### Background  
With a prevalence estimated at around 7% [13; 14], DLD is one of the most common developmental disorders. Symptoms of DLD are characterized by difficulties in understanding and/or producing speech or language in communication contexts that occur during childhood [15]. These language problems can refer to all or just some linguistic areas [16]: children with DLD may have problems related to the distinction and production of phonemes (phonetics and phonology) or the processing and realisation of morphemes and syntactic structures (morphology and syntax). Furthermore, the capacity to associate words with meanings as well as to retrieve them can be impaired (semantics and lexicon). Non-verbal communication and the metaphorical use of language can also be problematic in children with DLD (pragmatics). The linguistic deficits may have an impact on the child's general communication abilities and thus affect their social development [17]. Children with DLD are more likely to additionally show deficits in reading and writing acquisition, since poor phonological skills are a risk factor for Developmental Dyslexia [18]. This relates to the potential long-term effects of DLD related to poorer academic performance and lower occupational status [19]. Besides a family history of language impairment (see early evidence for family risk of DLD [20; 21]), male gender and a low level of parental education and/or socioeconomic status (SES) are considered risk factors frequently associated with DLD [22; 23; 24]. Even though multilingual does not cause language impairment [25; 26] and thus the prevalence for DLD can be expected to be comparable in the mono- and bilingual population [9], associations between language disorders and a migrant background are frequently found [27]. This is likely caused by the heterogeneity of language development in bilingual children, as the two languages do not develop independently from one another. Instead of that, they are interrelated [28; 29] and an assessment needs to take such interrelations into account. Diagnostic procedures that are inappropriate for bilingual children may lead to misdiagnoses [30; 31], i.e., over- and underdiagnoses, see [9]. Misdiagnoses carry the risk that insufficient or inappropriate service provision is initiated [32]. Appropriate DLD risk identification of bilingual children--distinguishing between language differences in bilingual acquisitional trajectories vs. clinical conditions--requires assessing the child's language skills in both languages [33; 34]. An assessment of both spoken languages has been declared suitable in empirical studies [31; 35] and is available for practitioners for certain language combinations. Some assessment tools have been specifically developed for bilingual assessments (e.g., \"Prove per la valutazione delle competenze verbali e non verbali in bambini bilingual [Tests for the assessment of verbal and non-verbal skills in bilingual children]\" (BaBiL) [36]; \"Bilingual English-Spanish Assessment (BESA)\" [37]. The LITMUS (Language Impairment Testing in Multilingual Settings)cross-linguistic lexical tasks (CLTs) [38; 39] assesses children's vocabulary skills comparably across languages. In their computerised version (see for example [40] and [PERSON], unpublished [41]), CLTs can be automatically administered to bilingual children, which can be beneficial for examiners who typically do not speak all languages spoken by the children under assessment. When neither knowledge of both languages of the child nor computerised solutions are available, static vocabulary tasks in only one of the languages spoken appear to be insufficient compared to Dynamic Assessment (DA, [42]), which is considered an appropriate and feasible diagnostic tool for DLD in bilingual children [43; 44]. DA targets children's language learning potential for the acquisition of new words, applying \"test-teach-retest\" procedures [45] and systematically providing and recording feedback [46].