Developmental language disorder (DLD) severely impairs a child's ability to learn, use and understand spoken language, affecting roughly 8% of children worldwide. Despite its prevalence, DLD remains under-recognised and under-served compared to conditions such as dyslexia, autism or ADHD.
Identifying DLD in multilingual children poses particular challenges. In England, around 21% of schoolchildren have a first language other than English, and while most develop typically, children with DLD show problems across all their languages and need specialist help. In contrast, typically developing children only struggle in languages they need more exposure to.
Key signs that a multilingual child may be at risk for DLD include difficulty following instructions, limited vocabulary in all languages, and trouble learning new words or telling stories. Referral to a speech and language therapist is advised.
Assessment can be difficult because UK therapists lack reliable tools to evaluate both English and children's additional languages, and there is a shortage of multilingual therapists and trained interpreters. Promising new tools like the UK bilingual toddlers assessment tool and the Language Impairment Testing in Multilingual Settings (Litmus) battery are helping.
At Newcastle University, a team is developing a dynamic assessment resource that uses enjoyable activities to detect DLD by exploring children's learning potential in areas like storytelling and emotion recognition.
The impact of DLD is lifelong, affecting mental health, literacy, and quality of life. Young people with DLD are overrepresented in the youth justice system, and adults face employment difficulties. Timely diagnosis and support can transform outcomes for children with DLD.
