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Miller, L., Gillam, R., & Peña, E. (2001). Dynamic assessment and intervention: Improving children’s narrative abilities . Austin, Texas: PRO-ED. Moses, K., & Wigglesworth, G. (2008). The silence of frogs: Dysfunctional discourse in the “English-only” Aboriginal classroom. In J. Simpson & G. Wigglesworth (Eds.), Children’s language and multilingualism: indigenous language use at home and school (pp. 129–153). London: Continuum. Naudé, E., Louw, B., & Weideman, A. (2007). First steps toward developing tools for language assessment in multilingual urban pre-schoolers. Southern African Linguistics and Applied Language Studies , 25 , 519–538. Nicoladis, E., & Genesée, F. (1997). Language development in preschool bilingual children. Journal of Speech-Language Pathology and Audiology , 21 , 258–270. Neilson, R. (2003). SPAT-R: Sutherland Phonological Awareness Test – Revised . Jamberoo, NSW: Language, Speech and Literacy Services. Philpott, M. (2003). The Revised Kimberley Early Language Scales . Retrieved from http://www. speechpathologyaustralia.org.au/library/Kimberley_Scales. pdf Rossetti, L. (2005). The Rossetti Infant-Toddler Language Scale . East Moline, IL: LinguiSystems. Scarinci, N., Arnott, W., & Hill, A. (2011). The role of speech pathologists in assessing children with language disorders. ACQuiring Knowledge in Speech, Language and Hearing , 13 (1), 41–43. Simpson, J., & Wigglesworth, G. (Eds.) (2008). Children’s language and multilingualism: Indigenous language use at home and school . London: Continuum. Speech Pathology Australia. (2007). Working with Aboriginal people in rural and remote Northern Territory – A resource guide for speech pathologists . Retrieved from http://www.speechpathologyaustralia.org.au/resources/ clinical-resources Speech Pathology Australia. (2009). Working in a culturally and linguistically diverse society –Position paper . Retrieved from http://www.speechpathologyaustralia.org. au/publications/position-statements Speech Pathology Australia. (2010). Speech Pathology Australia discussion board – Aboriginal Australians and language. Retrieved from http://forum. speechpathologyaustralia.org.au/viewforum.php?f=29 Thal, D., Jackson-Maldonado, D., & Acosta, D. (2000). Validity of a parent-report measure of vocabulary and grammar for Spanish-speaking toddlers. Journal of Speech, Language, and Hearing Research , 43 , 1087–1100. Ukrainetz, T., Harpell, S., Walsh, C., & Coyle, C. (2000). A preliminary investigation of dynamic assessment with Native

American kindergartners. Language, Speech, and Hearing Services in Schools , 31 , 142–154. Vagh, S., Pan, B., & Mancilla-Martinez, J. (2009). Measuring growth in bilingual and monolingual children’s English productive vocabulary development: the utility of combining parent and teacher report. Child Development , 80 , 1545–1563. Williams, C.J., & Jacobs, A.M. (2009). The impact of otitis media on cognitive and educational outcomes. Medical Journal of Australia , 191 (9), 69-72. Zubrick, S.R., Lawrence, D.M., Silburn, S.R., Blair, E., Milroy, H., Wilkes, T., ... Doyle, S. (2004). The Western Australian Aboriginal Child Health Survey: The health of Aboriginal children and young people . Perth: Telethon Institute for Child Health Research. 1 The term “Indigenous Australian” will be used to refer to people who identify as Aboriginal or Torres Strait Islander peoples. The term “Aboriginal” refers to the original inhabitants of Australia and “Torres Strait Islander” refers to the original inhabitants of the Torres Strait Islands. 2 The Australian Aboriginal concept of “shame” is not equivalent to the Anglo concept of shame. It relates to the physically evident feeling of being singled-out from a group (e.g., answering questions in class (Moses & Wigglesworth, 2008) or due to disability (see Speech Pathology Australia, 2007). This needs to be considered by SPs within a number of contexts including: the “pull-out” method (removing a child from a classroom to conduct assessment or intervention); or asking direct questions of children or caregivers (e.g., when obtaining a case history). 3 Aboriginal English (AE) is spoken widely across Australia and differs from Standard Australian English (SAE). It differs according to its developmental path, its conceptualisations, its history, its construction, its functions, norms, and meaning for Aboriginal people (Department of Education, 2002; Malcolm, 2010). Prior to completing a Master of Speech Pathology and commencing clinical work as a speech pathologist, Petrea Cahir completed an honours thesis in linguistics which helped document a Top End Aboriginal language. Petrea continues to work as a research assistant on a longitudinal speech and language development study while working clinically in a paediatric hospital.

Correspondence to: Petrea Cahir Speech Pathologist Murdoch Childrens Research Institute Speech Pathology The Royal Children’s Hospital 50 Flemington Road Parkville VIC 3052 email: petrea.cahir@mcri.edu.au

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