Addressing Challenges in Bilingual Assessments for Children

Language and Literacy skills are crucial for doing well in school, making friends, and finding jobs. However, many people struggle with these skills. In 2022, Canada found that about half of adults had low literacy levels, and a significant number of children were diagnosed with language disorders that could affect their future.

Speech-language pathologists (SLPS) are professionals who help individuals with language and reading difficulties, often needing to assess children to determine the best way to assist them. Early intervention is key, and proper assessment is the first step in helping these children succeed. This report will explore the challenges SLPs face regarding Assessments for Bilingual children, discuss the types of assessments available, and highlight possible ways to improve the situation.

#The Importance of Valid Assessment

SLPs are skilled at testing language and literacy abilities, which helps them identify the support children need. To do this effectively, they use assessment tools, which can vary based on their purpose and the populations they cater to. Choosing the right tool is essential; a test should be designed for the specific group being assessed, have a good track record in terms of reliability, and evaluate the right skills.

For example, when testing a seven-year-old who speaks only English, an SLP might use a standardized test like the Clinical Evaluations of Language Fundamentals-5 (CELF-5). However, using the wrong test can lead to wrong conclusions. Many tests are developed for monolingual English speakers, which may not be suitable for bilingual children.

Modern ideas about assessment focus on how tests are used rather than just their properties. The way a clinician interprets a test’s outcome can be valid or invalid. It’s not just about the test itself, but about the decisions made based on its results.

#The Risks of Invalid Assessments

When a test is misused, it can lead to serious problems for children. For instance, if a test designed for English speakers is used with bilingual children, it might mistakenly identify them as needing extra support when they don't. This not only hinders their academic progress but can also affect their social interactions and consume resources meant for children who genuinely need help.

The landscape of assessments is often biased, with many tests lacking proper representation for bilingual children. When these tools overlook a child’s unique linguistic background, they may provide inaccurate outcomes.

#Alternatives to Traditional Assessments

To address these issues, dynamic assessment (DA) has emerged as a promising alternative for evaluating bilingual children's language and literacy skills. DA involves teaching, providing feedback, and then re-evaluating a child's abilities, which makes it less likely to be influenced by past experiences. Unlike static assessments that focus solely on what a child currently knows, DA captures a child’s potential to learn.

Research shows that DA is less biased for bilingual children and can better predict their future abilities. Regulatory bodies recommend its use for bilingual assessments, but many clinicians still often use static tests.

#Current Practices in Language and Literacy Assessment

Several studies have looked into how SLPs conduct language assessments with bilingual children. It has been reported that many SLPs continue to use standardized tests designed for English speakers rather than more suitable methods. For instance, a survey revealed that most SLPs opted for the CELF or similar tests rather than informal assessments or dynamic assessments.

While some progress has been made in using more culturally appropriate assessments, many SLPs still don’t regularly use dynamic assessment, often citing lack of time or training as barriers.

Interestingly, a difference in approach appears between language and literacy assessments. Most clinicians opt for established static tests to evaluate language skills, while for literacy, they may use a variety of informal and dynamic tools.

#Factors Influencing Assessment Practices

SLPs consider various factors when selecting assessment tools, including availability, cost, and familiarity with the tests. Many stick with tools that they and their colleagues have used for years, since they trust these tools and their results.

Access to proper testing materials is crucial, especially for bilingual populations. Financial constraints and limited resources can hinder clinicians from using more reliable assessments.

In public school settings, the pressure to conform to standardized testing requirements often forces SLPs to use tools they feel are inadequate. In contrast, private practice offers more flexibility in choosing assessments, allowing clinicians to base their decisions on the individual child’s needs rather than strict guidelines.

#The Challenges of Validity Knowledge

While it's important for SLPs to have knowledge of which assessments are valid, many clinicians feel uncertain about their understanding of test properties. They often rely on their peers' practices and tend to prioritize tests with a proven track record, sometimes overlooking the necessity for cultural or linguistic appropriateness.

Even when clinicians know a specific test may not be valid for bilingual children, the pressure to provide scores that meet administrative requirements often outweighs their concerns.

#Understanding the Purpose of Assessments

What an SLP hopes to achieve with an assessment can vary greatly depending on the context of their work. Public school SLPs primarily assess children to diagnose potential issues and determine eligibility for additional support services. On the other hand, private practice SLPs tend to directly assess to create treatment plans.

This distinction can significantly impact the types of assessments used. Public SLPs often feel forced to choose tools that fit institutional requirements, while private practitioners can prioritize practical interventions for clients.

#Trends in Assessment Practices

The ongoing reliance on static tests in bilingual assessments raises questions about best practices. Many clinicians recognize that these tools may not accurately represent bilingual children’s abilities but continue to use them because of institutional demands.

Dynamic assessments, on the other hand, are underutilized despite their potential benefits. There’s a growing recognition of the need for more flexible and relevant assessments suitable for bilingual children.

#Moving Toward Better Practices

There’s a clear need for systemic changes to improve how assessments are conducted for bilingual children. SLPs should receive better training on the importance of using dynamic assessments and adaptive expertise in their practice.

Additionally, fostering a culture of questioning established practices and advocating for reforms in assessment procedures is crucial. Regulatory bodies can assist by clarifying the use of assessment scores in schools and supporting the exploration of more appropriate assessment tools.

#Conclusion

SLPs play a critical role in assessing language and literacy skills among bilingual children. While there is an understanding that traditional assessments may not always suit these populations, the pressure to conform to established practices often leads to their continued use.

Embracing dynamic assessments and advocating for changes in institutional requirements can help address these issues, leading to better outcomes for bilingual children. As SLPs strive to improve their assessment practices, they will enhance their ability to support the diverse needs of their clients while also advocating for equity in the system.

In the end, it’s all about giving every child the best chance to learn and grow—after all, who wouldn’t want their pig to be in the house instead of beside it?