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Related Experiment Videos

Conceptual versus monolingual scoring: when does it make a difference?

Lisa M Bedore1, Elizabeth D Peña, Melissa García

  • 1Department of Communication Sciences and Disorders, The University of Texas, Austin, 78712, USA. lbedore@mail.utexas.edu

Language, Speech, and Hearing Services in Schools
|September 24, 2005
PubMed
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Bilingual children often give unique answers across languages. Conceptual scoring is beneficial, particularly for Spanish-speaking children, to accurately assess semantic skills.

Area of Science:

  • Child Language Acquisition
  • Bilingualism Research
  • Psycholinguistics

Background:

  • Bilingual children's semantic skills assessment is complex.
  • Understanding cross-linguistic response patterns is crucial.
  • Evaluating scoring methods for bilingual language development is needed.

Purpose of the Study:

  • To determine if bilingual children produce similar semantic responses in each language.
  • To investigate if conceptual scoring accurately reflects semantic development in bilingual children.
  • To compare monolingual and conceptual scoring methods.

Main Methods:

  • Study 1: 55 typically developing (TD) bilingual children named item properties; unique vs. overlapping responses and errors were analyzed.
  • Study 2: 40 TD bilingual children completed the Bilingual English Spanish Assessment (BESA); conceptual and monolingual scores were compared.

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  • Children's semantic skills were assessed using characteristic property tasks and a standardized language assessment.

    • Main Results:

    • TD bilingual children more frequently produced unique than overlapping semantic responses across languages.
    • Code-switching was more common in Spanish, while errors were more frequent in English.
    • Conceptual scores were comparable between bilingual and monolingual children; conceptual scoring improved Spanish-speaking bilinguals' performance classification.

    Conclusions:

    • Conceptual scoring offers a more accurate assessment of bilingual children's semantic skills, especially in Spanish.
    • This scoring approach aids in understanding the semantic development of TD bilingual children.
    • Findings support the use of conceptual scoring for bilingual language assessment.