Assessment Of Bilingual Children Research Articles

Working towards diagnosing bilingual children's language abilities: issues for teachers in Wales

One area of concern within a bilingual context relates to the appropriate ‘diagnostic’ assessment of bilingual children’s language abilities and to the suitable application of their assessment results in practice. Communication and language difficulties are numerous and complex, and manifest themselves in a variety of ways that are captured to different degrees via standardised tests. Such tools are readily available – often in multiple forms – in some languages, such as English, but less readily available in others. This is particularly the case for minority languages such as Welsh, and this poses great difficulty when aiming for a certain type of assessment of specific language abilities. This paper outlines the current state of diagnostic assessment tools for Welsh, with a specific focus on measures of literacy abilities. Drawing on research evidence from the Welsh context, we argue for appropriate training of educators in this area, and for the urgent need to develop tools that are both language and context specific, with relevant bilingual speaker norms, that have practical applications in the classroom, to ensure equitable and relevant diagnosis and support for all children educated in Wales.

Assessing Language Skills in Bilingual Children: Current Trends in Research and Practice

AbstractA continuously challenging issue in the field of speech–language pathology is accurately identifying and diagnosing a language disorder in school-aged (pre-kindergarten through 5th grade) bilingual children, as bilingual children are disproportionately under- and overidentified with a language disorder. The current review focuses on the assessment of bilingual children in pre-kindergarten through fifth grade, aimed to inform teachers, pediatricians, parents, and other relevant professionals of issues surrounding assessment of these dual-language learners. We examine the barriers to assessing bilingual children for language disorders, such as the lack of availability of bilingual tests, underinformative current best practice guidelines, lack of speech–language pathologist (SLP) training/knowledge of bilingualism, and use of interpreters. We discuss the necessary considerations when SLPs use norm-referenced tests with bilingual children, such as norming samples, accurate identification of a language disorder, reliability and validity, test administration, and potential solutions to using otherwise poorly suited norm-referenced tests. We also consider research on several alternative measures to norm-referenced assessments, including dynamic assessment, nonword repetition, language sampling, nonlinguistic cognition, and parent report. We conclude by synthesizing the information in this review to offer six principles of best practices for bilingual assessment.

Guia-avaliativo de português como língua adicional para crianças estrangeiras bilíngues

Nosso trabalho se insere na esteira de contribuições acerca do crescimento dos fluxos migratórios de estrangeiros no Brasil e seus processos de migração e de aprendizagem do Português Brasileiro como Língua Adicional. Famílias estrangeiras chegam ao Brasil e, além de se adaptarem ao novo contexto social, precisam se estabelecer em vários aspectos, sendo que um deles é a garantia de continuidade da educação de seus filhos. Devido à escassez de materiais didáticos voltados para a avaliação do desenvolvimento linguístico de crianças migrantes bilíngues, o presente trabalho tem como objetivo a apresentação e a descrição do processo de elaboração de um guia-avaliativo para este público. Tal motivação ocorreu após uma entrevista com mães de duas nacionalidades distintas sobre suas considerações em relação ao ingresso de seus filhos em escolas brasileiras. Visando atender o objetivo, baseamos as orientações do guia-avaliativo em materiais de avaliação para o contexto bilíngue. Como próximo passo, nos baseamos no guia elaborado por McLaughlin et al (1995) para construir uma versão, em português, das orientações acerca da avaliação de crianças bilíngues. Nesta adaptação, foi considerado o contexto social das instituições brasileiras para que o guia fosse apropriado a esta realidade. Como resultado, foi obtido um guia prático para a avaliação do desenvolvimento linguístico de crianças estrangeiras bilíngues no Brasil. O guia é composto por cinco etapas a serem seguidas pelos avaliadores das escolas e propõe, ao final, medidas estratégicas que auxiliem no desenvolvimento das línguas, tanto materna quanto adicional, dessas crianças.

Important aspects in the assessment of bilingual children with suspected language impairment: The Vienna Model.

BackgroundDue to demographic changes over the last few decades, the number of multilingual children has grown rapidly. Many of them face problems in learning their second language. Similarities between linguistic manifestations of stages of second language acquisition and an impairment of language acquisition cause a diagnostic dilemma. The Vienna Model of language assessment in multilingual children will be presented.MethodsA key feature of our procedure is the integration of medical students as native speakers in diagnosing acquisition of the first language. A case study of a boy with Russian as first language illustrates the procedure.ResultsThe Vienna Model of language assessment in multilingual children offers the possibility to evaluate language competence in a differentiated manner with support of medical students as native speakers. Based on the bilingual assessment on different linguistic levels the diagnosis ICD-10 F80.0 is given. The subsequent short therapy showed an improvement regarding phonological competence.

Bilingual assessment practices: challenges faced by speech-language pathologists working with a predominantly bilingual population

ABSTRACTThe oral language assessment of bilingual children is challenging. The assessment practices and challenges faced by speech-language pathologists (SLPs) in countries where bilingualism is the norm have not been well investigated. This paper summarizes what is known about recommended bilingual assessment measures and their limitations. This leads to the investigation of the assessment measures used and challenges faced by SLPs working in Singapore, an English speaking and predominantly bilingual country. SLPs working with children in Singapore were invited to participate in an online survey that centerd on the themes of assessment practices and challenges via email invitations. A total of 26 responses were analysed. Results indicated that although the majority of the SLPs were bilingual, they too faced many challenges in assessing bilingual children’s language skills. The lack of appropriate local assessment tools, data on the developmental trajectories of local languages and, the lack of practice guidelines on bilingual assessment and alternative measures have resulted in SLPs using standardized assessments that were not designed for use with the population. Despite recommendations from the literature, there was also inadequate use of alternative assessment measures. Given the diversity of bilingual children’s language background and development, alternative assessments should be further explored to evaluate their skills rather than further efforts to modify or re-norm current validated standardized assessments.

Assessment of bilingual children: What if testing both languages is not possible?

Language delays of bilingual children can arise from language impairment (LI) but also from insufficient exposure to the target language. A reliable diagnosis of LI in bilingual children is therefore ideally based on the evaluation of both languages, as LI affects each language that is learned. However, due to the multitude of language combinations that are encountered in clinical practice, this is often not feasible. Bilingual norm-referencing may offer a solution, but the heterogeneity within the bilingual population makes it difficult to determine appropriate standards for every child. The present study examined an alternative approach to assessing both languages or using bilingual norm-referencing, aiming to assemble instruments that reduce bias against bilingual children. We used a four-group design, including monolingual and bilingual children with and without LI (N=132), to first investigate the effects of LI and bilingualism on risks associated with a child’s early language development and the prevalence of language problems in the family, as reported by parents. Second, we evaluated the diagnostic validity of these two indices, and, in addition, combined these with two unbiased language measures which we previously examined in isolation: a quasi-universal nonword repetition task and a narrative task. Results showed that the index of Early Language Development was a strong predictor of LI. In combination with the two direct language measures, it excellently identified the presence or absence of LI in and across monolingual and bilingual learning contexts.Learning outcomes: As a result of this study, the reader will learn about an alternative approach to testing a bilingual child in both languages. The reader will recognize the importance of using unbiased measures for the identification of LI in a bilingual context, and, in addition, will appreciate the value of combining parental report with direct language measures.

Taking account of both languages in the assessment of dual language learners.

This article addresses the issue of "adjusted" assessment of bilingual children, a practice that acknowledges that children who know two languages have distributed knowledge of those languages. In recent work, at least three procedures have become common for taking into account this distributed knowledge: a conceptual score, in which children are given credit for knowing some feature of language in either language; a combined or total score, which adds units of knowledge from each language together; and a best score, in which the performance in the better language is taken as the most appropriate measure. The article begins with a discussion of the rationale behind the varied scores. After reviewing a sample of studies that used each type, I will argue that vocabulary and morphosyntax are fundamentally different types of knowledge that may need distinct kinds of adjusted measurement. The value of each kind of adjusted assessment must be considered relative to its purpose: is it to gauge the child's readiness for schooling? Or is it to detect language disorders? Finally, a plea is made for more basic research to answer the many questions that are raised.

Using Technology to Facilitate Authentic Assessment of Bilingual Preschool Children

An increasing number of children in preschools and schools around the country are from culturally and linguistically diverse backgrounds and speak multiple languages. However, clinicians are often challenged in conducting least-biased assessments of bilingual children, which often results in over-referral or under- referral of these children to special education and related services. Utilizing naturalistic and authentic assessment of child language such as language sampling is a recommended approach to augment traditional assessments in clinical settings. The Language ENvironment Analysis (LENA) technology offers clinicians a time-and cost effective means to gathering representative language samples across home and school environments to help determine the presence of speech-language impairment in young bilingual children. We describe an exploratory study using the LENA with five Spanish-English bilingual children to identify the accuracy of traditionally transcribed child word counts as compared to the automated child vocalization analyses obtained through the LENA. Results indicate the need for more research to fully explore the clinical utility of this technology for assessment of bilingual children.

On extending experimental findings to clinical application: Never too late? An advantage on tests of auditory attention extends to late bilinguals.

On extending experimental findings to clinical application: Never too late? An advantage on tests of auditory attention extends to late bilinguals.

Assessment of Bilingual Children: Challenges and Implications for PracticeAssessment of Bilingual Children: Challenges and Implications for Practice

Assessment of Bilingual Children: Challenges and Implications for PracticeAssessment of Bilingual Children: Challenges and Implications for Practice

Speech assessment of Chinese–English bilingual children: Accent versus developmental level

The study aimed to evaluate the phonological profiles of Chinese–English bilingual children in primary grades relative to those of English monolinguals, and to compare these profiles with speech-language pathologists’ (SLPs’) ratings of children's speech in terms of accent or developmental level. Participants were 29 Chinese–English bilinguals and 25 English-monolingual children. Speech samples were collected using the Goldman-Fristoe Test of Articulation–2, either a Cantonese or Mandarin phonology test, and three sentences in a delayed repetition task. In addition, 10 SLPs rated each of the randomized sentences on either an accent or developmental level scale. Bilingual children with identified accents had significantly lower standard scores than monolingual children on the GFTA-2, but on the Chinese phonological assessments the same children showed age-expected speech. The differences in the bilingual children's scores on phonology tests in English vs Chinese highlight the need for phonological assessment in both languages. The SLP listener results further suggest that perceptual judgement may be a useful complement in phonological assessment of bilingual children but not a replacement for more formal testing.

¿QUÉ PASA?: “What’s Happening” in Overcoming Barriers to Serving Bilingual Children?

¿QUÉ PASA?: “What’s Happening” in Overcoming Barriers to Serving Bilingual Children?

To What Extent Does Bilingualism Affect Children's Performance on the NEPSY?

Twenty-seven monolingual and 27 bilingual children aged between 6 and 7 years were assessed using the core subtests of the NEPSY, a children's neuropsychological assessment. Bilingual children scored lower than monolingual children in the Language domain and their performance was comparable with the monolingual children in the domains of Attention/Executive Functioning, Sensorimotor, Visuospatial, and Memory. The NEPSY correlates well with measures of academic achievement. It is concluded that the NEPSY is relatively insensitive to cultural factors and appears to be insensitive to bilingualism in the neuropsychological assessment of bilingual children in the United Kingdom.

Evidence-Based Phonological Assessment of Bilingual Children

Summary Evidence-based assessment ofphonological disorders in bilingualchildren should take into consider-ation recent theories of bilingualphonological representation. By as-sessing both languages and deter-mining how those languages inter-act, we can make a valid diagnosisand determine the child’s strengthsand weaknesses. Then we can uti-lize that information for planningintervention for bilingual childrenwith phonological disorders. References Fabiano, L. (2006). Phonological repre-sentation in bilingual Spanish-En-glish speaking children . Unpub-lished doctoral dissertation,Temple University, Philadelphia.Fabiano, L., & Goldstein, B. (2004a, Feb-ruary). Phonological cross-linguis-tic influence in sequential bilingualSpanish-English speaking children. Poster presented at the Interna-tional Clinical Phonetics and Lin-guistics Association Conference,Lafayette, LA.Fabiano, L., & Goldstein, B. (2004b,May). Phonological representationin simultaneous and sequential bi-lingual Spanish-English speakingchildren.

Evidence-Based Phonological Assessment of Bilingual Children

Summary Evidence-based assessment ofphonological disorders in bilingualchildren should take into consider-ation recent theories of bilingualphonological representation. By as-sessing both languages and deter-mining how those languages inter-act, we can make a valid diagnosisand determine the child’s strengthsand weaknesses. Then we can uti-lize that information for planningintervention for bilingual childrenwith phonological disorders. References Fabiano, L. (2006). Phonological repre-sentation in bilingual Spanish-En-glish speaking children . Unpub-lished doctoral dissertation,Temple University, Philadelphia.Fabiano, L., & Goldstein, B. (2004a, Feb-ruary). Phonological cross-linguis-tic influence in sequential bilingualSpanish-English speaking children. Poster presented at the Interna-tional Clinical Phonetics and Lin-guistics Association Conference,Lafayette, LA.Fabiano, L., & Goldstein, B. (2004b,May). Phonological representationin simultaneous and sequential bi-lingual Spanish-English speakingchildren.

Early lexical and syntactic development in Quebec French and English: implications for cross‐linguistic and bilingual assessment

Although a number of studies have been conducted on normal acquisition in French, systematic methods for analysis of French and normative group data have been lacking. To develop a systematic method for the analysis of language samples in Quebec French, and to provide preliminary normative data on early lexical and syntactic development in French with a comparison with English. Language samples were collected for groups of monolingual French- and English-speaking children (n=39, age range 21-47 months) with normal language development. Coding conventions for French were developed based on similar principles as English SALT conventions. However, due to structural differences between the languages, coding of inflectional morphology was considerably more complex in French than in English. The French procedure provided developmentally sensitive measures of lexical and syntactic development, including mean length of utterance in morphemes and in words, and number of different words, and should be an important addition to the assessment procedures available for French. Cross-linguistic similarities and differences were noted in the language sample measures. Although the same elicitation context was used in the English and the French language samples, and the analysis methods were designed to rest on similar principles across languages, systematic differences emerged such that the French-speaking children exhibited a higher mean length of utterance, but smaller vocabulary sizes. Differences were also noted in error patterns, with much lower error rates occurring in samples of the French-speaking children. The findings have important implications for language assessment involving cross-linguistic comparisons, such as occurs in the assessment of bilingual children, and in the matching of participants in cross-linguistic studies. Given differences in the mean length of utterance and vocabulary scores across the languages, the finding of the same mean length of utterance or vocabulary obtained in the two languages for a given bilingual child or for monolingual speakers of the two languages does not imply equivalent levels of language development in the two languages.

Using the Illinois test of psycholinguistic ability with bilingual and monolingual language‐impaired children

The current popular case against the use of standardised ability tests in bilingual assessment is not as unequivocal as may be commonly assumed. Evidence currently available indicates that such tests generally measure the same constructs, with equal accuracy, regardless of language backgrounds. The purpose of this paper is to contribute to this debate by presenting a detailed comparison of the Illinois Test of Psycholinguistic Ability (ITPA) profiles of monolingual language‐impaired children who have received the diagnosis ‘specifically language‐impaired’ (SLI) (N = 95) and ITPA profiles of bilingual children who are referred for assessment of their language problems (N = 43). It is concluded that most bilingual children suffer from a ‘knowledge‐based’ problem, while most monolingual children suffer from a more fundamental ‘processing‐based’ problem. By presenting this analysis, we hope to contribute to the general debate about whether this commonly used test can be used in the assessment of bilingual children.

Editorial: New directions in the assessment of bilingual children

The UK is an increasingly diverse society. In 2001 the Census showed that almost one in eight school pupils came from a minority ethnic background. By 2010 this proportion is expected to be approximately one in Ž ve (DfES, 2003). This can partly be accounted for by the growing numbers of asylum seeker=refugee children, 70% of whom come from homes where little or no English is spoken (DfES, 2002). For the children and their families, English is usually an additional language (EAL) in an already rich linguistic repertoire. Because it is the language of the school and the clinic, as well as the wider environment, families must engage with the issue of their children learning English. For most families, this is a complex task as they negotiate the learning of the language of the dominant culture while trying not to lose touch with the family’s other language(s) in the process. Guidelines from the DfES clearly strive for  uency in English as a means of supporting achievement for pupils from minority ethnic groups. However, there is increasingly a recognition that for pupils to succeed, the home language should be acknowledged and built upon:

Literacy, Second Language Learning, and the Development of Metalinguistic Awareness: A Study of Bilingual Children’s Perceptions of Focus on Form

The following study reports findings from an assessment of bilingual children’s editing and correction strategies as applied to writing samples produced in response to a structured composition task. A total sample of 479 attempts at editing/correction was recorded and analyzed for the purpose of describing what appear to be developmental tendencies across the elementary grades. The 45 subjects from a bilingual indigenous community in Central Mexico were also evaluated on a series of academic language and literacy tasks, as well as an assessment of metalinguistic awareness related to the two languages which they speak or understand (Spanish and Náhuatl). The article examines the relationship among factors related to bilingual proficiency, literacy learning, and the development of metalinguistic awareness.

Bilingual children with SLI attending language units: getting the bigger picture

Bilingual children with speech and language difficulties are an under-researched group. The present paper intends to map out the field and contextualize findings from four years of research into a group of bilingual children attending primary age language units across England. Differences between the bilingual group and their monolingual peers are summarized, and underlying themes and issues in the research are explored. These include the identification and assessment of bilingual children with specific language impairments (SLI), parental involvement in the educational process, knowledge, attitudes and awareness of teaching staff and availability of provision in schools for bilingual children.