Test of English Language Learning (TELL)

英语语言学习测试（TELL）

• 批准号: 10540224
• 负责人: ELIZABETH D PEÑA
• 金额: $ 63.14万
• 依托单位: UNIVERSITY OF CALIFORNIA-IRVINE
• 依托单位国家: 美国
• 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/10540224
• 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; 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; Vietnamese; Work; bilingualism; biomarker identification; 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

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.

项目摘要 本课题的主要目的是开发和验证一个语法规范参照测验 开发可以用英语。该工具将针对4-8岁;11岁的西班牙人和越南人， 有和没有发育性语言障碍（DLD）的ELL说话。这将是直接有用的两个 美国最大的ELL群体之一。它也将是有用的儿童谁讲的语言有关 西班牙语或越南语。我们将通过以下方式实现这一目标：1）评估当前的项目级数据， 开发; 2）试点项目集，包括在项目试用; 3）进行项目试用研究，以建立一个 项目集用于测试ELL中的形态句法性能;以及4）现场测试和验证一组 形态句法项目，用于区分不同语言暴露/使用水平的DLD ELL。 我们将在目标年龄范围内招募1，050名ELL（每对语言525名）， 在语言和社会经济地位方面。孩子们将完成一系列的指数措施， 家庭语言和英语来识别DLD。他们将用英语完成对拟议索引的测试 以语法知识为目标的措施。本研究进一步深化了DLD的研究，尤其是双语DLD的研究 孩子我们将记录两组第一语言具有以下特征的ELL的语言技能概况 不同的语言特征（越南语和西班牙语），有和没有DLD。开发的工具将 对于大多数只说英语的SLP来说，这是一个变革，将允许及时识别和 在ELL中修复DLD。它也将是有用的研究人员谁需要基准儿童的预期 在发展和干预研究中相对于英语暴露的表现。拟议的工作建立 最近，我们在正确分类患有DLD的西班牙语-英语双语者方面取得了重大进展， 通过DLD临床标志物的鉴定。然而，健康方面的差距仍然很大， 与双语人群DLD的识别和治疗相关。迫切需要发展 可以与其他语言背景的ELL一起使用的工具。我们知道，经验因素（年龄 习得和语言使用）与双语语言结果相互作用。我们还从公布的 有一些文献认为，英语语言习得中的差异与语言类型学有关， 学习者的第一语言，但我们没有规范性数据来为儿童的诊断决策提供信息 西班牙语以外的语言背景。目前，最准确的临床决策需要在 两种语言的基础。拟议的项目将扩大有关临床标志物的知识基础， 来自西班牙语ELL的DLD，以检查美国越南语ELL中的DLD标记 上下文