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After English, Mandarin is the most widely used language by young children in Canberra. Mandarin is the term used in English to refer to a number Chinese varieties spoken in northern and southwestern China, and the standardised varieties taught in schools across mainland China, Taiwan, Singapore, and Malaysia. Historically, many different languages have been used across China, some related to each other and some unrelated, as shown on the map below. Mandarin varieties have been spoked across northern China, and southwestern China. ...

In a nonword repetition task, the child is presented with an unfamiliar sequence of sounds that could, plausibly, form a word in the language. This stimulus may be recorded, or read aloud by the examiner. The child is asked to repeat the nonword, as accurately as possible. These tasks might be familiar from the CTOPP-2 or the TILLS. Nonword repetition has been widely studied for its ability to help identify language disorders in both monolingual, and multilingual children. There are two recent reviews and meta-analyses, by Schwob et al. (2021) (both monolingual and multilingual children) and Ortiz (2021b) (specific to bilingual children), which are both available to ASHA members (or SPA members via CINAHL). ...

English is the de facto official language of Canberra, and is the language of government services, as well as most schools and commerce. Traditional languages of Canberra and nearby regions English has been the dominant societal language since European colonisation in the 1820s. Prior to this, a number of languages including Ngunnawal, Ngarigu, and Walgulu were used by First Nations peoples in and around the region (ACT Community Services Directorate, 2012). These languages are not currently learned as primary languages by children. ...

McLeod et al. (2017) (open access) have an excellent tutorial for speech pathologists needing to assess speech production (e.g., speech articulation) in a language they do not speak. The tutorial is open access, easy to read, appropriately detailed, and (in my view) theoretically reasonable. The authors discuss practical, as well as cultural and linguistic considerations. So I’m not going to say much more here - go and read their tutorial! ...

There are many reasons that understanding a child’s language development, when the child has been exposed to one or more languages other than English, can be difficult - the language barrier itself is only the start! Building the cultural and linguistic diversity of the speech pathology workforce is essential - both to support families with similar backgrounds, as well as to help build the field’s understanding of cultural and linguistic diversity more broadly. But in a culturally diverse city, there will always be reasons why finding a cultural and linguistic ‘match’ between family and clinician is not possible, or not realistic, in every case. ...