Spanish Productivity in the Assessment of Spanish-English Bilingual Children

西班牙语在西英双语儿童评估中的生产力

• 批准号: 10607207
• 负责人: Alicia Guadalupe Escobedo
• 金额: $ 3.65万
• 依托单位: SAN DIEGO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-17 至 2025-01-16
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10607207
• 关键词: Address; Affect; Age; Assessment tool; Caregivers; Child; Child Language; Clinical; Collaborations; Communication impairment; Development; Disease; Education; Educational workshop; Ensure; Family; Fostering; Frequencies; Growth; Home; Intervention; Language; Language Development; Language Development Disorders; Language Disorders; Learning; Linguistics; Measures; Modeling; Pathologist; Pattern; Performance; Population; Preschool Child; Prevalence; Procedures; Process; Process Assessment; Productivity; Protocols documentation; Quality of life; Reduce health disparities; Reporting; Research; Sampling; School-Age Population; Speech; Structure; Sum; Surveys; United States; Work; age related; aged; base; bilingualism; clinically relevant; design; experience; health disparity; improved; insight; peer; statistics; tool

Project Summary/Abstract There are approximately 5 million school-aged bilinguals in the United States, and 75% of these bilinguals speak Spanish at home (National Center for Education Statistics, 2018). Despite this prevalence, there is a lack of language assessment tools for children who speak more than one language. This lack of tools results in incomplete assessment protocols that do not characterize children’s language abilities in their home language. Thus, bilingual children do not receive appropriate intervention for communication disorders like developmental language disorder (DLD), which affects their long-term quality of life (Conti-Ramsden et al., 2013). One potential solution is the involvement of caregivers in the assessment process, who provide unique insights into children’s language in a variety of contexts and may provide much needed information in the home language (Restrepo, 1998). However, these assessment protocols have focused on accuracy-based measures, which may not capture young children’s emerging morphosyntactic development (Rispoli et al., 2009). One promising language assessment tool is grammatical productivity, which assesses children’s breadth and depth of grammatical structures during language sampling to derive a productivity score (Hadley & Short, 2005). This measure has been shown to differentiate typically developing English-speaking monolingual children from their peers with DLD (Gladfelter & Leonard, 2013). The limited research available on productivity in Spanish-English bilingual children has shown that the productivity of English grammatical structures yield group differences between typically developing peers and those with low language abilities (Potapova et al., 2018). However, children’s grammatical productivity has not yet been examined in Spanish, and this is necessary to fully characterize Spanish-English bilingual children’s language ability. To address this gap, this project will develop a Spanish grammatical productivity measure from the language samples of Spanish-English bilingual children (Aim 1) and evaluate the use of Spanish grammatical productivity in caregiver reports through a culturally adaptive framework (Aim 2). We will accomplish this by first determining which Spanish grammatical structures would best contribute to a productivity measure from the language samples of Spanish-English bilingual children, a subset of which have DLD. Mirroring similar strategies employed in the development of English productivity (Hadley & Short, 2005), we will compare typically developing children’s productive use of Spanish grammatical structures to that of children with DLD, and compare children’s Spanish productivity across ages. Critically, we will also examine how our Spanish productivity measure may be adapted for use by Spanish- speaking caregivers of bilingual children through a culturally adaptive framework, thus assessing the cultural validity of this process. In sum, this work—grounded in a disorder within diversity framework (Oetting, 2018)— will assess approaches to measuring bilinguals’ home language and ultimately reduce health disparities in this population.

项目总结/摘要 美国大约有500万学龄双语者，其中75%的双语者 在家说西班牙语（国家教育统计中心，2018年）。尽管这种流行，有一个 缺乏为讲一种以上语言的儿童提供的语言评估工具。这种工具的缺乏导致 不完整的评估协议，不表征儿童的语言能力，在他们的母语。 因此，双语儿童没有得到适当的干预沟通障碍，如发展 语言障碍（DLD），影响他们的长期生活质量（Conti-Ramsden等，2013年）。一 潜在的解决方案是护理人员参与评估过程，他们提供独特的见解， 儿童的语言在各种情况下，并可能提供急需的信息，在家庭语言 （雷斯特雷波，1998年）。然而，这些评估协议侧重于基于准确性的措施， 可能无法捕捉到幼儿正在出现的形态句法发展（Rispoli等人，2009年）。一个有希望 语言评估工具是语法生产力，它评估孩子的广度和深度， 语法结构在语言采样，以获得生产力得分（哈德利和肖特，2005年）。这 一项措施已被证明可以区分典型的发展中讲英语的单语儿童和他们的 与DLD相当（Gladfelter &伦纳德，2013）。关于西班牙语-英语生产力的有限研究 双语儿童的研究表明，英语语法结构的生产力产生了群体差异 在典型的发展中同龄人和具有低语言能力的同龄人之间（Potapova等人，2018年）。然而，在这方面， 儿童的语法生产力还没有在西班牙语中进行过研究，这是必要的，以充分 西班牙语-英语双语儿童的语言能力的特点。为了弥补这一差距，该项目将开发 从西班牙语-英语双语儿童的语言样本中测量西班牙语语法生产力 (Aim 1）并通过文化评估评估护理报告中西班牙语语法生产力的使用 自适应框架（目标2）。我们将通过首先确定哪些西班牙语语法结构来实现这一点 将最有助于从西班牙语-英语双语的语言样本的生产力措施 孩子们，其中一个子集有DLD。在英语发展过程中， 生产力（哈德利和肖特，2005年），我们将比较典型的发展中国家的儿童对西班牙语的生产性使用 语法结构的DLD儿童，并比较儿童的西班牙语生产力的年龄。 重要的是，我们还将研究如何调整我们的西班牙生产力措施，以供西班牙人使用- 通过一个文化适应性框架，对双语儿童的照顾者说话，从而评估文化 这个过程的有效性。总之，这项工作-基于多样性框架内的混乱（Oetting，2018）- 将评估衡量双语者家庭语言的方法，并最终减少这方面的健康差距。 人口