Spoken Language Assessment Considerations for Children With Hearing Impairment When the Home Language Is Not English

2011 ◽  
Vol 21 (1) ◽  
pp. 4-19 ◽  
Author(s):  
Michael Douglas
Keyword(s):  
Hearing Loss ◽  
Second Language ◽  
Health Care Professionals ◽  
Population Studies ◽  
Language Assessment ◽  
The United States ◽  
Spoken Language ◽  
Home Language ◽  
Hispanic American ◽  
The U.S

Although the most prominent language in the United States is English, the U.S. is not a monolingual country. According to the U.S. Census in 2000, there were over 40 languages other than English spoken by 55 million people, with 34 million speaking Spanish or Spanish Creole. Given projections based on population studies and the prevalence of hearing loss in the Hispanic-American population, the number of persons who speak English as a second language will grow substantially over the next several decades. Hence, hearing health care professionals must be equipped to provide services for children who have hearing loss and speak English as a second language. The following article describes special considerations speech-language pathologists, audiologists, and educators should take into account when providing intervention designed to develop spoken language for children who have hearing loss and for whom the home language is not English.

scholarly journals Language and translation practices of Spanish-language newspapers published in the U.S. borderlands between 1808 and 1930

2019 ◽  
Vol 14 (2) ◽  
pp. 218-242 ◽  
Author(s):  
Laura Gasca Jiménez ◽  
Maira E. Álvarez ◽  
Sylvia Fernández
Keyword(s):  
United States ◽  
Language Use ◽  
The United States ◽  
Spanish Language ◽  
Hispanic American ◽  
Language Policies ◽  
The Creation ◽  
The Impact ◽  
The U.S

Abstract This article examines the impact of the anglicizing language policies implemented after the annexation of the U.S. borderlands to the United States on language use by describing the language and translation practices of Spanish-language newspapers published in the U.S. borderlands across different sociohistorical periods from 1808 to 1930. Sixty Hispanic-American newspapers (374 issues) from 1808 to 1980 were selected for analysis. Despite aggressive anglicizing legislation that caused a societal shift of language use from Spanish into English in most borderland states after the annexation, the current study suggests that the newspapers resisted assimilation by adhering to the Spanish language in the creation of original content and in translation.

The Handbook of Language Assessment Across Modalities

2021 ◽  
Keyword(s):  
Second Language ◽  
Language Assessment ◽  
Spoken Language ◽  
Assessment Literacy ◽  
Signed Language ◽  
Key Issues ◽  
Relevant Field ◽  
The Common ◽  
New Perspective ◽  
First Time

In Language Assessment Across Modalities: Paired-Papers on Signed and Spoken Language Assessment, volume editors Tobias Haug, Wolfgang Mann, and Ute Knoch bring together—for the first time—researchers, clinicians, and practitioners from two different fields: signed language and spoken language. The volume examines theoretical and practical issues related to 12 topics ranging from test development and language assessment of bi-/multilingual learners to construct issues of second-language assessment (including the Common European Framework of Reference [CEFR]) and language assessment literacy in second-language assessment contexts. Each topic is addressed separately for spoken and signed language by experts from the relevant field. This is followed by a joint discussion in which the chapter authors highlight key issues in each field and their possible implications for the other field. What makes this volume unique is that it is the first of its kind to bring experts from signed and spoken language assessment to the same table. The dialogues that result from this collaboration not only help to establish a shared appreciation and understanding of challenges experienced in the new field of signed language assessment but also breathes new life into and provides a new perspective on some of the issues that have occupied the field of spoken language assessment for decades. It is hoped that this will open the door to new and exciting cross-disciplinary collaborations.

Latinx and Immigrant Heritage Language Maintenance

2021 ◽  
pp. 165-181
Author(s):  
Alejandra Sanmiguel-López
Keyword(s):  
English Language Learners ◽  
Cultural Values ◽  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
The United States ◽  
Home Language ◽  
Heritage Language Maintenance ◽  
Family Language ◽  
The U.S

Research shows that children who speak a language other than English in Latinx and immigrant households make up a significant portion of schoolchildren in the United States and the process of developing and maintaining the heritage language (HL) is complex when that language is distinct from their classroom's language. This chapter explores the motivations parents have in maintaining the home language and the effect this has on Latinx and immigrant English language learners (ELLs) children. The motivations for preserving home language for Latinx and immigrant families are to maintain ties to Latinx cultural values and sustain cultural identity while also providing academic support for Latinx and immigrant ELLs students in the U.S. schools. Research on previous works of literature documents that through family language policy (FLP) practices and HL maintenance, Latinx and immigrant ELLs children can maintain and carry on their cultural values while simultaneously advancing academically in the U.S. schools.

Discussion on Scoring Issues in Second Signed or Spoken Language Assessment

2021 ◽  
pp. 329-332
Author(s):  
Tobias Haug ◽  
Ute Knoch ◽  
Wolfgang Mann
Keyword(s):  
Second Language ◽  
Nonverbal Communication ◽  
Rasch Analysis ◽  
Language Assessment ◽  
Spoken Language ◽  
Rater Training ◽  
Signed Language ◽  
Language Assessments ◽  
New Research

This chapter is a joint discussion of key items related to scoring issues related to signed and spoken language assessment that were discussed in Chapters 9.1 and 9.2. One aspect of signed language assessment that has the potential to stimulate new research in spoken second language (L2) assessment is the scoring of nonverbal speaker behaviors. This aspect is rarely represented in the scoring criteria of spoken assessments and in many cases not even available to raters during the scoring process. The authors argue, therefore, for a broadening of the construct of spoken language assessment to also include elements of nonverbal communication in the scoring descriptors. Additionally, the importance of rater training for signed language assessments, application of Rasch analysis to investigate possible reasons of disagreement between raters, and the need to conduct research on rasting scales are discussed.

Teaching Children With Hearing Impairment To Listen and Speak When the Home Language is Not English

2011 ◽  
Vol 21 (1) ◽  
pp. 20-30 ◽  
Author(s):  
Michael Douglas
Keyword(s):  
United States ◽  
Hearing Impairment ◽  
The United States ◽  
Spoken Language ◽  
Home Language ◽  
Primary Method ◽  
Multilingual Learning ◽  
Children With Hearing Loss ◽  
Implementing Strategies ◽  
Growing Population

Many speech-language pathologists (SLPs), deaf educators, and audiologists (AuDs) are finding themselves serving increasing numbers of children with hearing impairment (HI) who come from families that do not speak English. The majority of these families are likely to select listening and spoken language (LSL) as the primary method of communication for their children. This paper will present issues that need to be considered to support develop of LSL in more than one language for an ever-growing population of children with HI in the United States. Specific areas discussed include bilingual capabilities of some children with hearing loss, achievements of children with HI at a few institutions in North America, determining the language(s) of intervention, understanding current models of intervention, and implementing strategies that facilitate successful multilingual learning.

Issues in Implementing Online Education in a Developing Country

2010 ◽  
pp. 1287-1290
Author(s):  
Tim Bristol
Keyword(s):  
Health Care ◽  
Online Education ◽  
International Development ◽  
Developing Country ◽  
Health Care Professionals ◽  
Swot Analysis ◽  
The United States ◽  
Nursing Programs ◽  
Baccalaureate Nursing Programs ◽  
The U.S

This article highlights the issues that may arise when implementing online education in a developing country. In 2005, Faculté des Sciences Infirmières (FSIL) opened in Leogane, Haiti. The mission of this school is to provide nursing professionals for the country of Haiti, especially the southern half of the country. This facility was built with funds from the United States Agency for International Development (USAID) and is managed by the l’Université Episcopale d’Haïti. The school maintains a curricular format similar to that of baccalaureate nursing programs in the U.S. Haiti is in great need of health care professionals. In Haiti, there are 11 nurses per 100,000 population. In the U.S. this ratio is 770 per 100,000. Given that infant mortality is 10 times worse than that in the U.S. and that the lifespan is 15-20 years less, the need for qualified health care professionals is overwhelming. Even though the income of FSIL is 1/3 what is actually needed, the school has managed to keep enrolling students and maintaining the facility. They have also managed to maintain a computer lab with 13 computers and a stable satellite Internet connection. The author visited the campus in July of 2007. The purpose of this initial visit was to evaluate the information technology structure and the capabilities of the staff and students to determine what if any connections could be made between American nursing programs and FSIL. A SWOT analysis was conducted to assess internal strengths and weaknesses for FSIL as well as external Opportunities and Threats related to using E-learning to enhance FSIL.

Issues in Implementing Online Education in a Developing Country

2010 ◽  
pp. 1342-1346
Author(s):  
Tim Bristol
Keyword(s):  
Health Care ◽  
Online Education ◽  
International Development ◽  
Developing Country ◽  
Health Care Professionals ◽  
Swot Analysis ◽  
The United States ◽  
Nursing Programs ◽  
Baccalaureate Nursing Programs ◽  
The U.S

This article highlights the issues that may arise whenimplementing online education in a developing country. In 2005, Faculté des Sciences Infirmières (FSIL) opened in Leogane, Haiti. The mission of this school is to provide nursing professionals for the country of Haiti, especially the southern half of the country. This facility was built with funds from the United States Agency for International Development (USAID) and is managed by the l’Université Episcopale d’Haïti. The school maintains a curricular format similar to that of baccalaureate nursing programs in the U.S. Haiti is in great need of health care professionals. In Haiti, there are 11 nurses per 100,000 population. In the U.S. this ratio is 770 per 100,000. Given that infant mortality is 10 times worse than that in the U.S. and that the lifespan is 15-20 years less, the need for qualified health care professionals is overwhelming. Even though the income of FSIL is 1/3 what is actually needed, the school has managed to keep enrolling students and maintaining the facility. They have also managed to maintain a computer lab with 13 computers and a stable satellite Internet connection. The author visited the campus in July of 2007. The purpose of this initial visit was to evaluate the information technology structure and the capabilities of the staff and students to determine what if any connections could be made between American nursing programs and FSIL. A SWOT analysis was conducted to assess internal strengths and weaknesses for FSIL as well as external Opportunities and Threats related to using E-learning to enhance FSIL.

Discussion on New Technologies in Spoken and Signed Language Assessment

2021 ◽  
pp. 431-436
Author(s):  
Sarah Ebling ◽  
Phuong Nguyen ◽  
Volker Hegelheimer ◽  
Necati Cihan Camgöz ◽  
Richard Bowden
Keyword(s):  
Second Language ◽  
New Technologies ◽  
Language Assessment ◽  
Spoken Language ◽  
Management Systems ◽  
Language Recognition ◽  
Interactional Competence ◽  
Signed Language ◽  
Technological Developments

This chapter discusses the implications of second language (L2) spoken assessment technologies and signed language assessment technologies. Specifically, the authors discuss how signed language recognition technology can be applied for the assessment of interactional competence in L2 spoken language assessment. The chapter outlines assessment management systems and the improvement of signed language recognition and animation technologies as important steps to support L2 signed language assessment. The authors also propose directions for future technological developments in both spoken language and signed language assessment. This chapter is a joint discussion of key items related to the use of new technologies in signed and spoken language assessment that were discussed in Chapters 12.1 and 12.2.

Discussion of Validation Issues in Signed and Spoken Assessments for Adult L2 Learners

2021 ◽  
pp. 295-298
Author(s):  
Carol A. Chapelle ◽  
Peter C. Hauser ◽  
Hye-won Lee ◽  
Christian Rathmann ◽  
Krister Schönström
Keyword(s):  
Second Language ◽  
Test Development ◽  
Language Assessment ◽  
Spoken Language ◽  
Functional Communication ◽  
Validity Argument ◽  
Signed Language ◽  
L2 Learners ◽  
Test Use

The use of argument-based validity as a framework for discussion of validity issues in spoken and signed second language (L2) assessment reveals many areas of commonality. Common areas include the role of systematic test development practices in the validity argument, the complexity of rating issues, the need to define and assess a construct of functional communication of meaning, and the centrality of test use in the validity argument. Examining these areas of commonality in this chapter reveals the fundamental similarities in the basic validity issues faced in spoken and signed language assessment. This chapter is a joint discussion of key items related to validation issues related to signed and spoken language assessment that were discussed in Chapters 8.1 and 8.2.

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