KMID : 1036820160210010131
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Communication Sciences & Disorders 2016 Volume.21 No. 1 p.131 ~ p.138
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Receptive Vocabulary Assessment in Korean-English Bilingual Children: Cross-linguistic Investigations
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Yim Dong-Sun
Yoon Sa-Ra Lee Ji-Yeon
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Abstract
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Objectives: Standardized tests are generally used in clinical settings in order to evaluate vocabulary size. However, this method may either overestimate or underestimate bilingual children¡¯s vocabulary skills. The present study investigates standardized tests used with Korean-English bilingual children who have a different dominant language. The purpose of the study is to examine whether social status of a language may influence bilingual children¡¯s language outcomes and to investigate the usefulness of composite scoring systems in standardized tests.
Methods: Forty-two participants age 3 to 6 formed three groups: Korean-English bilinguals who speak Korean dominantly (KD-KEB), Korean-English bilinguals who speak English dominantly (ED-KEB), and monolinguals who speak Korean (K-MO). The Receptive and Expressive Vocabulary Test (REVT) and Peabody Picture Vocabulary Test-fourth edition (PPVT-IV) were used; raw score and composite scoring systems were compared (within groups).
Results: The raw score was significantly different from Korean-English bilingual children who are dominant in Korean and Korean-English bilingual children who are dominant in English and not significantly different from Korean-English bilingual children who are dominant in Korean and Korean speaking monolingual children. However, the three groups were not significantly different in composite scores of REVT-R and PPVT-IV.
Conclusion: Standardized tests can be used to evaluate bilinguals¡¯ receptive vocabulary if composite scoring systems are applied. Thus, standardized test can be used selectively based on dominant language.
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KEYWORD
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Korean-English bilingual children, Receptive vocabulary assessment, Dominant-language
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