Evaluating the Oral Language Skills of English-Stream and French Immersion Students: Are the CLB/NCLC Applicable?

This study examined the oral language skills of grade-two anglophone children enrolled in French Immersion and English-stream programs. The study had two objectives: (a) to compare performance between the groups on measures of receptive vocabulary, narrative comprehension, and narrative production (i.e., structure and language) in English, and (b) to explore the applicability of the Canadian Language Benchmarks/Niveaux de compétences linguistiques canadiens (CLB/NCLC) to assessment of their conversational competency. All children (English-stream n = 27, French Immersion n = 33, aged 7-8 years) were tested in English. In addition, the French Immersion students were tested using equivalent measures in French. The results comparing performance in English revealed no differences between the groups on receptive vocabulary, narrative comprehension and narrative structure. However, the English-stream children outperformed their French Immersion peers in narrative language. Furthermore, CLB/NCLC listening and speaking criteria were applied to conversational samples yielding level scores in English (both groups) and French (French Immersion only). The range of benchmarks that are appropriate for this population is discussed in detail.Cette étude compare les habiletés langagières orales en anglais et en français d’élèves anglophones de deuxième année, scolarisés en anglais ou en immersion française. L’étude avait deux objectifs : (1) comparer les performances des deux groupes d’enfants sur un test de vocabulaire réceptif, de compréhension narrative et de production narrative (c.-à-d., structure et langage narratifs) en anglais (2) tester l’applicabilité des Niveaux de compétences linguistiques canadiens (CLB/NCLC) à l’évaluation de la fluidité conversationnelle chez les enfants en anglais et en français. Vingt-sept enfants scolarisés en anglais et 33 enfants scolarisés en immersion française, tous âgés de 7 à 8 ans, ont été évalués en anglais. Les enfants en immersion française ont aussi été évalués en français au moyen de tests de vocabulaire réceptif et de compétences narratives équivalents à ceux utilisés en anglais. Les résultats comparatifs en anglais ne révélaient aucune différence entre les deux groupes quant au vocabulaire réceptif et à la compréhension et la structure narratives en anglais. Cependant, la performance des élèves scolarisés en anglais était supérieure à celle des élèves en immersion française quant au langage narratif. De plus, les critères des CLB/NCLC portant sur la compréhension et l’expression orales ont été transposés aux échantillons de langage conversationnel recueillis, donnant des scores de niveau en anglais et en français. Enfin, la gamme de niveaux pouvant être transposés à cette population est discutée en détail.

A Standardized Protocol for Measuring Bioelectrical Impedance in Green Turtles (Chelonia mydas)

Bioelectrical impedance analysis (BIA) is gaining popularity in wildlife studies as a portable technology for immediate and nondestructive predictions of body composition components, such as fat-free and fat masses. Successful application of BIA for field-based research requires the identification and control of potential sources of error, as well as the creation of and adherence to a standardized protocol for measurement. The aim of our study was to determine sources of error and to provide a standardization protocol to improve measurement precision of BIA on juvenile green turtles (Chelonia mydas; n=35 ). We assessed the effects of altered environmental temperature (20°C–30°C), postprandial state (2–72 h), and time out of the water (2 h) on five impedance parameters (resistance at infinite frequency [Rinf], resistance at zero frequency [R0], resistance at 50 kHz [R50], phase angle at 50 kHz [PhA50], and intracellular resistance [Ri]) using a bioimpedance spectroscopy device. Technical reproducibility of measurements and interanimal variability were also assessed. We found an inverse exponential relationship between change in environmental temperature and impedance parameters Rinf, R0, and R50. Postprandial state significantly increased Rinf and Ri 72 h after feeding. BIA measurements were reproducible within individual juvenile green turtles at temperatures from 20°C to 30°C. Significant variation in impedance values was found between animals at all temperatures, sampling times, and postprandial states, but the relative differences (%) were small in magnitude. Our study suggests that measurement precision is improved by measuring animals at consistent environmental temperatures close to their preferred thermal range. We propose a standardized protocol of measurement conditions to facilitate laboratory and field use of BIA for body composition assessment studies in turtles

Haematological and biochemical reference intervals for wild green turtles (Chelonia mydas): a Bayesian approach for small sample sizes

Animal health is directly linked to population viability, which may be impacted by anthropogenic disturbances and diseases. Reference intervals (RIs) for haematology and blood biochemistry are essential tools for the assessment of animal health. However, establishing and interpreting robust RIs for threatened species is often challenged by small sample sizes. Bayesian predictive modelling is well suited to sample size limitations, accounting for individual variation and interactions between influencing variables. We aimed to derive baseline RIs for green turtles (Chelonia mydas) across two foraging aggregations in North Queensland, Australia, using Bayesian generalized linear mixed-effects models (n=97). The predicted RIs were contained within previously published values and had narrower credible intervals. Most analytes did not vary significantly with foraging ground (76%, 22/29), body mass (86%, 25/29) or curved carapace length (83%, 24/29). Length and body mass effects were found for eosinophils, heterophil:lymphocyte ratio, alkaline phosphatase, aspartate transaminase and urea. Significant differences between foraging grounds were found for albumin, cholesterol, potassium, total protein, triglycerides, uric acid and calcium:phosphorus ratio. We provide derived RIs for foraging green turtles, which will be helpful in future population health assessments and conservation efforts. Future RI studies on threatened species would benefit from adapting established veterinary and biomedical standards

Exploring the validity and reliability of online assessment for conversational, narrative, and expository discourse measures in school-aged children

The COVID-19 pandemic has created novel challenges in the assessment of children's speech and language. Collecting valid data is crucial for researchers and clinicians, yet the evidence on how data collection procedures can validly be adapted to an online format is sparse. The urgent need for online assessments has highlighted possible the barriers such as testing reliability and validity that clinicians face during implementation. The present study describes the adapted procedures for on-line assessments and compares the outcomes for monolingual and bilingual children of online and in-person testing using conversational, narrative and expository discourse samples and a standardized vocabulary test. A sample of 127 (103 in-person, 24 online) English monolinguals and 78 (53 in-person, 25 online) simultaneous French-English bilinguals aged 7–12 years were studied. Discourse samples were analyzed for productivity, proficiency, and syntactic complexity. MANOVAs were used to compare on-line and in-person testing contexts and age in two monolingual and bilingual school-age children. No differences across testing contexts were found for receptive vocabulary or narrative discourse. However, some modality differences were found for conversational and expository. The results from the study contribute to understanding how clinical assessment can be adapted for online format in school-aged children

The Direct and Indirect Effects of Syntactic Awareness on French Reading Comprehension in French Immersion Students

This study investigated the direct and indirect effects of syntactic awareness on reading comprehension among sequential bilingual and trilingual students in French Immersion programs. We furthermore explored the mediational effects of word reading and vocabulary in both within-language models and cross-language models through structural equation modelling (SEM). Sixty-eight Grade two children (40 female, M age in months = 94.59, SD = 7 months) were administered an experimental syntactic awareness task in both English and French. They were furthermore administered a battery of reading-related measures. Results showed that English was a stronger predictor of French reading comprehension than French syntactic awareness due to the students’ oral language exposure in English. French word reading was shown to have a strong mediational effect in all models, while vocabulary had weak-moderate effects. This study confirms that syntactic awareness performance is intrinsically tied to age and development in bilingual children.M.A

Evaluating the Oral Language Skills of English-Stream and French Immersion Students: Are the CLB/NCLC Applicable?

This study examined the oral language skills of grade-two anglophone children enrolled in French Immersion and English-stream programs. The study had two objectives: (a) to compare performance between the groups on measures of receptive vocabulary, narrative comprehension, and narrative production (i.e., structure and language) in English, and (b) to explore the applicability of the Canadian Language Benchmarks/Niveaux de compétences linguistiques canadiens (CLB/NCLC) to assessment of their conversational competency. All children (English-stream n = 27, French Immersion n = 33, aged 7-8 years) were tested in English. In addition, the French Immersion students were tested using equivalent measures in French. The results comparing performance in English revealed no differences between the groups on receptive vocabulary, narrative comprehension and narrative structure. However, the English-stream children outperformed their French Immersion peers in narrative language. Furthermore, CLB/NCLC listening and speaking criteria were applied to conversational samples yielding level scores in English (both groups) and French (French Immersion only). The range of benchmarks that are appropriate for this population is discussed in detail.Cette étude compare les habiletés langagières orales en anglais et en français d’élèves anglophones de deuxième année, scolarisés en anglais ou en immersion française. L’étude avait deux objectifs : (1) comparer les performances des deux groupes d’enfants sur un test de vocabulaire réceptif, de compréhension narrative et de production narrative (c.-à-d., structure et langage narratifs) en anglais (2) tester l’applicabilité des Niveaux de compétences linguistiques canadiens (CLB/NCLC) à l’évaluation de la fluidité conversationnelle chez les enfants en anglais et en français. Vingt-sept enfants scolarisés en anglais et 33 enfants scolarisés en immersion française, tous âgés de 7 à 8 ans, ont été évalués en anglais. Les enfants en immersion française ont aussi été évalués en français au moyen de tests de vocabulaire réceptif et de compétences narratives équivalents à ceux utilisés en anglais. Les résultats comparatifs en anglais ne révélaient aucune différence entre les deux groupes quant au vocabulaire réceptif et à la compréhension et la structure narratives en anglais. Cependant, la performance des élèves scolarisés en anglais était supérieure à celle des élèves en immersion française quant au langage narratif. De plus, les critères des CLB/NCLC portant sur la compréhension et l’expression orales ont été transposés aux échantillons de langage conversationnel recueillis, donnant des scores de niveau en anglais et en français. Enfin, la gamme de niveaux pouvant être transposés à cette population est discutée en détail