1. Specific language impairment (SLI) can occur in bilingual children as well as monolingual children, and bilingualism does not cause SLI. Signs of SLI are the same across languages and include difficulties with word learning, sentence understanding, and explaining things. 2. Code switching between languages is normal for bilingual children but may make assessing SLI difficult. It is important for assessors to distinguish between typical code switching and actual language errors that could indicate SLI. Difficulties linking words across languages may signal SLI. 3. While bilingual children may lag behind monolingual peers in one language alone, having vocabulary difficulties in both languages could indicate SLI. Sil

1. 1
Bilingualism and SLI
A slide show to accompany the RALLI film:
Bilingualism & SLI

2. Can a bilingual child have SLI?
• SLI is just as likely in a bilingual child as in a monolingual
child.
• Bilingualism does not cause SLI
• Paradis, J., Genesee, F., & Crago, M. (2011). Dual language development and disorders: A handbook
on bilingualism and second language learning (2nd Edition). Baltimore, MD: Brookes.
• Paradis, J. (2007). Bilingual children with specific language impairment: Theoretical and applied
issues. Applied Psycholinguistics, 28, 512-564.

3. How can we spot SLI in a bilingual
child?
• Signs of SLI are the same as in a monolingual child e.g.
difficulties with
• Learning new words
• Understanding sentence
• Explaining things
• Difficulties will be present in all languages including the
first/ home language
• It is therefore important to get an accurate picture of
language development in the first/home language
• Paradis, J. (2010). The interface between bilingual development and specific language impairment.
Keynote article for special issue with peer commentaries. Applied Psycholinguistics, 31, 3-28

4. Should we worry if a child mixes up
languages?
• Mixing languages is normal process in learning 2 languages
• “Code switching”
• Using words and word order from one language with words/ parts of words
from another language
• Saying one sentence in one language and following sentence in the other
• Children & adults can use more code switching as they become
more competent at 2 languages and more aware of what the
listener will understand. Opportunities to code switch effectively
increase and more complex code switching is possible.
• Paradis, J., Genesee, F., & Crago, M. (2011). Dual language development and disorders: A handbook
on bilingualism and second language learning (2nd Edition). Baltimore, MD: Brookes.

5. What if a child doesn’t mix
languages?
• Some parents follow strict rules about not code switching
themselves, though there is no evidence to support the
need for this. (see RALLI Myths of Bilingualism film)
• Lack of code switching can sometimes be a concern.
Children with SLI sometimes have difficulties linking the
meanings and labels for words in one language, with the
labels in the other language.
• Paradis, J., Genesee, F., & Crago, M. (2011). Dual language development and disorders: A handbook
on bilingualism and second language learning (2nd Edition). Baltimore, MD: Brookes.

6. Assessment for SLI
• Mixing of languages can be misinterpreted as errors in the
use of one language
• When assessing a child for SLI, it is therefore important to
be able to identify code switching between languages.
• Also important to be aware that code switching is part of
typical bilingual language development
• This means the assessor can distinguish between code
switching and actual language errors that may indicate SLI
Saenz, T.I. and Huer, M.B. (2003) Testing strategies involving least biased language
assessment of bilingual children. Communication Disorders Quarterly. 24 (4) 184-193

7. What if the child has difficulties
understanding at school?
• Takes about 2 years to become fluent in conversation
• Takes much longer to acquire complex vocabulary needed
for school curriculum
• Without SLI
• Bilingual child’s level of total vocabulary in 2 languages = approx
level of vocabulary for a monolingual child
• Therefore being ‘behind’ on vocabulary in one language is not
necessarily an indicator of SLI
Pearson, B.Z., Fernández, S.C. & Oller, D.K. (1993). Lexical development in bilingual infants and
toddlers: Comparison to monolingual norms. Language Learning, 43, 93-120
However see: Thordardottir, E. (2011). The relationship between bilingual exposure and vocabulary
development. International Journal of Bilingualism, 15(4), 426-445.

8. What if the child is silent at school?
• Silent period can be part of typical development in a new
language environment
• Silent period can be about 6 months-but very dependent
upon individual situation and child
• Concerns if:
• Silent period goes on for a long time
• Child is not speaking in first language, there is a general reluctance
to speak
• Child is not joining in activities or indicating their needs
Roseberry-McKibbin C. and Brice, A. (2005). Acquiring English as a second language: what's
"normal", what's not. Retrieved from http://www.asha.org/public/speech/development/easl.htm

9. 10
RALLI
www.YouTube.com/rallicampaign
N.B. RALLI logos only to be used on RALLI materials as authorised by RALLI members above

10. 10
RALLI
www.YouTube.com/rallicampaign
N.B. RALLI logos only to be used on RALLI materials as authorised by RALLI members above