Theoretical and Practical Implications of Assessing Cognitive and Language Development in Bilingual Children with Qualitative Methods

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Abstract
This study has the objective of using qualitative data to support theoretical and practical implications of important methodological problems affecting the assessment of bilingual children’s cognitive and language development. Three instruments were used for accurately identifying gifted students among seventeen Hispanic bilingual kindergartners (first, second, and third generation Mexican-Americans) from low socioeconomic backgrounds: (1) a Home Language Survey, (2) a locally-designed Teachers’ and Parents’ Rating Scale of Creativity, and (3) the Qualitative Use in English and Spanish of Tasks (QUEST) measuring cognitive and language development in bilinguals (Gonzalez, 1991 Gonzalez, V. 1991. A model of cognitive, cultural, and linguistic variables affecting bilingual Spanish/English children’s development of concepts and language, Austin, Texas : The University of Texas at Austin. Doctoral Dissertation, (ERIC Document Reproduction Service No. ED 345 562) [Google Scholar] , 1994 Gonzalez, V. 1994. A model of cognitive, cultural, and linguistic variables affecting bilingual Spanish/English children’s development of concepts and language. Hispanic Journal of Behavioral Sciences, 16(4): 396–421. [Crossref], [Web of Science ®] [Google Scholar] , 1995 Gonzalez, V. 1995. Cognition, culture, and language in bilingual children: Conceptual and semantic development, Bethesd, MD : Austin & Windfield. [Google Scholar] ). Using chi-square tests and case studies, six interacting patterns were found indicating the influence of first and second language, verbal and non-verbal assessment procedures, multiple measurements and informants, individualizing assessment, and evaluators’ personalities on the assessment of bilingual children’s cognitive and language development.

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