Elizabeth D. Peña
I'm a professor of communication sciences and disorders at the University of California, Irvine. I study bilingualism in children mainly, but have branched out to look at bilingualism in young adults. In the area of bilingualism I'm mainly interested in how people who have exposure to more than one language lexicalize, organize, and access words in each of their languages and how exposure to one language influences performance in the other language. I'm also interested in measurement and assessment practices. Here, my focus is on developing ways to determine language differences vs. language disorders.
Posted in Uncategorized on May 10, 2018
Some thoughts about getting a Ph.D.
It’s that time of year when students are making decisions about where they are going to go for graduate school and others are thinking of applying to graduate programs in the next round this coming fall. In CSD there is a severe shortage of new Ph.D.s to take on faculty positions. So for me it’s important to recruit and train future CSD faculty. I’ve worked with a number of students who have completed the degree and have gone on to successful careers as faculty and leaders in the profession. As you may know I’m now at the University of California, Irvine and Lisa Bedore is moving to Temple University. We both remain committed to helping to train the next generation of Ph.D.s in the field. Below, I give some of my thoughts about the Ph.D. and finding a program that is right for you and your interests.
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Recently, I participated in a roundtable discussion through TCU on the topic of dynamic assessment and translanguaging. My topic was dynamic assessment. But, I was really struck by the notion of translanguaging.
It was an interesting discussion about how to provide support to children in both languages and allow them to have access to both of their languages to maximize opportunities for language interaction. You might want to read more about translanguaging using the link above and also here. I think that translanguaging is a powerful way to support linguistic development and access in bilingual youth.
The answers are yes, no, maybe, it depends. Last time we talked about “yes.” This time let’s talk about:
Yes, no, maybe, it depends. Read the rest of this entry »
I belong to a Facebook group SLPs for Evidence Based Practice. There is frequent discussion of what works and what doesn’t in intervention and in assessment. My work has often focused on assessment and assessment practices. And, I have to say that it is frustrating to find that something does (or doesn’t) work but that clinical practices take so long to change. So, I wonder what is our obligation in the field to be aware of the evidence? And what is our obligation to make changes in our practices? Read the rest of this entry »
Well, there’s been a number of changes in my life professionally, I don’t really know where to begin. But, I guess I’ll tell you about a couple of things. Read the rest of this entry »
At least harder than I’d thought. Read the rest of this entry »
Posted in Uncategorized on March 4, 2017
I love the Equality for All quote that says: “Equal rights for others does not mean less rights for you: It’s not pie.” You can get a t-shirt that says just that. And, it got me thinking about bilingualism. Grosjean uses a beautiful analogy of the hurdler as representing the bilingual, with sprinters and high jumpers representing monolinguals. The hurdler incorporates both of these but isn’t exactly like either one. Read the rest of this entry »
I’ve been asked this question a couple of times now, the most recent was a few days ago, so I thought I’d write about it here. The bottom line is YES, WITH TRAINING. But, let me explain. Read the rest of this entry »
A question that often comes up about our research is how to apply it clinically. Much of our work is motivated by clinical questions and ultimately we aim to have some clinical solutions. It’s hard sometimes to move directly from research to application. Sometimes the clinical questions we pose have no or very little research available to move to the next step. So, we have to step back and do the more basic descriptive work to understand the nature of bilingualism and of bilingual impairment before we can then more forward again to answer questions about assessment and treatment. Now that we’ve done more work that has implications for assessment and have the BESA available for clinicians we can start to think about more direct application.
I wrote a year ago that we can get the most accurate indicator of language impairment on the BESA when we combine the best language across domains. So, we might combine Spanish morphosyntax with English semantics for a language composite. But, how do you write up results to incorporate into a report?
In a fairly recent paper, we provide some illustrations of how to use test information to make clinical decisions using the BESA. We go through the parent and teacher interview we use to determine possible concern about speech and language ability in each language and how we determine language use and exposure. Finally, we demonstrate how we combine and compare Spanish and English performance across each domain to determine language impairment. I hope these help in writing up your clinical reports.