Multilingualism is a widespread phenomenon accompanying with the expansion of cultures and the processes of globalization. Diagnosing language disorders in multilingual environments requires a deep understanding of the linguistic similarities between multilingual development and atypical language development. Consequently, specific measures and methodological reflection should be employed to objectively diagnose language disorders and guide therapists children toward appropriate interventions. This teaching unit outlines the theoretical concepts related to bilingual language characteristics and introduces standardized tools specifically used in the Lebanese context, taking its specificities into account. It also provides clinical examples to help develop an evidence-based approach to language assessment that methodological evaluation approach tailored to multilingual contexts.

Temps présentiel : 20 heures

Charge de travail étudiant : 50 heures

Méthode(s) d'évaluation : Examen final

Référence :
Armon – Lotem, S. (2012). Introduction : Bilingual children with SLI-The nature of the problem. Bilingualism : Language and Cognition 15,1 : 1-4. Khoury Aouad Saliby, C., dos Santos, C., Kouba Hreich, E., & Messarra, C. (2017). Assessing Lebanese bilingual children: The use of cross-linguistic lexical tasks in Lebanese Arabic. Clinical linguistics & phonetics, 31(11-12), 874-892. Oller, K., Pearson, B. Z., & Cobo – Lewis, A. (2007). Profile effects in early bilingual language and literacy. Applied Psycholinguistics 28 : 191-230. Bedore, L., Pena, E., Garcia, M., & Cortez, C. (2005), Conceptual Versus Monolingual Scoring: When Does It Make a Difference? Language, Speech and Hearing Services in Schools 36 : 188 200. Conti-Ramsden, G., Botting, N. & Faragher, B. (2001). Psycholinguistic Markers for Specific Language Impairment (SLI). J. Child Psychol. Psychiat, Vol. 42 (6), 741-748. Great Britain : Cambridge University Press. Cost Action IS0804. [En ligne]. http://www.bi-sli.org/index.htm