Applied Psycholinguistics 31:2 277 Commentaries De Jong, J. (2003). Specific language impairment and linguistic theory. In Y. Levy & J. Schaeffer (Eds.), Language competence across populations (pp. 151–170). Mahwah, NJ: Erlbaum. Oetting, J., & Rice, M. (1993). Plural acquisition in children with specific language impairment. Journal of Speech and Hearing Research, 40, 62–74. Orgassa, A. (2009). Specific language impairment in a bilingual context: A study on the acquisition of verb placement, verb inflection, adjectival inflection and gender assignment in Dutch. Doctoral dissertation, University of Amsterdam. Paradis, J. (2007). Bilingual children with specific language impairment: Theoretical and applied issues. Applied Psycholinguistics, 28, 512–564. Paradis, J. (2010). The interface between bilingual development and specific language impairment. Applied Psycholinguistics, 31, 227–252. Paradis, J., & Crago, M. (2001). The morphosyntax of specific language impairment in French: Evidence for an extended optional default account. Language Acquisition, 9, 269–300. Steenge, J. (2006). Bilingual children with specific language impairment: Additionally disadvantaged? Doctoral dissertation, University of Nijmegen. Wexler, K., Schaeffer, J., & Bol, J. (2004). Verbal syntax and morphology in Dutch normal and SLI children: How developmental data can play an important role in morphological theory. Syntax, 7, 148–198. Jan de Jong University of Amsterdam doi:10.1017/S0142716409990427 The use of descriptive data from bilingual children to inform theories of specific language impairment In her Keynote Article, Paradis reviews evidence from bilingual language develop- ment to assess the claims of two opposing theoretical views of language disorders. Specifically, she examines the evidence for similarities in language profiles of typically developing (TD) sequential bilingual (second language [L2]) children and monolingual children with specific language impairment (SLI) with respect to Rice’s extended optional infinitive (EOI) account. A limited processing capac- ity (LPC) account of SLI, Leonard’s surface hypothesis, is evaluated within the context of comparisons among bilingual children with SLI, monolingual children with SLI, and TD bilingual children. Paradis concludes that the evidence from bilingual children poses challenges for both accounts of SLI. The observation that in early stages of L2 acquisition, TD children may present with morphological error patterns that characterize monolingual children with SLI is an incredibly important one. It contributes to the ever-growing body of literature that suggests overlap in language processing patterns between these two popula- tions. Various studies have reported considerable similarities in language profiles of typical L2 learners and monolingual children with SLI (Crago & Paradis, 2003; H˚ akansson & Nettelbladt, 1996; Paradis & Crago, 2000; Windsor & Kohnert, 2004). Such an overlap poses a serious clinical problem of identifying language impairment in children who are L2 speakers. Thus, the clinical contributions of this work cannot be overstated. In addition to informing the clinical practice with L2 learners, Paradis uses the observation that L2 speakers and monolingual children