Chapter One: Contextualising the study
This chapter starts in an unusual but necessary manner to contextualise the research and the researcher within it. An introduction to key concepts and terminology follows which includes a definition of English Additional Language (EAL) speaker and how this term will be used in the study. The creative and diverse use of the selected screening test for language
development is explained. The chapter provides a brief overview of the conceptual and theoretical frameworks. Language, culture and the profession of SLP is explored. This chapter concludes by looking at the challenges related to the use of language assessment tools. The rationale for the research is also introduced.
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Chapter Two : Rationalising the Study
In this chapter, the survey findings that provide a rationale for the study are presented and discussed. A descriptive view of the current situation of language assessment in SLP and the challenges facing the profession in SA, is given. Based on these challenges, the aims of the study are outlined and a brief rationale provided for the choice of the theoretical framework and its relevance to the study. Solutions, such as the adaptations of tests and using the client’s frame of reference, are explored and finally, the relevance of the study to the South African context is shown.
Chapter Three- Literature review and conceptual framework
In this chapter, both the global and national literature on culturally fair assessments in the profession of SLP is explored. The challenges facing the profession with regard to the assessment of African EAL speakers who are from indigenous language and cultural
backgrounds are highlighted and an ecological approach to the problem is suggested. A model that encompasses a strong ecological component is Taylor’s (1986) cultural framework for viewing normal and pathological communication. This model is used as the conceptual framework of the study and is discussed in detail. A key aspect of this model is culture. The relationship between language and culture is discussed as are the implications for the assessment of the African EAL speaking child from an indigenous language and cultural background. The study draws on Critical Theory (Adams & Searle, 1986; Peters, Lancaster,
& Olssen, 2003) to discuss the implications of the use of linguistically and culturally irrelevant tools. Its relevance to the South African context is demonstrated by tracing the history of language assessments and their political and historical context. The link between the SLP profession and education is discussed as these two professions face similar challenges in the evaluation of children. Threshold theory is used to demonstrate the heterogeneous nature of the EAL speaking children that the teacher or SLT will encounter.
Government educational legislation is outlined to contextualise the link between the SLP profession and education.
Chapter Four : Research Methodology
In this chapter, the research methodology and design is presented and the motivation for each choice presented. The qualitative and quantitative methods used are explained and data collection and analysis is discussed. The quantitative method involves the survey that is used to help establish the rationale for the study and the Delphi technique, a consensus establishing method (Creswell, 2009; Fink, Kosekoff, Chassin, & Brook, 1984; Skumolski, Hartman,
&Krahn, 2007). In this research, it is used to establish consensus among SLTs on the cultural and linguistic relevance of the adaptations proposed to the research instrument. Qualitative methods include the administration of the selected research instrument to children to note the response patterns that emerge as well as individual interviews and focus group discussions to gain insight into the perceptions regarding the linguistic and cultural relevance of the research instrument for African EAL speakers from indigenous language and cultural background in its current form.
Finally, the ethics and legal protocol, which was followed, is outlined. Details of the manner in which this protocol was adhered to and the relevant authorities that were consulted are indicated.
Chapter Five: Findings and Interpretation
The findings of the analysis of the data from the children, parents, community, academics and SLTs are tabled. They are interpreted and patterns that emerge are analysed and explained.
The discussion of these findings is presented in a particular format in terms of emerging themes. The themes are human relations (5.1) African perceptions of animals (5.2) and cats more specifically (5.3). The format in which they are presented is in picture form from the
prototype of the language test used and commentary relating to this picture. Finally, the research instrument is revisited (5.4).
5.1: Human Relations
All the pictures pertaining to human relations and the relevant interpretation and discussion are included in this section. This section commences with a comparison of African and Western perspectives and philosophy regarding human relations and how these differences manifest in the responses by the various participants in the study. The findings are linked to implications for the interpretation of the responses of a child from a Zulu cultural and linguistic background to a typical language test.
5.2: African perceptions of animals
In this section, African and Western perceptions of animals are discussed. The responses from all the participants that pertain to animals are reviewed in the context of the African
perceptions of animals and the implications for the interpretation of pictures in tests by SLTs when assessing children who are from a Zulu cultural and linguistic background.
5.3: All about cats
Although cats are part of the animal family, there are specific perceptions about cats that warrant a separate discussion. The responses from the participants reflect these perceptions and the discussion highlights how these perceptions can strongly influence the response of a child to a particular picture stimulus.
5.4: Research instrument revisited
The adaptation of the RAPT, the selected research instrument, which includes both the pictures and other content, is introduced. The findings of the Delphi Technique, which was
used to ascertain the cultural and linguistic relevance of the adapted research instrument, are discussed.
Chapter Six: A critique of the findings
An in-depth discussion of the findings and interpretation of the findings is conducted in this chapter. The findings are discussed in the context of current practices in the profession.
Chapter Seven: Positioning findings within the Conceptual Framework
In this chapter the findings are linked to key principles of the conceptual framework used in the study, the process of second language development is explained and key aspects emerging from the findings are highlighted.
Chapter Eight: Conclusion and Recommendations
In this concluding section, a summary of the findings and the implications of the study are presented. Recommendations are made for further research, based on the findings of the study.
Final Reflections
This is a concluding section that reflects on the journey of conducting the study and the personal lessons learnt.
CHAPTER 2
RATIONALISING THE STUDY
This chapter explores the issues raised in chapter one in greater detail. The themes that continue to unravel throughout the rest of the study are also introduced here. Although the focus is on the rationale of the study, it is, however, crucial for the reader to constantly keep in mind the aim of the study to link it with the rationale being presented. The aim of the study is to interrogate, critique and analyse the use of an English language screening tool with English Additional Language (EAL) speakers from an indigenous cultural and linguistic background. As part of the process of establishing the rationale for the research, a national survey was conducted with Speech- Language Therapists (SLTs). The findings of this survey are presented in this chapter. The RAPT, which emerges as one of the most commonly used language tests by the survey respondents, is discussed. Critical theory is the lens through which the survey findings are viewed and critiqued. The aims, objectives and key questions of the study are presented.
The discipline of Speech Language Pathology (SLP) has a clientele, both in South Africa and globally, that is increasingly multilingual and multicultural (Jordaan, 2008; Wium, 2010a).
The assessment of this diverse population needs to take into account and accommodate its diversity of languages and cultures (Gopaul-McNicol & Armour-Thomas, 2002; Tabors, 2008b). The provision of a culture-fair assessment, however, presents many challenges to the profession (Caesar & Kohler, 2007; Landsberg,2005; Pillay, 2003), such as the limited knowledge and understanding that therapists have of the cultures and language groups from which the clientele comes. This chapter argues that these challenges are relevant for the South African context and that there is indeed a need for research to address the gap in both the assessment of this diverse population and the training of future SLTs.