Current Methods of Evaluating the Language Abilities of Multilingual Preschoolers: A Scoping Review Using the International Classification of Functioning, Disability, and Health-Children and Youth Version

Abstract

By Lauren Long, Communication Sciences and Disorders; Marissa Yanke, Communication Sciences and Disorders

Advisor: Karla Washington

Presentation ID: PM_C05

Abstract: Purpose: The purpose of this scoping review was to identify current measures used to evaluate the language abilities of multilingual preschoolers within the framework of the International Classification of Functioning, Disability, and Health- Children and Youth Version (ICF-CY; World Health Organization, 2007). Method: This review adhered to established models for conducting a comprehensive, iterative scoping review outlined by Arksey and O'Malley (2005) and Levac, Colquhoun, and O'Brien (2010), and included the following phases: (1) articulating the research question, (2) identifying relevant studies, (3) selecting studies, (4) charting the data, and (5) collating, summarizing, and reporting the results. The ICF-CY was used to frame the identified measures (WHO, 2007). Results: A total of 325 peer-reviewed publications were identified and included in this review. The majority of publications used measures that evaluated the Activity component of multilingual preschoolers' language (70%), with few evaluating Participation (9%). Most identified measures (73%) assessed children's semantic language skills. We also observed that 88% of studies explicitly measured children's language input to interpret assessment results. Conclusions: A variety of measures are currently used that address the Activity component of the ICF-CY with a particular emphasis on semantics. There is however a dearth of measures examining language abilities for Participation. The authors strongly recommend an increased focus on the development, use, and evaluation of measures that explicitly assess multilingual preschoolers' language Participation, particularly in school-based settings. Key words: English learner; English language learner; dual language learners; assessment; measurement; language development; bilingual; multilingual; scoping review; difference; disorder; preschoolers