### Background
In so-called fast mapping tasks for example, an unknown word or nonword (NW, phonotactically legal combination of phonemes without meaning in the language of assessment) is associated with a meaning or object [47], and the child's task is to learn the new association. Such tasks are particularly challenging for children with impaired phonological short term memory and lexical deficits [48]. For bilingual children, some studies point to the particular suitability of fast mapping tasks [49]. Contrastingly, other studies indicate that bilingual TD children also show difficulties in this task [50]. Moreover, consecutive bilingual children seem to perform worse than both monolinguals and simultaneous bilingual children in fast mapping tasks [42]. [PERSON] and [PERSON] [51] point to bilingual children's learning potential for such tasks in their L1 (first or family language) being higher than in their L2 (second or societal language). Besides DA, nonword repetition tasks (NWRTs) involving phonological short-term memory skills have also been shown to be reliable in DLD risk identification in mono- and bilingual children [52] and to be associated with lexical [53; 54] and grammatical skills [55]. Children repeat a NW upon auditory presentation and an examiner evaluates the accuracy of the child's repetition. Repetition of the meaningless NWs is less influenced by language exposure patterns than word or sentence repetition and is thus appropriate for application with bilingual children [56]. Still, the degree of language specificity of the NWs should be taken into consideration [12]. In addition to that, language-specific clinical markers and grammatical features, in particular, can be used to differentiate between the linguistic profiles of monolingual children with DLD and those of multilingual TD children [7]. In Italian, the omission of articles and clitic pronouns as well as the replacement of the third person plural form of the verb (e.g., cantano, 'they sing') with the third person singular form (e.g., canta,'she/he sings') are considered clinical markers of DLD [57; 58; 59; 60] in both monolingual and bilingual populations [61; 62]. In Spanish, errors in subject-verb agreement concerning first person forms replaced with third person forms are considered a clinical marker [63]. Furthermore, [PERSON] and colleagues [64] found the use of infinitive verbs instead of inflected verbs to be an indicator of DLD. In the last decade, web-based language testing has been more extensively used with second language learners due to increased reliability and flexibility [65]. However, there have been limitations to the use of web-based language testing, primarily being the constraints in the digital literacy of the target population [66]. Even though to a lesser extent, in clinical contexts, the application of computerised language assessment is also increasing, see for example [67]. There are many new developments in web-based language testing assessments such as the previously mentioned BaBiL [36] and German \"Evozierte Diagnostik grammatischer Fahigkeiten fur mehrsprachige Kinder [Evoked diagnostics of grammatical skills for multilingual children]\" (ESGRAF-MK, [68]). These web-based language assessments allow for the automatic administration of tasks in the child's societal language (Italian in the case of the BaBiL [36] and German in the case of the ESGRAF-MK [68]) and a selection of first/family languages. Upon the computer-assisted administration, examiners evaluate the child's responses in their first/family language following indications on linguistic structures and short descriptions of the target answers in the manual. In addition to automatic administration, other solutions provide automatic evaluation, either of dynamic tasks, see [69; 70], or of static tasks in both languages spoken by a bilingual child (see [40] and Zinn, unpublished [41]).