De Lamo White Caroline, Jin Lixian
Speech and Language Therapy, Leicester Partnership Trust, Leicester, UKSpeech and Language Therapy, De Montfort University, Leicester, UK.
Int J Lang Commun Disord. 2011 Nov-Dec;46(6):613-627. doi: 10.1111/j.1460-6984.2011.00049.x. Epub 2011 Oct 5.
British society is multicultural and multilingual, thus for many children English is not their main or only language. Speech and language therapists are required to assess accurately the speech and language skills of bilingual children if they are suspected of having a disorder. Cultural and linguistic diversity means that a more complex assessment procedure is needed and research suggests that bilingual children are at risk of misdiagnosis. Clinicians have identified a lack of suitable assessment instruments for use with this client group.
This paper highlights the challenges of assessing bilingual children and reviews available speech and language assessment procedures and approaches for use with this client group. It evaluates different approaches for assessing bilingual children to identify approaches that may be more appropriate for carrying out assessments effectively.
METHODS & PROCEDURES: This review discusses and evaluates the efficacy of norm-referenced standardized measures, criterion-referenced measures, language-processing measures, dynamic assessment and a sociocultural approach.
OUTCOMES & RESULTS: When all named procedures and approaches are compared, the sociocultural approach appears to hold the most promise for accurate assessment of bilingual children. Research suggests that language-processing measures are not effective indicators for identifying speech and language disorders in bilingual children, but further research is warranted. The sociocultural approach encompasses some of the other approaches discussed, including norm-referenced measures, criterion-referenced measures and dynamic assessment.
CONCLUSIONS & IMPLICATIONS: The sociocultural approach enables the clinician to interpret results in the light of the child's linguistic and cultural background. In addition, combining approaches mitigates the weaknesses inherent in each approach.
英国社会具有多元文化和多语言特点，因此对许多儿童来说，英语并非他们的主要或唯一语言。如果怀疑双语儿童存在语言障碍，言语和语言治疗师需要准确评估他们的言语和语言技能。文化和语言的多样性意味着需要更复杂的评估程序，并且研究表明双语儿童有被误诊的风险。临床医生已经认识到缺乏适用于该客户群体的评估工具。
本文强调了评估双语儿童的挑战，并回顾了适用于该客户群体的可用言语和语言评估程序及方法。它评估了评估双语儿童的不同方法，以确定可能更适合有效进行评估的方法。
本综述讨论并评估了常模参照标准化测量、标准参照测量、语言处理测量、动态评估和社会文化方法的有效性。
当比较所有提及的程序和方法时，社会文化方法似乎最有希望准确评估双语儿童。研究表明，语言处理测量并非识别双语儿童言语和语言障碍的有效指标，但仍需进一步研究。社会文化方法涵盖了所讨论的其他一些方法，包括常模参照测量、标准参照测量和动态评估。
社会文化方法使临床医生能够根据儿童的语言和文化背景来解释结果。此外，结合多种方法可以减轻每种方法固有的弱点。
