The Cultural and Diagnostic Appropriateness of Standardized Assessments for Dual Language Learners: A Focus on Jamaican Preschoolers.
The Cultural and Diagnostic Appropriateness of Standardized Assessments for Dual Language Learners: A Focus on Jamaican Preschoolers.
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双语学习者标准化评估的文化和诊断适当性：以牙买加学龄前儿童为重点。
DOI：
10.1044/2021_lshss-20-00106
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Washington,KarlaN
中科院分区：
文献类型：
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作者：
Karem,RachelWright;Washington,KarlaN
目的本研究的目的是调查的样本学龄前双语学习者（DLL）谁使用牙买加克里奥尔语（JC）和英语的表达语法和词汇的标准化评估的适当性。成人模型从相同的语言社区，这些孩子被用来通知文化和语言上适当的解释儿童的反应，以标准化assessment. MethodJC-讲英语的学龄前儿童（n= 176）和成人（n= 33）完成了字结构和表达性词汇子测试的临床评价语言基础学前教育-第二版。成年人的反应被用来开发一个适应的评分程序，考虑到JC语言特征的反应的影响。DLL的反应得分使用标准的英语和适应JC程序compared. ResultsJC-英语DLL和成人使用类似的语言结构，在回答子测试问题。DLL的得分显着不同的标准化样本的两个子测试。学龄前儿童接受了更高的原始和相应的标准评分与适应评分相比，标准评分。适应评分，利用成人模型产生了很高的分类准确率为93.8%的字结构和92.1%的表达Vocabulary.ConclusionsAdapting标准化的评估评分程序，使用成人模型可以提供一个生态有效的方法来工作与DLL学龄前儿童，可以支持更准确的评估语言功能。这些研究结果表明，使用标准化评估双语JC-英语需要一个文化响应的方法。补充材料https：doi.org/10.23641/asha.14403026
PurposeThe aim of this study was to investigate the appropriateness of standardized assessments of expressive grammar and vocabulary in a sample of preschool-age dual language learners (DLLs) who use Jamaican Creole (JC) and English. Adult models from the same linguistic community as these children were used to inform culturally and linguistically appropriate interpretation of children's responses to a standardized assessment.MethodJC-English–speaking preschoolers (n= 176) and adults (n= 33) completed the Word Structure and Expressive Vocabulary subtests of the Clinical Evaluation of Language Fundamentals Preschool–Second Edition. Adults' responses were used to develop an adapted scoring procedure that considered the influence of JC linguistic features on responses. DLLs' responses scored using the standard English and adapted JC procedures were compared.ResultsJC–English DLLs and adults used similar linguistic structures in response to subtest questions. DLLs' scores differed significantly from the standardized sample on both subtests. Preschoolers received higher raw and corresponding standard scores with adapted scoring compared to standard scoring. Adapted scoring that made use of adult models yielded high classification accuracy at a rate of 93.8% for Word Structure and 92.1% for Expressive Vocabulary.ConclusionsAdapting standardized assessment scoring procedures using adult models may offer an ecologically valid approach to working with DLL preschoolers that can support a more accurate assessment of language functioning. These findings suggest that the use of standardized assessments for bilingual JC–English speakers requires a culturally responsive approach.Supplemental Materialhttps://doi.org/10.23641/asha.14403026