"Speech and Language Assessment Practices for Bilingual Children in the" by Seijra Toogood and Raul Prezas
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Abstract

Abstract

The field of speech-language pathology has demonstrated growth in bilingual assessment and evaluations. However, many questions remain regarding formal and informal assessment practices, intervention recommendations, and cultural competency or responsiveness. Sixty-one SLPs in Virginia completed a survey on demographics, bilingual assessment practices, cultural competence, and language development of ELL students. Seven SLPs who work with bilingual and/or ELL students were also interviewed to ascertain bilingual assessment practices, cultural competence, and language development knowledge. Areas of concern included assessment of bilingual students, lack of developmental norms and standardized assessment tools in languages other than English, and lack of knowledge of the nature of second language acquisition, and difficulty distinguishing a language difference from a language disorder. Assessment practices with interpreters in person post pandemic, defining roles and responsibilities of interpreters prior to the assessment and limited collaboration or use of the briefing, interaction, and debriefing (BID) were discussed. Additionally, three themes regarding the assessment practices emerged related to language difference versus disorder and changes to assessment in relation to the COVID pandemic. Informal assessment procedures measures were commonly reported as evaluations utilized for students who are bilingual and ELL along with teacher/parent input, interpreters, parent liaisons, and bilingual SLPs. Strengths and areas of improvement in cultural competency are discussed.

Keywords: Bilingual Assessment; Informal Assessment; Bilingualism; Cultural Competence; Cultural Humility

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