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Flashcards in Additional Review!! Deck (16)
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1
Q

What are the stressors associated with acculturation?

A
  • Having to learn a new language
  • Prejudice and discrimination
  • Culture shock
  • Socioeconomic factors/healthcare access
  • Loss of social support networks/family stability
  • Change in diet, sleep
  • Social stressors (violence, drugs)
  • Deviant behavior, feelings of marginality
  • Immigrant and legal status
2
Q

What are some of the factors that may influence the development of acculturation?

A
  • Age of child
  • Contact with other cultural groups
  • Cognitive functioning
  • Family experiences
  • Peers
  • Exposure to media
  • Community make-up
  • Societal attitudes
  • School members’ attitudes
3
Q

Stages of L2 Acquisition

Stage 1: Pre-Production

A
Stage 1: Pre-Production 
•	Minimal comprehension
•	Verbal production/silent period
•	Learner is focused on comprehension 
•	Learner attending to models and visual cues 
•	500 words-receptive skills
•	0-6 months (duration)
•	Students can >> listen, point, respond with action, draw, choose, act out 
•	Teachers should:
o	Use visual aids + concrete materials + manipulatives 
o	Modify speech, simplify language
o	Focus on key vocabulary 
o	Use physical response method 
o	Use gestures, Use repetition 
o	Modeling
o	Group with more advanced ELL students 
o	Reading materials with simplified text
4
Q

Stages of L2 Acquisition

Stage 2: Early Production

A

Stage 2: Early Production:
• Limited comprehension
• Production of isolated words
• Learner answering yes/no questions
• Producing one to two word sentences
• Vocabulary of 1000 receptive words; 100 expressive
• 6 months-1 year
• Students can» name, label, group, answer yes/no, discriminate, list, categorize, count
• Teachers should:
o Use yes/no questions
o Ask for single word answers
o Use cloze exercises (assessment consisting of a portion of text with certain words removed (cloze text), where the participant is asked to replace the missing words.
o Expand on students answers
o Modeling
o Use simplified text ( ex: Shakespeare)
o Continue to use manipulative, concrete materials
o Predictable books with pictures
o Can copy off board

5
Q

Stages of L2 Acquisition

Stage 3: Speech Emergence

A

Stage 3: Speech Emergence
• Good comprehension
• Limited vocabulary
• Use of short and simple sentences
• Ability to respond to literal questions that have been made comprehensible
• Errors in pronunciation and grammar
• Reading is limited to what can be comprehended orally
• Writing limited to brief responses
• Vocabulary : 7000 receptive and 700 expressive
• 1-3 years
• Students can» retell, define, explain, compare, summarize, describe, role-play, restate, contrast
• Teachers should:
o Ask students to describe, contrast, restate, summarize
o Focus on key concepts
o Frequently check for comprehension
o Use expanded vocabulary
o Ask open ended questions: how, why
o Group discussion
o Context embedded materials
o Predictable books with more text, fewer pictures
o Expanded writing opportunities

6
Q

Stages of L2 Acquisition

Intermediate Fluency

A

Stage 4: Intermediate Fluency
• Excellent comprehension
• Few grammatical errors orally, some in writing
• Learner involved in producing complex and longer sentences
• 3-5 years
• Students can» analyze, create, defend, debate, predict, evaluate, justify, support, examine, hypothesize
• Teachers should:
o Frequently check for understanding since a lot more language is being used
o Help students develop deep understanding of concepts
o Use activities that require hypothesizing, justifying, and supporting
o Practice with making inferences
o Model appropriate language
o Expanded text with supporting materials

7
Q

Stages of L2 Acquisition

Stage 5: Advanced fluency

A

Stage 5: Advanced Fluency
• Receptive and expressive skills are well developed
• 5-7 years
• Students can» analyze, create, defend, debate, predict, evaluate, justify, support, examine, hypothesize
• Native live skills
• Teachers should:
o Can use more advanced vocabulary, always check for understanding and content
o Continue to build vocabulary
o Enriched writing activities
o Reading with supporting material when needed

8
Q

Factor that influence L2 Acquisition

A
•	student’s cognitive abilities and medical history 
•	motivation
•	affective factors: anxiety 
•	practice opportunities (quality vs quantity)
•	personality characteristics
•	attitudes about adopted culture and second language 
•	length of residence in US 
•	home and community characteristics 
o	parental and community attitudes 
o	degree of parents’ bilingualism 
o	literacy in the home 
o	use of mixed languages
9
Q

Students with Interrupted Formal Education (SIFE)

A

obviously if they don’t have a good foundation in formal education in their home country and language then it will be very difficult for the student to learn any academic material in L2- need to look at difficulties the student may be experiencing is due to problems with the quality of education in English both presently and in the past

10
Q

Signs of learning difficulties vs second language acquisition process

A
  • poor communicative proficiency in the home as compared to siblings and age peers in bilingual environments, especially when this lack is noticed by parents
  • English language development that appears to be significantly different than that of peers who are also learning English as a second language
  • Noted developmental delays or other at-risk conditions
11
Q

Use of language proficiency to decide what language(s) to assess students

A

• Ochoa and Ortiz Multidimensional Assessment Model for Bilingual Individuals (MAMBI)
o Degree of language proficiency in English and native language
o Current and previous types of educational programs
o Current grade level

12
Q

Typical Assessment profiles for ELL students

A
  • Lower verbal scores
  • Higher performance scores
  • Performance scores that are verbally loaded
  • Memory scores influence by proficiency and dominance
  • Verbally loaded processing speed items also influenced by proficiency and dominance
  • Cultural influence- how they approach the task, time factors, tasks familiar to student, social situations (comprehension)
  • Previous education impacts performance on general knowledge items
13
Q

Focus on assessment

A
  • language samples
  • rating scales
  • home language usage form
  • estimation of language usage form
  • observations
  • Formal tools: Woodcock Language Proficiency, Bilingual Verbal Ability Test
14
Q

Translator:

A

a translator converts written material in the same manner.
• Interpreting can occur in a variety of settings, such as conferences, meetings and over the telephone, and can take the form of either simultaneous (performed as the speaker delivers a speech act with the help of interpreting equipment) or consecutive (the interpreter listens to portions of a speech at a time, then interprets the segments as the original speaker is silent).

15
Q

Problems inherent within the translation process

A
  • Idioms, jokes, puns, colloquialisms and metaphors are difficult to translate
  • Regional differences= dialectical differences
  • Equivalent words may not exist
  • There may be multiple equivalent words
  • Developmental level of words may vary
  • There isn’t a direct correlation between the information that is trying to be gathered and what the interpreter says
16
Q

Challenges when working with interpreters

A
  • Difference between school psychologist, interpreter, and clients (cultural, SES, regions, countries, religion, gender)
  • Understanding of roles/functions
  • Understanding of the process (who should be speaking, when)
  • Establishing “coworker alliance”- rapport and trust
  • Establishing rapport with interpreter and clients (client may feel more comfortable with the interpreter or there is greater pressure on them to voice opinion/concerns)
  • Systemic challenges (interpreters hired by agency)