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Alternative Assessment Approaches (Vera F.
Gutierrez-Clellen)
This author considers L. ability and disability in its
sociocultural
context (interactionist and constructivist perspective) vs.
medical
models that view L. disability as a trait and a state residing
in theindividual.
Several of suggestions to reduce (assessment) bias - modify the
testing
situation:
1. Rewording instructions
2. Asking child to provide expl. For incorrect responses,3. Have
parent or other trusted adult give the the test
4. Repeated presentations of test stimuli
But this may not give enough info. About the childs L.
difficulties/L.
learning ability. Damico says to use explanatory analysis
when
interpreting a childs school L. performance.
After a reported difficulty of a childs performance at school,
series of
questions about whether the observed communication difficulties
could
be due to any number of extrinsic factors ie. 2nd L. acq, test
anxiety,
cross cultural difference or test bias. It would be teased
apart.
Evaluator uses process of elimination until only intrinsic L.
disability is
left.
However all of this may be biased since we dont know about the
L.
mediation skills of the teachers and other adults (that could
be
adding/causing the problem). Impossible to neutralize
situational/technical bias in L assessments.
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Theres a lack of data on L. dev and L. learning in different
cultural
linguistic groups in the U.S. Criterion-referenced measures also
require
culturally and linguistically valid criteria.
Ethnographic interviewing, language sampling in culturally
relevant
contexts, and observing in settings in which actual
communicative
competence is revealed may help the clinician determine the type
of
mediated learning experiences teachers and family have provided
for the
child and the extent to which chns L. performance reflects
those
experiences.
Parental reports may be useful too to gather info. About a
childs L.
status.
MacArthur Communicative Development Inventories toddler form
and found that parents of low socioeconomic and educ. Background
can
provide reliable info. If the examiner uses culturally and
linguistically appropriate interview questions and L.
inventories.
Mastergeorge over a pd. Of 2 yrs. Interviewed and observed 30
familiesof chn with both typical and delayed dev in their homes
using
ethnographic methods. Shows that everyday problem-solving
contexts
like pairing shoes and sorting laundry, provided valuable info.
Abou the
tutorial strategies families used with their chn. And their
beliefs abou
their chns learning. Thus, how we define getting a language
sample
should be questioned. We can apply ethnographic methods here
as
well to elicit L. samples thatreflect the actual L- learning
experiences of chn.
Lastly, ethnogr. Methods can also help diverse L. uses gain
recognition as skilled forms of L. i.e. playing the dozens in
a
group of AA preschoolers as clear evidence of their emerging
sociolinguistic knowledge within their speech communities.
Also
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peer-peer interactions used as basis to ID chn. Who may be
less
skilled at these language contests who may benefit from
increased
mediated socialization within their speech communities.
If L. assessments are to recognize cultural and linguistic
diversity, a
redef. Of L. disability will be necessary:
designations like disability and handicap do not exist apart
from
the institutional practices and cultural-meaning systems that
generate
and nurture them. (Mehan)
