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.

项目摘要/摘要 在美国，大约有500万学龄期的双语者，其中75% 在家说西班牙语(国家教育统计中心，2018年)。尽管这种流行，但有一种 对于会说一种以上语言的儿童，缺乏语言评估工具。由于缺乏工具，导致 不完整的评估方案，不能表征儿童在母语中的语言能力。 因此，双语儿童没有得到适当的干预，如发育障碍等沟通障碍 语言障碍(DLD)，影响他们的长期生活质量(Conti-Ramsden等人，2013年)。一 潜在的解决方案是让护理人员参与评估过程，他们提供独特的见解 在各种环境中使用儿童语言，并可能以家庭语言提供急需的信息 (Restrepo，1998)。然而，这些评估方案侧重于以准确性为基础的衡量标准， 可能没有捕捉到幼儿正在出现的形态句法发展(Rispoli等人，2009年)。一件有希望的事 语言评估工具是语法生产力，它评估儿童语言的广度和深度 语言采样期间的语法结构以得出生产率分数(Hadley&Short，2005)。这 已有研究表明，这种方法可以区分典型的说英语的单语儿童和他们的 与DLD同行(格拉菲尔特和伦纳德，2013)。可用西班牙语-英语进行的关于生产率的有限研究 双语儿童在英语语法结构的产出上表现出群体差异 在典型发展中的同龄人和语言能力较低的同龄人之间(Potapova等人，2018年)。然而， 儿童的语法生产力还没有用西班牙语进行检查，这对于充分 表征西语-英语双语儿童的语言能力。为了解决这一差距，该项目将开发 从西班牙语-英语双语儿童的语言样本看西班牙语的语法生产力 (目标1)并评估西班牙语语法生产力在护理人员报告中的使用情况 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 最好是从西班牙语-英语双语的语言样本中对生产率衡量做出贡献 儿童，其中一部分患有DLD。反映了英语发展过程中使用的类似策略 生产力(Hadley&Short，2005)，我们将比较典型的发展儿童对西班牙语的有效使用 语法结构与患有DLD的儿童的语法结构相比较，并比较不同年龄儿童的西班牙语生产力。 关键的是，我们还将研究如何调整我们的西班牙生产率衡量标准，以供西班牙人使用- 通过文化适应框架为双语儿童的照顾者说话，从而评估文化 这一过程的有效性。总之，这项工作--植根于多样性框架内的无序状态(Oet，2018)-- 将评估衡量双语者母语的方法，并最终减少这方面的健康差距 人口。