The challenge of language assessment for african american english-speaking children: a historical perspective.
The challenge of language assessment for african american english-speaking children: a historical perspective.
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非裔美国英语儿童语言评估的挑战：历史视角。
DOI：
10.1055/s-2004-824821
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发表时间：
2004
影响因子：
1
通讯作者：
Seymour,HarryN
中科院分区：
文献类型：
--
作者：
Seymour,HarryN
如何有效地评估说方言的儿童的语言不同于主流美国英语（MAE）的诊断问题已经挑战了几十年的交流障碍领域。其解决方案的关键是认识到由于方言或发展的差异，并将其从疾病的初步诊断中删除。由马萨诸塞州大学的学者和心理学公司（TPC）共同实施的一种新的方法来解决这个难题，有两个方向：（1）它提供了关于非洲裔美国人英语（AAE）发展的新的规范数据，（2）它提出了一种比方言更深入的分析水平，以发现一种疾病的替代标记。我们提出了三个目标的语言评估工具，旨在解决这个长期存在的问题：（1）回答问题/没有问题的问题，为一个给定的孩子;（2）提供有关问题的性质的解释性数据;（3）实现目标1和2的方式是文化和语言公平的MAE和其他方言的英语，如AAE的发言者。
The diagnostic problem of how validly to assess the language of children who speak dialects different from Mainstream American English (MAE) has challenged the field of communication disorders for several decades. The key to its solution is to recognize differences due to dialect or development and remove them from the initial diagnosis of a disorder. A new approach to the puzzle, implemented jointly by University of Massachusetts scholars and the Psychological Corporation (TPC), takes two directions:(1) it provides new normative data on African American English (AAE) development, and (2) it proposes a level of analysis deeper than dialect for the discovery of alternate markers of a disorder. We present three objectives for a language assessment instrument designed to solve this longstanding problem:(1) to answer the problem/no problem question for a given child;(2) to provide explanatory data about the nature of the problem; and (3) to achieve objectives 1 and 2 in a way that is culturally and linguistically fair to both speakers of MAE and speakers of other dialects of English such as AAE.