What factors help distinguish bilingual language difference from language impairment during assessment?

• A. Consider language exposure, performance in both languages, assess with culturally appropriate tools, use dynamic assessment, corroborate with collateral data, and interpret within bilingual context.
• B. Evaluate only the dominant language performance.
• C. Translate all tests into home language and rely on translated scores.
• D. Assume any lag in one language equals impairment.

Answer: (A)

Understanding how language develops across two languages is essential when deciding whether a language pattern reflects a difference due to bilingualism or a true impairment. The best approach looks at how much the child is exposed to and uses each language, and it assesses performance in both languages rather than relying on the dominant one alone. It also relies on tools that are culturally appropriate and appropriate for bilingual learners, and, when possible, uses assessments designed for bilingual populations. Asking how the child learns with support—dynamic assessment—helps reveal learning potential rather than static knowledge. Gathering information from families and teachers (collateral data) and interpreting everything within the child’s bilingual context prevents mislabeling normal variation in exposure or use as impairment. Translating tests into the home language or relying on translated scores can distort performance estimates, so these practices are not recommended; instead, use bilingual or nonverbal measures and interpret results with careful attention to language exposure and use.