Assessing Narratives of Children From Diverse Cultural/Linguistic Groups This article examines issues in the assessment of oral narratives of children from diverse cultural/ethnic backgrounds. First, we argue that narrative contextualization processes are culture-specific and must be considered in assessment. Second, we present an approach to the evaluation of narratives that takes into account differences in narrative experience, exposure ... Research Article
Research Article  |   January 01, 1993
Assessing Narratives of Children From Diverse Cultural/Linguistic Groups
 
Author Affiliations & Notes
  • Vera F. Gutierrez-Clellen
    San Diego State University, CA
  • Rosemary Quinn
    Temple University, Philadelphia, PA
  • Contact author: Vera F. Gutierrez-Clellen, PhD, Department of Communicative Disorders, College of Health & Human Services, San Diego State University, San Diego, CA 92182-0151.
    Contact author: Vera F. Gutierrez-Clellen, PhD, Department of Communicative Disorders, College of Health & Human Services, San Diego State University, San Diego, CA 92182-0151.×
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Language Disorders / Research Articles
Research Article   |   January 01, 1993
Assessing Narratives of Children From Diverse Cultural/Linguistic Groups
Language, Speech, and Hearing Services in Schools, January 1993, Vol. 24, 2-9. doi:10.1044/0161-1461.2401.02
History: Received September 30, 1991 , Accepted May 11, 1992
 
Language, Speech, and Hearing Services in Schools, January 1993, Vol. 24, 2-9. doi:10.1044/0161-1461.2401.02
History: Received September 30, 1991; Accepted May 11, 1992

This article examines issues in the assessment of oral narratives of children from diverse cultural/ethnic backgrounds. First, we argue that narrative contextualization processes are culture-specific and must be considered in assessment. Second, we present an approach to the evaluation of narratives that takes into account differences in narrative experience, exposure to narrative tasks, and assumptions about audience involvement. Finally, we propose dynamic assessment as a method for teaching children from diverse cultural/linguistic groups the context-specific narrative rules that are valued in American schools.

ACKNOWLEDGMENTS
The authors thank Aquiles Iglesias and Lilly Cheng for their comments on earlier drafts of this paper and Elizabeth Peña for her insightful suggestions on dynamic assessment.
Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access