Abstract
Assessing multilingual children is a unique challenge, requiring a careful distinction between language differences and disorders. The rich cultural and linguistic diversity of these children necessitates a more nuanced approach to avoid misdiagnosis. Traditional standardized assessments, often normed on monolingual populations, may not accurately reflect a multilingual child's capabilities (De Lamo White & Jin, 2011). To ensure accurate assessment, it is essential to consider the child's entire linguistic environment, including the timing, amount, and quality of language exposure.