Dual Language Profiles in Spanish-Speaking English Learners.
Dual Language Profiles in Spanish-Speaking English Learners.
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西班牙语英语学习者的双语言概况。
DOI：
10.1044/2022_jslhr-21-00447
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Iglesias,Aquiles
中科院分区：
文献类型：
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作者：
Su,PumpkiLei;Rojas,Raúl;Iglesias,Aquiles
本研究的目的是识别和描述学龄儿童中潜在的双语特征，这些儿童被学区指定为英语学习者(ELs)。所有受试者都收集了西班牙语和英语叙事性复述语言样本。用西班牙语和英语计算了四个口语测量，包括从属指数、移动平均类型-符号比、叙事结构方案(NSS)和使用语言成绩单系统分析的每分钟字数。结果最优模型包括西班牙语主导组(西班牙语水平较低，英语水平较低)、英语水平较高组(西班牙语水平较低，英语水平较低)和两个平衡组(中等水平组和中等水平组)。此外，参与者在两种语言中的一种语言领域表现出不同的表现，以及在特定领域的独特优势或劣势的不同模式。结论这项研究的发现突显了学龄期西班牙语学习者在英语和西班牙语口语能力上的巨大差异，并表明ELS和英语熟练学生的二分法可能不足以确定最适合特定双语儿童需求的教育项目类型。这些发现突显了在多个语言领域评估两种语言的必要性，以描绘双语儿童语言能力的代表性图景。所识别的双语简档可用于指导教育项目选择过程，以改善个别儿童的语言需求、教师对教学语言的使用以及教育项目的目标(即，提高英语水平与支持双语发展)之间的一致性。补充Materialhttps://doi.org/10.23641/asha.20151836
PurposeThe purpose of this study was to identify and describe latent dual language profiles in a large sample of school-age Spanish–English bilingual children designated as English learners (ELs) by their school district.MethodData for this study include 847 Spanish-speaking ELs from kindergarten to third grade. Spanish and English narrative retell language samples were collected from all participants. Four oral language measures were calculated in Spanish and English, including the subordination index, moving average type–token ratio, narrative structure scheme (NSS), and words per minute using Systematic Analysis of Language Transcript. These indicator measures were used in a latent profile analysis to identify dual language profiles.ResultsThe optimal model represents a four-profile solution, including a Spanish-dominant group (average Spanish, low English), an English-dominant group (low Spanish, average English), and two balanced groups (a balanced-average group and a balanced-high group). Additionally, participants displayed uneven performance across language domains and distinct patterns of unique strength or weakness in a specific domain in one of their two languages.ConclusionsFindings from this study highlight the large variability in English and Spanish oral language abilities in school-age Spanish-speaking ELs and suggest that a dichotomous classification of ELs versus English-proficient students may not be sufficient to determine the type of educational program that best fits a specific bilingual child's need. These findings highlight the need to assess both languages across multiple language domains to paint a representative picture of a bilingual child's language abilities. The dual language profiles identified may be used to guide the educational program selection process to improve the congruence among the linguistic needs of an individual child, teachers' use of instructional language, and the goals of the educational program (i.e., improving English proficiency vs. supporting dual language development).Supplemental Materialhttps://doi.org/10.23641/asha.20151836