title: Assent of school-age bilingual children.
abstract: This article discusses the issue of assent of school-age bilingual children to participate in a research study. The article reviews cognitive, cultural, and linguistic factors influencing verbal and nonverbal concept formation in bilingual children. At the applied level, the focus of the article is on methodological considerations in using this information to obtain assent from a child who is bilingual and speaks English as a second language. Recommendations for the assessment of the child's language dominance, language proficiency, and the development of the assent form are provided. Language diversity and its potential effects on the assent process need to be formally acknowledged and appropriately addressed.
authors.affiliation: Clemson University, Clemson, SC 29634, USA. holaday@clemson.edu
authors.forename: Bonnie
authors.initials: B
authors.lastname: Holaday
authors.forename: Orlando
authors.initials: O
authors.lastname: Gonzales
authors.forename: Debra
authors.initials: D
authors.lastname: Mills
mesh_terms: D000293:Adolescent; D002648:Child; D003071:Cognition; D006801:Humans; D008037:Linguistics; D019303:Multilingualism; D009730:Nursing Assessment; D015399:Nursing Research / Q000379:methods*