Remote First-Language Assessment: Feasibility Study with Vietnamese Bilingual Children and Their Caregivers

Autor/inn/en	Dam, Quynh Diem; Pham, Giang T.
Titel	Remote First-Language Assessment: Feasibility Study with Vietnamese Bilingual Children and Their Caregivers
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 2, S.618-635 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dam, Quynh Diem) ORCID (Pham, Giang T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Foreign Countries; Bilingualism; Language Tests; Native Language; Language Proficiency; Speech Language Pathology; Test Validity; Telecommunications; Preschool Children; Caregivers; English (Second Language); Vietnamese; Childrens Attitudes; Caregiver Attitudes; United States; California (San Diego) + Suchen Sie Ihr Suchwort? Ausland; Bilingualismus; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Testvalidität; Telekommunikationstechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Caregiver; Carer; Betreuungsperson; Pfleger; English as second language; English; Second Language; Englisch als Zweitsprache; USA
Abstract	Purpose: There is a shortage of bilingual speech-language pathologists (SLPs) in the United States. For Vietnamese, less than 1% of SLPs speak the language compared with a Vietnamese American population of > 2.1 million. This study examines the feasibility and social validity of remote child language assessment with the help of a caregiver to address the need for first language assessments among Vietnamese-speaking children. Method: Twenty-one dyads of caregivers and typically developing children (aged 3-6 years) completed two assessment sessions in their first language, Vietnamese, using Zoom videoconferencing. Sessions were counterbalanced between two conditions in which either the clinician or the caregiver was the task administrator. Children's language samples were elicited using narrative tasks. Social validity was also assessed through caregiver and child questionnaires at the end of each session. Results: There were no significant differences between conditions on language sample measures nor the measures of social validity. Both caregivers and their children felt positively about the sessions. The caregivers' feelings were related to their perception of children's feelings about the sessions. Children's feelings were related to their Vietnamese language proficiency, caregiver-reported language ability, and whether they were born outside of the United States. Conclusions: Findings build the evidence base for telepractice as an effective and socially valid service delivery model for bilingual children in the United States. This study supports the potential for caregivers as task administrators in a telepractice setting, making assessment in a child's first language more feasible and accessible. Future investigation is needed to extend results to bilingual populations with disorders. (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: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01