Date of Award
2025
Document Type
Thesis
Degree Name
Master of Science in Speech-Language Pathology
Department
Communication Sciences and Disorders (CSD)
Committee Chair and Members
Gina Youmans, Chair
Stacy Bastien-Renelique
George Pagano
Mayya Teytel-Cocozza
Keywords
African American, English Assessment tasks, Black English, Black English speech, Diagnostic testing, Speech therapy
Abstract
Language assessment is a fundamental aspect of the speech-language therapist's role. However, a critical examination of standardized assessments reveals their historical association with constructing disability and exerting control over individuals with a disability, often rooted in the medical model of disability (Nair et al., 2023). As a result, there has been a growing interest in developing alternative methods for evaluating language and speech, particularly in diverse populations (Hyter, 2022). This interest has extended to the study of assessment methods within urban communities, including African American English (AAE) speakers.
Language assessment is a fundamental aspect of the speech-language therapist's role. However, a critical examination of standardized assessments reveals their historical association with constructing disability and exerting control over individuals with a disability, often rooted in the medical model of disability (Nair et al., 2023). As a result, there has been a growing interest in developing alternative methods for evaluating language and speech, particularly in diverse populations (Hyter, 2022). This interest has extended to the study of assessment methods within urban communities, including African American English (AAE) speakers.
The author's CAT findings indicate that the recommended practices tend to overlook the influence of the specific assessment tasks used, often intertwining socioeconomic status (SES) with the language profiles of African American speakers. Furthermore, methodological weaknesses and ideological biases were identified. This CAT highlights the implications of these variations and the oversight of task effects on language assessment practices within the discipline, emphasizing the need for critical reflection and potential adjustments in assessment methods to ensure equitable evaluations for all populations.
Recommended Citation
Jacobs, Tamara Diana, "Critical appraisal of language assessment tasks for African American children" (2025). Selected Full-Text Master Theses 2021-. 50.
https://digitalcommons.liu.edu/brooklyn_fulltext_master_theses/50