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Test of English Language Learning (TELL)

英语语言学习测试（TELL）

基本信息

批准号：
10318972
负责人：
ELIZABETH D PEÑA
金额：
$ 61.86万
依托单位：
UNIVERSITY OF CALIFORNIA-IRVINE
依托单位国家：
美国
项目类别：
财政年份：
2020
资助国家：
美国
起止时间：
2020-01-01 至 2024-12-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10318972
关键词：
11 year old Affect Age Benchmarking Characteristics Child Child Language Childhood Classification Clinical Clinical Markers Data Data Set Development Diagnostic Early treatment English Language English Learner Ensure Evaluation Focus Groups Foundations Home Human Development Impairment Incidence Intervention Studies Knowledge Language Language Development Language Development Disorders Language Tests Learning Linguistics Literature Measures Outcome Output Pathologist Performance Population Procedures Publishing Reduce health disparities Reporting Research Research Personnel Risk Role Schools Speech Statistical Models Structure Testing Time Translating Typology Work base bilingualism clinical practice disability experience field study health disparity indexing instrument knowledge base language impairment language outcome pilot test recruit remediation response secondary analysis skills theories tool

项目摘要

PROJECT SUMMARY The major aim of this project is to develop and validate a norm referenced test of grammatical development that can be used in English. This tool will target 4-8;11 year old Spanish-, and Vietnamese - speaking ELLs with and without developmental language disorder (DLD). This will be directly useful for two of the largest groups of ELLs in the US. It will be also useful for children who speak languages related to Spanish or Vietnamese. We will achieve this aim by 1) evaluating current item-level data to guide development; 2) piloting an item set to include in item tryout; 3) conducting an item tryout study to establish an item set for testing morphosyntactic performance in ELLs; and 4) field testing and validating a set of morphosyntactic items for to differentiate among ELLs with DLD at different levels of language exposure/use. We will recruit 1,050 ELLs (525 per language pair) in the target age range from representative U.S. bilingual populations both in regard to language and SES. Children will complete a battery of index measures in their home language and English to identify DLD. They will complete testing in English on the proposed index measure targeting grammatical knowledge. This work furthers our research in DLD, especially with bilingual children. We will document a broad profile of language skills in two groups of ELLs whose first languages have distinct linguistic features (Vietnamese & Spanish) with and without DLD. The tool developed will transformative for the majority of SLPs who speak only English and will allow for timely identification and remediation of DLD in ELLs. It will also be useful for researchers who need to benchmark children's expected performance relative to English exposure in developmental and intervention studies. The proposed work builds on recent significant gains we have made in the correct classification of Spanish-English bilinguals with DLD through the identification of clinical markers of DLD. Yet, there continues to be significant health disparities associated with identification and treatment of DLD in bilingual populations. There is a critical need to develop tools that can be used with ELLs from other language backgrounds. We know that experiential factors (age of acquisition and language use) interact with bilingual language outcomes. We also know from the published literature that there are some differences in English language acquisition associated with the typology of the learner's first language, but we do not have normative data to inform diagnostic decisions about children from language backgrounds other than Spanish. Currently, the most accurate clinical decisions need to be made on the basis of 2 languages. The proposed project will extend the knowledge base regarding clinical markers of DLD from Spanish-speaking ELLs to examine markers of DLD in Vietnamese-speaking ELLs in the US context.

项目总结