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bpvs 2 manual
The BPVS offers a great way to detect language impairment and to enable us to put measures in place to address any issues straight away. Its simple, appealing format and ease of administration belies the significance of the assessment and how it can help identify any delay in vocabulary development, even before children are in full time education. Because no spoken response is required, the assessment may be administered to pupils with autism and other related communication difficulties or those with English as an Additional Language (EAL). To help with administration to pupils who may be colour blind the illustrations have black outlines and the colours are vivid. JavasScript is required to use the core functionality of this site including searching, downloading data, and depositing data.Child care and early education research. You can filter on reading intentions from the list, as well as view them within your profile. It makes it easy to scan through your lists and keep track of progress. Here's an example of what they look like. Search for more papers by this author Search for more papers by this author I have read and accept the Wiley Online Library Terms and Conditions of Use Shareable Link Use the link below to share a full-text version of this article with your friends and colleagues. Learn more. Copy URL This paper offers a table of standard errors of prediction, and confidence levels based thereon, which can help in making this decision where the British Picture Vocabulary Scale is used. The table is based on the normative data provided in the manual. Cet article offre une table d'erreurs de prediction standard et d'intervalles de confiance qui peuvent aider a prendre une decision quand l'Echelle de Vocabulaire Image Anglais est utilisee. Cette table est basee sur des donnees normalisees fournies dans le manuel. Es muss festgestellt werden, ob die Leistungsvarianten auf tatsachlichen Anderungen beruhen, oder nur die Ungenauigkeit der Tests widerspiegeln.
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In dieser Studie wird eine Tabelle der Standardfehler der Vorhersage dargeboten, und die Konfidenzintervalle, die darauf basiert sind, und bei dieser Entscheidung behilflich sein konnen, wenn die British Picture Vocabulary Scale angewendet wird. Die Tabelle wurde von den normativen Daten im Handbuch abgeleitet. One-hundred and sixty-five children aged four to nine years took part in the study, 69 monolingual English speakers and 96 with EAL. The results indicate an effect of both age and language status, with the EAL children scoring proportionally lower at younger ages. There was a narrowing gap between the scores of EAL and monolingual English children with increasing age. These findings differ somewhat from the suggested BPVS EAL norms, but must be treated cautiously because of the limited sampling frame. Nevertheless, some potentially useful suggestions are made for practitioners. Download full-text PDF The r esults indicate an effect of both a ge and lan- guag e status, with the EAL childr en scoring pr oportionally low er at younger ag es. Ther e was a narr o wing gap between the scor es of EAL and monolingual English childr en with incr easing ag e. These f indings diff er somewhat fr om the suggested BPVS EAL norms, but must be tr eated cautiously because of the limited sampling fr ame. Ne vertheless, some potentially useful suggestions ar e made for pr actitioners. Introduction An increasing proportion of UK primar y school age children speak languages other than English.Since 1997, the number of EAL pupils has increased b y 35. In the F ourth National Sur v ey of Ethnic Minorities, Modood et al. (1997) noted that families w ere likely to be lar ger, with more young children in some UK ethnic minority populations and this f inding is bor ne out in the 2001 Census which sho wed that 7.9 of the UK population in total is from an ethnic minority. Nineteen percent of all these children attend schools in inner London.
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The home (or community) languages of these children v ar y widel y. F or example, relati vel y recent estimates indicate that there are approximatel y 350 recorded languages spoken in London schools (Baker and Ev ersley, 2000). On school entry they are normally relati vely fluent in their home language, and English ma y become an addi- tional language in an already rich linguistic repertoire (Mahon et al., 2003). It is the task of the school then to foster the children’ s development of English. If the pro g ress of a child with EAL is causing concer n, it becomes necessar y to assess that child so that dif f iculties with learning of English as an additional language can be dif ferentiated from problems with speech, language and communication, and from other learning diff iculties (T eachernet, 2005), all of which could ha ve a pervasi ve ef fect on the child’ s future learning. These specialists (both health and education professionals) are faced with the challenging task of fur ther assessing speech and language skills in children with EAL. Professional bodies do pro vide some guidance for this sort of assessment. Some pupils learning with EAL may also be assessed as ha ving SEN.In the cur rent context, there are se veral problems with this commendab le sentiment, ha ving to do with obstacles to unbiased assessment as w ell as the lack of both assessment instr uments in lan- guages other than English and of skilled professionals to administer them. Normally, assessment of speech and language tends to rel y on the use of standardized tests, as w ell as infor mal methods such as obser vations and checklists. There are man y standardized tests for assessing speech and lan- guage skills in English, based on established norms of language de velopment in monolingual English speaking children. One of the principles of using standardized tests is that the sample on which the test is standardized is representati ve of the population with whom the test will be used.
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Norms based on the perfor mance of monolingual English-speaking chil- dren are therefore clearl y not appropriate for children from other language back- grounds. There is a paucity of kno wledge regarding the acquisition of English by children with EAL (Martin et al., 2003), and little e vidence of ho w typically de veloping children with EAL ma y perfor m on English tests. The T echnical Supplement of the BPVS II (Whetton, 1997) pro vides norms for pupils with EAL from age 3;00 to 8;05; these will be discussed in more detail later. As a general point, ho w ev er, it cannot be assumed that the acquisition patterns sho wn by monolingual children will be replicated in children with EAL. Neither is it possible simpl y to translate existing tests into a child’ s home language since most language tests are based on linguistic systems appropriate to that language and a translation will not necessaril y assess the rele vant structures in the other language (Duncan, 1989). Such actions also in validate the test norms (see V aldes and Figueroa, 1994 for a comprehensi ve e valuation of the use of dif ferent assessment methods with bilingual children). A small number of speech and language assessments in languages other than English are considered to be suitable for children with EAL (Sto w and Dodd, 2003).Informal assessment methods are often used with children with EAL and can pro vide useful insights into a child’ s functioning in both languages. The informal assessment process is complicated by factors such as cultural differen- ces betw een professionals and children with EAL and a possib le lack of kno wledge about the child’ s home language and culture (see Marshall, 2000 for a re view). Guidelines on assessment in school are a vailab le from a number of sources such as Hall (2001); DfES (2003); Baker (2000). These professionals are still in short supply. In their 2002 surve y of SL T services to education in England and W ales, Lindsay et al. (2002) only nine (6.
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8) respondents reported assessment of children with EAL in their home lan- guage car ried out either by bilingual professionals or b y SL Ts w orking with an inter preter. Lindsa y et al. (2002) also noted that the most common w a y of asses- sing children with EAL w as by using an untrained translator or inter preter. While this reflects a practical response to a shortage of suitabl y trained professional inter preters, the use of untrained inter preters in such situations is not unproble- matic (see eg, Leather and W irz, 1996, for a discussion of the training needs of bilingual co-w orkers in NHS community settings). Further more, Lindsa y et al. (2002) found that onl y 6 of speech and language therapy services sur ve yed reported that they emplo yed a therapist w ho was fluent in the predominant com- munity language for the population they served. They reported that across England and W ales, fluency in community languages w as repor ted by onl y 15 speech and language therapists (SL Ts) and 17 speech and language therap y assis- tants out of a total of responses from 133 SL T managers in England and W ales. Further sobering statistics concer ned the possibility of assessing children in their home language are gi ven by La w et al. (2000) (see T able 1 belo w). W inter (1999) sho w ed that out of 1775 paediatric Speech and Language Therapists in England 59 had bilingual children or children with EAL on their case load. Although more recent nationwide statistics are not cur rently a vailab le, it is unlikel y that these numbers will hav e declined. In spite of this cur rent lack of facilities, assessment of such children’ s abili- ties is still needed in order that appropriate action can be taken.
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Such action is generall y pro vided within the education setting according to the statutor y 4 Child Languag e T eac hing and Ther apy These data sets are interesting, although they must be treated with some caution as there are a number of factors that influe- nce the categorization of types of SEN, and these factors can therefore affect the numbers (Df ES, 2005b: 12). The second lar gest type for pupils without EAL is behaviour, emotional and social dif f iculties, while the second lar gest SEN type for pupils with EAL is speech, language and communication needs. Further more, EAL pupils are onl y half as likely as non-EAL pupils to be identif ied as having a specif ic lear ning diff iculty such as specif ic language impairment.There is little reason to think that children with EAL will be more or less susceptible to other types of special needs than children with- out EAL (although the DFES report does highlight the potential role of depriv a- tion in SEN statistics across all groups). Therefore these f igures suggest that reliable identif ication of SEN in children with EAL is likely still to be prob le- matic. Clearl y this will hav e an effect on the specialist support that children with EAL recei ve. This point w as made in 2000 by Cline and Shamsi (2000) w ho noted then that children with EAL w ere under-represented in SEN statistics and hence that fe wer children with EAL recei ve specialist support. Cr utchley et al. also found that bilingual children in language units tended to ha ve more complex and possibl y more se vere language diff iculties than their monolingual peers, sug- gesting under-identif ication of bilingual children with, for example, purel y phonolo gical diff iculties (Cr utchley, 1999; Crutchley et al., 1997a, b). Clear statistics concerning the suppor t pro vided to these children are more dif f icult to come b y.
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Gi ven the cur rently limited a v ailability of standardized assessments in lan- guages other than English, and of bilingual speech and language professio- nals and trained inter preters, it is ackno wledged that, although this is unsatisfactor y, at present children with EAL are often assessed using tests normed on monolingual children. One step in the direction of developing appropriate testing methods for children with EAL is to measure the perfor- mance of typicall y developing children with EAL (ie, those w ho are considered not to be at risk of language diff iculties or other special needs) on these stan- dardized tests and e valuate the outcomes in v arious wa ys. The performance of typicall y-developing children with EAL on such tests can tell us w hat a test picks up in their performance and what it ignores and whether these children displa y patter ns of perfor mance that mimic those of monolingual children with language dif f iculties. Aim The aim of this study w as to examine the perfor mance of typicall y-developing children with EAL on one widel y used test in English, the British Picture 6 Child Languag e T eac hing and Ther apy The objecti ve of the cur rent study, sev eral years on from the original norming study, is to pro vide fur ther infor mation for profes- sionals in making use of BPVS II test results. In no w ay is the suggestion made that this is a normative study, nor that the f indings presented will ob vi- ate the need for de velopment of assessment methods in community languages which are appropriate for children with EAL in the UK. Method P articipants Once ethical appro v al for the project was recei ved from the Uni versity College London Committee on the Ethics of Non-NHS Human Research, information letters w ere sent out to head teachers of schools across London in viting their school to take part in the study.
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F our schools responded positi vel y, and three were selected to take part (for logistical reasons the fourth school was not included in the cur rent study): School A (London Borough of W estminster) School B (London Borough of Camden) and School C (Slough). Census data (Census, 2001 ) revealed that there is a high proportion of people from ethnic minority groups living in these London Boroughs, and local education statistics sho w that there is a high proportion of children with EAL at the schools (Baker and Eversle y, 2000; Slough Borough Council, 1999). 3 School A additionally had a high number of children who came from families w ho hav e claimed asylum status in this country (Immig ration Research and Statistics Ser vice, 2003). T ypically-developing EAL childr en’ s performance on BPVS II 7 3 Current estimates of the numbers of EAL children in 2004 are: 10 of the maintained primar y school population in England was classif ied as ha ving English as an additional language and 18 was classif ied as belonging to an ethnic minority (DfES, 2005b). It is interesting to note that the DfES estimates that since 1997, the number of EAL pupils has increased by 35. Q4 Q1 In order to enable compari- sons betw een children with EAL and monolingual English speaking children it w as decided to test all the children in each class. Consent w as obtained from the parents of 180 children in total. Materials Recepti ve vocabulary was assessed using the BPVS-II (Dunn et al., 1997) (see Appendix 1). In order to obtain additional information from the children about backg round factors such as age, gender and the languages spoken at home, a simple set of interview questions w as devised (see Appendix 2). Procedure All children in each school w ere tested individuall y within a tw o w eek time period in autumn 2003. The BPVS II and interview questions w ere all administered in a single indi vidual testing session, lasting between 20 and 30 minutes.
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The session w as conducted in a room allocated for the pur pose by the school. The test w as scored in accordance with the instr uctions in the test manuals. Conf identiality was ensured b y assigning each child an identif ier and refraining from use of either the children’ s or the schools’ names in all records. Results Characteristics of the sample The sample consisted of 165 children aged four to nine years. Sixty-nine of these children w ere monolingual English speakers; the remaining EAL sample ( n ? 96) spoke 12 languages betw een them (see T able 2). 8 Child Languag e T eac hing and Ther apy Q1 Monolingual and EAL children w ere somew hat une venly spread across age bands (see T able 3). Data analysis Ra w scores w ere used to compare perfor mance on the test of EAL and mono- lingual groups. These means are plotted in F igure 1. A one-w ay anal ysis of variance (ANO V A) was performed to in vestigate the indi vidual contributions of language status (EAL versus monolingual) and age band to the observed differences in test score. The interaction betw een these tw o dependent variab les was also calculated.Figure 2 plots the mean scores of each language group b y age. (Note: language groups consisting of few er than four speakers do not appear in this chart. Language groups where all the speakers w ere in the same age band also do not appear in the chart.) T ypically-developing EAL childr en’ s performance on BPVS II 11 Figure 2 Mean BPVS scores of different language groups, by age band In order to in vestigate the performance of the children in relation to the norms for English monolingual children, we then compared the EAL standard scores achie ved by the children with the corresponding English standard scores for the same ra w score. W e also examined the relationship betw een age and the difference score betw een EAL and English standard scores. A regression analysis indicated that the dif ference score can be accurately predicted from their age.
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The equa- tion that w as obtained is difference score ? 18.95 ? (0.93 age). The w eight on age is signif icantly dif ferent from zero ( t ? 2.90, P ? 0.005). In other w ords, w e found a signif icant negati ve relationship betw een the tw o v ariables: when the age is greater, the difference is smaller. This indicates that the older children in our sample perform closer to the English nor ms than do the younger children, impl ying that the gap in performance decreases as the EAL children mature. Discussion and conclusions The results indicate, f irstly, that with respect to the perfor mance of typically- de veloping children with EAL on the BPVS II there was an ef fect of age on test scores for both the monolingual and the EAL groups. As ra w scores were used in this anal ysis, this is unsur prising; in this age range, children’ s scores on language tests are expected to impro ve with increasing age. There w as also an ef fect of language status: children with EAL were found to score lo wer on the test than monolingual children. Interestingl y, there was a signif icant interaction between these tw o v aria- bles, indicating that dif ferences in scores w ere at least par tly attributab le to some combined ef fect of age and language status.This f inding is different from Whetton’ s f inding that the perfor mance of older children with EAL w as propor tionally poorer than that of y ounger chil- dren. W e tentati vel y propose that under cer tain circumstances, EAL children who start of f at a disadvantage ma y catch up to some extent with their English peers. The exact nature of these circumstances is unclear. Whetton does not specify the socio-economic or language backgrounds of the children in his norming sample; it is possible that our f indings reflect differen- ces betw een the perfor mances of children with different backgrounds.
W e ackno wledge that giv en the small sample size in this study, further research is needed using a larger sample that reflects the current demography of UK classrooms. Although the data are sparse, our f indings indicate that children with EAL with dif ferent language backg rounds perfor m similarly on the BPVS at dif ferent ages; this may mean that future research needs to concen- trate on other dif ferences between groups to clarify this discrepancy. In sum, gi ven that children with EAL in our sample do achiev e a score on the BPVS II, and that their scores appear to impro ve with increasing age, the BPVS II can be said to be picking up some aspects of the language function- ing of these children. Therefore, the results reported here indicate that in the early y ears (ages four to six) relativel y poor performance on a test like the BPVS need not indicate that the child is at risk of ha ving enduring speech and language diff iculties. W e cautiously suggest that this f inding ma y be view ed in relation to e vi- dence in respect of EAL pupils’ attainment at the v arious Key Stages of the National Cur riculum (Df ES, 2005a) which indicates o verall that EAL pupils ha ve lo w er attainment than English-speaking pupils, but that the gap betw een these groups nar ro ws from Ke y Stage 1 compared to Ke y Stage 4. This pat- tern appears to hold ir respecti ve of ethnic g roup. F or example, at K ey Stage 1, 78 of EAL pupils achie ve lev el 2 in reading compared to 85 of English pupils achie ving level 2 (Df ES, 2005a). At K ey Stage 4 (GCSE) there is only a 3 dif ference in the EAL pupils’ versus the English pupils’ performance.
T ypically-developing EAL childr en’ s performance on BPVS II 13 Q1 Research with babies and preschool children in the US has indicated that the recepti ve vocabularies of bilingual children are comparable in size to those of monolingual children, as long as terms from both the children’ s languages are taken into account (P earson, 1993, 1994, 1998). This challenges the pre viously-held assumption that bilingual children’ s early vocabulary dev elops at a slo wer rate than that of monolingual children (P earson, 1993). Therefore, this argues in fa vour of the use of a bilingual vocabulary assessments with children with EAL, par ticu- larl y in the early y ears of school when their English exposure has been minimal. It is also possible that the y ounger children in this study had diff iculties understanding the instructions given to them, as the test w as administered through English. Again, this could contribute to their depressed scores at the youngest ages. A f inal possibility is that of cultural differences, both in familia- rity with the task type (recepti ve naming acti vity) and in f amiliarity with indi vidual test items (Heath, 1983, 1986). Again, both of these could be expected to impro ve with children’ s increasing e xposure to English and to the expectations of the English monolingual classroom. Clearl y, there are other factors that must also be taken into consideration, notabl y the relationship betw een depriv ation and attainment. The DfES reports lo w er attainment for all pupils who are eligib le for free school meals from all ethnic groups (including white British) (Df ES, 2005a). Reports from the 2001 Census (Census, 2001) indicate that men from certain ethnic minority g roups (Bangladeshi, mix ed ethnic backg round, b lack African, Pakistani and b lack Caribbean) experienced le vels of unemplo yment that are three times the av e- rage for white British men.
Additionall y, Bangladeshi and Pakistani w omen had the highest rates of economic inacti vity among all ethnic g roups. T ogether, these statistics ma y be taken to indicate lo w income lev els in cer tain ethnic minority groups. This may contribute to the under -achiev ement of children 14 Child Languag e T eac hing and Ther apy One of the objecti ves of this study was to suggest some potentiall y useful guidelines to clinicians and practitioners. The results from the ANO V A indi- cate clear dif ferences between the groups in this study, and w e feel this infor- mation is potentiall y useful in generating hypotheses for future in vestigation in this under-researched area. Ho we ver, these f indings are tempered by the small sample size, une venness in numbers of children in each age g roup and the limited sampling frame used in this study. Ne vertheless, we can mak e a fe w suggestions for practitioners. It is concrete evidence to support the anecdotal testimon y of practitioners concer ning these children’ s increasing prof iciency in English as they mo ve through the school stages. It is also e vidence that a young child with EAL achie ving a poor score (relative to English-speaking children of the same age) on the BPVS II is not necessaril y at risk of ha ving a language disorder. It is onl y with fur ther assessment that an y comments about possible language problems can be made. In accordance with recommendations from the RCSL T, such assessment needs to include a battery of tests in both English and the home language where possible (RCSL T, 1998). BPVS II results for a par ticular child at successi ve inter v als could be useful in marking that child’ s progress to prof iciency in understanding English w ords. Acknowledgements W ith thanks to Dr Luke W indsor, Dr Nata Goulandris and Dr Lea Hald for statistical advice, and to Priya Desai, T anzila Kahn, Jane Croft and Zoe Ho w ell for data collection. An intr oduction for pr ofessionals. Multilingual Matters.
T ypically-developing EAL childr en’ s performance on BPVS II 15 Battlebridge Publications. Buxton, F. and Hooke, E. 1996: T ur kish phonological scr eening assessment. RCSL T London Special Interest Group in Bilingualism. Cha vda, P. and Jin, L. 2003: Assessment of Gujar ati syntactic structur es. ST ASS Pub lications. The assess- ment of learning difficulties in liter acy among childr en learning English as an additional languag e: a liter ature r eview. Cro wn Cop yright. Crutchley, A. 1999: Bilingual children in language units: getting the bigger picture. Crutchley, A., Botting, N. and Conti-Ramsden, G. 1997a: Bilingualism and specif ic language impair ment in children attending language units. Crutchley, A., Conti-Ramsden, G. and Botting, N. 1997b: Bilingual children with specif ic language impair ment and standardised assessments: prelimi- nary f indings from a study of children in language units. Cummins, J. 1980: Psychological assessment of immigrant children: logic or intui- tion. Gregory, E. 1998: Sib lings as mediators of literacy in linguistic minority com- munities. Living in two langua ges. (2nd ed.). Da vid Fulton Publishers. 16 Child Languag e T eac hing and Ther apy In Beyond languag e: social and cultur al factors in schooling langua ge minority childr en. Califor nia State Depar tment of Education. Heath, S. B. 1986: What no bedtime story means: nar rativ e skills at home and school. In Schief felin, B. B. and Ochs, E., editors, Languag e socialisation acr oss cultur es. Cambridge Univ ersity Press. Ho w ell, P. Davis, S. and Au-Y eung, J. 2003: Syntactic development in fluent children, children who stutter, and children who ha ve English as an addi- tional language. Child Languag e T eac hing and Ther apy. Department for Education and Emplo yment Leather, C. and Wirz, S. 1996: The tr aining and development needs of bilin- gual co-wor kers in the NHS in community settings. Centre for International Child Health. Lindsa y, G., Solof f, N., La w, J.
, Band, S., Peace y, N., Gascoigne, M. and Radford, J. 2002: Speech and language therap y ser vices to education in England and W ales. Marshall, J. 2000: Critical reflections on the cultural influences in identif ication and habilitation of children with speech and language dif f iculties. Masidlo ver, M. and Knowles, W. 2001: The Derbyshir e language sc heme, Punjabi and Mirpuri Punja bi adaptations. Derbyshire County Council. Modood, T., Berthoud, R., Lake y, J., Nazroo, J., Smith, P., V irdee, S. and Beishon, S. 1997: Ethnic minorities in Britain: diversity and disadvan- tag e. P olicy Studies Institute. T ypically-developing EAL childr en’ s performance on BPVS II 17 Q5 P earson, B. Z. 1998: Assessing lexical de velopment in bilingual babies and toddlers. Qualif ications and Cur riculum Authority (QCA). 2000: A languag e in common: assessing English as an additional languag e. QCA. Quinn, C. 2001: The de velopmental acquisition of English grammar as an additional language. The Ro yal College of Speech and Language Therapists. Slough Borough Council. 1999: LEA ’ s r aising achie vement action plan 1999. Sto w, C. and Dodd, B. 2003: pro viding and equitable service to bilingual chil- dren in the UK: a re view. NFER-Nelson. W inter. K. 1999: Speech and language therap y pro vision for bilingual chil- dren: aspects of the cur rent ser vice.Standar dization information her e. T est material and pr ocedur e for adminis- tr ation. On each page of the test book there are four black and w hite line draw- ings. The dra wings are ar ranged into 14 sets of 12 items, giving a total of 168 stimulus w ords. The children are asked to point to the picture the y think best represents the w ord the tester sa ys. As one progresses through the test book, w ord complexity increases. The children are f irst presented with test plates appropriate to age before continuing onto test items. A basal set must f irst be established (w here there are one or no er rors).
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bpvs 2 manual
The BPVS offers a great way to detect language impairment and to enable us to put measures in place to address any issues straight away. Its simple, appealing format and ease of administration belies the significance of the assessment and how it can help identify any delay in vocabulary development, even before children are in full time education. Because no spoken response is required, the assessment may be administered to pupils with autism and other related communication difficulties or those with English as an Additional Language (EAL). To help with administration to pupils who may be colour blind the illustrations have black outlines and the colours are vivid. JavasScript is required to use the core functionality of this site including searching, downloading data, and depositing data.Child care and early education research. You can filter on reading intentions from the list, as well as view them within your profile. It makes it easy to scan through your lists and keep track of progress. Here's an example of what they look like. Search for more papers by this author Search for more papers by this author I have read and accept the Wiley Online Library Terms and Conditions of Use Shareable Link Use the link below to share a full-text version of this article with your friends and colleagues. Learn more. Copy URL This paper offers a table of standard errors of prediction, and confidence levels based thereon, which can help in making this decision where the British Picture Vocabulary Scale is used. The table is based on the normative data provided in the manual. Cet article offre une table d'erreurs de prediction standard et d'intervalles de confiance qui peuvent aider a prendre une decision quand l'Echelle de Vocabulaire Image Anglais est utilisee. Cette table est basee sur des donnees normalisees fournies dans le manuel. Es muss festgestellt werden, ob die Leistungsvarianten auf tatsachlichen Anderungen beruhen, oder nur die Ungenauigkeit der Tests widerspiegeln.
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In dieser Studie wird eine Tabelle der Standardfehler der Vorhersage dargeboten, und die Konfidenzintervalle, die darauf basiert sind, und bei dieser Entscheidung behilflich sein konnen, wenn die British Picture Vocabulary Scale angewendet wird. Die Tabelle wurde von den normativen Daten im Handbuch abgeleitet. One-hundred and sixty-five children aged four to nine years took part in the study, 69 monolingual English speakers and 96 with EAL. The results indicate an effect of both age and language status, with the EAL children scoring proportionally lower at younger ages. There was a narrowing gap between the scores of EAL and monolingual English children with increasing age. These findings differ somewhat from the suggested BPVS EAL norms, but must be treated cautiously because of the limited sampling frame. Nevertheless, some potentially useful suggestions are made for practitioners. Download full-text PDF The r esults indicate an effect of both a ge and lan- guag e status, with the EAL childr en scoring pr oportionally low er at younger ag es. Ther e was a narr o wing gap between the scor es of EAL and monolingual English childr en with incr easing ag e. These f indings diff er somewhat fr om the suggested BPVS EAL norms, but must be tr eated cautiously because of the limited sampling fr ame. Ne vertheless, some potentially useful suggestions ar e made for pr actitioners. Introduction An increasing proportion of UK primar y school age children speak languages other than English.Since 1997, the number of EAL pupils has increased b y 35. In the F ourth National Sur v ey of Ethnic Minorities, Modood et al. (1997) noted that families w ere likely to be lar ger, with more young children in some UK ethnic minority populations and this f inding is bor ne out in the 2001 Census which sho wed that 7.9 of the UK population in total is from an ethnic minority. Nineteen percent of all these children attend schools in inner London.
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The home (or community) languages of these children v ar y widel y. F or example, relati vel y recent estimates indicate that there are approximatel y 350 recorded languages spoken in London schools (Baker and Ev ersley, 2000). On school entry they are normally relati vely fluent in their home language, and English ma y become an addi- tional language in an already rich linguistic repertoire (Mahon et al., 2003). It is the task of the school then to foster the children’ s development of English. If the pro g ress of a child with EAL is causing concer n, it becomes necessar y to assess that child so that dif f iculties with learning of English as an additional language can be dif ferentiated from problems with speech, language and communication, and from other learning diff iculties (T eachernet, 2005), all of which could ha ve a pervasi ve ef fect on the child’ s future learning. These specialists (both health and education professionals) are faced with the challenging task of fur ther assessing speech and language skills in children with EAL. Professional bodies do pro vide some guidance for this sort of assessment. Some pupils learning with EAL may also be assessed as ha ving SEN.In the cur rent context, there are se veral problems with this commendab le sentiment, ha ving to do with obstacles to unbiased assessment as w ell as the lack of both assessment instr uments in lan- guages other than English and of skilled professionals to administer them. Normally, assessment of speech and language tends to rel y on the use of standardized tests, as w ell as infor mal methods such as obser vations and checklists. There are man y standardized tests for assessing speech and lan- guage skills in English, based on established norms of language de velopment in monolingual English speaking children. One of the principles of using standardized tests is that the sample on which the test is standardized is representati ve of the population with whom the test will be used.
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Norms based on the perfor mance of monolingual English-speaking chil- dren are therefore clearl y not appropriate for children from other language back- grounds. There is a paucity of kno wledge regarding the acquisition of English by children with EAL (Martin et al., 2003), and little e vidence of ho w typically de veloping children with EAL ma y perfor m on English tests. The T echnical Supplement of the BPVS II (Whetton, 1997) pro vides norms for pupils with EAL from age 3;00 to 8;05; these will be discussed in more detail later. As a general point, ho w ev er, it cannot be assumed that the acquisition patterns sho wn by monolingual children will be replicated in children with EAL. Neither is it possible simpl y to translate existing tests into a child’ s home language since most language tests are based on linguistic systems appropriate to that language and a translation will not necessaril y assess the rele vant structures in the other language (Duncan, 1989). Such actions also in validate the test norms (see V aldes and Figueroa, 1994 for a comprehensi ve e valuation of the use of dif ferent assessment methods with bilingual children). A small number of speech and language assessments in languages other than English are considered to be suitable for children with EAL (Sto w and Dodd, 2003).Informal assessment methods are often used with children with EAL and can pro vide useful insights into a child’ s functioning in both languages. The informal assessment process is complicated by factors such as cultural differen- ces betw een professionals and children with EAL and a possib le lack of kno wledge about the child’ s home language and culture (see Marshall, 2000 for a re view). Guidelines on assessment in school are a vailab le from a number of sources such as Hall (2001); DfES (2003); Baker (2000). These professionals are still in short supply. In their 2002 surve y of SL T services to education in England and W ales, Lindsay et al. (2002) only nine (6.
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8) respondents reported assessment of children with EAL in their home lan- guage car ried out either by bilingual professionals or b y SL Ts w orking with an inter preter. Lindsa y et al. (2002) also noted that the most common w a y of asses- sing children with EAL w as by using an untrained translator or inter preter. While this reflects a practical response to a shortage of suitabl y trained professional inter preters, the use of untrained inter preters in such situations is not unproble- matic (see eg, Leather and W irz, 1996, for a discussion of the training needs of bilingual co-w orkers in NHS community settings). Further more, Lindsa y et al. (2002) found that onl y 6 of speech and language therapy services sur ve yed reported that they emplo yed a therapist w ho was fluent in the predominant com- munity language for the population they served. They reported that across England and W ales, fluency in community languages w as repor ted by onl y 15 speech and language therapists (SL Ts) and 17 speech and language therap y assis- tants out of a total of responses from 133 SL T managers in England and W ales. Further sobering statistics concer ned the possibility of assessing children in their home language are gi ven by La w et al. (2000) (see T able 1 belo w). W inter (1999) sho w ed that out of 1775 paediatric Speech and Language Therapists in England 59 had bilingual children or children with EAL on their case load. Although more recent nationwide statistics are not cur rently a vailab le, it is unlikel y that these numbers will hav e declined. In spite of this cur rent lack of facilities, assessment of such children’ s abili- ties is still needed in order that appropriate action can be taken.
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Such action is generall y pro vided within the education setting according to the statutor y 4 Child Languag e T eac hing and Ther apy These data sets are interesting, although they must be treated with some caution as there are a number of factors that influe- nce the categorization of types of SEN, and these factors can therefore affect the numbers (Df ES, 2005b: 12). The second lar gest type for pupils without EAL is behaviour, emotional and social dif f iculties, while the second lar gest SEN type for pupils with EAL is speech, language and communication needs. Further more, EAL pupils are onl y half as likely as non-EAL pupils to be identif ied as having a specif ic lear ning diff iculty such as specif ic language impairment.There is little reason to think that children with EAL will be more or less susceptible to other types of special needs than children with- out EAL (although the DFES report does highlight the potential role of depriv a- tion in SEN statistics across all groups). Therefore these f igures suggest that reliable identif ication of SEN in children with EAL is likely still to be prob le- matic. Clearl y this will hav e an effect on the specialist support that children with EAL recei ve. This point w as made in 2000 by Cline and Shamsi (2000) w ho noted then that children with EAL w ere under-represented in SEN statistics and hence that fe wer children with EAL recei ve specialist support. Cr utchley et al. also found that bilingual children in language units tended to ha ve more complex and possibl y more se vere language diff iculties than their monolingual peers, sug- gesting under-identif ication of bilingual children with, for example, purel y phonolo gical diff iculties (Cr utchley, 1999; Crutchley et al., 1997a, b). Clear statistics concerning the suppor t pro vided to these children are more dif f icult to come b y.
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Gi ven the cur rently limited a v ailability of standardized assessments in lan- guages other than English, and of bilingual speech and language professio- nals and trained inter preters, it is ackno wledged that, although this is unsatisfactor y, at present children with EAL are often assessed using tests normed on monolingual children. One step in the direction of developing appropriate testing methods for children with EAL is to measure the perfor- mance of typicall y developing children with EAL (ie, those w ho are considered not to be at risk of language diff iculties or other special needs) on these stan- dardized tests and e valuate the outcomes in v arious wa ys. The performance of typicall y-developing children with EAL on such tests can tell us w hat a test picks up in their performance and what it ignores and whether these children displa y patter ns of perfor mance that mimic those of monolingual children with language dif f iculties. Aim The aim of this study w as to examine the perfor mance of typicall y-developing children with EAL on one widel y used test in English, the British Picture 6 Child Languag e T eac hing and Ther apy The objecti ve of the cur rent study, sev eral years on from the original norming study, is to pro vide fur ther infor mation for profes- sionals in making use of BPVS II test results. In no w ay is the suggestion made that this is a normative study, nor that the f indings presented will ob vi- ate the need for de velopment of assessment methods in community languages which are appropriate for children with EAL in the UK. Method P articipants Once ethical appro v al for the project was recei ved from the Uni versity College London Committee on the Ethics of Non-NHS Human Research, information letters w ere sent out to head teachers of schools across London in viting their school to take part in the study.
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F our schools responded positi vel y, and three were selected to take part (for logistical reasons the fourth school was not included in the cur rent study): School A (London Borough of W estminster) School B (London Borough of Camden) and School C (Slough). Census data (Census, 2001 ) revealed that there is a high proportion of people from ethnic minority groups living in these London Boroughs, and local education statistics sho w that there is a high proportion of children with EAL at the schools (Baker and Eversle y, 2000; Slough Borough Council, 1999). 3 School A additionally had a high number of children who came from families w ho hav e claimed asylum status in this country (Immig ration Research and Statistics Ser vice, 2003). T ypically-developing EAL childr en’ s performance on BPVS II 7 3 Current estimates of the numbers of EAL children in 2004 are: 10 of the maintained primar y school population in England was classif ied as ha ving English as an additional language and 18 was classif ied as belonging to an ethnic minority (DfES, 2005b). It is interesting to note that the DfES estimates that since 1997, the number of EAL pupils has increased by 35. Q4 Q1 In order to enable compari- sons betw een children with EAL and monolingual English speaking children it w as decided to test all the children in each class. Consent w as obtained from the parents of 180 children in total. Materials Recepti ve vocabulary was assessed using the BPVS-II (Dunn et al., 1997) (see Appendix 1). In order to obtain additional information from the children about backg round factors such as age, gender and the languages spoken at home, a simple set of interview questions w as devised (see Appendix 2). Procedure All children in each school w ere tested individuall y within a tw o w eek time period in autumn 2003. The BPVS II and interview questions w ere all administered in a single indi vidual testing session, lasting between 20 and 30 minutes.
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The session w as conducted in a room allocated for the pur pose by the school. The test w as scored in accordance with the instr uctions in the test manuals. Conf identiality was ensured b y assigning each child an identif ier and refraining from use of either the children’ s or the schools’ names in all records. Results Characteristics of the sample The sample consisted of 165 children aged four to nine years. Sixty-nine of these children w ere monolingual English speakers; the remaining EAL sample ( n ? 96) spoke 12 languages betw een them (see T able 2). 8 Child Languag e T eac hing and Ther apy Q1 Monolingual and EAL children w ere somew hat une venly spread across age bands (see T able 3). Data analysis Ra w scores w ere used to compare perfor mance on the test of EAL and mono- lingual groups. These means are plotted in F igure 1. A one-w ay anal ysis of variance (ANO V A) was performed to in vestigate the indi vidual contributions of language status (EAL versus monolingual) and age band to the observed differences in test score. The interaction betw een these tw o dependent variab les was also calculated.Figure 2 plots the mean scores of each language group b y age. (Note: language groups consisting of few er than four speakers do not appear in this chart. Language groups where all the speakers w ere in the same age band also do not appear in the chart.) T ypically-developing EAL childr en’ s performance on BPVS II 11 Figure 2 Mean BPVS scores of different language groups, by age band In order to in vestigate the performance of the children in relation to the norms for English monolingual children, we then compared the EAL standard scores achie ved by the children with the corresponding English standard scores for the same ra w score. W e also examined the relationship betw een age and the difference score betw een EAL and English standard scores. A regression analysis indicated that the dif ference score can be accurately predicted from their age.
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The equa- tion that w as obtained is difference score ? 18.95 ? (0.93 age). The w eight on age is signif icantly dif ferent from zero ( t ? 2.90, P ? 0.005). In other w ords, w e found a signif icant negati ve relationship betw een the tw o v ariables: when the age is greater, the difference is smaller. This indicates that the older children in our sample perform closer to the English nor ms than do the younger children, impl ying that the gap in performance decreases as the EAL children mature. Discussion and conclusions The results indicate, f irstly, that with respect to the perfor mance of typically- de veloping children with EAL on the BPVS II there was an ef fect of age on test scores for both the monolingual and the EAL groups. As ra w scores were used in this anal ysis, this is unsur prising; in this age range, children’ s scores on language tests are expected to impro ve with increasing age. There w as also an ef fect of language status: children with EAL were found to score lo wer on the test than monolingual children. Interestingl y, there was a signif icant interaction between these tw o v aria- bles, indicating that dif ferences in scores w ere at least par tly attributab le to some combined ef fect of age and language status.This f inding is different from Whetton’ s f inding that the perfor mance of older children with EAL w as propor tionally poorer than that of y ounger chil- dren. W e tentati vel y propose that under cer tain circumstances, EAL children who start of f at a disadvantage ma y catch up to some extent with their English peers. The exact nature of these circumstances is unclear. Whetton does not specify the socio-economic or language backgrounds of the children in his norming sample; it is possible that our f indings reflect differen- ces betw een the perfor mances of children with different backgrounds.
W e ackno wledge that giv en the small sample size in this study, further research is needed using a larger sample that reflects the current demography of UK classrooms. Although the data are sparse, our f indings indicate that children with EAL with dif ferent language backg rounds perfor m similarly on the BPVS at dif ferent ages; this may mean that future research needs to concen- trate on other dif ferences between groups to clarify this discrepancy. In sum, gi ven that children with EAL in our sample do achiev e a score on the BPVS II, and that their scores appear to impro ve with increasing age, the BPVS II can be said to be picking up some aspects of the language function- ing of these children. Therefore, the results reported here indicate that in the early y ears (ages four to six) relativel y poor performance on a test like the BPVS need not indicate that the child is at risk of ha ving enduring speech and language diff iculties. W e cautiously suggest that this f inding ma y be view ed in relation to e vi- dence in respect of EAL pupils’ attainment at the v arious Key Stages of the National Cur riculum (Df ES, 2005a) which indicates o verall that EAL pupils ha ve lo w er attainment than English-speaking pupils, but that the gap betw een these groups nar ro ws from Ke y Stage 1 compared to Ke y Stage 4. This pat- tern appears to hold ir respecti ve of ethnic g roup. F or example, at K ey Stage 1, 78 of EAL pupils achie ve lev el 2 in reading compared to 85 of English pupils achie ving level 2 (Df ES, 2005a). At K ey Stage 4 (GCSE) there is only a 3 dif ference in the EAL pupils’ versus the English pupils’ performance.
T ypically-developing EAL childr en’ s performance on BPVS II 13 Q1 Research with babies and preschool children in the US has indicated that the recepti ve vocabularies of bilingual children are comparable in size to those of monolingual children, as long as terms from both the children’ s languages are taken into account (P earson, 1993, 1994, 1998). This challenges the pre viously-held assumption that bilingual children’ s early vocabulary dev elops at a slo wer rate than that of monolingual children (P earson, 1993). Therefore, this argues in fa vour of the use of a bilingual vocabulary assessments with children with EAL, par ticu- larl y in the early y ears of school when their English exposure has been minimal. It is also possible that the y ounger children in this study had diff iculties understanding the instructions given to them, as the test w as administered through English. Again, this could contribute to their depressed scores at the youngest ages. A f inal possibility is that of cultural differences, both in familia- rity with the task type (recepti ve naming acti vity) and in f amiliarity with indi vidual test items (Heath, 1983, 1986). Again, both of these could be expected to impro ve with children’ s increasing e xposure to English and to the expectations of the English monolingual classroom. Clearl y, there are other factors that must also be taken into consideration, notabl y the relationship betw een depriv ation and attainment. The DfES reports lo w er attainment for all pupils who are eligib le for free school meals from all ethnic groups (including white British) (Df ES, 2005a). Reports from the 2001 Census (Census, 2001) indicate that men from certain ethnic minority g roups (Bangladeshi, mix ed ethnic backg round, b lack African, Pakistani and b lack Caribbean) experienced le vels of unemplo yment that are three times the av e- rage for white British men.
Additionall y, Bangladeshi and Pakistani w omen had the highest rates of economic inacti vity among all ethnic g roups. T ogether, these statistics ma y be taken to indicate lo w income lev els in cer tain ethnic minority groups. This may contribute to the under -achiev ement of children 14 Child Languag e T eac hing and Ther apy One of the objecti ves of this study was to suggest some potentiall y useful guidelines to clinicians and practitioners. The results from the ANO V A indi- cate clear dif ferences between the groups in this study, and w e feel this infor- mation is potentiall y useful in generating hypotheses for future in vestigation in this under-researched area. Ho we ver, these f indings are tempered by the small sample size, une venness in numbers of children in each age g roup and the limited sampling frame used in this study. Ne vertheless, we can mak e a fe w suggestions for practitioners. It is concrete evidence to support the anecdotal testimon y of practitioners concer ning these children’ s increasing prof iciency in English as they mo ve through the school stages. It is also e vidence that a young child with EAL achie ving a poor score (relative to English-speaking children of the same age) on the BPVS II is not necessaril y at risk of ha ving a language disorder. It is onl y with fur ther assessment that an y comments about possible language problems can be made. In accordance with recommendations from the RCSL T, such assessment needs to include a battery of tests in both English and the home language where possible (RCSL T, 1998). BPVS II results for a par ticular child at successi ve inter v als could be useful in marking that child’ s progress to prof iciency in understanding English w ords. Acknowledgements W ith thanks to Dr Luke W indsor, Dr Nata Goulandris and Dr Lea Hald for statistical advice, and to Priya Desai, T anzila Kahn, Jane Croft and Zoe Ho w ell for data collection. An intr oduction for pr ofessionals. Multilingual Matters.
T ypically-developing EAL childr en’ s performance on BPVS II 15 Battlebridge Publications. Buxton, F. and Hooke, E. 1996: T ur kish phonological scr eening assessment. RCSL T London Special Interest Group in Bilingualism. Cha vda, P. and Jin, L. 2003: Assessment of Gujar ati syntactic structur es. ST ASS Pub lications. The assess- ment of learning difficulties in liter acy among childr en learning English as an additional languag e: a liter ature r eview. Cro wn Cop yright. Crutchley, A. 1999: Bilingual children in language units: getting the bigger picture. Crutchley, A., Botting, N. and Conti-Ramsden, G. 1997a: Bilingualism and specif ic language impair ment in children attending language units. Crutchley, A., Conti-Ramsden, G. and Botting, N. 1997b: Bilingual children with specif ic language impair ment and standardised assessments: prelimi- nary f indings from a study of children in language units. Cummins, J. 1980: Psychological assessment of immigrant children: logic or intui- tion. Gregory, E. 1998: Sib lings as mediators of literacy in linguistic minority com- munities. Living in two langua ges. (2nd ed.). Da vid Fulton Publishers. 16 Child Languag e T eac hing and Ther apy In Beyond languag e: social and cultur al factors in schooling langua ge minority childr en. Califor nia State Depar tment of Education. Heath, S. B. 1986: What no bedtime story means: nar rativ e skills at home and school. In Schief felin, B. B. and Ochs, E., editors, Languag e socialisation acr oss cultur es. Cambridge Univ ersity Press. Ho w ell, P. Davis, S. and Au-Y eung, J. 2003: Syntactic development in fluent children, children who stutter, and children who ha ve English as an addi- tional language. Child Languag e T eac hing and Ther apy. Department for Education and Emplo yment Leather, C. and Wirz, S. 1996: The tr aining and development needs of bilin- gual co-wor kers in the NHS in community settings. Centre for International Child Health. Lindsa y, G., Solof f, N., La w, J.
, Band, S., Peace y, N., Gascoigne, M. and Radford, J. 2002: Speech and language therap y ser vices to education in England and W ales. Marshall, J. 2000: Critical reflections on the cultural influences in identif ication and habilitation of children with speech and language dif f iculties. Masidlo ver, M. and Knowles, W. 2001: The Derbyshir e language sc heme, Punjabi and Mirpuri Punja bi adaptations. Derbyshire County Council. Modood, T., Berthoud, R., Lake y, J., Nazroo, J., Smith, P., V irdee, S. and Beishon, S. 1997: Ethnic minorities in Britain: diversity and disadvan- tag e. P olicy Studies Institute. T ypically-developing EAL childr en’ s performance on BPVS II 17 Q5 P earson, B. Z. 1998: Assessing lexical de velopment in bilingual babies and toddlers. Qualif ications and Cur riculum Authority (QCA). 2000: A languag e in common: assessing English as an additional languag e. QCA. Quinn, C. 2001: The de velopmental acquisition of English grammar as an additional language. The Ro yal College of Speech and Language Therapists. Slough Borough Council. 1999: LEA ’ s r aising achie vement action plan 1999. Sto w, C. and Dodd, B. 2003: pro viding and equitable service to bilingual chil- dren in the UK: a re view. NFER-Nelson. W inter. K. 1999: Speech and language therap y pro vision for bilingual chil- dren: aspects of the cur rent ser vice.Standar dization information her e. T est material and pr ocedur e for adminis- tr ation. On each page of the test book there are four black and w hite line draw- ings. The dra wings are ar ranged into 14 sets of 12 items, giving a total of 168 stimulus w ords. The children are asked to point to the picture the y think best represents the w ord the tester sa ys. As one progresses through the test book, w ord complexity increases. The children are f irst presented with test plates appropriate to age before continuing onto test items. A basal set must f irst be established (w here there are one or no er rors).
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