2. Texas Public School
Demographics: 2009 Snapshot
African American
Hispanic
White
Other

3. How do we qualify and work
with a bilingual population when:
▫ The tests we used are not normed on this population.
▫ My gut feeling doesn’t match the test results.
▫ I don’t know what goals are appropriate.

4. Learner Objectives
• Participants will list, identify, describe…
▫ Reasons for testing both languages
▫ Formal and informal measures for testing ELLs
▫ Use of tests when a student is not represented in the
normative sample
▫ Selection of the language of intervention
▫ Development of appropriate goals
▫ ASHA guidelines for intervention with bilingual students

5. Difference vs. Disorder
NORMAL
ERRORS
SECOND-
LANGUAGE
INFLUENCE
ATYPICAL
ERRORS

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7. Click for Audio‐over‐Powerpoint Presentation

8. “For adults, the idea of an
“uncontaminated” monolingual is
probably a fiction.”
Ellen Bialystok

9. S Se Se SE Es Es E

10. Spanish
English ED BE
BS
SD

11. Conceptual
L1 Lexical L2 LexicalL2 Lexical
(Kroll, Michael, Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)

12. ▫ + = Positive transfer
▫ + = Negative transfer

13. The differences and shared characteristics of two
sound systems

14. All of the documents and charts in this presentation
can be downloaded from our Free Resource Library.
Click here to visit the Resource Library

15. Speech Outcomes
• Qualifies• DNQ
• DNQ• DNQ
Errors
typical for
age
Errors
due to
second
language
Errors
atypical
for age
and
language
No errors
present

16. • Speech and language
development from:
▫ 0‐36 months
▫ 36 months forward
• With:
▫ Spanish
▫ English
▫ Crosslinguistic Influence

17. Differences Similarities

18. • 0‐1 month – crying and vegetative sounds
• 1‐6 months – cooing, laughter, squealing,
growling
• 4‐6 months – marginal babbling
• 6‐8 months – reduplicated babbling
• 8‐10 months – variegated babbling
• 8‐12 months – echolalia
• 9‐12 months – phonetically
consistent forms
• 9‐12 months – jargon
Click here to download this chart as a pdf.

19. • For parents: (Lynch, Brookshire & Fox, 1980)
▫ 18 months ‐ ~25% intelligible
▫ 2 year olds ‐ 50‐75% intelligible
▫ 3 year olds ‐ 75%‐100% intelligible
• For unfamiliar: (Flipsen, 2006)
▫ 18 months ‐ ~25% intelligible
▫ 2 year olds ‐ ~50% intelligible
▫ 3 year olds ‐ ~75% intelligible
▫ 4 year olds ‐ 100% intelligible
Click here to download this chart as a pdf.

20. • Difficulty producing sounds in both languages,
even with adult assistance
• Family history of speech‐language impairment
• Slower development than siblings
• Difficulty interacting with peers
• Difficulty with speech production in many routines and
settings
• Speech production unlike others with similar
cultural/linguistic experiences
Click here to download this chart as a pdf.

21. The differences and shared characteristics of two
sound systems

22. /ɲ/
/ɾ/
/R/
/x/
/ð/ /dʒ/
/h//ŋ/
/θ/ /r/ /ʃ/
/v/ /w/
/z/ /ʒ/
SPANISH ENGLISH
/b/ /d/ /ɡ/
/p/ /t/ /k/
/m/ /n/
/s/ /tʃ/
/j/ /l/
/f/
Click here to download this chart as a pdf.

23. English consonants mastered in
words across time
Click here to download this chart as a pdf.

24. English consonants mastered in
words across time

25. English consonants –GFTA 2

26. Spanish consonants mastered in
words across time
Click here to download this chart as a pdf.

27. Spanish consonant acquisition ‐
Goldstein

28. Developmental speech information for teachers
Click here to download this chart as a pdf.

29. Consonant Difference
Activity
BATH BAT

30. Consonant Difference
Activity
THREE TREE

31. Consonant Difference
Activity
SHOE CHEW

32. Consonant Difference
Activity
VASE BASE

33. /æ/ /ɔ/ /ʊ/
/u/ /ʌ/ /ɛ/
/ɪ/ /i/
/ɑ/
/e/
/i/
/o/
/u/
SPANISH ENGLISH
Click here to download this chart as a pdf.

34. • 13‐14 vowel sounds in English (depending on dialect
and detail)
• 5 vowels in Spanish (a e i o u)

35. Vowel Chart
English and Spanish

36. Vowel Difference
Activity
HAT HOT

37. Vowel Difference
Activity
GET GATE

38. Vowel Difference
Activity
HIT HEAT

39. Vowel Difference
Activity
FUN PHONE

40. Vowel Difference
Activity
LOOK LUKE

41. When the rules of two sound systems overlap or are
mutually exclusive

42. Cluster reduction
Stopping
Fronting
Assimilation
Gliding
Final consonant deletion
Deaffrication
Tap/Trill
Deviation Vocalization
SPANISH ENGLISH
Click here to download this chart as a pdf.

43. Phonological Processes: Norms
Click here to download this chart as a pdf.

44. Spanish English
CV Dominated
Few words ending in Cs
Few allowable phonemes
as final Cs (only l, n, d, s, r)
More clusters
Many words ending in Cs
Many allowable phonemes
final Cs
C = Consonant
V = Vowel

45. Difference or Disorder?
Understanding Speech and Language
Patterns in Culturally and Linguistically
Diverse Students
Rapidly identify speech‐language
patterns related to second language
acquisition to
distinguish difference from disorder.

46. Clinical judgment with the
Goldman Fristoe

47. Other Common Languages
Vietnamese
Romanian
Hindi
Urdu
Arabic

48. /ɲ/ /ɽʱ/ /t̪ʰ/
/ʋ/ /q/ /d̪ʱ/
/ɾ/ /pʰ/ /ʈʰ/
/x/ /bʰ/ /ɖʱ/
/kʰ/ /ɡʱ/ /tʃʰ/
/dʒʱ/ /ɣ/
/ð/ /ʒ/
/ŋ/ /θ/
/v/ /w/
HINDI ENGLISH
/b/ /d/ /ɡ/
/p/ /t/ /k/
/m/ /n/
/s/ /z/ /h/
/r/ /ʃ/
/tʃ/ /dʒ/
/j/ /l/
/f/

49. Hindi Consonants

50. /ɑ/ /æ/
/ɔ/ /ʊ/
/u/ /ʌ/
/ɛ/ /ɪ/ /i/
/e/ /i/ /o/
/u/
HINDI ENGLISH

51. Speech Summary
• So what do we know:
▫ Building blocks are the same for both monolinguals and
bilinguals, and across languages
▫ General guidelines for intelligibility are the same
▫ Expect some cross‐linguistic influence in speech
production where the two languages differ
▫ Use therapy materials that provide speech sounds that are
appropriate for the child’s age and language

52. “No language is immune to the intrusion from the
barrage of words and phrases that rise out of one
language…and deposit themselves in the lexicon of
another.”
Ellen Bialystok

53. Fact or Myth
Language Activity
Children code switch
between languages
because they don’t
know either
language well.
FACT
or
MYTH

54. Fact or Myth
Language Activity
Raising children
with two
languages will
confuse them.
FACT
or
MYTH

55. Fact or Myth
Language Activity
Parents should
not use more
than one
language with
their child.
FACT
or
MYTH

56. Fact or Myth
Language Activity
Comparisons to
siblings and peers
can help identify
language learning
difficulties.
FACT
or
MYTH

57. Fact or Myth
Language Activity
Children with
language
impairment should
not learn more than
one language at a
time.
FACT
or
MYTH

58. Fact or Myth
Language Activity
Bilingual children
have to translate
from their weaker
to their stronger
language.
FACT
or
MYTH

59. • 0-1 month – crying and vegetative sounds
• 2-3 months eye gaze
• 6-9 months-- joint attention
• 9-12 months -- using gestures
• 12-15 months--following simple commands
• 18 months – symbolic play, pretend play
• 24 months – sequencing of activities
• 36 months – episodic play

60. • Based on the Competition Model as applied to
bilingual development (MacWhinney & Bates, 1989)
▫ Forward Transfer (L1 to L2) expected for ELLs
• The effects of Spanish on English can result in errors
in:
▫ Verb errors (especially unmarked present for past
tense)
▫ Content word errors (more than general words)
▫ Prepositions
▫ Pronouns
▫ Word order

61. Mean Errors Per Grade Spanish
0
5
10
15
20
25
30
35
PK K 1st 2nd 3rd
NumberofErrors
SpnMorph
SpnSemantic
SpnSyntactic
SpnTotal
Mean Errors Per Grade English
0
5
10
15
20
25
30
35
PK K 1st 2nd 3rd
NumberofErrors EngMorph
EngSemantic
EngSyntactic
EngTotal
Cross‐linguistic Errors in
Children with Typical
Development

62. When the rules of two grammar systems positively or
negatively influence each other.
Syntax

63. Verb Differences
English (2 two forms
of verb person
▫ I eat
▫ You eat
▫ He eats
▫ We eat
▫ Y’all eat
▫ They eat
In Spanish (5-6 forms
of verb person)
▫ Yo como
▫ Tú comes
▫ Él/Ella/Ud. come
▫ Nosotros comemos
▫ Vosotros coméis
▫ Ellos comen
Most frequent SIE verb error:
Unmarked present tense for past tense

64. Pronouns
• Spanish is called a Pro‐Drop language because
subjects/pronouns are usually dropped once the
subject has been established.
• In English, pronouns are required.
Spanish English
Maria fue a la tienda. (Ella)
Compró pan.
Maria went to the store. She
bought bread.

65. Word Order
ENGLISH SPANISH
• Strict Word Order
• SVO
▫ John threw the ball.
• Flexible
• SVO, OSV, VOS
▫ Juan tiró la pelota.
▫ La pelota Juan tiró.
▫ Tiró la pelota Juan.

66. When two languages compete to apply meaning to
words and phrases.
Semantics

67. Multi‐Purpose Verbs
Spanish phrases with
multi‐purpose verbs
English Equivalents Spanish‐Influenced
English
Tomar una decisión To make a decision Did you take a decision?*
Poner una cita To make an appointment Do you want to put an
appointment?*
Tener hambre To be hungry Do you have hunger?*
Tener 4 años To be 4‐years old I have 4 years.*
•Verbs such as “do, “make,” “put,” and “take”
generally have one primary meaning and
other less frequent uses.
• Subject to transfer of meaning from L1.

68. Preposition Differences
English
▫ Satellite-framed
e.g. verb + preposition
To look for
To get on
▫ Not 1:1
correspondence of
meaning
in, on
Spanish
▫ Verb-framed
e.g. directional
information in verb
Buscar
Subir
▫ Not 1:1
correspondence of
meaning
en
Frequent SIE error:
Preposition error or omission

69. Prepositions
Spanish Prepositions English Equivalent Spanish‐influenced Eng
en “in” and “on” Put the food in the plate.*,
Put the soup on the bowl.*
Pensar en OR Pensar de To think about or think of I think on him every day.*
Enojarse con/de Get mad at Get mad with/of*
Decidir de To decide on Decide of what you
want?*
Casarse con To marry or be married to Is he married with her?*
Enamorarse de To be in love with Is he in love of her?*
Consistir en To consist of What does your plan
consist in?*
Buscar To look for I look my toy.*
Subir To go up, to get on I go the stairs.*
Click here to download this chart as a pdf.

70. Content Errors
• Spanish‐influenced English may include use of
words close in meaning to the target
▫ “moose” for “deer”
▫ “turtle” for “frog”
▫ “rat” for “chipmunk”
▫ “cone house of the bees” for “beehive”
• Typically do not use general vocabulary (“this,”
“thing”)
Frequent SIE error:
Incorrect but related vocabulary

71. • Bilingual children develop early vocabulary
at the same rate as monolingual children
(Pearson, 1993).
• Early language milestones are similar
(single words, lexical spurt, 2‐word
phrases) (Pearson and Fernandez, 2001).
• Conceptual scores are similar (Pearson, 1998).
• Language exposure drives vocabulary
production (Pearson, Fernandez, Lewedeg, and Oller, 1997)

72. • For bilingual toddlers 30% of vocabulary are
translation equivalents1
• Young school‐age bilinguals produce same # of
category items in Spanish and English BUT 70% are
unique to one language2
• Task performance varies by language3
• 1 Pearson, Fernandez & Oller, 1995
• 2 Peña, Bedore & Zlatic, 2002
• 3 Peña, Bedore, & Rappazzo, 2003

73. • Children tend to shift ‐ L1 to L2
▫ 8‐10 year‐old were faster in English but more accurate
in Spanish.
▫ 11‐13‐year‐olds showed no clear advantage in either
language.
▫ By 14‐16 years of age children were more accurate and
faster in English.
0
1
2
3
4
English
Spanish

74. LANGUAGE CASE STUDY
IM, Age 7;2, 2nd grade
IM lives with his mother, two siblings (ages 6 and 5),
grandmother, aunts and cousins. Spanish is the
dominant language in the home. IM reported that
he speaks Spanish at home and English at school.

75. “Bilingualism is random chaos
for psychometrics”
Figueroa

76. Tools were not developed
for our population
• We need to use an assessment tool.
• English tests were not normed for the English of ESL
learners.
• Clinical judgment regarding missed items and items
correct is critical.

77. Spanish Language Assessment Tools
PLS‐5 CELF‐4 CELF‐P‐2 TELD 3S
Primary Use
To Identify
monolingual or
bilingual Spanish
speaking children
who have a
language disorder or
delay through a
conceptual scoring
model
To determine
eligibility for
language services,
Identify strengths
and weaknesses,
provide
performance‐based,
authentic assessment
with a strong
relationship to
educational
objectives and the
curriculum
For identification,
diagnosis, and
follow‐up evaluation
of language and
communication
disorders in Spanish‐
speaking children.
To identify Spanish‐
speaking children
whose early
language
development is
below average and
identify strengths
and weaknesses
Measurement
Norm‐based Norm‐based Norm‐based Norm‐based
Age Ranges
Birth to 7 years 11
months of age
Overall: 5‐21 years
(varying age ranges
for each subtest)
3;0‐6;11 2;0‐7;11
Click here to download this chart as a pdf.

78. • It’s always critical to use information beyond the
assessment tool to complete an assessment.
• Let’s look now at some of the things that can help
us differentiate bilinguals with typical development
from those with delayed/disordered language skills.

79. Systematic Analysis of Language Transcripts
(SALT)
Dynamic Assessment
( )

80. • Difficulty learning both languages,
even with adult assistance
• Family history of language/learning disabilities
• Slower development than siblings
• Difficulty interacting with peers
• Inappropriate pragmatic/social language skills (i.e., turn‐
taking, topic maintenance, considering listener needs,
non‐verbal communication)
• Difficulty with language in many routines
• Idiosyncratic error patterns
• Language performance unlike others with similar
cultural/linguistic experiences

81. A student from a second language home does not
perform typically for her age on standardized and
informal evaluations.
Is this due to second language influence or is she truly
impaired?

82. How do we make this decision
confidently?
• Testing Procedures and
questions
• The role of language survey
• Using Case Studies to
understand testing results and
outcomes

83. When do we test in two
languages?
• Is the language survey valuable to us?
• Are the results from language proficiency testing
valuable to us? (woodcock‐muñoz language survey)
Speech and Language Testing is
Cumulative not Comparative

84. Cumulative not Comparative
Language and Content of Intervention
 Select based on what is appropriate in each language and
what is appropriate for child’s and family’s situation.
 e.g.
Spanish
•Gender
•Verbs
•Article+nouns
•Food
•Clothing
•Household items
Both
•People
•Functions
•Categorization
•Part-Whole
English
•Pronouns
•Prepositions
•Nouns
•Colors
•Numbers
•Shapes
Peña & Kester, 2004

85. Take Away Points
• Thorough language history is critical.
• Thorough health (especially hearing) history is
needed.
• Testing in all languages is the only way to get a
complete picture of a student.
• Understanding the features of the non-English
language as well as how those compare to
English will help identify what errors may be due
to cross-language influence.

86. Assessment Summary
• So what do we know:
▫ Not all bilinguals are the same
▫ Children in recent second language environments may
display behaviors common in monolinguals with language
impairment
▫ Problems associated with all assessment tools
▫ We need to go beyond the tool in assessment
▫ Ongoing assessment across many daily routines is critical
▫ Exploring both/all languages is essential.

87. What makes up a bilingual
evaluation testing packet
Referral
Packet
Vision and
Hearing
Parent Info
Teacher
Info
Educational
History
English
Testing
Informal
Speech
Formal
Speech
Informal
Language
Formal
Language
Second
Language
Testing
Informal
Speech
Formal
Speech
Informal
Language
Formal
Language

88. Language Outcomes
• Qualifies• DNQ
• DNQ• DNQ
Typical in
both
language
s
Typical in
English,
not
Spanish
Below
normal
Limits in
both
language
s
Typical in
Spanish,
not
English

89. Speech Outcomes
• Qualifies• DNQ
• DNQ• DNQ
Errors are
typical for
age
Errors are
due to
second
language
Errors are
atypical
for age
and
language
No
errors
present

90. A word on DNQs
•DO NOT QUIT here!
• You put 60 days of work into this
student and know him better than
anyone at this point
• Share the data to explain how to
support the student and make him
successful in the classroom

91. Helpful Resources on typical phonological process
errors in English-speaking, Spanish-speaking
and Bilingual Children.
Davis, B. L., Gildersleeve-Neumann, C. E., Kester, E. S., Peña, E. D.
(2008). English speech sound development in pre-school aged children
from bilingual English-Spanish environments. Lang Speech Hear Serv
Sch 2008 39: 314-328.
Gildersleeve-Neumann, C. E., Peña E. D, Davis, B. L., Kester, E.S.,.
(2009). Effects of L1 during early acquisition of L2: Speech changes in
Spanish at first English contact. Bilingualism: Language and Cognition,
12, 2, 259-272.

92. Gildersleeve-Neumann, C. E., Kester, E.S., Davis, B. L., & Peña, E. D.
(2007). Speech development in 3- to 4-year-old children from bilingual
Spanish/English and monolingual Spanish and English environments.
Language, Speech, and Hearing Services in the Schools.
Goldstein, B. (2007a). Spanish speech acquisition. In S. McLeod (Ed.),
The international guide to speech acquisition (pp. 539-553). Clifton Park,
NY:Thomson Delmar Learning.
Goldstein, B. (2007b). Speech acquisition across the world: Spanish
Influenced English. In S. McLeod (Ed.), The international guide to
speechacquisition (pp. 345-356). Clifton Park, NY: Thomson Delmar
Learning.

93. Goldstein, B. (2007). Phonological skills in Puerto Rican- and Mexican-
Spanish speaking children with phonological disorders. Clinical
Linguistics and Phonetics, 21, 93-109.
Goldstein, B., Fabiano, L., & Washington, P. (2005). Phonological skills
inpredominantly English, predominantly Spanish, and Spanish-English
bilingual children. Language, Speech, and Hearing Services in Schools,
36, 201-218.
Goldstein, B. (2005). Substitutions in the phonology of Spanish-
speakingchildren. Journal of Multilingual Communication Disorders, 3,
56-63.
Fabiano, L., & Goldstein, B. (2005). Phonological cross-linguistic
influencein sequential Spanish-English bilingual children. Journal of
Multilingual Communication Disorders, 3, 56-63.

94. Click to visit www.bilinguistics.com