CH. 9 - Communication Disorders in Multicultural Populations Flashcards
(25 cards)
what does CLD mean?
culturally and linguistically diverse
________ or _______ refers to an error in a student’s second language (L2) that is directly produced by the influence of L1.
interference or transfer
some students, when learning an L2, go through a ________ _________ in which there is much listening and comprehension and little output.
silent period
silent period can last ..
between 3-6 months
what is code-switching?
defined as the alternating or switching between two languages at the word, phrase, or sentence level
T/F: code-switching is part of natural bilingual development and is used by normal bilingual speakers worldwide.
true
language loss
when L1 is used less frequently and begins to fade out as the child learns their L2.
what is CILF
conversational informal language fluency
what is FALF
formal academic language fluency
t/f: FALF takes longer to develop than CILF
true
ecological validity
refers to the extent to which a test reflects the child’s actual, daily environment and life experience.
T/F: some Asian languages do not have pronouns
true
Do psychometric properties of tests (i.e., validity, reliability, sample sizes, norming populations) carry over to translated tests?
NO!
prevalence vs. incidence
prevalence: the current # of individuals (head count)
incidence: the future occurrence of such an event in a population.
xu-fang is a 7 yr old girl in an all-English speaking 2nd grade classroom. she spoke mandarin when she arrived to schooling system for kindergarten. teacher worried she is behind–says she gets along fine w/ kids on playground but falls behind in formal schoolwork. what do you recommend
because conversational informal language fluency (CILF) develops faster than formal academic language fluency (FALF), Xu is probably developing in an appropriate manner, and at this time, no evaluation for a possible language impairment is necessary.
Which of the following are normal variations of AAE?
a. f/th substitutions in word-final position
b. productions of [axe] instead of ask
c. w/r sustitutions
d. A,B
d. A and B
Child speaks AAE and has these substitutions: d/m, f/n, and m/n. You recommend..
to treat this student. the listed substitutions are not commonly found in speakers of AAE so this student has a disorder involving substitutions of other sounds for nasals.
which pattern not common for spanish influence?
a. t/th substitutions
b. devoicing of final consonants
c. v/f substitutions
d. j/dj substitutions (yava/java)
e. inserting schwa before word initial s cluster (espend)
c. v/f substitions.
all other options are common for spanish speakers. t/th substitutions (tin/thin); devoicing final consonants (beece/bees); yoke for joke; esleep/sleep (schwa insertion)
“I see cat the little” is common for spanish, AAE, or asian speakers?
Spanish! They put the adj after the noun. Strange. (the boy is kicking the ball blue)
“Yesterday she cook a pot of soup” spanish AAE or asian
Asian. They delete plurals OFTEN. (cooks become cook; here are two piece of toast; i got five finger on each hand)
He done fixed the stove. what type of speaker
AAE. Done combined with a past-tense form to indicate that an action took place in the distant past (similar to already)
how should you assess a bilingual child whose teacher expresses concern
DYNAMIC ASSESSMENT.
what does dynamic assessment include (what does it evaluate and consist of?)
dynamic assessment is for multicultural populations. a dynamic assessment evaluates a student’s ability to learn when provided with instruction. they are evaluating OVER TIME in a TEST-TEACH-RETEST format. if the child still does poorly then they may have a genuine language-learning disability. Dynamic assessment also involves OBSERVATIONS.
RTI is
a type of DYNAMIC ASSESSMENT. it stands for Response To Intervention.
