Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools
Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools
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DOI：
10.1044/2016_lshss-15-0090
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发表时间：
2017-01-01
影响因子：
2.4
通讯作者：
Friberg, Jennifer
中科院分区：
文献类型：
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作者：
Arias, Graciela;Friberg, Jennifer
目的：本研究的目的是确定美国学校言语病理学家 (SLP) 目前的双语评估实践，并将其与美国言语听力协会 (ASHA) 最佳实践指南和《残疾人教育法案》(IDEA，2004) 的要求进行比较。方法：该研究以重复 Caesar 和 Kohler (2007) 研究的部分内容为模型，并扩展到包括全国代表性的研究样品。共有 166 名受访者完成了电子调查。 结果：结果表明，大多数受访者进行了双语语言评估。此外，还确定了最常用的非正式和标准化评估。 SLP 确定了评估的支持和障碍，以及他们对研究生准备的看法。结论：本研究的结果表明，尽管 SLP 已更加符合 ASHA 和 IDEA 指南，但在双语评估的充分培训方面仍有改进的空间。
Purpose: The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA, 2004).Method: The study was modeled to replicate portions of Caesar and Kohler's (2007) study and expanded to include a nationally representative sample. A total of 166 respondents completed an electronic survey.Results: Results indicated that the majority of respondents have performed bilingual language assessments. Furthermore, the most frequently used informal and standardized assessments were identified. SLPs identified supports, and barriers to assessment, as well as their perceptions of graduate preparation.Conclusion: The findings of this study demonstrated that although SLPs have become more compliant to ASHA and IDEA guidelines, there is room for improvement in terms of adequate training in bilingual language assessment.