Assessment of English Language Learners: A Bilingual Approach
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More easily identifying whether a child’s errors are due to typical development, second-language influence, or true impairment. This course provides video examples of these possible outcomes as they relate to articulation and language development. Current demographic data is reviewed as well as future population trends. A framework is provided for evaluation that can be applied to many different languages. Facts and myths about bilingualism are also covered. This presentation concludes with case studies to demonstrate how to effectively apply all of the information.
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Assessment of English Language Learners: A Bilingual Approach
- 3. How do we qualify and work with a bilingual population when: ▫ The tests we used are not normed on this population. ▫ My gut feeling doesn’t match the test results. ▫ I don’t know what goals are appropriate.
- 4. Learner Objectives • Participants will list, identify, describe… ▫ Reasons for testing both languages ▫ Formal and informal measures for testing ELLs ▫ Use of tests when a student is not represented in the normative sample ▫ Selection of the language of intervention ▫ Development of appropriate goals ▫ ASHA guidelines for intervention with bilingual students
- 8. S Se Se SE Es Es E
- 10. Conceptual L1 Lexical L2 LexicalL2 Lexical (Kroll, Michael, Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)
- 11. ▫ + = Positive transfer ▫ + = Negative transfer
- 15. Speech Outcomes • Qualifies• DNQ • DNQ• DNQ Errors typical for age Errors due to second language Errors atypical for age and language No errors present
- 16. • Speech and language development from: ▫ 0‐36 months ▫ 36 months forward • With: ▫ Spanish ▫ English ▫ Crosslinguistic Influence
- 18. • 0‐1 month – crying and vegetative sounds • 1‐6 months – cooing, laughter, squealing, growling • 4‐6 months – marginal babbling • 6‐8 months – reduplicated babbling • 8‐10 months – variegated babbling • 8‐12 months – echolalia • 9‐12 months – phonetically consistent forms • 9‐12 months – jargon Click here to download this chart as a pdf.
- 19. • For parents: (Lynch, Brookshire & Fox, 1980) ▫ 18 months ‐ ~25% intelligible ▫ 2 year olds ‐ 50‐75% intelligible ▫ 3 year olds ‐ 75%‐100% intelligible • For unfamiliar: (Flipsen, 2006) ▫ 18 months ‐ ~25% intelligible ▫ 2 year olds ‐ ~50% intelligible ▫ 3 year olds ‐ ~75% intelligible ▫ 4 year olds ‐ 100% intelligible Click here to download this chart as a pdf.
- 20. • Difficulty producing sounds in both languages, even with adult assistance • Family history of speech‐language impairment • Slower development than siblings • Difficulty interacting with peers • Difficulty with speech production in many routines and settings • Speech production unlike others with similar cultural/linguistic experiences Click here to download this chart as a pdf.
- 22. /ɲ/ /ɾ/ /R/ /x/ /ð/ /dʒ/ /h//ŋ/ /θ/ /r/ /ʃ/ /v/ /w/ /z/ /ʒ/ SPANISH ENGLISH /b/ /d/ /ɡ/ /p/ /t/ /k/ /m/ /n/ /s/ /tʃ/ /j/ /l/ /f/
- 33. /æ/ /ɔ/ /ʊ/ /u/ /ʌ/ /ɛ/ /ɪ/ /i/ /ɑ/ /e/ /i/ /o/ /u/ SPANISH ENGLISH
- 34. • 13‐14 vowel sounds in English (depending on dialect and detail) • 5 vowels in Spanish (a e i o u)
- 42. Cluster reduction Stopping Fronting Assimilation Gliding Final consonant deletion Deaffrication Tap/Trill Deviation Vocalization SPANISH ENGLISH
- 44. Spanish English CV Dominated Few words ending in Cs Few allowable phonemes as final Cs (only l, n, d, s, r) More clusters Many words ending in Cs Many allowable phonemes final Cs C = Consonant V = Vowel
- 47. /ɲ/ /ɽʱ/ /t̪ʰ/ /ʋ/ /q/ /d̪ʱ/ /ɾ/ /pʰ/ /ʈʰ/ /x/ /bʰ/ /ɖʱ/ /kʰ/ /ɡʱ/ /tʃʰ/ /dʒʱ/ /ɣ/ /ð/ /ʒ/ /ŋ/ /θ/ /v/ /w/ HINDI ENGLISH /b/ /d/ /ɡ/ /p/ /t/ /k/ /m/ /n/ /s/ /z/ /h/ /r/ /ʃ/ /tʃ/ /dʒ/ /j/ /l/ /f/
- 48. Hindi Consonants
- 49. /ɑ/ /æ/ /ɔ/ /ʊ/ /u/ /ʌ/ /ɛ/ /ɪ/ /i/ /e/ /i/ /o/ /u/ HINDI ENGLISH
- 50. Speech Summary • So what do we know: ▫ Building blocks are the same for both monolinguals and bilinguals, and across languages ▫ General guidelines for intelligibility are the same ▫ Expect some cross‐linguistic influence in speech production where the two languages differ ▫ Use therapy materials that provide speech sounds that are appropriate for the child’s age and language
- 53. Fact or Myth Language Activity Raising children with two languages will confuse them. FACT or MYTH
- 58. • 0-1 month – crying and vegetative sounds • 2-3 months eye gaze • 6-9 months-- joint attention • 9-12 months -- using gestures • 12-15 months--following simple commands • 18 months – symbolic play, pretend play • 24 months – sequencing of activities • 36 months – episodic play Click here to download this chart as a pdf.
- 59. • Based on the Competition Model as applied to bilingual development (MacWhinney & Bates, 1989) ▫ Forward Transfer (L1 to L2) expected for ELLs • The effects of Spanish on English can result in errors in: ▫ Verb errors (especially unmarked present for past tense) ▫ Content word errors (more than general words) ▫ Prepositions ▫ Pronouns ▫ Word order Click here to download this chart as a pdf.
- 60. Mean Errors Per Grade Spanish 0 5 10 15 20 25 30 35 PK K 1st 2nd 3rd NumberofErrors SpnMorph SpnSemantic SpnSyntactic SpnTotal Mean Errors Per Grade English 0 5 10 15 20 25 30 35 PK K 1st 2nd 3rd NumberofErrors EngMorph EngSemantic EngSyntactic EngTotal Cross‐linguistic Errors in Children with Typical Development
- 62. Verb Differences English (2 two forms of verb person ▫ I eat ▫ You eat ▫ He eats ▫ We eat ▫ Y’all eat ▫ They eat In Spanish (5-6 forms of verb person) ▫ Yo como ▫ Tú comes ▫ Él/Ella/Ud. come ▫ Nosotros comemos ▫ Vosotros coméis ▫ Ellos comen Most frequent SIE verb error: Unmarked present tense for past tense Click here to download this chart as a pdf.
- 63. Pronouns • Spanish is called a Pro‐Drop language because subjects/pronouns are usually dropped once the subject has been established. • In English, pronouns are required. Spanish English Maria fue a la tienda. (Ella) Compró pan. Maria went to the store. She bought bread.
- 64. Word Order ENGLISH SPANISH • Strict Word Order • SVO ▫ John threw the ball. • Flexible • SVO, OSV, VOS ▫ Juan tiró la pelota. ▫ La pelota Juan tiró. ▫ Tiró la pelota Juan.
- 66. Multi‐Purpose Verbs Spanish phrases with multi‐purpose verbs English Equivalents Spanish‐Influenced English Tomar una decisión To make a decision Did you take a decision?* Poner una cita To make an appointment Do you want to put an appointment?* Tener hambre To be hungry Do you have hunger?* Tener 4 años To be 4‐years old I have 4 years.* •Verbs such as “do, “make,” “put,” and “take” generally have one primary meaning and other less frequent uses. • Subject to transfer of meaning from L1.
- 67. Preposition Differences English ▫ Satellite-framed e.g. verb + preposition To look for To get on ▫ Not 1:1 correspondence of meaning in, on Spanish ▫ Verb-framed e.g. directional information in verb Buscar Subir ▫ Not 1:1 correspondence of meaning en Frequent SIE error: Preposition error or omission
- 68. Prepositions Spanish Prepositions English Equivalent Spanish‐influenced Eng en “in” and “on” Put the food in the plate.*, Put the soup on the bowl.* Pensar en OR Pensar de To think about or think of I think on him every day.* Enojarse con/de Get mad at Get mad with/of* Decidir de To decide on Decide of what you want?* Casarse con To marry or be married to Is he married with her?* Enamorarse de To be in love with Is he in love of her?* Consistir en To consist of What does your plan consist in?* Buscar To look for I look my toy.* Subir To go up, to get on I go the stairs.*
- 69. Content Errors • Spanish‐influenced English may include use of words close in meaning to the target ▫ “moose” for “deer” ▫ “turtle” for “frog” ▫ “rat” for “chipmunk” ▫ “cone house of the bees” for “beehive” • Typically do not use general vocabulary (“this,” “thing”) Frequent SIE error: Incorrect but related vocabulary
- 70. • Bilingual children develop early vocabulary at the same rate as monolingual children (Pearson, 1993). • Early language milestones are similar (single words, lexical spurt, 2‐word phrases) (Pearson and Fernandez, 2001). • Conceptual scores are similar (Pearson, 1998). • Language exposure drives vocabulary production (Pearson, Fernandez, Lewedeg, and Oller, 1997)
- 71. • For bilingual toddlers 30% of vocabulary are translation equivalents1 • Young school‐age bilinguals produce same # of category items in Spanish and English BUT 70% are unique to one language2 • Task performance varies by language3 • 1 Pearson, Fernandez & Oller, 1995 • 2 Peña, Bedore & Zlatic, 2002 • 3 Peña, Bedore, & Rappazzo, 2003
- 72. • Children tend to shift ‐ L1 to L2 ▫ 8‐10 year‐old were faster in English but more accurate in Spanish. ▫ 11‐13‐year‐olds showed no clear advantage in either language. ▫ By 14‐16 years of age children were more accurate and faster in English. 0 1 2 3 4 English Spanish
- 75. Tools were not developed for our population • We need to use an assessment tool. • English tests were not normed for the English of ESL learners. • Clinical judgment regarding missed items and items correct is critical.
- 77. Systematic Analysis of Language Transcripts (SALT) Dynamic Assessment ( )
- 78. • Difficulty learning both languages, even with adult assistance • Family history of language/learning disabilities • Slower development than siblings • Difficulty interacting with peers • Inappropriate pragmatic/social language skills (i.e., turn‐ taking, topic maintenance, considering listener needs, non‐verbal communication) • Difficulty with language in many routines • Idiosyncratic error patterns • Language performance unlike others with similar cultural/linguistic experiences
- 80. How do we make this decision confidently? • Testing Procedures and questions • The role of language survey • Using Case Studies to understand testing results and outcomes
- 82. Cumulative not Comparative Language and Content of Intervention Select based on what is appropriate in each language and what is appropriate for child’s and family’s situation. e.g. Spanish •Gender •Verbs •Article+nouns •Food •Clothing •Household items Both •People •Functions •Categorization •Part-Whole English •Pronouns •Prepositions •Nouns •Colors •Numbers •Shapes Peña & Kester, 2004
- 83. Take Away Points • Thorough language history is critical. • Thorough health (especially hearing) history is needed. • Testing in all languages is the only way to get a complete picture of a student. • Understanding the features of the non-English language as well as how those compare to English will help identify what errors may be due to cross-language influence.
- 84. Assessment Summary • So what do we know: ▫ Not all bilinguals are the same ▫ Children in recent second language environments may display behaviors common in monolinguals with language impairment ▫ Problems associated with all assessment tools ▫ We need to go beyond the tool in assessment ▫ Ongoing assessment across many daily routines is critical ▫ Exploring both/all languages is essential.
- 85. Helpful Resources on typical phonological process errors in English-speaking, Spanish-speaking and Bilingual Children. Davis, B. L., Gildersleeve-Neumann, C. E., Kester, E. S., Peña, E. D. (2008). English speech sound development in pre-school aged children from bilingual English-Spanish environments. Lang Speech Hear Serv Sch 2008 39: 314-328. Gildersleeve-Neumann, C. E., Peña E. D, Davis, B. L., Kester, E.S.,. (2009). Effects of L1 during early acquisition of L2: Speech changes in Spanish at first English contact. Bilingualism: Language and Cognition, 12, 2, 259-272.
- 86. Gildersleeve-Neumann, C. E., Kester, E.S., Davis, B. L., & Peña, E. D. (2007). Speech development in 3- to 4-year-old children from bilingual Spanish/English and monolingual Spanish and English environments. Language, Speech, and Hearing Services in the Schools. Goldstein, B. (2007a). Spanish speech acquisition. In S. McLeod (Ed.), The international guide to speech acquisition (pp. 539-553). Clifton Park, NY:Thomson Delmar Learning. Goldstein, B. (2007b). Speech acquisition across the world: Spanish Influenced English. In S. McLeod (Ed.), The international guide to speechacquisition (pp. 345-356). Clifton Park, NY: Thomson Delmar Learning.
- 87. Goldstein, B. (2007). Phonological skills in Puerto Rican- and Mexican- Spanish speaking children with phonological disorders. Clinical Linguistics and Phonetics, 21, 93-109. Goldstein, B., Fabiano, L., & Washington, P. (2005). Phonological skills inpredominantly English, predominantly Spanish, and Spanish-English bilingual children. Language, Speech, and Hearing Services in Schools, 36, 201-218. Goldstein, B. (2005). Substitutions in the phonology of Spanish- speakingchildren. Journal of Multilingual Communication Disorders, 3, 56-63. Fabiano, L., & Goldstein, B. (2005). Phonological cross-linguistic influencein sequential Spanish-English bilingual children. Journal of Multilingual Communication Disorders, 3, 56-63.