Conceptual versus Monolingual Scoring: When Does It Make a Difference?

Autor/inn/en	Bedore, Lisa M.; Pena, Elizabeth D.; Garcia, Melissa; Cortez, Celina
Titel	Conceptual versus Monolingual Scoring: When Does It Make a Difference?
Quelle	In: Language, Speech, and Hearing Services in Schools, 36 (2005) 3, S.188-200 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2005/020)
Schlagwörter	Monolingualism; Semantics; Skill Development; Young Children; Responses; Test Items; English; Spanish Speaking; Bilingualism; Comparative Testing; Contrastive Linguistics; Second Language Learning + Suchen Sie Ihr Suchwort? Semantik; Kompetenzentwicklung; Qualifikationsentwicklung; Frühe Kindheit; Test content; Testaufgabe; English language; Englisch; Bilingualismus; Linguistics; Kontrastive Linguistik; Zweitsprachenerwerb
Abstract	Purpose: This study evaluates the extent to which bilingual children produce the same or overlapping responses on tasks assessing semantic skills in each of their languages and whether classification analysis based on monolingual or conceptual scoring can accurately classify the semantic development of typically developing (TD) bilingual children. Method: In Study 1, 55 TD children (ages 4;0 [years;months] to 7;11) from bilingual backgrounds named characteristic properties of familiar items. The extent to which children produced overlapping responses in each of their languages and their errors were examined. In Study 2, 40 TD children (ages 5;0 to 6;1), group matched for age and bilingual language exposure, responded to the Phase 2 version of the Bilingual English Spanish Assessment (BESA; E. D. Pena, V. Gutierrez-Clellen, A. Iglesias, B. A. Goldstein, & L. M. Bedore, in development). Conceptual and monolingual scores were compared to determine the extent to which these were comparable for groups of children. Results: The results of Study 1 indicated that TD children from bilingual backgrounds are more likely to produce unique than overlapping responses when they respond to test items. Children were more likely to code switch when tested in Spanish than in English, but they were more likely to produce errors in English. In Study 2, monolingual and bilingual children achieved comparable conceptual scores. For Spanish-speaking bilingual children, the conceptual score was more likely to be in the average range of the monolingual children than was their monolingual score. For testing in English, monolingual and conceptual scores were similar. Clinical Implications: Bilingual children will benefit from conceptual scoring, especially when they are tested in Spanish. (Author).
Anmerkungen	American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. Tel: 301-897-5700, ext. 4164; Fax: 301-897-7348.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10