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The Cultural and Diagnostic Appropriateness of Standardized Assessments for Dual Language Learners: A Focus on Jamaican Preschoolers.
Language, Speech, and Hearing Services in Schools ( IF 2.4 ) Pub Date : 2021-05-03 , DOI: 10.1044/2021_lshss-20-00106
Rachel Wright Karem 1, 2 , Karla N Washington 1
Affiliation  

Purpose The aim of this study was to investigate the appropriateness of standardized assessments of expressive grammar and vocabulary in a sample of preschool-age dual language learners (DLLs) who use Jamaican Creole (JC) and English. Adult models from the same linguistic community as these children were used to inform culturally and linguistically appropriate interpretation of children's responses to a standardized assessment. Method JC-English-speaking preschoolers (n = 176) and adults (n = 33) completed the Word Structure and Expressive Vocabulary subtests of the Clinical Evaluation of Language Fundamentals Preschool-Second Edition. Adults' responses were used to develop an adapted scoring procedure that considered the influence of JC linguistic features on responses. DLLs' responses scored using the standard English and adapted JC procedures were compared. Results JC-English DLLs and adults used similar linguistic structures in response to subtest questions. DLLs' scores differed significantly from the standardized sample on both subtests. Preschoolers received higher raw and corresponding standard scores with adapted scoring compared to standard scoring. Adapted scoring that made use of adult models yielded high classification accuracy at a rate of 93.8% for Word Structure and 92.1% for Expressive Vocabulary. Conclusions Adapting standardized assessment scoring procedures using adult models may offer an ecologically valid approach to working with DLL preschoolers that can support a more accurate assessment of language functioning. These findings suggest that the use of standardized assessments for bilingual JC-English speakers requires a culturally responsive approach. Supplemental Material https://doi.org/10.23641/asha.14403026.

中文翻译:

双语学习者标准化评估的文化和诊断适当性:关注牙买加学龄前儿童。

目的 本研究的目的是调查使用牙买加克里奥尔语 (JC) 和英语的学龄前双语学习者 (DLL) 样本中表达性语法和词汇的标准化评估的适当性。来自与这些儿童相同语言社区的成人模型被用来为儿童对标准化评估的反应提供文化和语言上适当的解释。方法 JC-讲英语的学龄前儿童 (n = 176) 和成人 (n = 33) 完成了语言基础学前第二版临床评估的单词结构和表达词汇分测验。成人的反应被用来开发一个适应的评分程序,该程序考虑了 JC 语言特征对反应的影响。DLL' 比较了使用标准英语和改编的 JC 程序评分的回答。结果 JC-English DLL 和成人在回答子测试问题时使用了相似的语言结构。DLL 的分数与两个子测试的标准化样本有显着差异。与标准评分相比,学龄前儿童获得了更高的原始和相应的标准评分,并采用了适应性评分。使用成人模型的自适应评分产生了很高的分类准确率,单词结构的准确率为 93.8%,表达词汇的准确率为 92.1%。结论 使用成人模型调整标准化评估评分程序可能会为与 DLL 学龄前儿童合作提供一种生态有效的方法,从而支持对语言功能进行更准确的评估。这些发现表明,对双语 JC-English 使用者使用标准化评估需要一种文化响应方法。补充材料 https://doi.org/10.23641/asha.14403026。
更新日期:2021-05-03
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