As a practitioner dedicated to enhancing the language development of children, it is essential to understand the unique linguistic features of First Nations school-aged children. A recent study published in the Canadian Journal of Speech-Language Pathology and Audiology titled "Mean Length of Utterance and Use of Subordination Among First Nations School-Aged Children" provides crucial insights that can guide our practice. This blog will explore key findings from the study and suggest ways to implement these insights into your practice to improve outcomes for First Nations children.
Understanding Mean Length of Utterance (MLU) and Subordination
The study aimed to investigate the Mean Length of Utterance (MLU) and the use of subordination in the speech of First Nations children. MLU is a measure of linguistic complexity that calculates the average number of morphemes or words per utterance. Subordination refers to the use of subordinate clauses, which are clauses that add additional information to the main clause.
Key Findings
- First Nations children had a shorter MLU compared to their peers who spoke more standard varieties of English.
- These children also used fewer subordinate clauses.
- The differences in MLU and subordination were likely due to the grammatical features of their English variety, not indicative of a language disorder.
Implications for Practice
Understanding these findings can help practitioners make more informed decisions when assessing and supporting First Nations children. Here are some practical steps to consider:
Avoid Standardized Norms
Standardized tests normed on mainstream English-speaking populations may not be appropriate for First Nations children. Instead, use dynamic assessment methods that consider the child's linguistic background.
Implement Culturally Sensitive Interventions
- Recasting: Rephrase the child's utterances without correction to model more complex structures.
- Contrastive Analysis: Teach the differences between the child's variety and standard English to help them code-switch effectively.
- Nonword Repetition Tasks: Use tasks that minimize prior knowledge to assess linguistic processing abilities.
Monitor Progress Over Time
Track the child's language development over time rather than relying solely on one-time assessments. This will help you understand their growth and provide timely interventions.
Encouraging Further Research
The study highlights the need for more research on the linguistic features of First Nations English varieties. By contributing to this research, practitioners can help develop more accurate assessment tools and interventions tailored to these children's unique linguistic needs.
To read the original research paper, please follow this link: Mean Length of Utterance and Use of Subordination Among First Nations School-Aged Children
