Additional Resources
Additional Assessment Materials for Bilinguals
Litmus Network: Under "LITMUS tools", you can download testing materials with scoring procedures in many languages that have been designed for use with linguistically and culturally diverse children through an European research network. Materials include:
Sentence repetition tasks (similar to the one available on the CHESL site)
Crosslinguistic lexical task (receptive and expressive vocabulary)
LITMUS-MAIN (narrative task)
Nonword repetition task (not based on English phonotactics, so more appropriate for use with bilinguals)
Blom, E., Soto-Corominas, A., Daskalaki, E., Attar, Z., & Paradis, J. (2021). Interdependence between L1 and L2: the case of Syrian children with refugee backgrounds in Canada and the Netherlands. Applied Psycholinguistics, 42, 1159–1194.
Soto-Corominas, A., Daskalaki, E., & Paradis, J., Winters-Difani, M., & Al Janaideh, R. (2021). Sources of variation at the onset of bilingualism: the differential effect of input factors, AOA, and cognitive skills on HL Arabic and L2 English syntax. Journal of Child Language.
Paradis, J., Soto-Corominas, A., Chen, B., & Gottardo, A. (2020). How language environment, age and cognitive factors support the bilingual development of Syrian refugee children recently arrived in Canada. Applied Psycholinguistics, 41, 1255-1281.
Paradis, J., Soto-Corominas, A., Chen, X., & Gottardo, A (2020). The home language environment and English second language learning of Syrian refugee children: Comparisons with other newcomer children in Canadian schools. In Korntheuer, A., Maehler, D.B., Pritchard, P., Wilkinson, L. (Eds.), Refugees in Canada and Germany: From research to policies and practice (pp 143-160). Köln: GESIS - Leibniz-Institut für Sozialwissenschaften
Soto-Corominas, A., Paradis, J., Rusk,, B., Marinova-Todd, S., Zhang, X. (2020) Oral language profiles of English second language learners in adolescence: Cognitive and input factors influence how they compare to their monolingual peers. Studies in Second Language Acquisition, 42, 697-720.
Paradis, J. & Govindarajan, K. (2018). Bilingualism and children with language and communication disorders. In D. Miller, F. Bayram, J. Rothman and L. Serratrice (Eds.), Bilingual language and Cognition: The state of the science across its subfields. [Sibil 54] (347-370). Amsterdam: John Benjamins.
Paradis, J. (2016) The development of English as a second language with and without specific language impairment: Clinical implications. Journal of Speech, Language and Hearing Research, 58, 171-182.
Sorenson Duncan, T., & Paradis, J. (2016). English Language Learners’ Nonword Repetition Performance: The Influence of L2 Vocabulary Size, Length of L2 Exposure and L1 Phonology. Journal of Speech Language and Hearing Research, 59, 39-48.
Paradis, J., Schneider, P. & Sorenson Duncan, T. (2013). Discriminating children with language impairment among English language learners from diverse first language backgrounds. Journal of Speech, Language and Hearing Research, 56, 971-981.
Paradis, J., Emmerzael, K., & Sorenson Duncan, T. (2010). Assessment of English Language Learners: Using Parent Report on First Language Development. Journal of Communication Disorders. 43, 474-497.