Sociolets, Socioaffective Filters and Social Transference: Contextual Considerations For Urban, Immigrant, Language Learners

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00120 ◽

2020 ◽

Vol 29 (3) ◽

pp. 1226-1240

Author(s):

Janet L. Patterson ◽

Barbara L. Rodríguez ◽

Philip S. Dale

Keyword(s):

Head Start ◽

Language Learners ◽

Language Impairment ◽

Dual Language ◽

Dynamic Assessment ◽

Dual Language Learners ◽

Achievement Testing ◽

Potential Applications ◽

Language Screening ◽

Relationship Of

Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.

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Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_43_s_115 ◽

2016 ◽

Vol 43 (Spring) ◽

pp. 115-128 ◽

Cited By ~ 6

Author(s):

Lindsey Leacox ◽

Carla Wood ◽

Gretchen Sunderman ◽

Christopher Schatschneider

Keyword(s):

English Language Learners ◽

Language Learners ◽

Picture Naming ◽

English Language

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Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00115 ◽

2020 ◽

Vol 5 (4) ◽

pp. 1026-1038

Author(s):

Sandra Levey ◽

Li-Rong Lilly Cheng ◽

Diana Almodovar

Keyword(s):

Language Learners ◽

Grade Level ◽

Reading Skills ◽

Language Disorder ◽

Academic Development ◽

Review Article ◽

Evidence Based ◽

Clinical Knowledge ◽

Language And Literacy ◽

Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

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Assessment 360°: A Panoramic Framework for Assessing English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds17.2.37 ◽

2010 ◽

Vol 17 (2) ◽

pp. 37-56 ◽

Cited By ~ 9

Author(s):

Nancy Lewis ◽

Nancy Castilleja ◽

Barbara J. Moore ◽

Barbara Rodriguez

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Linguistically Diverse ◽

Assessment Process ◽

Assessment Practices ◽

Her Family ◽

Diverse Student ◽

Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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