"Should" meaning, needs to be doing? ZERO.
The range for STARTING to talk (1 lonely little word) is 9-18 months.
Kids develop at different rates. Talking requires a combo of fine motor (tongue and lips) and cognitive (pattern recog/replication and others)... if your daughter is working on larger motor, cognitive emotional integration, cognitive, emotional, visual, or audial... she won't be pouring double the mental and physical energy into fine motor. NO kid works on every area of development all at once, and progressions isn't a straight line upward, but more like Escher Stairs. Meaning that they don't master one concept and move on, but rather leapfrog about. OTW she wouldn't be able to say any words, or sit up. They have developmental "leaps" where something clicks and they work on it like crazy, and then drop it almost entirely to work on something else (hence "regression" that parents often worry about... 'used to do this very well, but doesn't anymore' is nearly always just a sign that they're working on another aspect of development. They still "dabble" in other areas (as adults we call it "keeping our hands in") but they aren't focused there anymore.
This is normal, natural, and WANTED. Asynchronistic development (where they aren't working on multiple areas one after another 2 steps forward, 1 step back, 2 steps in an entirely different direction, integrate integrate, integrate, 2 steps forward 1 step back) but instead a child is hyperfocused on *one* area of development is a sign of many disorders, specific kinds of brain damage, and certain illnesses and physical defects *or* challenges. Challenges are super common.
Then you have environmental stimuli that alter development. Most fast growers, for example, are late walkers, but VERY advanced in another area (fine motor is a common one).
Another environmental stimulus that changes the development timeline (more pertinant to your Q) is being bilingual or multilingual. In single language homes, the part of the brain responsible for hearing and replicating language atrophies. The brain picks out the pathways specific to the single language and the rest "dies" (we lose 3/4s of our braincells -on average- as we grow to adulthood, most by the time a child starts school). In multilingual homes, however, the brain is pulling ALL the sounds as well as the patterns from the different languages. In atrophied brains, the brain CANNOT hear ALL the sounds of a language and so no matter how fluent the speaker they will still have an "accent" from their first language.
Children who come from multilingual homes tend to be "late" talkers as far as single language speakers timeline, but dead on in the normal range when compared to other multilingual babies. The standard pattern is : late to starts, "merges" the languages (Kommst du to the car mommy? is a common kind of phrase for an english/german toddler of 3 or 4, AS IS swapped grammar like Come you to the car mommy? Instead of the English "Come to the car Mommy?" or german "Kommen sie, um das auto mutta?" ), and then *poof* one day the 2/3/4 languages "split" and they are all separate and perfect. For multilanguage speakers add 6-12 months onto single language speakers' timelines.
Guaranteed, if she's not working on language right now... she's working on something else AND that YOUR 11mo old is doing things that the other 11mo ISN'T.