edition 2 evaluating a dual language learning student€¦ · evaluating a dual language learning...

A Handbook for Monolingual SLSs: Evaluating a Dual Language Learning Student

Edition 2

Nicole Shahinian M.A., CCC-SLP

Special Thanks to

Debbie Caldes-Minck for Providing Information on the ESL Process/Assessment

And For Providing guidance with the creation ofthe Parent Input and Teacher Input forms

Reasoning for the Development of This Handbook

• This presentation is for new SLPs, clinical fellows in speech, graduate students in speech, or SLSs who have not had a lot of experience in evaluating students who speak 2 or more languages.

• This presentation is to help all SLSs in the Hillsborough Township School District understand how to appropriately assess a student who is a dual language learner.

Table of ContentsTypical Language Development for a Dual Language Learner- pg. 5 The Law and the Code - pg. 12Overview of components of assessment- pg. 16Case History- pg. 19Parent Input on Language/Development Form pg. 38Teacher Input on Language Form pg. 41Clinical Evaluation of Language Fundamentals (CELF- 5) Observational Rating Scale (ORS) pg 45Observation – pg. 44Testing –pg. 47Speech and Language Sample – pg. 54Dynamic Assessment – pg. 58The Conclusion section of Evaluation Report -pg. 63

Typical Language Development for Dual Language Learners

Typically, a child, who is a dual language learner, will….

• have a vocabulary divided between the two languages that is about the same size as a monolingual child’s vocabulary

• say their first words within the typical window (8-15 months)

• Develop grammar along the same timelines as monolingual children

• use ‘code mixing/code switching’. They will use both languages in the same sentence. For example, “I want more aqua.” It is a typical part of dual language learning.

http://www.hanen.org/Helpful-Info/Articles/Bilingualism-in-Young-Children--Separating-Fact-fr.aspx

http://www.hanen.org/Helpful-Info/Articles/Bilingualism-in-Young-Children--Separating-Fact-fr.aspxSequential Acquisition

“Sequential Acquisition occurs when a second language is introduced after the first language is well-established (generally after the age of three). Children may experience sequential acquisition if they immigrate to a country where a different language is spoken. Sequential learning may also occur if the child exclusively speaks his heritage language at home until he begins school, where instruction is offered in a different language.

A child who acquires a second language in this manner generally experiences the following (10):

•initially, he may use his home language for a brief period.

•he may go through a “Silent” or “Nonverbal” Period when he is first exposed to a second language. This can last from a few weeks to several months, and is most likely a time when the child builds his understanding of the language (14). Younger children usually remain in this phase longer than older children. Children may rely on using gestures in this period, and use few words in the second language.”

•he will begin to use short or imitative sentences. The child may use one-word labels or memorized phrases such as “I dunno” or “What’s this?”. These sentences are not constructed from the child’s own vocabulary or knowledge of the language. Rather, they are phrases he has heard and memorized.”

•

http://www.hanen.org/Helpful-Info/Articles/Bilingualism-in-Young-Children--Separating-Fact-fr.aspxSequential Acquisition Continued

“•Eventually, he will begin to produce his own sentences. These sentences are not entirely memorized, and incorporate some of the child’s own newly-learned vocabulary. The child may use a “formula” at first when constructing sentences and insert his own word into a common phrase such as “I want…” or “I do….”. Eventually the child becomes more and more fluent, but continues to make grammatical mistakes or produce sentences that sound abbreviated because he is missing some grammatical rules (e.g. “I no want eat apple” instead of “I don’t want to eat an apple”). Some of the mistakes a child makes at this stage are due to the influence of his first language. But many of the mistakes are the same types of mistakes that monolingual children make when they learn that language.”

More on typically developing dual language learning...

• When a child learns a second language (L2) three or more years after establishing his/her first language (L1), he or she shows an “Initial reliance on L1, then follows developmental sequence of monolingual speakers of target language.”

• When the child learns 2 languages at the same time, “Child uses two linguistic codes with differentiated lexicon and syntax. Mixing is rare.

-Uses 2 languages distinctly to communicate with different people and in different contexts. Metalinguistic.

-Child is aware of two languages.

-Child may show facility with code-switching.”

Presentation from MCSHA ( Morris County Speech and Hearing Association) by Farwa A. Husain, MS, CCC-SLP“Dual Language Learners”- April 5th 2017 -http://www.mcshanj.org

Typical Dual Language Learners….


Information from ASHA

“Difference vs. Disorder

Identifying a communication disorder in a bilingual individual requires careful consideration of the multitude of factors that influence communication skills. True communication disorders will be evident in all languages used by an individual; however, a skilled clinician will appropriately account for the process of language development, language loss, the impact of language dominance fluctuation, and the influence of dual language acquisition and use when differentiating between a disorder and a difference. Language dominance may fluctuate across a patient's/client's lifespan based on use and input and language history (Kohnert, 2012).”

Source: http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935225&section=Key_Issues

The Law and The Code

The Individuals with Disabilities Act ( IDEA)

Source : www.asha.org/Events/convention/handouts/2011/Bader-Simon/

NJ Code defines -Native Language

“"Native language" means the language or mode of communication normally used by a person with a limited ability to speak or understand the English language. In the case of a student, the native language is the language normally used by the parents. Except that in all direct contact with a student (including evaluation of the child), the native language is the language normally used by the student in the home or in the learning environment. The IEP team shall determine the language of the student. “

Source: http://www.nj.gov/education/code/current/title6a/chap14.pdf (pg 12 of pdf)

Why do we have to take into account that a student is a dual language learner during speech and language evaluations?


“It would be an unfair clinical and education practice to assess those students in English only, as their proficiency in the language may be emerging, rather than impaired.” pg. 263

Langdon, H. W. & Wiig, E. H (2009). Multicultural Issues in Test Interpretation. Seminars in Speech and Language, Volume 30. (Number 4). 261-277

Speech and Language Evaluation Components: for Monolingual SLSs

Who Need to Evaluate a Dual Language Learning Student

Asha’s Practice Portal “Bilingual Service Delivery”- only available to ASHA membersUnder the heading “The Assessment Process,” ASHA recommends:

• A thorough case history

• Parent Questionnaires regarding early language acquisition

• Oral-Peripheral Examination

• Criterion-referenced assessment tools

• Accommodations and Modifications to Standardized Assessment Procedures

• Speech and Language Sample

• Audiology Assessments

Presentation from MCSHA ( Morris County Speech and Hearing Association) by Farwa A. Husain, MS, CCC-SLP“Dual Language Learners”- April 5th 2017 http://www.mcshanj.org/

DLL stands for Dual Language Learner.

Case History

Where to begin…..

When you have a student you need to evaluate, start by looking in Genesis for the student’s primary language and the student’s home language.

Where does the information in Genesis come from regarding home and primary language?

When students register as a new student in Hillsborough Township, the parents fill out a form (see below) where the parents determine what the child’s home language and primary language are, and this is entered into the Genesis system.

Information gathering from the ESL teacher

• On the right is another form that the parents fill out as a part of the new student registration process in Hillsborough Township.

• The ESL (English as a Second Language) teacher in the school determines, from this form, whether the child should be tested for ESL services. The child is tested if the ESL teacher feels that the child has had limited exposure to English.

• You can find a copy of this form in each student’s cumulative file. A copy of this form should be used for information gathering during assessment along with PARENT INPUT ON LANGUAGE...: Dual Language Learner. (The Parent Input on Language... form can be found in the SLS Steering Committee folder, inside the folder: Parent Input Forms)

Information gathering from the ESL teacher- slide 2

• For kindergarten to twelfth grade, the ESL teacher will test the student with the WIDA MODEL Assessment.

• On the right, is a copy of the results of the testing form for the WIDA MODEL Assessment. This form is given to parents after the assessment has been scored.

• If the child scores a 1 (Entering) or 2 (Beginning), the ESL teacher considers the child’s primary language to be the home language. The student is not considered an English speaker yet.

Information gathering from the ESL teacher- slide 3

• If the child scores a 3 (Developing) or above, the child knows and uses social English and specific academic language with visual support.

• A child has sufficient English skills to be exempt from ESL if he/she scores a 4.5 (expanding) or greater.

• It would be important to obtain the student’s scores on this measure for background information for any language assessment you are conducting on the student.

• If the child is getting ESL services, you should interview the ESL teacher regarding the student’s language learning skills in English and how it compares to other typical dual language learning students of a similar background learning English.

Interviewing the ESL teacher

• If the child is getting ESL services, you should interview the ESL teacher regarding the student’s language learning skills in English and how it compares to other typical dual language learning students learning English of a similar background.

• You should give the classroom teacher and ESL teacher The Clinical Evaluation of Language Fundamentals-5 Observational Rating Scale to get a sense of what their main concerns are with regard to the students language skills as well as the TEACHER INPUT ON LANGUAGE SKILLS (for a dual language learner). This form can be found in the SLS Steering Committee folder, inside the folder: Teacher Input Forms.

Asha’s Practice Portal “Bilingual Service Delivery”-“The Assessment Process”


You can get the Alberta Language and Development Questionnaire here:https://cloudfront.ualberta.ca/-/media/arts/departments-institutes-and-centres/linguistics/chesl/documents/aldeq.pdf

https://cloudfront.ualberta.ca/-/media/arts/departments-institutes-and-centres/linguistics/chesl/documents/aldeq.pd

The Alberta Language and Development Questionnaire is normed on second language learners and can determine if a child’s first language development profile is more consistent with children who have language impairment than children who have typical language development.

9 Critical Questions to Ask the Child’s Primary Caregiver

What is the highest educational level of the mother or primary caregiver? Research shows that a child’s vocabulary and literacy achievement is positively correlated with her or his mother’s educational level.

Is there a family history of speech, language, and/or academic problems? A genetic basis exists for many communication disorders.

How does the child’s speech and language development compare to his/her siblings at the same age or to peers in the child’s speech community?

Was the child’s performance during the evaluation typical?

Have there been any significant changes in the family structure recently? The child’s performance during the evaluation may be affected by factors outside of the evaluator’s (and the child’s) control. For example: the birth of a sibling, death in the family, serious illness, or divorce.


9 Critical Questions to Ask Parents (Continued)

What exposure has your child had to different languages or dialects? A child’s language may be evidence of a language disorder or the different stages of 2nd language acquisition.

What does your child do that makes you know (s)he is smart? Describe your child’s strengths and weaknesses. provides insight into the child’s abilities, provides insight into the parent’s reliability as a reporter; especially useful when the child is a multiply disabled child or an adolescent.

What progress or regression has happened over the past 6 months? Often children make significant progress between the time they are referred for the evaluation and it actually happens.

Ask caregiver to bring in 10 examples of student’s best communications and where it breaks down between the time you schedule the evaluation and you see the student. Often this provides great information of the student’s language skills over time and in different contexts.


Parent Input on Language and Development (Page 1)

I created a form with input from, the ESL teacher, Debbie Caldes-Mink, for parents to fill out, to be used for students who are dual language learners. The form collects information regarding the child’s language development/status in both the primary and secondary languages. After considerable research, I chose questions on our form that were gleaned from several sources. The form is called PARENT INPUT ON LANGUAGE...: Dual Language Learner. (The Parent Input on Language... form can be found in the SLS Steering Committee folder, inside the folder: Parent Input Forms) This form will allow the SLS to have insight into the language development of dual language learners. This form is designed to be used in conjunction with the Home Language Survey. You can find a copy of the Home Language Survey in each student’s cumulative file.

Parent Input on Language and Development (Page 2)

Sources:

• http://www.amyspeechlanguagetherapy.com/uploads/7/5/7/4/7574967/bilingual_questionaire_english.pdf

• Asha’s Practice Portal “Bilingual Service Delivery”-“The Assessment Process” –”Case History”

• https://cloudfront.ualberta.ca/-/media/arts/departments-institutes-and-centres/linguistics/chesl/documents/aldeq.pdf

• Presentation from MCSHA ( Morris County Speech and Hearing Association) by Farwa A. Husain, MS, CCC-SLP“Dual Language Learners”- April 5th 2017 -http://www.mcshanj.org

Teacher Input on Language Form

This form can be given to the classroom teacher and ESL teacher to gather information on the dual language learner’s current communication skills in English. I collaborated with Debbie Caldes-Minck, our ESL teacher to revise and improve this form, which I had initially created last year.

Teacher Input...Continued

This form can be found in the shared folder: SLS Steering Committee Folder. Then in the folder: Teacher Input Forms.

Teacher Input...Continued pg. 3

Clinical Evaluation of Language Fundamentals (CELF- 5) Observational Rating Scale (ORS)

Clinical Evaluation of Language Fundamentals (CELF- 5) Observational Rating Scale (ORS)The ORS documents a student’s ability to manage classroom behaviors and interactions, to meet curriculum objectives, and to follow teachers’ instructions. The ORS is completed as part of a data gathering process to identify situations or contexts in which the student’s reduced language performance occurs. The ORS information can be used to target communication behaviors that are affecting a student’s classroom performance most significantly, and help in planning classroom interventions.

This form is also an important document to have parents fill out. It is an excellent checklist for parents and teachers to note the student’s weaknesses in areas of language skills that most impact the student’s classroom functioning. This form can help direct testing.

Observation

TESTING

Asha’s Practice Portal “Bilingual Service Delivery”-“The Assessment Process”

Standardized language tests in English were normed on children who only speak English, and therefore, standard scores from these test are not valid for children who are dual language learners. Still standardized tests can be used to obtain strengths and weaknesses in English language skills.

Presentation from MCSHA ( Morris County Speech and Hearing Association) by Farwa A. Husain, MS, CCC-SLP“Dual Language Learners”- April 5th 2017 - http://www.mcshanj.org/

Some highlights on bilingualism, assessment and intervention.Henriette W. Langdon, Ed.D., F-CCC-SLPProfessor-Communicative Disorders and Sciences Lurie College of Education, San José State University San Jose, CA http://heatherspeechtherapy.com/2012/12/bilingualism-speech-language-assessment-and-intervention/

• …”it is paramount that assessments of a student with suspected language-learning disabilities be conducted in two languages. Conducting the assessment in only one language masks the student’s true language competence. However, considerations must be made for length and type of exposure to each language and for language loss, a natural phenomenon in bilinguals.”

• “There are practically no tests available in other languages than Spanish. To learn more about the student’s proficiency in L1 (other than Spanish), gather and analyze a language sample using various contexts such as telling a story or making one up using wordless books; explaining how to play a game; describing a certain event or experience. If the student has been formally educated in L1 request the student brings a book in that language. Collaboration with a trained interpreter will be necessary.”

• “Results of tests do not tease out the difference!! Therefore, multiple variables need to be considered such as the type of exposure to each language, progress in oral and written language over time, comparison with siblings and other students who have been taught under similar conditions.”

Consideration for Assessment of Language Skills for Dual Language Learners

Asha’s Practice Portal “Bilingual Service Delivery- The Assessment Process”-”The Assessment Process”

There are a few standardized language tests normed on Spanish speakers and Arabic- speaking students from Jordan and Palestine.

Langdon, H. W. & Wiig, E. H (2009). Multicultural Issues in Test Interpretation. Seminars in Speech and Language, Volume 30. (Number 4). 261-277.

Something else to consider….

“…the examiner needs to consider whether decreased proficiency and lower test scores in the primary language are due, at least in part, to language loss and/or lack of experience in using the language in particular contexts…” pg. 268

Langdon, H. W. & Wiig, E. H (2009). Multicultural Issues in Test Interpretation. Seminars in Speech and Language, Volume 30. (Number 4). 261-277


For articulation assessment, it is important to know what pronunciation errors constitute an accent or sound substitutions that are typical of DLLs in a certain language. Check out Ms. Husain’s source on the right.

The Speech and Language Sample

Asha’s Practice Portal “Bilingual Service Delivery- The Assessment Process”-”The Assessment Process”

English Compared to Primary Language

“Even an easily accessible Internet resource such as Wikipedia (www.Wikipedia.org) provides basic linguistic and orthographic information about most languages the SLP is likely to encounter when working with ELLs and can be a valuable source for better understanding ways in which English and the student’s primary language are similar to and different from English.” pg. 263

Langdon, H. W. & Wiig, E. H (2009). Multicultural Issues in Test Interpretation. Seminars in Speech and Language, Volume 30. (Number 4). Pg261-277.

Dynamic Assessment

Bilingual Assessment for Monolingual SLPs and the BID Process Presented by: Shellie Bader MA, CCC-SLP –Progressus Therapy Susan Simon MA, CCC-SLP – Los Angeles USD


http://www.asha.org/practice/multicultural/issues/Dynamic-Assessment/

http://www.asha.org/practice/multicultural/issues/framework/ https://www.youtube.com/watch?v=TXrggNVAOB0

The Conclusion Section of the Evaluation Report

edition 2 evaluating a dual language learning student€¦ · evaluating a dual language learning...

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