language assessment of bilingual children
DESCRIPTION
Language Assessment of Bilingual Children. Information about bilinguals in U.S. Bilinguals not “two monolinguals in one” ( Grosjean , 1989) Bilinguals use amalgamated system Forward & back transfer of strategies (Hernandez, Bates & Avila, 1994) - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/1.jpg)
Language Assessment of Bilingual Children
![Page 2: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/2.jpg)
Information about bilinguals in U.S.
• Bilinguals not “two monolinguals in one” (Grosjean, 1989)
• Bilinguals use amalgamated system• Forward & back transfer of strategies (Hernandez, Bates & Avila, 1994)
• Bilingualism changes over lifespan (Kohnert, Bates, & Hernandez, 1999)
![Page 3: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/3.jpg)
Primary Language Impairment
• Primary language impairment (PLI) is a language disorder that delays the mastery of language skills in children who have no hearing loss or other developmental delays.
![Page 4: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/4.jpg)
Bilingual Language Impairment
• Primary language impairment (PLI) is a language disorder that delays the mastery of language skills in children who have no hearing loss or other developmental delays
• Not an effect of second language acquisition• Affects BOTH languages
![Page 5: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/5.jpg)
Challenges in Assessment
True Language Impairment
vs.
Outcomes of Divided Input
![Page 6: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/6.jpg)
Challenges in Assessment
• Second language learning looks like PLI• First language loss looks like PLI• Language Dominance
• Age of first English exposure• Percent of current exposure
• Test domain (by language experience)
![Page 7: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/7.jpg)
Bilingualism
• HIGHLY VARIABLE at individual level
![Page 8: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/8.jpg)
Translation
• Linguistic Equivalence• Functional Equivalence• Cultural Equivalence• Psychometric Equivalence
From: Peña, 2007
![Page 9: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/9.jpg)
Linguistic Equivalence
• Translation focusing on using the same words in similar ways• Ensures similarity in task presentation
• Problem• Same words ≠ same FUNCTION & MEANING
![Page 10: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/10.jpg)
Same words ≠ same FUNCTION & MEANING
What’s the goal of:
• Where’s the ______.
• Show me the ______.
Will translation meet the goal?
![Page 11: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/11.jpg)
Functional Equivalence
• “Where’s the” 6.97 times/million
• “En donde esta” 1 time/million
• “Show” 609 times/million (“show me” 8.02)
• “Enseña” 1 time/million
• “Mira” 439 times/million
• “Busca” 45 times/million
![Page 12: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/12.jpg)
Functional Equivalence
• Goal is to be able to test same concept or behavior• Need to be able to elicit target
![Page 13: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/13.jpg)
Meaning
• Cultural meaning• Words are not culture/experience neutral
![Page 14: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/14.jpg)
Bread
![Page 15: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/15.jpg)
Pan
![Page 16: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/16.jpg)
Meaning
• Goal is to elicit behavior that means the same culturally
• Example: Temperament questionnaire
![Page 17: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/17.jpg)
Practical Considerations
• Language of home
• Language of school
• Demands across contexts
![Page 18: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/18.jpg)
Psychometric Equivalence
• Item difficulty• Based on number of participants who got item correct
• Item discrimination• Difference in correct performance between clinical and non-clinical
group
• Goal equivalent tests
![Page 19: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/19.jpg)
Development of a Bilingual Test
Four Domains: • Semantics• Morphosyntax• Pragmatics• Phonology
![Page 20: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/20.jpg)
Development of a Bilingual Test
• Test blueprint• Focus on markers
• Iterative approach Large item set
Smaller item set
Final
![Page 21: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/21.jpg)
Semantics
• Children with PLI:• Weak semantic representations & semantic depth
(McGregor et al., 2002; Sheng, Peña, Bedore, & Fiestas, 2012)• Require more exposures to learn new word
(Gray, 2003, 2005)
• BUT• Vocabulary knowledge often WNL (low normal)
![Page 22: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/22.jpg)
Semantics
Similarities and differences
Linguistic concepts
Characteristics of properties
Categorization
Word associations
Function of objects
![Page 23: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/23.jpg)
Morphosyntax
Spanish• Direct object clitics• Articles• Subjunctive
(Bedore & Leonard, 2002; Gutiérrez-Clellen, Restrepo, & Simon-Cereijido, 2006; Jacobson & Schwartz, 2005)
English• Tense marking (-ing, -ed)• Passives• Plurals
(Conti-Ramsden, 2003; Dale & Cole, 1991; Leonard, 1998; Rice, 1996)
• Difficulty with inflectional morphology (Leonard, 2000)
• Difficulties differ depending on the language
![Page 24: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/24.jpg)
Morphosyntax
Articles
Prepositions
Periphrastic future
Present Progressive
Preterite
Subjunctive verbs
Clitics
Other-- SR
Spanish
Possessives
Third Person Singular
Regular and Irregular Past
Plural NounsPresent and Past Aux +
ingCopula
Prepositions
Negatives
Passives
Other-- SR
English
![Page 25: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/25.jpg)
What language should be tested?
• L1• L2• Both
• How should the two languages be combined?
![Page 26: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/26.jpg)
Language Performance
• Associated with• age of first L2 exposure• current input/output
(Bedore, et al., 2012)
![Page 27: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/27.jpg)
Language Dominance
![Page 28: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/28.jpg)
Patterns
Bilingual English Spanish Assessment (BESA)• Best (higher) in each language for:
morphosyntax + semantics
Morpho Eng X XMorpho Spn X X
Sem Eng X X
Sem Spn X X
![Page 29: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/29.jpg)
Procedure
• Children tested in Spanish, English or both• Ability testing: language samples, parent/teacher questionnaire, clinical concern• Bilingual input-output based on parent/teacher questionnaire
• Bilingual English Spanish Assessment– BESA Semantics
![Page 30: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/30.jpg)
Discriminant Analysis
• Determined cuts via FME and FMS• Applied same cut-scores to BSE group
• Single language• Both languages
![Page 31: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/31.jpg)
Age Sensitivity(LI as LI)
Specificity (TD as TD)
+ likelihood ratio
- likelihoodratio
English Semantics 4 81.0% 73.1% 3.01 0.26 5 90.0% 63.3% 2.45 0.16 6 52.6% 85.7% 4.09 0.48 Spanish Semantics 4 70.0% 83.3% 4.19 0.36 5 93.8% 77.8% 4.25 0.08 6 87.5% 86.8% 6.63 0.14
![Page 32: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/32.jpg)
5 10 15 20 25 30 35 40 450
5
10
15
20
25
30
35
40
45
LINL
![Page 33: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/33.jpg)
Age Sensitivity(LI as LI)
Specificity (TD as TD)
+ likelihood ratio
- likelihoodratio
English Semantics 4 81.0% 73.1% 3.01 0.26 5 90.0% 63.3% 2.45 0.16 6 52.6% 85.7% 4.09 0.48 Spanish Semantics 4 70.0% 83.3% 4.19 0.36 5 93.8% 77.8% 4.25 0.08 6 87.5% 86.8% 6.63 0.14
English & Spanish Semantics 4 85.7% 100.0% infinite 0.12 5 90.9% 84.0% 5.68 0.11 6 91.7% 85.7% 6.41 0.10
![Page 34: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/34.jpg)
Discrimination
Bilingual English Spanish Assessment (BESA)
Sensitivity SpecificityBest language morphosyntax + Best language semantics
90.5% 87.5%
![Page 35: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/35.jpg)
Discussion
For ID of PLI in bilinguals consider:• Structure of language
• Markers of PLI particular to language
• Level of exposure– L1 vs. L2• Performance by language and domain• Performance in best language
![Page 36: Language Assessment of Bilingual Children](https://reader036.vdocuments.us/reader036/viewer/2022062517/568131a1550346895d9811bf/html5/thumbnails/36.jpg)
Practical Considerations
• Language of home• Language of school• Demands across contexts