Li Sheng

Li Sheng headshot

Li Sheng

Associate Professor
 302-831-3879

Office Location:
Tower at STAR

Research Interests

  • Language development 
  • Language disorders 
  • Bilingualism 
  • Assessment

Honors, Awards, and Major Professional Offices Held

  • Associate Editor, American Journal of Speech-Language Pathology, 2014-2018 
  • Presidential Fellowship, University of Delaware, to attend the Salzburg Global Seminar on Education for Tomorrow’s World, 2017 
  • Certificate of Appreciation, in recognition of a significant contribution to the American Speech-Language-Hearing Association and to the professions of Speech-Language Pathology and Audiology, 2015 
  • Meritorious poster award, “A robust demonstration of the cognate facilitation effect in first language and second language naming”. The Annual Convention of the American Speech-Language-Hearing Association, 2015 
  • Visiting Professor, Shanghai Children’s Medical Center, 2014-present 
  • Spencer Foundation 10015702 “Assessing Chinese-English Dual Language Learners’ Language Comprehension Using a Web-Based Platform”, Role: PI, 2019-2020
  • Shanghai Ministry of Education Key Project Grant, “Development of Practical Evaluation Tools for Shanghai Preschoolers”. Role: Co-PI, 2015-2018. 
  • Department of Education Training Grant, “Language Evaluation Appraisal and Development in Educational Research (LEADER)”. Role: Faculty Mentor, 2014-2019 
  • Faculty Research Assignment, College of Communication, the University of Texas-Austin, 2014-2015 
  • National Academy of Education/Spencer Postdoctoral Fellowship, “Lexical-semantic knowledge in Mandarin-English and Spanish-English bilingual children: A comparative study”. Role: PI, 2012-14 
  • Junior Faculty Fellowship, College of Communication, the University of Texas-Austin, 2009-2010
  1. Lam, B.P.W., & Sheng, L. (2020). Taxonomic development in young bilingual children: Task matters, and so does scoring method. American Journal of Speech-Language Pathology, 29(3),1162-1177. 
  2. *Du, Y., Sheng, L., & Salen, K. (2020). “Try your best”: Parent behaviors during administration of an online language assessment tool for bilingual Mandarin-English children. IDC’20 Proceedings of the ACM Interaction Design and Children Conference (pp.409-420). https://doi.org/10.1145/3392063.3394441.—This conference has an acceptance rate of 33%. 
  3. Lam, B.P.W., & Sheng, L. (2020). The native-likeness problem in L2 word association tasks: Examining word class and trials. English Language Teaching, 13(5), 125-138. 
  4. Sheng, L., *Shi, H., *Wang, D., Hao, Y., & Zheng, L. (2020). Narrative production in Mandarin-speaking children: Effects of language ability and elicitation method. Journal of Speech, Language, and Hearing Research, 63, 774-792. 
  5. Sheng, L. (2019). Introduction to the Forum: Innovations in Clinical Practice for Dual Language Learners, Part 1. American Journal of Speech-Language-Pathology, 28, 929-931. 
  6.  *Klawiter, A., & Sheng, L. (2019). Efficacy of professional development with individualized coaching on enhancing educator knowledge and practice of emergent literacy skills. Evidence-Based Practice Briefs, 13(6), 1-12. 
  7.  *Zhang, S., Zheng, L. & Sheng, L. (2019). The influence of non-verbal intelligence on vocabulary proficiency in Chinese preschoolers. Early Childhood Education, Issue 793, 26-31. [Chinese] 
  8. Kastenbaum, J., Bedore, L., Peña, E., Sheng, L., Mavis, I., Sebastian-Vaytadden, R., Rangamani, G., Vallila-Rohter, S., & Kiran, S. (2019). The influence of proficiency and language combination on bilingual lexical access. Bilingualism: Language and Cognition, 22, 300-330. 
  9.  *Hao, Y., Bedore, L., Sheng, L., & Peña, E.D. (2019). Narrative skills in two languages of Mandarin-English bilingual children. International Journal of Speech-Language Pathology, 21, 325-335. DOI: 10.1080/17549507.2018.1444092 
  10.  Sheng, L., (2018). Typical and atypical lexical development. In A. Bar-On & D. Ravid (Ed.), Handbook of communication disorders: Theoretical, empirical, and applied linguistic perspectives (pp.101-116). Berlin, Boston: De Gruyter Mouton. 
  11. *Hao, Y., Sheng, L., Zhang, Y., Jiang, F., de Villiers, J., Lee, W., & Liu, X. (2018). A narrative evaluation of Mandarin-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 61, 345-359. 
  12.  *Guo, F., Zheng, L., & Sheng, L. (2018). The impact of family cultural capital on 5-6 year-old children’s vocabulary ability. Early Childhood Education, Issue 753-754, 77-81. [Chinese] 
  13.  *Yang, J., Zheng, L., & Sheng, L. (2018). A comparison between adult and peer influence on preschoolers’ conversational skill development. Research in Preschool Education, Issue 277, 49-63. [Chinese] 
  14. *Yang, M., Cooc, N., & Sheng, L. (2017). Cross-linguistic transfer between Chinese and English: A meta-analysis. Asian-Pacific Journal of Second and Foreign Language Education, 2:15. DOI 10.1186/s40862-017-0036-9 
  15. *Reetzke, R., *Lam, B., *Xie, Z., Sheng, L., Chandrasekaran, B. (2016). Effect of simultaneous bilingualism on speech intelligibility across different masker types, modalities, and signal-to-noise ratios in children. PLoS ONE, 11(12): e0168048. doi:10.1371/journal.pone.0168048. 
  16.  Mann, W., Sheng, L., & Morgan, G. (2016). Lexical semantic organization in American Sign Language and English acquiring children: Evidence from a repeated meaning association task. Language Learning, 66, 872-899. 
  17. *Lam, B.P.W., & Sheng, L. (2016). The development of morphological awareness in young bilinguals: Effects of age and L1 background. Journal of Speech, Language, and Hearing Research, 59, 732-744. 
  18.  Sheng, L., *Lam, B.P.W., *Cruz, D., & *Fulton, A. (2016). A robust demonstration of the cognate facilitation effect in first language and second language naming. Journal of Experimental Child Psychology, 141, 229-238. doi: 10.1016/j.jecp.2015.09.007