Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin.
Department of Communication Science and Disorders, University of Pittsburgh, PA.
Lang Speech Hear Serv Sch. 2024 Jan 11;55(1):1-17. doi: 10.1044/2023_LSHSS-22-00125. Epub 2023 Nov 20.
The purpose of this case series was to demonstrate a community-based sociolinguistic approach to language sample analysis (LSA) for the evaluation of Spanish-English bilingual preschoolers acquiring Black language (BL). As part of a comprehensive bilingual speech-language evaluation, we examined sociolinguistic variables in the context of the children's English language samples. Specific emphasis is placed on sociolinguistic information to account for all language(s) and dialect(s) in each child's environment, BL feature patterns, and appropriate scoring procedures for characterizing language use.
This case series includes four monolingual English-speaking and four bilingual Spanish-English-speaking 4-year-olds in a linguistically diverse preschool program. Play samples were collected from each child and coded for morphosyntactic features across three categories: BL, Spanish-Influenced English, and shared. Measures derived from the language samples include percent grammatical utterances, mean length of utterance in words, and number of different words. The children's language is characterized within a community-based sociolinguistic approach that combines three culturally responsive methods for assessment found in the speech-language pathology literature in addition to a novel sociolinguistic questionnaire.
We explain how conducting LSA using a community-based sociolinguistic approach yields diagnostically relevant information that is pertinent to conducting a comprehensive and accurate evaluation of preschoolers in linguistically diverse settings without the use of standardized assessments.
A community-based sociolinguistic approach to LSA is a useful procedure for mitigating misdiagnosis in preschoolers reared in linguistically diverse environments.
本病例系列旨在展示一种基于社区的社会语言学方法，用于分析西班牙语-英语双语学龄前儿童习得黑人语言（BL）的语言样本（LSA）。作为全面的双语言语语言评估的一部分，我们检查了英语语言样本中社会语言学变量。特别强调社会语言学信息，以说明每个孩子环境中的所有语言和方言、BL 特征模式以及用于描述语言使用的适当评分程序。
本病例系列包括四个在语言多样化学前项目中只说英语的单语英语儿童和四个双语西班牙语-英语儿童。从每个孩子那里收集了游戏样本，并对形态句法特征进行了分类，分为三个类别：BL、受西班牙语影响的英语和共享。从语言样本中得出的测量包括语法句子的百分比、单词的平均句子长度和不同单词的数量。孩子的语言特征是基于社区的社会语言学方法，该方法结合了言语病理学文献中发现的三种对文化敏感的评估方法，以及一种新颖的社会语言学问卷。
我们解释了如何使用基于社区的社会语言学方法进行 LSA，从而产生与在语言多样化环境中对学龄前儿童进行全面准确评估相关的诊断信息，而无需使用标准化评估。
基于社区的社会语言学方法的 LSA 是一种有用的程序，可以减轻在语言多样化环境中成长的学龄前儿童的误诊。
