cultural and
  linguistic backgrounds often perform below age expectations\, possibly l
 eading to misdiagnosis. The bilingual semantics test tasks are designed t
 o allow responses that reflect cultural knowledge and allow children to r
 espond in Spanish\, English\, or both. Outcomes of these efforts have res
 ulted in publication of the Dynamic Assessment and Intervention: Improvin
 g Children's Narrative Abilities protocol and the Bilingual English Spani
 sh Assessment test. [nl] [nl]\n\n\nThe lecture takes place in the DIAS Se
 minar Room\, Fioniavej 34. Everybody is welcome and no registration is ne
 eded.\n\n[nl] [nl]
DTEND:20230906T101500Z
DTSTAMP:20260415T002801Z
DTSTART:20230906T091500Z
LOCATION:DIAS\, Fioniavej 34\, 5230\, Odense M
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SUMMARY:DIAS Guest Lecture: The Bilingual Delay is a Myth
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