PhD, Temple University
Bilingual Development and Child Language
Dr. Raúl Rojas, Assistant Professor and Director of the Bilingual Language Laboratory, is a faculty member in the Communication Sciences and Disorders program within the School of Behavioral and Brain Sciences at UT Dallas, Callier Center for Communication Disorders. Dr. Rojas obtained a BA from Grinnell College (Psychology/Latin American History), his MA (Speech-Language-Hearing) and PhD (Communication Sciences and Disorders) from Temple University, and completed Postdoctoral Training at UT Dallas, Callier Center for Communication Disorders.
As a Speech-Language Pathologist (SLP) certified by the American Speech-Language-Hearing Association (ASHA), Dr. Rojas has provided bilingual (Spanish-English) speech-language pathology services in multiple settings, including the schools and early intervention. He has also led various teams of bilingual SLPs, served as a clinical fellowship year supervisor for multiple bilingual SLPs, co-developed the ability for the Systematic Analysis of Language Transcripts (SALT) to analyze language samples in Spanish, and continues to provide professional development for SLPs and other professionals around the country.
Dr. Rojas received the Outstanding Contribution Award in Speech-Language Pathology from the ASHA Leader (Rojas & Iglesias, 2009) in 2010. In 2011, he received one of four New Century Scholars Research Grants from the ASHA Foundation.
Dr. Rojas' research focuses on child language from a longitudinal and processing perspective, specifically bilingual language development in typically developing children and in children with language impairment(s). In particular, Dr. Rojas is interested in modeling the bilingual language growth of English Language Learners (ELLs) in the schools using large-scale datasets, and in validating paradigms to index processing load and language learning skills in bilingual speakers. He is currently conducting three funded studies. One study deals with exploring the diagnostic agreement of using large-scale, database-referenced language sampling analysis. Another study involves modeling the bilingual language growth of ELLs in distinct programs of language instruction. A third study explores eye-tracking measures as correlates of bilingual narrative language production skills in ELLs.
Rojas, R., & Iglesias, A. (in press). The language growth of Spanish-speaking English language learners. Child Development.
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 ed., 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. Bristol, UK: Multilingual Matters.