Matching Items (2)
Filtering by
- All Subjects: Bilingual
- Creators: Gehrke, Rebecca
Description
Differentiating bilingual children with primary language impairment (PLI) from those with typical development in the process of learning a second language has been a challenge. Studies have focused on improving the diagnostic accuracy of language measures for bilinguals. However, researchers are faced with two main challenges when estimating the diagnostic accuracy of new measures: (a) using an a priori diagnosis of children (children with and without PLI), as a reference may introduce error given there is no gold standard for the a priori classification; and (b) classifying children into only two groups may be another source of error given evidence that there may be more than two language ability groups with different strengths and weaknesses or, alternatively, a single group characterized by a continuum of language performance. The current study tested for the number of distinct language ability groups and their characteristics in predominately Spanish-speaking children in the U.S. without using an a priori classification as a reference. In addition, the study examined to what extent the latent groups differed on each measure, and the stability of language ability groups across three assessment methods in Spanish (standardized tests, language sample analyses, and comprehensive assessment), taking in to account English and non-verbal cognitive skills. The study included 431 bilingual children attending English-only education. Three latent profile analyses were conducted, one for each method of assessment. Results suggested more than two distinct language ability groups in the population with the method of assessment influencing the number and characteristics of the groups. Specifically, four groups were estimated based on the comprehensive assessment, and three based on standardized assessment or language sample analysis in Spanish. The stability of the groups was high on average, particularly between the comprehensive assessment and the standardized measures. Results indicate that an a priori classification of children into two groups, those with and without PLI, could lead to misclassification, depending on the measures used.
ContributorsKapantzoglou, Maria (Author) / Restrepo, Maria A. (Thesis advisor) / Gray, Shelley S. (Committee member) / Thompson, Marilyn S. (Committee member) / Arizona State University (Publisher)
Created2012
Description
Currently experiencing a demographic shift in the student population, the public school system has seen an influx of ELLs (English Language Learners) within the student population with the vast majority being speakers of Spanish, and the issue has arisen of how best to educate these students to acquire English as an additional language. Amongst the states with higher concentrations of ELLs, the state of Arizona once gave relatively free reign on the education of ELLs which subsequently resulted in wide disparities in qualities due to both lack of teacher preparation and funding, and this resulted in the 2000 case of Flores vs. Arizona which validated the claims that the state failed to provide adequate funding and resources to the education of ELLs. In accordance with the ruling, Arizona passed Proposition 203 which mandated that ELLs be taught solely in English, and this is reflective of restrictive language policy. Though implemented for a short time, this review discussed how restrictive language programs can be detrimental to student achievement, and proposed bilingual education as an alternative to spur student literacy and achievement. Evidenced by the case studies of France, Spain, and other states with the latter two shifting towards bilingual education, the review discussed the implications of France's apprehension to bilingual education and the others implementing it. Finding that bilingual education proved to be more the better choice of the two language programs with consideration of two-way immersion rather than one-way, the review also proposes a sample model that could be used in Arizona, and this is based upon models utilized in Spain and other states with evident benefits which are juxtaposed to France's prolonged use of language restriction.
ContributorsQuang, Jerry (Author) / Gehrke, Rebecca (Thesis director) / Barnett-Hart, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05