Teresa Garrido-Tamayo: “Using a story-based dynamic assessment to identify Developmental Language Disorder in children learning English as an additional language”

In Students by General Account

As a postgraduate in Speech and Language Sciences and a speaker of English as an additional language (EAL) myself, I am passionate about helping young people to overcome their language difficulties, particularly those growing up in bilingual contexts. For this reason, my PhD project lies at the intersection of the two research areas that I am most interested in: bilingualism and atypical language development. Specifically, it focuses on the development of a story-based assessment that explores differences in the potential to learn language between school-aged typically-developing children and those thought to have a Developmental Language Disorder (DLD) who are learning English in addition to their minority first language in the UK. Diagnosing a DLD in this population is especially challenging, which means EAL children are often at risk of not receiving the support they need to minimise the communication and learning barriers they can encounter in their everyday lives. With my research, I intend to contribute to the development of more efficient and comprehensive assessments that lead to better quality and more equitable services for these children, with the aim of recognising and addressing their needs as early as possible.