Test of Ability To Explain for Zulu-speaking Children

Solarsh, Barbara; Alant, Erna

doi:10.1037/t57878-000

Cited by 1 publication

(1 citation statement)

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“…There has been very little research that has tapped into this issue in South Africa. In this study, some of the changes made to the research instrument, the RAPT, based on the responses of the participants, have already been made to other tests (Solarsh, 2001; Solarsh & Alant, 2006), but these changes appear not to have been implemented in the use of these tests. They are still used in their original form, not taking into account the research-based adaptations for multicultural clients.…”

Section: Discussionmentioning

confidence: 99%

The cat on a hot tin roof? Critical considerations in multilingual language assessments

Mdlalo¹,

Flack

Joubert

2019

South African Journal of Communication Disorders

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Background In speech-language pathology (SLP), there is a paucity of resources to provide just and equitable services to South Africa’s culturally and linguistically diverse population. Although South Africa is a multilingual country, English remains the dominant language. However, there is limited research on resources for English additional language (EAL) speakers. Objectives This article addresses this gap by presenting the results of a critique of a commonly used language screening tool, the Renfrew Action Picture Test (RAPT), on EAL speakers. Method This tool is used as an example to broadly critique the use of culturally biased assessment instruments with EAL speakers from an indigenous linguistic and cultural background. It is administered to children who are EAL speakers and then critiqued by the children too. Their voice, often ignored in research, is central to the research. A mixed methods approach is used, including focus groups and test administration. This article is based on the results of the thematic analysis used to closely examine the patterns that emerge. Results A key finding is that the cultural and linguistic background of the child assessed cannot be disregarded, as it plays a crucial role in understanding the response of the child. The interpretation of the response of the child to the presented material of the language assessment tool significantly influences the result of the assessment. Conclusion The speech language therapist has a responsibility to avoid skewed results based on uninformed interpretation of the response of the child. These findings provide useful insights for clinicians regarding culture-fair assessment.

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Section: Discussionmentioning

confidence: 99%