Assessing advanged language part 2 Flashcards
In assessing advanced language _________ area of language is where we’ll see the most differences
Pragmatic
Assessment Domains
Pragmatics
Within assessing Pagmatics-looking at 2 things
- areas of assessment
2. methods
Areas of assessment has 4 categories (similar to learning to language stage)- looking to see if it makes sense/jarring
- initiation and responsiveness
- turn taking and repair (long awkward pause)
- topic structure (global topic and then it flows together/makes sense bec cohesion and coherence are more local)
- cohesion/coherence (more local-individual sentence flowing into-so something related to that topic structure but it doesn’t flow with the topic structure-that would be a problem with cohesion/coherence)
Methods in Assessing Pragmatics
- norm-referenced
- structured observation
- role playing (negotiation and register variation)
- other
- expository texts
- persuasive and argumentative texts
- written text assessment
- the metas
- functional communication
Norm referenced:
looking at convo but natural is better
-Norm referenced are useful for establishing eligibility-want to look at what child is having difficulty with
Structured observation
watch child communicate-all day long but still might not get everything-so you start the topic and hope the kid will ask a question/make a comment-act like you didn’t get something and play dumb-little difficult/contradictory and see how they use language to negotiate that one-sets up natural situation w/ a child. not something where you go and observe child you’re actually going in there
Role playing (negotiation and register variation)
want to look at their ability to negotiate-simple task; pretend like you bought something, see that child can talk about igt-pretend mom came into school and was embarrassing
-register variation: can they use the appropriate language for the context? talking to mother vs. teacher vs. peer
Other discourse genres of Assessing Pragmatics
- classroom discourse
2. narrative text (microstructure, macrostructure, inferencing, summarizing, cohesion, literate language)
classroom discourse
certain skills need to be in tact in order for them to be successful in the class
narrative text
type of genre important for classroom; tells story; being logical in your communication, being able to clarify a message/recognize message is not coming across the way you want it to- be able to take classroom perspectives and then the appropriate turn taking. go in, sit, and watch
microstructure
syntax and semantics; kids w/ lld ahve probs with this! not the # of complex sentences, but there are far more errors in semantics and syntax. you’d think they would use fewer complex sentences but they can do that they just mess them up
Macrostructure
story grammar; biggest prob here is internal responses of the characters (things that aren’t over) they would get who the main characters were but if you said “why did cat run away?” they would struggle
Inferencing
when text doesn’t expliticly state that’s when they have more of a problem
summarazing
when you listen to these kids talk and they want to tell a story- you need to be able to tell the same thing; atempts to solution-these kids will leave big chunks out. even if they hit them all the sequence will be jumbled up/won’t know what happened.
Cohesion
lexical; using words as cohesive device; linking concepts- don’t want to restate so you want to use pronouns- “he’s the tallest in the family i’m the shortest” don’t have to say i’m the shortest IN THE FAMILY- shows their sentences and what the other person can understand
- most difficult part of a narrative*
- references: pronouns/proverbs “tom ran a race and he won”
- substitute in the cohesion are like using a synonym for a referent- “utensils for spoons in a sentence..reflects more literate language*
Literate language
use of more sophisticated vocabulary (kind of involved in each one)-the way we write is different
Expository texts
- comprehension
2. production (standardized tests, artifact assessment on topic of student interest)
expository texts
like a textbook-to inform facts, news articles, self help books opposed to narratives- kids w/ LLD comprehend these expository texts much less well than typically developing kids