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Evidence-Based Practices to Improve Assessment of Dual Language Learners (WEB3670)

Course Description

SLPs are tasked with evaluating dual language learners (DLLs), often without speaking the language the child uses most. New research is emerging to help SLPs better assess DLLs while considering their unique linguistic skills as well as their cultural diversity. This journal self-study explores emerging practices that SLPs can use to improve overall assessment quality and outcomes when working with diverse DLLs. These articles are from a two-part forum – Innovations in Clinical Practice for Dual Language Learners – published in American Journal of Speech-Language Pathology.

Learning Outcomes
You will be able to:

  • Define the differences between single language scoring and conceptual scoring, and identify the pros and cons of each
  • Explore universal features that can help identify language differences from disorders
  • Evaluate how SLPs can use vocabulary growth and first language attrition to help differentiate language differences from language disorders in DLLs
  • Explore how use of dynamic assessment can lead to improved outcomes for assessment of DLLs


The following articles are included in this course:

  • Beyond Scores: Using Converging Evidence to Determine Speech and Language Services Eligibility for Dual Language Learners, by Anny CastillaEarls, Lisa Bedore, Raúl Rojas, Leah Fabiano-Smith, Sonja Pruitt-Lord, María Adelaida Restrepo, and Elizabeth Peña
  • Taxonomic Development in Young Bilingual Children: Task Matters, and So Does Scoring Method, by Boji P. W. Lam and Li Sheng
  • Vocabulary Growth: Dual Language Learners at Risk for Language Impairment, by Pui Fong Kan, Shirley Huang, Ellie Winicour, and Jerry Yang
  • Including Nonlinguistic Processing Tasks in the Identification of Developmental Language Disorder, by Kerry Danahy Ebert and Giang Pham
  • Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners, by Janet L. Patterson, Barbara L. Rodríguez and Philip S. Dale

Author Information 

Author disclosure information is available here.
Related Courses

This course is part of Key Courses on Working with Multilingual Learners.

DEI Professional Development Requirement

This course counts toward the ASHA certification maintenance professional development requirement for DEI (which encompasses cultural competency; cultural humility; culturally responsive practice; and diversity, equity, and inclusion). See more courses that count toward this requirement or read more about professional development requirements for certification maintenance.

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge. To earn continuing education credit, you must complete and submit the learning assessment on or before the end date below.

Program History and CE Information

Articles originally published in American Journal of Speech-Language Pathology
Content origination date: January 11, 2021
End date: January 11, 2026

This course is offered for 0.85 ASHA CEUs (Advanced level, Professional area).

Subscribers Ratings
PDH: 8.5
ASHA CEU*: 0.85
Item #(s): WEB3670
Available Through: January 11, 2026