CLD populations

Question 1

What is a dialect?

Answer 1

a variation of a language spoken by a specific regional or cultural group

Question 2

What is a poly-dialect?

Answer 2

the ability to successfully communicate in more than one dialect

Question 3

What is code-switching?

Answer 3

switch dialects depending on the person and/or situation

Question 4

What is register switching?

Answer 4

switch the style of communication based on power dynamics

Question 5

What are features of AAE with regard to syntax and morphology?

Answer 5

The following morphemes are omitted (uncontractible copula and auxiliary; contractible copula and auxiliary; plural s and es when a quantifier is used; past tense -ed); overgeneralization of comparatives (She the prettiest girl I ever seen); double and triple negation; combo of comparatives and superlatives (The chicken more fresher than the lamb).

Question 6

What are features of Spanish Influenced English with regards to syntax and morphology?

Answer 6

regular third person singular s- is not required; use of the verb “to have” to express a copula; may use “I go” + infinitive to express future tense; may use one preposition for multiple purposes; subject pronouns may be omitted; double negation; more is used instead of superlatives (He is more short in the class); multipurpose verbs may be used (you pick (coger) a shower instead of take one); may use “no” instead of contractions, such as don’t (I no want nothing)

Question 7

What are features of Asian dialects of English with regards to syntax and morphology?

Answer 7

noun-verb disagreement; past tense markers and copulas omitted; barely use conjunctions and disjunctions; word order typically is reported

Question 8

What are features of AAE with regards to pragmatics?

Answer 8

eye contact may be seen as confrontational; touching may be viewed as offensive; if you speak louder, then you are more likely to take control of a conversation; it’s fine to interrupt someone in a group setting

Question 9

What are features of SpIE with regards to pragmatics?

Answer 9

personal contact is acceptable; it’s fine for you to be close to someone; children may not make eye contact with unfamiliar adults

Question 10

What are features of Native American English with regards to pragmatics?

Answer 10

Circumlocutionary stories; silence is valued; do not greet someone if they are in a conversation; it’s rude to tell someone something they already know

Question 11

What are features of Middle Eastern dialects of English (e.g., Arabic) with regards to syntax and morphology?

Answer 11

No copulas, no modal verbs (E.g., would or will), no gerunds, no indefinite articles, vowel production indicates plurality; systematic so very few deviations; no complex future tense; few auxiliary verbs

Question 12

What are features of Asian Dialects of English with regards to pragmatics?

Answer 12

It may be rude to say no or decline a person’s offer, especially if the person is of a higher social status; highly regard social status; may feel embarassed when receiving praise; eye contact may be avoided with strangers; children may not begin or add to a conversation unless an adult tells them to

Question 13

What are pragmatic features of Middle Eastern Dialects of English?

Answer 13

it’s fine for several people to speak at once; baby talk may be used with children and adolescents; arabic is venerated and held in high regard; code-switching is used since certain languages reflect hierachy and social class

Question 14

What are semantic features of Asian Dialects of English?

Answer 14

Those who speak Asian dialects may struggle with figurative language; the tone in which a word is produced impacts its meaning

Question 15

What are semantic features of Middle Eastern dialects of English?

Answer 15

the gleaning of early language (E.g., family names, body parts, animals, food) is similar to what Western children learn; many arabic words have been adopted into English; few cognates in English may it hard for Arabic speakers to learn English;

Question 16

What are semantic features of Native American English?

Answer 16

There may not be a true word for every concept or word that is idealized in English (e.g., no words for handicapped, disabled, and retarded)

Question 17

What are semantic features of AAE?

Answer 17

Words from AAE may be introduced into the vernacular of mainstream culture

Question 18

What is high-context communication?

Answer 18

communication that values non-verbal cues and pragmatics more than verbal exchanges

Question 19

What is low-context communication?

Answer 19

communication that values cogent verbal messages instead of facial expressions, gestures, and body language

Question 20

Features of high-context communication includes

Answer 20

using non-verbal cues a lot; business relationships are built slowly; thoughts are more holistic and deductive; identity is rooted more in your groups; conflict must be settled before work can progress; indirect communication that is viewed as an art form.

Question 21

Features of low-context communication include

Answer 21

Thought patterns are more compartmentalized and inductive; verbal communication is the way to exchange information; one’s identity is based on accomplishments and individual qualities; business relationships is based less on trust and happen quickly; work can continue despite there being a disagreement or conflict

Question 22

Appropriately assessing a child from a CLD population involves

Answer 22

determining disorder vs difference, evaluate in high vs low contexts of communication; interview the family if appropriate; get a translator who is unbiased, skilled in both languages, and knows the pragmatics and customs of the language; determine the language mainly spoken at home; assessing behavior in the classroom; language sampling (child’s primary language using an interpreter and your knowledge of the syntax);

Question 23

What is a translator?

Answer 23

A person who translates one written language to another written language

Question 24

What is an interpreter?

Answer 24

A person who translates one spoken language to another spoken language

Question 25

What is a transliterator?

Answer 25

A person who translates one oral language and translates it to a written form and vice versa

Question 26

When should you use a standardized assessment?

Answer 26

For an English proficient child, for a child who’s not English proficient but an interpreter is available; to support SLP evals (this is for criterion referenced assessments)

Question 27

How should you use a standardized assessment for a child who’s not very proficient in English?

Answer 27

You can use the sub-tests but you must note if the testing procedures were changed. Also, you may not use objective results to qualify a child for services. You can use your observations of the child’s testing performance to qualify him or her.

Question 28

During a behavioral assessment of a child, you should record the following:

Answer 28

figure out how adults address language problems; if they can repair communication breakdowns; if there are any pragmatic issues present

Question 29

What should language intervention with a CLD child entail?

Answer 29

Intervention in the child’s native language with the help of a trained interpreter; telling the staff/family that multilingualism does not cause a disorder; the child should continue to be multilingual; a language disorder can exist in all the child’s language; the child should have correct language models to follow

Question 30

When should an SLP provide services in English to a CLD child?

Answer 30

does not know the student’s native language; has no access to interpreters/translators; no ENL and TESOL teacher present

Question 31

In a worst-case scenario with a CLD child, an SLP should

Answer 31

provide services in English starting from the first morpheme in Brown’s 14 morphemes

Question 32

What are features of Native American English with regards to morphology and syntax?

Answer 32

In some dialects, possessive /s/ is not used; instead the possessive marker is combined with the noun (e.g., woman her-pants instead of woman’s pants); some NAD may not consider standard prefixes that indicate negation or opposition (e.g., not please instead of displease; not suade instead of dissuade)