Student Pages
Postgraduate course


  • ECTS credits5
  • Teaching semesterAutumn
  • Course codeLOGO325
  • Number of semesters1
  • LanguageEnglish
  • Resources

Main content

Level of Study




Teaching semester

Autumn (for course schedule see English site).

Objectives and Content

Language impairment in a bilingual context (Språkvansker i en tospråklig kontekst)

The course aims to develop students' awareness of the nature of language impairment in bilingual (or multilingual) children. This requires knowledge of normal bilingual (and monolingual) development. It also requires knowledge of symptoms of language impairment and how they differ across languages (language typology).

The bilingual context may be different, depending on the country. We will explore the language situation in Norway: what is a typical caseload for a Norwegian speech-language therapist?

An important issue is the availability of diagnostic instruments. An inventory will be made of the instruments that can be used to identify language impairment in bilingual children.

Learning Outcomes

On completion of the course the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:


The student:

  • has in-depth knowledge of key concepts of bilingualism, like successive versus simultaneous bilingualism
  • knows the similarities and differences in monolingual and bilingual language development
  • knows the similarities and differences in language impairment in a monolingual and bilingual context.
  • knows how the structure of a specific language interferes with the symptoms of language impairment in that language.


The student:

  • can discuss different approaches to assessment of language skills in bilingual populations
  • can understand the limitations to the use of tests with monolingual norms with bilingual children and the need for bilingual norms
  • can build a rationale for selecting diagnostic instruments that are valid indices of impairment in bilingual children.

General competence

The student

  • understands the diagnostic dilemmas involved in assessing the abilities of a bilingual child and can take the relevant factors into consideration.
  • be able to understand and respect the client¿s/patient¿s cultural and linguistic community.
  • be able to integrate the knowledge into all areas of practice, including assessment, diagnosis, treatment and treatment discharge.

Required Previous Knowledge

The students must have completed LOGO320, Logopediske særemne

The student should have a good knowledge of language acquisition and disorders and also of the linguistic terms to describe them: to understand language impairment in a bilingual context, knowledge of typical development and of monolingual disorders is necessary.

Recommended Previous Knowledge

It is useful to have knowledge of the bilingual (or multilingual) situation in Norway. Students are encouraged to explore this before starting the course.

Teaching Methods and Extent of Organized Teaching

  • Lectures (on bilingual language impairment and language typology)
  • Group discussions (to verify the bilingual situation in Norway)
  • Group work based on assignments followed by presentations in the seminar; in the volume edited by Armon-Lotem et al. (2015) tasks are described that aim to assess language impairment in bilinguals. Each group will study one of these tasks and also compare it to existing assessment tools for Norwegian. In doing so, students may work from a (hypothetical) clinical case in the way they are used to in PBL

Compulsory Assignments and Attendance

  • Since the assignments constitute group work, attendance is obligatory. The outcomes will be presented in the seminar, the attendance of which is also compulsory.
  • All obligatory assignments must be approved before examination

Forms of Assessment

The final examination is 5 day individual home exam.

Grading Scale

A - F

Assessment Semester


Reading List

Reading list for the upcoming semester is published on 1st December for the spring semester and 1st June for the autumn semester.

Course Evaluation

The course will be evaluated in accordance with UiB's quality assurance system and the Faculty of Psychology's routines for Participatory evaluation.

Programme Committee

The Department of Biological and Medical Psychology

Course Coordinator

The Department of Biological and Medical Psychology

Course Administrator

The Faculty of Psychology