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

Abstract

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.

Language and culture in speech-language and hearing professions in South Africa: Re-imagining practice

“…This extends to the development of assessment and intervention resources that are linguistically and culturally appropriate over and above the translation and adaptations of resources, which has its own limitations and weaknesses for this context. As a result of the very nature of the SLH professions to assess and treat language and communication pathology in patients, this gap cannot continue to be ignored (Khoza-Shangase & Mophosho, 2018;Mophosho, 2018;Mdlalo et al, 2019;Pascoe et al, 2017). In fact, Khoza-Shangase (2019) presented a tripartite threat to the helping professions (SLH) professions in South Africa (Figure 1), as including ignorance and naivety about the influences of linguistic and cultural diversity over and above its contextual realities, such as burden of disease, resource constraints, poverty and inequality.…”

Factors influencing speech language pathologists’ and audiologists’ decision to pursue postgraduate studies in South Africa

“…As a result, institutions of higher learning are encouraged to develop strategies to increase the number of their postgraduate students (McCallin & Nayar, 2012 ; National Development Plan [NDP], 2012). In low- and middle-income countries, such as South Africa, postgraduate education is recognised as one way of enhancing economic growth (NDP, 2012) and challenging the colonial epistemology through the production of contextually relevant knowledge (Khoza-Shangase & Mophosho, 2018 ; Mdlalo, Flack, & Joubert, 2019 ; Pascoe & Norman, 2011 ; Pillay & Kathard, 2015 ). This is particularly important for the SLP and A profession, which has always been governed by first world knowledge (Khoza-Shangase & Mophosho, 2018 ).…”

Autistic People's Access to Bilingualism and Additional Language Learning: Identifying the Barriers and Facilitators for Equal Opportunities

“…Research suggests that practitioners, including speech and language therapists, do not have confidence in the tools available to conduct diagnostic or language assessments with bilingual children (Davis et al, 2020 ). Although practitioners have a responsibility to maintain equality while conducting assessments, many standardised tools are culturally inappropriate for children from culturally and linguistically diverse populations (Mdlalo et al, 2019 ). The diagnostic process for bilingual children can bring additional challenges, with observational components of commonly used assessments being misinterpreted as autism-specific differences rather than differences in cultural norms.…”