Translation of the Parental Inventory “Language Use Inventory” into Brazilian Portuguese

Brocchi, Beatriz Servilha; Osborn, Ellen; Perissinoto, Jacy

doi:10.1590/2317-1782/20182018129

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Original Article • CoDAS 31 (2) • 2019 • https://doi.org/10.1590/2317-1782/20182018129 copy

Translation of the Parental Inventory “Language Use Inventory” into Brazilian Portuguese

Tradução do Inventário Parental “Language Use Inventory” para o Português Brasileiro

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Purpose

To translate and adapt the assessment tool Language Use Inventory from English to Brazilian Portuguese.

Methods

The study was carried out in two stages. Once the publisher’s authorization was given, the process of translation and back-translation of the protocol was initiated, adapting it to sociocultural aspects, such as expressions, names, and adequate examples in Brazilian Portuguese. In order to investigate the internal reliability of the translation process, the Cronbach’s alpha coefficient was used. The second stage was a pilot study, in which the questionnaire was applied to 43 parents of children from 24 to 47 months old from a city in the State of São Paulo, Brazil. The results were analyzed according to the total score and to the subscales of the questionnaire. The variables age range and parental level of education were also analyzed.

Results

The analysis using the Cronbach’s alpha coefficient showed high internal consistency (α>0,98) in almost all the subscales which means that the instrument adapted to Brazilian Portuguese can be used. In the pilot study, an age effect was found in the total score and in the LUI subscale scores, i.e., the older the children, the fewer gestures they used, with more words and syntactic constructions.

Conclusion

The Brazilian-Portuguese version of the LUI questionnaire seems to be a reliable translation of the original and a reliable instrument to evaluate preschoolers’ language pragmatics. After future detailed analyses, it will allow early diagnosis and intervention in children with language disorders.

Keywords
Child Language; Translating; Protocols; Interview; Communication

SUMMARY OF MODIFICATIONS	MODIFICATIONS IN EACH PART
Adaptation to Brazilian Portuguese	Instructions 4. Altering the last sentence to “seu filho faz isso apenas em outra língua” (“your child only does this in another language”) and changing the term “non-English” to “non-Portuguese language”. Final questionnaire (Exposure to other languages) Substitution of the word “English” for “Portuguese” in the questions (e.g. Was your child exposed to Portuguese since birth?)
Adaptation of the vocabulary for Brazilian Portuguese	Part 1: A3: Substitution of “pedir para ser carregado” for “pedir seu colo” B1: Use of the verb without complement (points/handles, shows, gives) Part 2: C3. Using the examples in diminutive form and animal sounds (as used with young children). E.g.: “miau” instead of “gato” (cat); “au-au” instead of “cachorro” (dog); “peixinho” (fishy – diminutive for fish) D3. Substitution of “pedir que você repita o que você fez” (“asking you to repeat what you did”) to “fazer novamente” (“do it again”) D4. “Play a game” translated as “brincar” (“play”) (this verb can be used for both toys and games)
Adaptations of idiomatic expressions and syntactic propositions	Part 1: Instruction for the first part: “a sentença” (the sentence) Part 2: C13 and C16: Altered the verb tense (past to past participle) D1 to D6: Use the initial verb in the infinitive form (e.g. “usar” – to use instead of “usando” – using) D6: Substituted the noun “” (toy) for the pronoun “o” (it) Part 3: F4. A verb was added to the expression that you know what happened “Sabe o que *aconteceu?” G7 and G8: Substituted “gosto”, “sensação”, “cheiros” and “aparência” for “sabor”, “cheiro”, “tato”. H36: “idioma do meu filho” (my child’s language) instead of “meu filho usa o idioma” (my child uses the language) J1 and J3: Substitute “de forma provocadora” (in a provocative way) for “apenas provocar você” (to tease you) M15 and N27: Substitute the verb “pensar” (to think) for “achar” (to find) N7, N8, N9, N11 and N12: The auxiliary verb was altered to a verb in Portuguese and the morphemes “-ei” (1^st person singular), (3^rd person singular “-ou”), “-emos” (1^st person plural), “-ão” (3^rd person plural) were added to the infinitive to indicate a mode of future in Portuguese (futuro do presente*) that is the equivalent to the use of the auxiliary before the infinitive verb in English (conditional tense). Similarly, the morphemes “-ia” (1st and 3rd person singular), “-íamos” (1^st person plural), “-iam” (3^rd person plural) were added to form the equivalent to the auxiliary “would” bedore the infinitive verb (conditional tense) N32: Substitute the word “pessoas” (persons) for “personagem/personagens” (character/characters)
Adaptation of examples for Brazilian Portuguese	Part 1: A8: Added an example: “olhe para a televisão para que você ligue”. Part 2: C6: Altered the example “bloco” to “carro pequeno” C16: Altered the example “au-au” (dogs barking) E4 and E5: Adding of one or more examples Part 3: G9: “parece um cachorro” (instead of “parece um cão”) H8, H16: Adaptation of Brazilian names João and Daniel Part 2: Explanation of Part 2: removed the example I9: Altered the exemplo to a question (“é a minha vez agora?” – is it my turn now?) J1 and J3: The expression “teasing way” was translated as “just to tease you” (“só para te provocar”) K10: Added examples (store signs, car symbols) L4: Altered the example “paku” to “avó” (grandma)
	End of the questionnaire: Added: level of education, mother’s and father’s address
	Variation in the LUI total – items in Portuguese = 2 (183 Vs 180 original LUI); Items altered in the BPt-LUI Total score = 0 (161 original LUI)

MODIFICATIONS	MODIFICATIONS IN EACH PART
Adaptation to English	Instructions: 4. Altered “non-English language” to “non-Portuguese language” Final questionnaire: (Exposure to other languages) Substituted the word “English” in the questions for “Portuguese” (e.g. Was your child exposed to Portuguese since birth?)
Vocabulary adaptation to English	Part 1: B1 and B2: Substituted the complement for the verb (indicate what he/she considers interesting instead of point)
Adaptation of syntactic aspects to English rules	Part 1: A1 and A9: Added “s” to verbs to mark the third person of singular Part 2: C13, C16 C17 and C19: Altered the verb tense (past participle to infinitive) D1 to D6: Substituted the preposition “by” before the verb
Adaptation of examples to English	Part 2: C1. Kitty instead of cat C6: Substituted the example “little car” for “blocks” C16: Substituted the example “au-au” (sound made by dogs) for “doggie” D2: “Wafer” instead of “cookies” I9: Changed the example for a question (is it my turn now?) Part 3: G9: Added “looks like a dog” H8 and H16. Names altered: John and Daniel K10: Added examples (store and car symbols) L4: Substituted the example “paku” for grandmother
	End of the questionnaire: Added: level of education and mother’s and father’s address
	Total variation of BPt-LUI items = 2 (183 Vs 180 original LUI); Items changed in BPt-LUI Total Score = 0 (161 original LUI)

	Subscale	Number of questions	Cronbach’s Alpha
Part 1 Your child´s gestures	A How your child uses gestures to ask for something	11	0.807
	B How your child uses gestures to get you to notice something	2	0.549
	Total	13	0.823
Part 2 Your child´s communication with words	C Types of words your child uses	21	0.790
	D Your child´s requests for help	7	0.559
	E Your child´s interests	--	--------
	Total	28	0.790
Part 3 Your child´s longer sentences	F How your child uses words to get you to notice something	6	0.794
	G Your child´s questions and comments about things	9	0.893
	H Your child´s questions and comments about themselves/other people	36	0.961
	I Your child´s use of words in activities with others	14	0.932
	J Teasing and your child´s sense of humor	5	0.605
	K Your child´s interest in words and language	12	0.752
	L Your child´s interests when talking	__	_____
	M How your child adapts conversation to other people	15	0.868
	N How your child is building longer sentences and stories	36	0.918
	Total	133	0.978
Part 2 + 3	Total	161	0.978

		Age range (months)
		24-29	30-35	36-41	42-47
Parte1_score	Medium	10.3	7.8	8.1	8.3
	Standard Deviation	3.5	3.1	3.7	2.8
	N	12	14	12	4
Parte2_score	Medium	25.2	27.6	25.6	27.5
	Standard Deviation	2.8	0.5	7.5	1.0
	N	12	14	12	4
Parte3_score	Medium	64.5	100.1	106.8	112.8
	Standard Deviation	32.9	18.3	12.4	8.5
	N	12	14	12	4
Total	Medium	89.7	130.2	132.3	140.3
	Standard Deviation	35.2	20.9	13.7	9.0
	N	12	14	12	4

		24-29		30-35		36-41		42-47		Total
		N	%	N	%	N	%	N	%	N	%
gender	female	5	41.7	11	78.6	8	66.7	3	75.0	27	64.3
	male	7	58.3	3	21.4	4	33.3	1	25.0	15	35.7
Total		12	100.0	14	100.0	12	100.0	4	100.0	42	100.0

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[1] Conflict of interests: nothing to declare.