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500万学龄的双语者，其中75％的双语者 在家中讲西班牙语（国家教育统计中心，2018年）。尽管有这种流行，但仍有一个 对于说多种语言的儿童缺乏语言评估工具。缺乏工具会导致 不完整的评估协议没有表征儿童语言能力的家庭语言。 这是双语儿童没有针对发育之类的沟通障碍进行适当的干预 语言障碍（DLD），会影响其长期生活质量（Conti-Ramsden等，2013）。一 潜在的解决方案是护理人员参与评估过程，后者提供了独特的见解 儿童语言在各种情况下，可能会以家庭语言提供急需的信息 （Restrepo，1998）。但是，这些评估方案的重点是基于准确的措施， 可能不会捕捉到幼儿的新生句法发展（Rispoli等，2009）。一个有希望的 语言评估工具是语法生产率，它评估了儿童的广度和深度 语言抽样过程中的语法结构得出生产率评分（Hadley＆Short，2005）。这 已显示措施可以区分通常发展英语的单语儿童与他们的 与DLD同行（Gladfelter＆Leonard，2013年）。有关西班牙英语生产力的有限研究 双语儿童已经表明，英语语法结构的生产力产生群体差异 在通常发展的同龄人和语言能力低的同龄人之间（Potapova等，2018）。然而， 儿童的语法生产力尚未在西班牙语中检查，这是完全必要的 特征西班牙语英语双语儿童的语言能力。为了解决这个差距，该项目将发展 西班牙语法生产力衡量西班牙语英语孩子的语言样本 （目标1）并评估通过文化的护理人员报告中西班牙语法生产力的使用 自适应框架（AIM 2）。我们将首先确定哪种西班牙语法结构来实现这一目标 最能通过西班牙语英语双语的语言样本来促进生产力措施 孩子，其中一个子集有DLD。反映在英语发展中采取的类似策略 生产力（Hadley＆Short，2005年），我们将比较通常开发儿童对西班牙的生产性使用 语法结构与DLD儿童的语法结构，并比较了各个年龄段的儿童西班牙生产力。 至关重要的是，我们还将研究西班牙生产率措施如何用于西班牙语 - 通过文化自适应框架对双语儿童的讲话者，从而评估文化 这个过程的有效性。总而言之，这项工作 - 在多样性框架内的疾病中建立（Oetting，2018） - 将评估衡量双语者的家庭语言的方法，并最终减少健康分布 人口。