JCPSLP Vol 14 No 1 2012

27 / 60

Professional issues
JCPSLP Volume 14, Number 1 2012 25
Aria May
(top) and Cori
Williams
This article
has been
peer-
reviewed
Keywords
ASSESSMENT
BILINGUAL
ENGLISH
LANGUAGE
LEARNER
FIRST
LANGUAGE
LANGUAGE
DIFFICULTY
PARENT REPORT
learning problem regardless of language spoken).
Language difficulty will not exist in one language only and
assessment therefore should occur in both languages for
an accurate diagnosis of language difficulty (ASHA, 2004).
Assessment in English only is likely to underestimate the
child’s language ability; however, it is not always feasible
to provide assessment in the child’s first language (L1).
Use of interpreters presents ethical issues regarding client
privacy and cultural beliefs (ASHA, 2004). Administering
standardised, norm referenced English language
assessments is not appropriate for children with English
as a second language (Caesar & Kohler, 2007; Saenz &
Huer, 2003). Renorming, translating, and test modification
have been suggested as possibilities; however, each has
limitations (e.g., Kohnert, 2008; Laing & Kamhi, 2003;
Saenz & Huer, 2003).
Dynamic assessment has been suggested as a way
to differentiate between cultural difference and language
disorder and aims to address content bias through testing.
It assesses learning potential through a test–teach–retest
approach; however, this strategy is time-consuming, and
learning experiences may vary depending on the clinician
and contexts (Saenz & Huer, 2003).
Due to the difficulties associated with linguistically
based assessment, alternative processing tasks using
working memory and executive function are also gaining
prominence. Research has shown deficits in these areas
for children with specific language impairment and it has
been suggested that these types of non-linguistic cognitive
tasks may have less cultural bias when compared to
other language-based assessments (Graf-Estes, Evans, &
Else-Quest, 2007). Alternative processing tasks may be a
diagnostic indicator of language difficulty; however, further
research is needed, and studies indicate that identification
works best when paired with linguistic measures in both
languages (Ellis Weismer et al., 2000).
Another challenge for assessment of ELL is variability.
Language acquisition rates depend on diverse factors
including age, cognition, psychological factors,
sociocultural influences, and environments (Bedore &
Pena, 2008; Espinosa & López, 2007). Simultaneous ELL
tend to develop both languages in a similar progression
to monolingual language learners; however, sequential
bilinguals’ language development is more sensitive to
internal characteristics and language learning environments
(Espinosa & López, 2007). A language imbalance
may occur during emerging bilingualism resulting in
characteristics in both L1 and second language (L2) being
Assessment of both languages is
recommended when assessing English
language learners (ELL) but may not always
be practical. Use of a parent questionnaire,
such as the Alberta Language and
Development Questionnaire (ALDeQ), can
assist in obtaining first language (L1)
information. This study aimed to use the
Canadian developed ALDeQ within an
Australian population and determine whether
ALDeQ scores would differentiate between
ELL who were typically developing compared
to ELL with language difficulty. A background
questionnaire and the ALDeQ were
administered to parents of 14 ELL that were
typically developing and 3 ELL with apparent
language difficulty aged between 5;3 and 8;7
years. ALDeQ Total Scores of typically
developing Australian ELL were consistent
with the Canadian norming population and
significantly higher than the scores of the
group with language difficulties. Although
results are promising, further research is
necessary to support use of the ALDeQ to
investigate L1 abilities of ELL within an
Australian population.
Children with language difficulty may have difficulty
with expressive and/or receptive language in terms
of form, content, or function (American Speech-
Language-Hearing Association [ASHA], 1993). Language
difficulty may result in long-term academic (e.g., Bashir
& Scavuzzo, 1992) and psychosocial difficulties (e.g.,
Snowling, Bishop, Stothard, Chipchase, & Kaplan, 2006).
Early identification of language difficulties is therefore
important but the lack of accurate and nonbiased
assessment tools available and the changing nature of the
language profiles mean that this is not a simple task within
the English language learner (ELL) population.
When assessing language abilities of ELL, there is a
need to discriminate language differences (due to typical
learning processes and cultural considerations) from
language disorder (caused by an underlying language
Using parent report for
assessment of the first
language of English
language learners
Aria May and Cori Williams