English BESA Morphosyntax Performance among Spanish-English Bilinguals Who Use African American English

Autor/inn/en	Gatlin-Nash, Brandy; Peña, Elizabeth D.; Bedore, Lisa M.; Simon-Cereijido, Gabriela; Iglesias, Aquiles
Titel	English BESA Morphosyntax Performance among Spanish-English Bilinguals Who Use African American English
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 10, S.3826-3842 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gatlin-Nash, Brandy) ORCID (Bedore, Lisa M.) ORCID (Simon-Cereijido, Gabriela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Bilingualism; Spanish; English (Second Language); Second Language Learning; Language Acquisition; Cloze Procedure; Classification; Native Language; Black Dialects; Morphology (Languages); Syntax; Language Impairments; Preschool Children; Comparative Analysis; Language Tests; Diagnostic Tests; Grammar; Morphemes; Identification; Cultural Differences; Picture Books; Parent Attitudes; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Lückentext; Classification system; Klassifikation; Klassifikationssystem; Morphology; Morphologie; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language test; Sprachtest; Diagnostic test; Diagnostischer Test; Grammatik; Morphem; Identifikation; Identifizierung; Kultureller Unterschied; Picture book; Bilderbuch; Elternverhalten
Abstract	Purpose: This study examined the use of African American English (AAE) among a group of young Latinx bilingual children and the accuracy of the English Morphosyntax subtest of the Bilingual English-Spanish Assessment (BESA) in classifying these children with and without developmental language disorder (DLD). Method: Children (N = 81) between the ages of 4;0 and 7;1 (years;months) completed a narrative task and the BESA Morphosyntax subtest. We identified DLD based on four reference measures. We compared specific dialectal features used by children with DLD and their typically developing peers. We also conducted an overall analysis of the BESA subtest and subsequent item-level analyses to determine if particular items were more likely to contribute to the correct classification of the participants. Results: Children with DLD used three AAE forms in their narrative samples (subject-verb agreement, zero copula/auxiliary, or zero past tense) more frequently than their typically developing peers. Area-under-the-curve estimates for the cloze, sentence repetition, and composite scores of the BESA indicated that the assessment identified children with DLD in the sample with good sensitivity. Item analysis indicated that the majority of items (84%) significantly differentiated typically developing children and children with DLD. Conclusions: The BESA English Morphosyntax subtest appears to be a valid tool for the identification of DLD in children exposed to AAE and Spanish. We provide practical implications and suggestions for future research addressing the identification of DLD among children from culturally and linguistically diverse backgrounds. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01