Assessment of bilingual children: What if testing both languages is not possible?
Assessment of bilingual children: What if testing both languages is not possible?
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DOI：
10.1016/j.jcomdis.2017.04.001
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发表时间：
2017-03-01
影响因子：
1.7
通讯作者：
Blom, Elma
中科院分区：
文献类型：
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作者：
Boerma, Tessel;Blom, Elma
双语儿童的语言迟缓可能是由语言障碍（LI）引起的，但也可能是由于对目标语言的接触不足。因此，对双语儿童的语言障碍的可靠诊断最好是基于对两种语言的评估，因为语言障碍会影响所学的每一种语言。然而，由于临床实践中遇到的多种语言组合，这通常是不可行的。参考双语规范可能提供一种解决方案，但双语人群的异质性使得很难为每个孩子确定适当的标准。本研究审查了评估两种语言或使用双语标准参考的另一种方法，旨在收集减少对双语儿童的偏见的工具。我们采用四组设计，包括有和没有LI的单语和双语儿童（N = 132），首先调查LI和双语对儿童早期语言发展风险的影响，以及父母报告的家庭中语言问题的普遍程度。其次，我们评估了这两个指标的诊断有效性，并且，此外，将它们与我们之前单独检查的两个无偏语言测量相结合：准普遍非词重复任务和叙述任务。结果表明，早期语言发展指数是LI的重要预测指标。结合两种直接语言测量，它很好地识别了单语和双语学习环境中LI的存在或不存在。学习成果：作为这项研究的结果，读者将了解到用两种语言测试双语儿童的另一种方法。读者将认识到在双语环境中使用无偏见的方法来识别母语的重要性，此外，读者还将认识到将父母报告与直接语言测量相结合的价值。
Language delays of bilingual children can arise from language impairment (LI) but also from insufficient exposure to the target language. A reliable diagnosis of LI in bilingual children is therefore ideally based on the evaluation of both languages, as LI affects each language that is learned. However, due to the multitude of language combinations that are encountered in clinical practice, this is often not feasible. Bilingual norm-referencing may offer a solution, but the heterogeneity within the bilingual population makes it difficult to determine appropriate standards for every child. The present study examined an alternative approach to assessing both languages or using bilingual norm-referencing, aiming to assemble instruments that reduce bias against bilingual children. We used a four-group design, including monolingual and bilingual children with and without LI (N = 132), to first investigate the effects of LI and bilingualism on risks associated with a child's early language development and the prevalence of language problems in the family, as reported by parents. Second, we evaluated the diagnostic validity of these two indices, and, in addition, combined these with two unbiased language measures which we previously examined in isolation: a quasi-universal nonword repetition task and a narrative task. Results showed that the index of Early Language Development was a strong predictor of LI. In combination with the two direct language measures, it excellently identified the presence or absence of LI in and across monolingual and bilingual learning contexts.Learning outcomes: As a result of this study, the reader will learn about an alternative approach to testing a bilingual child in both languages. The reader will recognize the importance of using unbiased measures for the identification of LI in a bilingual context, and, in addition, will appreciate the value of combining parental report with direct language measures.