Language of children starting school in Tamaki: The associaition of linguistic diversity and social disadvantage

Abstract

Aim: To evaluate the language skills of 5-year-old children starting school within a multicultural community, with levels of social disadvantage. Methods: A cross-sectional observational quantitative study was designed to investigate the language abilities of 102 children aged 5.5-6years. The children were assessed individually using standardised assessments with New Zealand norms and observed in classrooms, to provide comprehensive information about their speech and language abilities. These data were analysed along with additional information regarding general behavioural and developmental measures, gender, ethnicity, number of languages spoken in the home and social-disadvantage factors. Findings: A total of 69% of the children within the sample presented with expressive and receptive language below the level expected for their age. For each child there was a range of social, linguistic and disadvantage factors that were seen to impact on language abilities. This study shows the greatest impact is associated with social-disadvantage factors, which highlights the importance of gathering information from a variety of health, educational and social agency sources and taking a holistic view of the impact of these factors on the child's development and readiness for school. Conclusion: Very few children were previously known to health or education services and the results of this study would indicate greater levels of difficulty in the population than have previously been recognised. It is likely that a different type and level of intervention is required to enable children to develop the language skills necessary to access the curriculum and be successful in their engagement and progress at school.