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English as a Second Language for Kenyan Children in Primary School: A Trial of the Spoken Language Assessment Profile – Revised Edition
Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Faculty of Medicine and Health Sciences.
Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Faculty of Medicine and Health Sciences.
2015 (English)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Sub-Saharan Africa is a multilingual environment and there is a lack of materials available for speech and language assessment in this area (Hartley & Krämer, 2013). The norms for assessment material cannot be used for both monolinguals and bilinguals, since bilinguals may have different levels of knowledge in their languages (Kohnert, 2010). The Spoken Language Assessment Profile – Revised edition (SLAP-R) is an assessment that can be used to evaluate English as a second language (ESL) in Sub-Saharan Africa. The purpose of this instrument is an attempt to fill the gap of suitable speech and language assessment tools that can be used for all those involved in setting up clinics, schools or speech and language assessment tools (Hartley & Krämer, 2013). The aim of the present study was to assess English as a second language for Kenyan children in primary school based on their result on the SLAP-R. The present study consisted of 68 participants with reported typically developed language and hearing that attended first or second grade in a public school in western Kenya. All participants were between six and nine years old, had a Bantu language as their first language and had been exposed to English for less than one year up to eight years. They had also attended preschool at their current school. The independent variables in the present study were grade, age and exposure to English. SLAP-R consists of six subtests that test expressive and receptive phonology, semantics and grammar. These parts constituted the dependent variables. In addition there is a part called ultimate expressive language skill (UELS) that consists of picture sequences where the participant should tell a story of what is happening in the pictures. The result indicated that grade had the largest effect on the participant’s performance in English as a second language. Grade two had significantly higher results regarding receptive phonology as well as expressive and receptive semantics and grammar than the participants in grade one. Most of the incorrect answers were made in the subtest expressive grammar. These answers were mainly incorrect due to other reasons than an answer in Kiswahili.

Abstract [sv]

Sub-Sahara Afrika är en flerspråkig miljö och det finns en brist på material för tal- och språkbedömningar inom detta område (Hartley & Krämer, 2013). Normerna för ett bedömningsinstrument kan inte användas för både enspråkiga och tvåspråkiga barn, eftersom tvåspråkiga barn kan ha varierande kunskapsnivåer inom språken (Kohnert, 2010). Spoken Language Assessment Profile – Revised edition (SLAP-R) är ett bedömningsmaterial som är avsett att utvärdera engelska som andraspråk i Sub-Sahara Afrika. Syftet med detta instrument är att försöka fylla tomrummet av lämpliga tal- och språkbedömningsmaterial som kan användas av samtliga inblandade vid att starta upp kliniker, skolor eller logopedmottagningar (Hartley & Krämer, 2013). Syftet med föreliggande studie var att undersöka engelska som andraspråk för Kenyanska barn i grundskolan baserat på deras resultat i SLAP-R. Föreliggande studie bestod av 68 deltagare med rapporterad typisk hörsel och språkutveckling som gick i klass ett eller två i en kommunal skola i västra Kenya. Alla deltagarna var mellan sex och nio år, hade ett bantuspråk som förstaspråk och hade exponerats till engelska i mindre än ett år upp till åtta år. De hade även gått i den förskolan som tillhörde deras nuvarande skola. De oberoende variablerna i föreliggande studie var klass, ålder och exponeringstid till engelska. SLAP-R består av sex deltest som testar expressiv och receptiv fonologi, semantik och grammatik. De här delarna utgör de beroende variablerna. Det finns ytterligare en del som kallas för ultimate expressive language skill (UELS) som består av sekvensbilder där deltagaren ska berätta en historia om vad som händer på bilderna. Resultatet indikerade att klass var variabeln som hade störst inverkan på deltagarnas prestationer i engelska som andraspråk. Klass två hade signifikant högre resultat gällande receptiv fonologi, såväl som expressiv och receptiv semantik och grammatik än deltagarna i klass ett. De flesta felsvaren gjordes i deltestet expressiv grammatik och var i huvudsak på grund av andra skäl än svar på kiswahili.

Place, publisher, year, edition, pages
2015. , 49 p.
Keyword [en]
SLAP-R, Kenya, children, primary school, phonology, semantics, grammar, expressive, receptive, English L2
Keyword [sv]
SLAP-R, Kenya, barn, grundskola, fonologi, semantik, grammatik, expressiv, receptiv, engelska som andraspråk
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:liu:diva-119193OAI: oai:DiVA.org:liu-119193DiVA: diva2:820032
Subject / course
Master (one year thesis)/Speech and Language Pathology
Supervisors
Examiners
Available from: 2015-06-12 Created: 2015-06-11 Last updated: 2015-06-12Bibliographically approved

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