Posts Tagged BESA
Grammatical Assessment of Bilingual Children in English
Posted by Elizabeth D. Peña in assessment, bilingual, child bilingualism, child language impairment, developmental language disorder, English, ESL on July 29, 2020
We’ve had a paper out for a couple of years now and I’ve been meaning to blog about it, but for some reason other things have taken priority. The question that we addressed in this study is the extent to which English assessment of children who are Spanish-English bilinguals would be useful for identification of DLD.Read the rest of this entry »
Does bilingualism hurt children with DLD?
Posted by Elizabeth D. Peña in assessment, bilingual, bilingualism, child bilingualism, child language impairment, language impairment, Uncategorized on August 9, 2018
You know I’m gonna say no. But, it’s important to establish what does happen and to do so with data. After several studies we have enough data to look at this question more carefully with a set of children with developmental language disorder (aka: language impairment; specific language impairment; or primary language impairment) who had varying levels of exposure to Spanish and English. Read the rest of this entry »
Posted by Elizabeth D. Peña in announcements, Uncategorized on November 29, 2017
Well, there’s been a number of changes in my life professionally, I don’t really know where to begin. But, I guess I’ll tell you about a couple of things. Read the rest of this entry »
Can I give the BESA with an Assistant if I don’t Speak Spanish?
Posted by Elizabeth D. Peña in bilingual, child language impairment on January 7, 2017
I’ve been asked this question a couple of times now, the most recent was a few days ago, so I thought I’d write about it here. The bottom line is YES, WITH TRAINING. But, let me explain. Read the rest of this entry »
Reporting Bilingual Results
Posted by Elizabeth D. Peña in assessment, bilingual, child bilingualism, child language impairment, phonological, semantics, speech impairment, teacher interview on December 26, 2016
A question that often comes up about our research is how to apply it clinically. Much of our work is motivated by clinical questions and ultimately we aim to have some clinical solutions. It’s hard sometimes to move directly from research to application. Sometimes the clinical questions we pose have no or very little research available to move to the next step. So, we have to step back and do the more basic descriptive work to understand the nature of bilingualism and of bilingual impairment before we can then more forward again to answer questions about assessment and treatment. Now that we’ve done more work that has implications for assessment and have the BESA available for clinicians we can start to think about more direct application.
I wrote a year ago that we can get the most accurate indicator of language impairment on the BESA when we combine the best language across domains. So, we might combine Spanish morphosyntax with English semantics for a language composite. But, how do you write up results to incorporate into a report?
In a fairly recent paper, we provide some illustrations of how to use test information to make clinical decisions using the BESA. We go through the parent and teacher interview we use to determine possible concern about speech and language ability in each language and how we determine language use and exposure. Finally, we demonstrate how we combine and compare Spanish and English performance across each domain to determine language impairment. I hope these help in writing up your clinical reports.
Easy and Hard Sounds
Posted by Elizabeth D. Peña in between-language, bilingual, ESL, phonological, speech impairment, Uncategorized on August 5, 2016
We have a new paper looking at the relationship between children’s dual-language exposure and age of English acquisition on production of early- middle- and late-acquired sounds. Previous work by Leah Fabiano-Smith & Brian Goldstein shows that children are most accurate on early developing sounds compared to later developing sounds. Further, bilinguals show the same pattern although they may be a little less accurate as a group compared to monolingual English and monolingual Spanish peers. In the current study, we wanted to explore the influence of children’s experience in Spanish and English and how this experience might influence sound production. We were also interested in how parent and teacher ratings lined up with children’s production accuracy given their level of experience in each language. Read the rest of this entry »
Bilingual Assessment and Language Dominance: We need to MOVE ON
Posted by Elizabeth D. Peña in assessment, bilingual on March 26, 2015
A long time ago (about 25 to 30 years ago) I learned that bilingual children should be tested in their dominant or home language. The prevailing view then was that if you tested in the weaker language you wouldn’t be letting the child demonstrate what they knew. I think that this part is true. The other part of this perspective is that there wouldn’t be anything in the weaker language that wouldn’t be represented in the stronger language. I don’t believe that this part is true. It’s the 21st century… we know better. Read the rest of this entry »
Can Semantics Testing be used to Determine Language Impairment in Bilinguals?
Posted by Elizabeth D. Peña in assessment, child bilingualism on January 31, 2015
As you know, there is a lack of appropriate standardized instruments to appropriately determine language impairment in bilingual children. We have made strides though in assessment Spanish-English bilinguals, which is the biggest bilingual group of kids here in the US especially in the area of morphosyntax. Work by Bedore, Restrepo, Gutierrez-Clellen, demonstrates the kinds of errors that Spanish speaker and bilingual Spanish-English speakers with language impairment make. But, there isn’t quite as much in the area of semantics. Read the rest of this entry »
Test Development, Item Bias, and the BESA
Posted by Elizabeth D. Peña in assessment, child bilingualism, grammar, language impairment on November 26, 2014
A couple of people have asked me whether the BESA can work with children in the Eastern US. Yes, I know I’m in Texas and the kids we see here are mainly speakers of Mexican Spanish. But, that doesn’t mean we didn’t collect data from kids in other parts of the country. Or that we didn’t collect data on kids who speak different dialects of Spanish. We collected data mainly in three places: California, Texas, and Pennsylvania. We also had data contributed from other places including Georgia, Utah and New Jersey. What was most important was that we included children who used conservative dialects of Spanish and radical dialects of Spanish. Also, for English speakers, we considered what dialect or variety of English they were learning including: Texas English, California English, African American English, general American English and so on. Why does this matter? Read the rest of this entry »
Independent Research using the BESA
Posted by Elizabeth D. Peña in assessment, child bilingualism on October 22, 2014
My collaborators and I did a number of studies of morphosyntax, semantics, phonology and pragmatics that informed development of the final version of the BESA. We’ve since done other studies using the BESA as an indicator of language impairment or phonological impairment. In addition, it is important to have independent studies of the BESA that evaluate its effectiveness. There are a few studies so far that use the BESA, and I hope soon there will be more. Here is what I think is only a partial list: Read the rest of this entry »