assessment of english language learners: a bilingual approach
TRANSCRIPT
Texas Public School Demographics: 2009 Snapshot
African AmericanHispanicWhiteOther
How do we qualify and work with a bilingual population when:
▫ The tests we used are not normed on this population.▫ My gut feeling doesn’t match the test results.▫ I don’t know what goals are appropriate.
Learner Objectives
• Participants will list, identify, describe…▫ Reasons for testing both languages▫ Formal and informal measures for testing ELLs▫ Use of tests when a student is not represented in the normative sample
▫ Selection of the language of intervention▫ Development of appropriate goals▫ ASHA guidelines for intervention with bilingual students
Difference vs. Disorder
NORMAL ERRORS
SECOND-LANGUAGE INFLUENCE
ATYPICAL ERRORS
Do you need Continuing Education or want to listen to this course live?
Click here to visit the online courses.
“For adults, the idea of an “uncontaminated”monolingual is probably a fiction.”Ellen Bialystok
S Se Se SE Es Es E
Spanish
Engl
ishED BE
BS
SD
Conceptual
L1 Lexical L2 LexicalL2 Lexical
(Kroll, Michael, Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)
▫ + = Positive transfer
▫ + = Negative transfer
The differences and shared characteristics of two sound systems
All of the documents and charts in this presentation can be downloaded from our Free Resource Library.
Click here to visit the Resource Library
Click for Audio‐over‐Powerpoint Presentation
Speech Outcomes
• Qualifies• DNQ
• DNQ• DNQ
Errors typical for
age
Errors due to second
language
Errors atypical for age
and language
No errors present
• Speech and language development from:▫ 0‐36 months▫ 36 months forward
• With:▫ Spanish▫ English▫ Crosslinguistic Influence
Differences Similarities
• 0‐1 month – crying and vegetative sounds• 1‐6 months – cooing, laughter, squealing, growling
• 4‐6 months – marginal babbling• 6‐8 months – reduplicated babbling• 8‐10 months – variegated babbling• 8‐12 months – echolalia• 9‐12 months – phonetically consistent forms
• 9‐12 months – jargon
Click here to download this chart as a pdf.
• For parents: (Lynch, Brookshire & Fox, 1980)▫ 18 months ‐ ~25% intelligible▫ 2 year olds ‐ 50‐75% intelligible▫ 3 year olds ‐ 75%‐100% intelligible
• For unfamiliar: (Flipsen, 2006)▫ 18 months ‐ ~25% intelligible▫ 2 year olds ‐ ~50% intelligible▫ 3 year olds ‐ ~75% intelligible▫ 4 year olds ‐ 100% intelligible
Click here to download this chart as a pdf.
• Difficulty producing sounds in both languages, even with adult assistance
• Family history of speech‐language impairment • Slower development than siblings• Difficulty interacting with peers• Difficulty with speech production in many routines and settings
• Speech production unlike others with similar cultural/linguistic experiences
Click here to download this chart as a pdf.
The differences and shared characteristics of two sound systems
/ɲ//ɾ/
/R//x/
/ð/ /dʒ//h//ŋ/
/θ/ /r/ /ʃ//v/ /w//z/ /ʒ/
SPANISH ENGLISH
/b/ /d/ /ɡ/ /p/ /t/ /k//m/ /n/ /s/ /tʃ/ /j/ /l/
/f/
English consonants mastered in words across time
Click here to download this chart as a pdf.
English consonants mastered in words across time
Click here to download this chart as a pdf.
English consonants –GFTA 2
Click here to download this chart as a pdf.
Spanish consonants mastered in words across time
Click here to download this chart as a pdf.
Spanish consonant acquisition ‐Goldstein
Click here to download this chart as a pdf.
Developmental speech information for teachers
Click here to download this chart as a pdf.
Consonant Difference Activity
BATH BAT
Consonant Difference Activity
THREE TREE
Consonant Difference Activity
SHOE CHEW
Consonant Difference Activity
VASE BASE
/æ/ /ɔ/ /ʊ//u/ /ʌ/ /ɛ/
/ɪ/ /i/
/ɑ//e//i//o//u/
SPANISH ENGLISH
• 13‐14 vowel sounds in English (depending on dialect and detail)
• 5 vowels in Spanish (a e i o u)
Vowel ChartEnglish and Spanish
Vowel Difference Activity
HAT HOT
Vowel Difference Activity
GET GATE
Vowel Difference Activity
HIT HEAT
Vowel Difference Activity
FUN PHONE
Vowel Difference Activity
LOOK LUKE
When the rules of two sound systems overlap or are mutually exclusive
Cluster reductionStoppingFronting
AssimilationGliding
Final consonant deletionDeaffrication
Tap/Trill Deviation Vocalization
SPANISH ENGLISH
Phonological Processes: Norms
Click here to download this chart as a pdf.
Spanish English
CV Dominated
Few words ending in Cs
Few allowable phonemes as final Cs (only l, n, d, s, r)
More clusters
Many words ending in Cs
Many allowable phonemes final Cs
C = Consonant
V = Vowel
Clinical judgment with the Goldman Fristoe
Other Common Languages
Vietnamese
Romanian
HindiUrdu
Arabic
/ɲ/ /ɽʱ/ /t ̪ʰ//ʋ/ /q/ /d̪ʱ/ /ɾ/ /pʰ/ /ʈʰ/
/x/ /bʰ/ /ɖʱ/ /kʰ/ /ɡʱ/ /tʃʰ/
/dʒʱ/ /ɣ/
/ð/ /ʒ//ŋ/ /θ//v/ /w/
HINDI ENGLISH
/b/ /d/ /ɡ/ /p/ /t/ /k//m/ /n/
/s/ /z/ /h//r/ /ʃ/
/tʃ/ /dʒ//j/ /l/
/f/
Hindi Consonants
/ɑ/ /æ/ /ɔ/ /ʊ//u/ /ʌ/
/ɛ/ /ɪ/ /i//e/ /i/ /o/
/u/
HINDI ENGLISH
Speech Summary
• So what do we know:▫ Building blocks are the same for both monolinguals and bilinguals, and across languages
▫ General guidelines for intelligibility are the same ▫ Expect some cross‐linguistic influence in speech production where the two languages differ
▫ Use therapy materials that provide speech sounds that are appropriate for the child’s age and language
“No language is immune to the intrusion from the barrage of words and phrases that rise out of one language…and deposit themselves in the lexicon of another.”Ellen Bialystok
Fact or Myth Language Activity
Children code switch between languages because they don’t know either language well.
FACTor
MYTH
Fact or Myth Language Activity
Raising children with two languages will confuse them.
FACTor
MYTH
Fact or Myth Language Activity
Parents should not use more than one language with their child.
FACTor
MYTH
Fact or Myth Language Activity
Comparisons to siblings and peers can help identify language learning difficulties.
FACTor
MYTH
Fact or Myth Language Activity
Children with language impairment should not learn more than one language at a time.
FACTor
MYTH
Fact or Myth Language Activity
Bilingual children have to translate from their weaker to their stronger language.
FACTor
MYTH
• 0-1 month – crying and vegetative sounds• 2-3 months eye gaze• 6-9 months-- joint attention• 9-12 months -- using gestures• 12-15 months--following simple commands• 18 months – symbolic play, pretend play• 24 months – sequencing of activities• 36 months – episodic play
Click here to download this chart as a pdf.
• Based on the Competition Model as applied to bilingual development (MacWhinney & Bates, 1989)
▫ Forward Transfer (L1 to L2) expected for ELLs• The effects of Spanish on English can result in errors in:▫ Verb errors (especially unmarked present for past tense)
▫ Content word errors (more than general words)▫ Prepositions▫ Pronouns▫ Word order
Click here to download this chart as a pdf.
Mean Errors Per Grade Spanish
05
101520253035
PK K 1st 2nd 3rd
Num
ber o
f Err
ors
SpnMorphSpnSemanticSpnSyntacticSpnTotal
Mean Errors Per Grade English
05
101520253035
PK K 1st 2nd 3rd
Num
ber o
f Err
ors
EngMorphEngSemanticEngSyntacticEngTotal
Cross‐linguistic Errors in Children with Typical Development
When the rules of two grammar systems positively or negatively influence each other.
Syntax
Verb Differences
English (2 two forms of verb person ▫ I eat▫ You eat ▫ He eats ▫ We eat ▫ Y’all eat▫ They eat
In Spanish (5-6 forms of verb person) ▫ Yo como▫ Tú comes▫ Él/Ella/Ud. come ▫ Nosotros comemos▫ Vosotros coméis▫ Ellos comen
Most frequent SIE verb error: Unmarked present tense for past tense
Click here to download this chart as a pdf.
Pronouns
• Spanish is called a Pro‐Drop language because subjects/pronouns are usually dropped once the subject has been established.
• In English, pronouns are required.
Spanish English
Maria fue a la tienda. (Ella) Compró pan.
Maria went to the store. Shebought bread.
Word Order
ENGLISH SPANISH
• Strict Word Order• SVO▫ John threw the ball.
• Flexible• SVO, OSV, VOS▫ Juan tiró la pelota.▫ La pelota Juan tiró.▫ Tiró la pelota Juan.
When two languages compete to apply meaning to words and phrases.
Semantics
Multi‐Purpose Verbs
Spanish phrases with multi‐purpose verbs
English Equivalents Spanish‐Influenced English
Tomar una decisión To make a decision Did you take a decision?*
Poner una cita To make an appointment Do you want to put an appointment?*
Tener hambre To be hungry Do you have hunger?*
Tener 4 años To be 4‐years old I have 4 years.*
•Verbs such as “do, “make,” “put,” and “take”generally have one primary meaning and other less frequent uses. • Subject to transfer of meaning from L1.
Preposition DifferencesEnglish▫ Satellite-framede.g. verb + preposition
To look forTo get on
▫ Not 1:1 correspondence of meaning
in, on
Spanish▫ Verb-framede.g. directional
information in verbBuscarSubir
▫ Not 1:1 correspondence of meaning
en
Frequent SIE error: Preposition error or omission
Prepositions
Spanish Prepositions English Equivalent Spanish‐influenced Eng
en “in” and “on” Put the food in the plate.*, Put the soup on the bowl.*
Pensar en OR Pensar de To think about or think of I think on him every day.*
Enojarse con/de Get mad at Get mad with/of*
Decidir de To decide on Decide ofwhat you want?*
Casarse con To marry or be married to Is he married with her?*
Enamorarse de To be in love with Is he in love of her?*
Consistir en To consist of What does your plan consist in?*
Buscar To look for I look my toy.*
Subir To go up, to get on I go the stairs.*
Content Errors
• Spanish‐influenced English may include use of words close in meaning to the target ▫ “moose” for “deer”▫ “turtle” for “frog”▫ “rat” for “chipmunk”▫ “cone house of the bees” for “beehive”
• Typically do not use general vocabulary (“this,”“thing”)
Frequent SIE error: Incorrect but related vocabulary
• Bilingual children develop early vocabulary at the same rate as monolingual children (Pearson, 1993).
• Early language milestones are similar (single words, lexical spurt, 2‐word phrases) (Pearson and Fernandez, 2001).
• Conceptual scores are similar (Pearson, 1998).• Language exposure drives vocabulary production (Pearson, Fernandez, Lewedeg, and Oller, 1997)
• For bilingual toddlers 30% of vocabulary are translation equivalents1
• Young school‐age bilinguals produce same # of category items in Spanish and English BUT 70% are unique to one language2
• Task performance varies by language3
• 1 Pearson, Fernandez & Oller, 1995• 2 Peña, Bedore & Zlatic, 2002• 3 Peña, Bedore, & Rappazzo, 2003
• Children tend to shift ‐ L1 to L2▫ 8‐10 year‐old were faster in English but more accurate in Spanish.
▫ 11‐13‐year‐olds showed no clear advantage in either language.
▫ By 14‐16 years of age children were more accurate and faster in English.
01234
EnglishSpanish
LANGUAGE CASE STUDY
IM, Age 7;2, 2nd grade
IM lives with his mother, two siblings (ages 6 and 5), grandmother, aunts and cousins. Spanish is the dominant language in the home. IM reported that he speaks Spanish at home and English at school.
“Bilingualism is random chaos for psychometrics”
Figueroa
Tools were not developed for our population• We need to use an assessment tool.
• English tests were not normed for the English of ESL learners.
• Clinical judgment regarding missed items and items correct is critical.
• It’s always critical to use information beyond the assessment tool to complete an assessment.
• Let’s look now at some of the things that can help us differentiate bilinguals with typical development from those with delayed/disordered language skills.
Systematic Analysis of Language Transcripts (SALT)
Dynamic Assessment
( )
• Difficulty learning both languages, even with adult assistance
• Family history of language/learning disabilities • Slower development than siblings• Difficulty interacting with peers• Inappropriate pragmatic/social language skills (i.e., turn‐taking, topic maintenance, considering listener needs, non‐verbal communication)
• Difficulty with language in many routines• Idiosyncratic error patterns • Language performance unlike others with similar cultural/linguistic experiences
A student from a second language home does not perform typically for her age on standardized and informal evaluations.
Is this due to second language influence or is she truly impaired?
How do we make this decision confidently?• Testing Procedures and
questions• The role of language survey
• Using Case Studies to understand testing results and outcomes
When do we test in two languages?
• Is the language survey valuable to us?
• Are the results from language proficiency testing valuable to us? (woodcock‐muñoz language survey)
Speech and Language Testing is Cumulative not Comparative
Cumulative not Comparative
Language and Content of Intervention Select based on what is appropriate in each language and
what is appropriate for child’s and family’s situation. e.g.
Spanish•Gender•Verbs•Article+nouns•Food •Clothing•Household items
Both•People•Functions•Categorization•Part-Whole
English•Pronouns•Prepositions•Nouns•Colors•Numbers•Shapes
Peña & Kester, 2004
Take Away Points
• Thorough language history is critical.• Thorough health (especially hearing) history is
needed.• Testing in all languages is the only way to get a
complete picture of a student.• Understanding the features of the non-English
language as well as how those compare to English will help identify what errors may be due to cross-language influence.
Assessment Summary
• So what do we know:▫ Not all bilinguals are the same ▫ Children in recent second language environments may display behaviors common in monolinguals with language impairment
▫ Problems associated with all assessment tools▫ We need to go beyond the tool in assessment▫ Ongoing assessment across many daily routines is critical▫ Exploring both/all languages is essential.
Helpful Resources on typical phonological process errors in English-speaking, Spanish-speaking and Bilingual Children. Davis, B. L., Gildersleeve-Neumann, C. E., Kester, E. S., Peña, E. D. (2008). English speech sound development in pre-school aged children from bilingual English-Spanish environments. Lang Speech Hear Serv Sch 2008 39: 314-328.
Gildersleeve-Neumann, C. E., Peña E. D, Davis, B. L., Kester, E.S.,. (2009). Effects of L1 during early acquisition of L2: Speech changes in Spanish at first English contact. Bilingualism: Language and Cognition, 12, 2, 259-272.
Gildersleeve-Neumann, C. E., Kester, E.S., Davis, B. L., & Peña, E. D. (2007). Speech development in 3- to 4-year-old children from bilingual Spanish/English and monolingual Spanish and English environments. Language, Speech, and Hearing Services in the Schools.
Goldstein, B. (2007a). Spanish speech acquisition. In S. McLeod (Ed.), The international guide to speech acquisition (pp. 539-553). Clifton Park, NY:Thomson Delmar Learning.
Goldstein, B. (2007b). Speech acquisition across the world: Spanish Influenced English. In S. McLeod (Ed.), The international guide to speechacquisition (pp. 345-356). Clifton Park, NY: Thomson Delmar Learning.
Goldstein, B. (2007). Phonological skills in Puerto Rican- and Mexican-Spanish speaking children with phonological disorders. Clinical Linguistics and Phonetics, 21, 93-109.
Goldstein, B., Fabiano, L., & Washington, P. (2005). Phonological skills inpredominantly English, predominantly Spanish, and Spanish-English bilingual children. Language, Speech, and Hearing Services in Schools, 36, 201-218.
Goldstein, B. (2005). Substitutions in the phonology of Spanish-speakingchildren. Journal of Multilingual Communication Disorders, 3, 56-63.
Fabiano, L., & Goldstein, B. (2005). Phonological cross-linguistic influencein sequential Spanish-English bilingual children. Journal of Multilingual Communication Disorders, 3, 56-63.
Click to visit www.bilinguistics.com
Difference or Disorder? Understanding Speech and Language Patterns in Culturally and Linguistically
Diverse Students
Rapidly identify speech‐language patterns related to second language acquisition to distinguish difference from disorder.