The Bilingual Language Laboratory (BLL)

RESEARCH OUTCOMES


Publications


Francis, D. J., Rojas, R., Gusewski, S., Santi, K. L., Khalaf, S., Hiebert, L., & Bunta, F. (2019). Speaking and reading in two languages: On the identification of reading and language disabilities in Spanish-speaking English learners. In D. J. Francis (Ed.), Identification, Classification, and Treatment of Reading and Language Disabilities in Spanish-speaking EL students. New Directions for Child and Adolescent Development, 166, 15- 41.

Rojas, R., Hiebert, L., Gusewski, S., & Francis, D. J. (2019). Moving forward by looking back: Understanding why some Spanish-speaking English learners fall behind. In D. J. Francis (Ed.), Identification, Classification, and Treatment of Reading and Language Disabilities in Spanish-speaking EL Students. New Directions for Child and Adolescent Development, 166, 43- 77.

Santi, K. L., Khalaf, S., Bunta, F., Rojas, R., & Francis, D. J. (2019). IQ-achievement discrepancy for identification of disabilities in Spanish-speaking English learners. In D. J. Francis (Ed.), Identification, Classification, and Treatment of Reading and Language Disabilities in Spanish-speaking EL Students. New Directions for Child and Adolescent Development, 166, 111–143.

Gusewski, S., & Rojas, R. (2017). Tense marking in the English narrative retells of dual language preschoolersLanguage, Speech, and Hearing Services in Schools, 48, 183-196.

Heilmann, J. J., Rojas, R., Iglesias, A., & Miller, J. F. (2016). Clinical impact of wordless picture storybooks on bilingual narrative language production: A comparison of the ‘Frog’ stories. International Journal of Language & Communication Disorders, 51, 339-345.

Rojas, R., Iglesias, A., Bunta, F., Goldstein, B., Goldenberg, C., & Reese, L. (2016). Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners. International Journal of Speech-Language Pathology, 18, 166-177.

Peredo, T. N., Owen, M. T., Rojas, R., & Caughy, M. O. (2015). Child vocabulary, maternal behavior, and inhibitory control development among Spanish-speaking children. Early Education and Development, 26, 749-769.

Rojas, R., & Iglesias, A. (2015). Assessing the bilingual (Spanish/English) population. In J. F. Miller, K. Andriacchi, & A. Nockerts (Eds.), Assessing language production using SALT software: A clinician’s guide to language sample analysis, 2nd Edition (pp. 111-123). Middleton, WI: SALT Software, LLC.

Rojas, R., & Iglesias A. (2013). The language growth of Spanish-speaking English language learners. Child Development, 84, 630-646.

Iglesias, A., & Rojas, R. (2012). Bilingual language development of English Language Learners: Modeling the growth of two languages. In B.A. Goldstein (Ed.), Bilingual language development & disorders in Spanish-English speakers, 2nd Edition (pp. 3-30). Baltimore, MD: Brookes Publishing Co.

Prezas, R. F., & Rojas, R. (2012). Translation to practice: Assessment of the speech of Spanish-English bilingual children in the United States of America. In S. McLeod & B.A. Goldstein (Eds.), Multilingual aspects of speech-sound disorders in children (pp. 161-164). Bristol, UK: Multilingual Matters.

Rojas, R., & Iglesias, A. (2011). Assessing the bilingual (Spanish/English) population. In J.F. Miller, K. Andriacchi, & A. Nockerts (Eds.), Assessing language production using SALT software: A clinician’s guide to language sample analysis (pp. 99-111). Middleton, WI: SALT Software, LLC.

Rojas, R., & Iglesias, A. (2010). Using language sampling to measure language growth. Perspectives on Language Learning and Education, 17, 24-31.

Rojas, R., & Iglesias, A. (2009, March 3). Making a case for language sampling: Assessment and intervention with (Spanish-English) second-language learners. The ASHA Leader, 14, 10-13.

Rojas, R., & Iglesias, A. (2006). Bilingual (Spanish-English) narrative language analyses: Why and how? Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 13, 3-8.

Rojas, R. (2006). School-based assessment of bilingual speakers in 2006: Clinical practice and federal law. CSHA Magazine, 36, 8-10.

Bauer, C.A., Brozoski, T. J., Rojas, R., Boley, J., & Wyder, M. (1999). Behavioral model of chronic tinnitus in rats. Otolaryngology — Head and Neck Surgery, 121, 457-462.

Translations of Clinical Tools

McLeod, S., Harrison, L. J., & McCormack J. (2012). Escala de Inteligibilidad en Contexto [Intelligibility in Context Scale: Spanish]. (R Prezas, R. Rojas, & B.A. Goldstein, Trans.). Bathurst, NSW, Australia: Charles Sturt University.

Marian, V., Blumenfeld, H.K., Kaushanskaya, M., Rojas, R., & Iglesias, A. (2007). Cuestionario de experiencia y competencia lingüística. [The language experience and proficiency questionnaire (LEAP-Q): Assessing language profiles in bilinguals and multilinguals]. Journal of Speech, Language, and Hearing Research 50: 940-967.


Conferences


2019 Posters


Impact of Spanish language loss on the English development of bilingual children


2018 Posters


Impact of code switching on Spanish vocabulary measures for English-educated bilingual preschoolers


Longitudinal Changes in Article Production in Spanish-speaking Dual Language Learners


Dual language learners: Predictive value of Spanish vocabulary on reading achievement in English


Dual Language Learners: Effects of Language Use and Maternal Education on Bilingual Vocabulary Development


Comparison of narrative language production in DLL preschoolers with and without language impairment


Spanish Verb Productions in Bilingual (Spanish-English) Children Experiencing Potential First Language Loss


2017 Posters

Dual Language Learners: Effects of Home Language,Maternal Education, and Preschool Attendance on Vocabulary
Dual Language Learners: Effects of Home Language,Maternal Education, and Preschool Attendance on Vocabulary

Performance on a Bilingual Oral Language Screening: Effect of Preschool Enrollment & Maternal Education
Performance on a Bilingual Oral Language Screening: Effect of Preschool Enrollment & Maternal Education

The Impact of Vocabulary and Tense Marking Growth on Reading Achievement in Dual Language Learners
The Impact of Vocabulary and Tense Marking Growth on Reading Achievement in Dual Language Learners

2017-language-development
Language Development in Bilingual (Spanish-English) Preschool-Age Children

2017-bilingual-children
Bilingual Children: Gender Disagreement in Spanish

2017-besos-performance
BESOS Performance: Effect of Preschool Enrollment and Maternal Education


2016 Posters

2016-bilingual-preschoolers-first-language
Bilingual Preschoolers: First Language Loss and Longitudinal Shift of Grammaticality

2016-bilingual-preschoolers-the-emergingBilingual Preschoolers: The Emerging, Productive Use of English Tense Marking

2016-first-language-growth
First Language Growth, Maintenance, or Loss in Bilingual Preschoolers: Longitudinal Change in Spanish

2016-language-use-in-the-home
Language Use in the Home Environments of Spanish-English Bilingual Children

2016-longitudinal-shift
Longitudinal Shift of Code-Switching in Spanish and English Narratives


2015 Posters

2015-grammaticality-in-spanish-english
Grammaticality in Spanish-English Bilingual Preschooler’s Narratives

2015-visual-attention
Visual Attention and Language Production in Bilingual Children