Improving Home Language Surveys: Using Parent Input to Refine the Measurement of Constructs

• In Event: Strengthening the Validity and Utility of Home Language Surveys to Identify Potential English Learners

Abstract

Objectives:
Conducting parent focus groups to provide feedback on newly proposed Home Language Survey (HLS) questions was the first phase of a study examining the extent to which redesigned HLS can improve identification of potential English Learners (ELs) who are subsequently classified (e.g., EL/non-EL) based on initial English language proficiency (ELP) assessments.
Perspectives:
HLS are frequently used as the first step in deciding which students may benefit from school-based English language support services (Bailey & Kelly, 2010; NRC, 2011; Wolf et al, 2008). No HLS, however, have been empirically validated to determine whether they capture information predictive of ELP assessment performance (Bailey & Kelly, 2013). The proposed questions were designed to elicit student current language(s), and frequency of language use and exposure (Appendix A)—constructs associated with language proficiency (Bailey & Kelly; 2013; Linquanti & Bailey, 2014).
Methods and Data Sources:
Four local education agencies (LEAs) recruited parents representing diversity in language backgrounds for families in their districts (Table 1). Forty parent volunteers with enrolled or newly-enrolling children participated in one of five focus groups. One-hour sessions at schools or district offices involving 7-10 parents and two or more researchers were audio- and video-recorded. Three sessions were conducted predominantly in Spanish and two predominantly in English. Parents first completed the current HLS (state template used by LEAs) in English or Spanish followed by proposed HLS questions, noting any comprehension difficulties. Subsequent discussion elicited feedback about wording and HLS constructs from parents’ perspectives (Appendix B).
Results:
Comparisons of current and proposed HLS
Just 14 parents (35%) responded with the same information on both HLS forms. Responses to the proposed HLS by 15 parents (37%) revealed their children understood and/or spoke English, whereas their current HLS did not indicate so. Furthermore, responses by eight parents (20%) to the proposed HLS revealed use and/or exposure to languages other than English that the current HLS did not so indicate.
Parent suggestions for HLS improvements
In addition to suggesting changes to format and retention of some wording of the current HLS, parents raised substantive issues, including: 1) concern with absence of questions on media usage (e.g., digital devices) given its increased use in the home environment; 2) concern that a focus on language use/exposure “at home” does not cover situations where children are cared for “out of home” yet not in formal preschool settings; 3) concern for loss of information due to grouping parents/guardians together who may each speak a different language to the child (but child hears English spoken between parents), and 4) recommendation to change survey name given proposed HLS questions go beyond home situations and signal the broader reality of children’s language use and exposure in the 21st century.
Scholarly Significance:
Our findings were used to refine the HLS for piloting with additional LEAs to determine which HLS questions best predict student ELP performance and should be retained. With more relevant and accessible HLS questions, we anticipate their use in EL educational decision making will be made more effective.

Authors

• Alison L. Bailey, University of California - Los Angeles

• Karla Antonia Rivera-Torres, University of California - Los Angeles

• Anne Blackstock-Bernstein, University of California - Los Angeles

• Despina Pitsoulakis, University of California - Los Angeles

• Eve Ryan, University of California - Los Angeles

• Robert T. Linquanti, WestEd

• Eric Haas, WestEd