The Use and Validity of Home Language Surveys in State English ...

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EVEA Project Deliverable Use and Validity of HLS in ELPA SystemsStateInstrument NameWisconsinHLSStateRegulationsBNumberof Itemsvaries bydistrictSEA Mandated HLS or Sample(if available)SEA sample:http://dpi.wi.gov/ell/pdf/homelang.pdfItem ExamplesWhat language did the child learn when she or he firstbegan to talk?What language does the child hear and understand inthe home?Can an adult family member or extended familymember speak/read English?Wyoming*HLSBvaries bydistrictSEA guidelines:http://www.k12.wy.us/FP/congrant/congrant_manual.pdfSEA recommended items:The first language spoken by the childThe language(s) spoken in the home(p. 105)The language(s) spoken or understood by the childNote: State regulations are reported in the section on Description and Critique of Current HLS Practices above describing the home languagesurvey practices of each state as: Practice A: the SEA created a single HLS and mandates its use in schools state-wide; Practice B: the SEAmandates the use of an HLS and created an HLS that is offered as a sample for districts to adopt or to substitute for their own version of an HLS;Practice C: the SEA mandates use of an HLS but allows districts to create their own set of survey questions for the local context; and Practice D:the SEA does not mandate the use of an HLS. Where possible, website links to SEA mandated or sample HLS are provided.*In the case that no SEA sample HLS was provided or publicly available, we included either SEA recommended criteria from various statedocuments or LEA mandated HLS where available.40-B
EVEA Project Deliverable Use and Validity of HLS in ELPA SystemsAppendix C: Summaries of cited studies of measures of home language backgroundAuthors Title Measure Validity Information Examples ItemsAbedi (2008) Classification systemsfor English languagelearners: Issues andrecommendations.- none provided in this or theAbedi et al, 1997 report)- none providedDuursma,Romero-Contreras,Szuber,Proctor,Snow,August &Calderón(2007)The role of homeliteracy and languageenvironment onbilinguals' English andSpanish vocabularydevelopment.LanguageBackgroundQuestionnaire(LBQ, originallycreated by Abedi etal, 1997)Parent Interviewand ResponseQuestionnaire(developed inconjunction withNICHD and theCenter for AppliedLinguistics- however, concerns raised aboutthe discrepancies between LBQand school roster reporting ofstudents’ official primarylanguageValidity:- Low to moderate correlationsbetween the ParentQuestionnaire and WLPB-R letterword identification and picturevocabulary subtests- Highest correlation betweenparent income and WLPB-R letterword indent.- Highest correlation betweenEnglish as a home language andWLPB-R picture vocabularyReliability:- Factor analysis resulted in itemsloading on two factors: “homelanguage” and “parent help”- Cronbach’s α = .93 for homelanguage and .68 for parent helpEnglish versionWhat language does theMOTHER/FATHER use when she/hespeaks to this child?What language do children in thishousehold use when they speak toyour child?What language does your child usewhen he/she speaks to his/herMOTHER/FATHER at home?What language does your child usewhen he/she speaks to his/herfriends outside of the home?(Scored on 5-point scale of “onlySpanish” (1) to “only English” (5).41-C
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