Chapters 1 & 2 Flashcards
(138 cards)
1
Q
Culture is the _____, _____, and __________, ________, or _______ .
A
Culture is the customary beliefs, social forms, and material traits of a racial, religious, or social group.
2
Q
The characteristic features of _______ (such as diversions or a way of life) shared by people in a ____ or ____
A
Culture the characteristic features of everyday life shared by people in a place or time
3
Q
Culture is the set of shared _____, ____, _____, and _____ that characterizes an institution or organization
A
Attitudes, values, goals, and practices
4
Q
Culture is also the set set of _____, ______, or _____ associated with a particular field, activity, or societal characteristic
A
Values, conventions, or social practices
5
Q
Culture is like an iceberg. True or false
A
True. Culture is like an iceberg, 9/10 of it lie beneath the surface.
6
Q
The following characteristics are “above the iceberg” in regards to culture:
A
Language, food, clothing, greetings, folklore, literature, holidays and festivals
7
Q
The following characteristics are “below the iceberg” in regards to culture:
A
Beliefs, manner, family roles, self-concept, work ethic, core values, interpretation, humor, gender roles, gestures, body language, beauty ideals, thought patterns, attitude towards environment
8
Q
Individuals shall honor their responsibility to hold paramount the welfare of persons they serve professionally or who are participants in research and scholarly activities, and they shall treat animals involved in research in a humane manner. This is known as ___
A
Principles of ethics 1
9
Q
The rules of ethics involve:
A
A. Individuals shall provide all clinical services and scientific activities competently.
B. Individuals shall use every resource, including referral and/or inter professional collaboration when appropriate, to ensure that quality service is provided.
C. Individuals shall not discriminate in the delivery of professional services or in the conduct of research and scholarly activities on the basis of race, ethnicity, sex, gender identity/ gender expression, sexual orientation, age, religion, natural origin, disability, culture, language, or dialect.
10
Q
The belief that one group’s way is the right way and superior is ____
A
Monoculturalism
11
Q
Monoculturalism is the _____ of differences at the personal, interpersonal, institutional and cultural levels (i.e. my way or the highway)
A
Rejection
12
Q
Monoculturalism sets up the process of targeting other groups as “_____” and consequently for less access to society’s benefits, power, and resources
A
“Less than”
13
Q
Multiculturalism refers to the process of coming to _________ our own culture and cultures other than our own
A
- Recognize
- Understand
- Appreciate
14
Q
_____ stresses an appreciation of the impact of differences such as by age, race, class, sexual orientation, physical ability, and race, etc.
A
Multiculturalism
15
Q
3 perspectives:
A
Language
Bilingualism
Proficiency
16
Q
A clear understanding of what language disorders are as well as what to do about them is predicated on …
A
A deep understanding of what language is and how to support its development
17
Q
A clear understanding of what language disorders are as well as what to do about them is predicated on a deep understanding of what language is and how to support its development
A
Perspectives
18
Q
Theoretical perspective on bilingualism ….Theses theories provide the basis for making _____ _____ about language performance and serve as guides to the ________ and _______ of language
A
Theses theories provide the basis for making testable predictions about language performance and serve as guides to the assessment and treatment of language
19
Q
What is subject to different theoretical perspectives?
A
How language is acquired, how it breaks down, what aspects of language should be measured at different ages or developmental stages or in different disorders, the best ways to measure these selected aspects, and, of course, potential methods to facilitate language gains are all subject to dif- ferent theoretical perspectives
20
Q
From a dynamic interactive processing directive perspective, language is viewed as our most ____, ______, _____
A
Valuable, efficient, and effective communication tool
21
Q
Language consists of layers of ______ interwoven with _____
A
Language consists of layers of formal symbols interwoven with communicative functions
22
Q
In dynamic interactive processing directive, language is defined as a dynamic system that emerges with a _____ through interactions of ____, ______, ______, across ______
A
In dynamic interactive processing directive, language is defined as a dynamic system that emerges with a __social context through interactions of cognitive, neurobiological, environmental systems and subsystems across nested timescales
23
Q
Dynamic interactive processing directive is a
A
Demanding systems that emerges within a social context
24
Q
Dynamic interactive processing perspective applies to ____ and ____ populations across the lifespan
A
Applies to monolingual and bilingual populations across the lifespan
25
Assessments should carefully consider the language system as well as the cognitive correlates of language and the communicative environment
Dynamic interactive processing perspective
26
In dynamic interactive processing perspective , because the language system within the individual is dynamic as are the communicative environments in which language is used, _____ or ______ are needed at _____ to serve a variety of purposes
In dynamic interactive processing perspective , because the language system within the individual is dynamic as are the communicative environments in which language is used, different assessments or treatment methods are needed at different times to serve a variety of purposes
27
The success of language intervention is determined relative to the ______ and _____ in which languages are needed
The success of language intervention is determined relative to the communicative purposes and environments in which languages are needed
28
There are many ways to define bilingualism and these definitions serve different purposes. True or false
True
29
Some definitions may be more _____ than other, but there is _____ of bilingualism
Some definitions may be more encompassing than others, but there is no single correct definition
30
Often, “bilingual” is used to refer to
Individuals who demonstrate advanced level of proficiency/ ability in >_ 2 languages &/or
Individuals with consistent experience with >_ 2 languages from infancy
31
Individuals who demonstrate advanced level of ______ / ability in 2 or more languages &/or
Individuals with _____ with 2 or more languages from infancy
Individuals who demonstrate advanced level of proficiency/ ability in 2 or more languages &/or
Individuals with consistent experience with 2 or more languages from infancy
32
The two definitions of bilingualism are known as
Operational definition
Functional or needs-based definition
33
________ and level of ______ in each of two different languages are, of course, fundamental considerations in research and clinical practice, but do not determine who is or is not “bilingual.”
Age of language acquisition and level of proficiency in each of two different languages are, of course, fundamental considerations in research and clinical practice, but do not determine who is or is not “bilingual.”
34
Operational definition of bilingualism departs from these ____ and _____ based criteria in at least two fundamental ways
Proficiently and age based criteria
35
Operational definition of bilingualism
1. Bilinguals are not identified by the attainment of some a priori level of proficiency in two different languages.
2. The term bilingual is not restricted to individuals who have experienced two languages within a certain time frame or age range.
36
Operational definition of bilingualism: bilinguals are not identified by the ____ of some a _____ level of ____ in two different languages.
bilinguals are not identified by the attainment of some a priori level of proficiency in two different languages.
37
1. bilinguals are not identified by the attainment of some a priori level of proficiency in two different languages.
Individuals who need two different languages to succeed in their environments, despite limited proficiency in one or both languages (due to an underlying impairment) may still be considered bilingual.
38
Individuals who need _____ to succeed in their environments, despite _____ ____ in one or both languages (due to an underlying impairment) may still be considered bilingual.
Individuals who need two different languages to succeed in their environments, despite limited proficiency in one or both languages (due to an underlying impairment) may still be considered bilingual.
39
2. the term bilingual is not restricted to individuals who have experienced two languages within a certain time frame or age range.
Individuals who learn two languages during childhood or those who learn a single language from childhood and a second language after adolescence.
40
2. the term bilingual is not ____ to individuals who have experienced two languages within a certain ____ or _____.
2. the term bilingual is not restricted to individuals who have experienced two languages within a certain time frame or age range.
41
Individuals who learn two languages during childhood or those who learn a single language from childhood and a second language after adolescence.
Operational definition
42
Who is bilingual” is determined from a ______ or _____perspective
Who is bilingual” is determined from a functional or needs-based perspective
43
Individuals with ____, ____, or ___ need for two different languages are considered bilingual.
Individuals with past, present, or future need for two different languages are considered bilingual.
Functional or needs-based definitions of bilingualism
44
This definition is intentionally broad, emphasizing the social environments in which languages are used.
Functional or needs-based definitions of bilingualism
45
Because proficiency in a language may wax and wane across time, age, communicative opportunities, and the integrity of the underlying language system, “bilingual” encompasses varying degrees of proficiency in two languages such as:
1. Young children with or without communication delays who will need two languages for meaningful interactions because their home language differs from that of the majority community in which they live.
2. Adults who relied on two languages for meaningful communicative interactions in the past but, as the result of acquired brain damage, now struggle to communicate in either language.
3. SLPs who speak English with families, neighbors, and colleagues but provide clinical services to clients in another language.
46
Proficiency in language
- Ability “to do” language at age-expected level.
- Relies on intact cognitive and neurobiological systems.
-Knowledge of language (sounds, words, grammar, narration, social conventions).
- Ability to efficiently process, manipulate, & deploy language knowledge in real time in different modalities.
-Considered “native-like” proficiency (Note: considerable normal variation among monolingual native speakers of a language).
47
Proficiency in a language
- Ability (high, low, native-like) in a specific language (e.g., Mandarin, English, Tagalog, German).
- Associated with language experience or opportunities.
- For bilinguals, each language can be measured and compared to some standard to qualify ability or proficiency.
48
3 factors essential for mastery and maintenance of a language
MOM
Means
Operrtunities
Motive
49
Factor #1 for mastery and maintenance of a language:
Means
50
Means
Relates to one’s general proficiency in a language
51
For Means must have following intact:
Cognitive
Neurological
Sensorimotor systems
52
For means, weakness in cognitive, neurological, or sensorimotor systems, can led to _____
Language disorder
53
Factor #2 for mastery and maintenance of a language:
Opportunities
54
For opportunities, on must
1. Learn
2. Use
3. And practice a language or languages
55
Opportunities to learn, use, and practice:
-Exist in different environments (e.g. home school community work)
-Exist with varying communicative partners ( e.g. friends parents colleagues)
-Exist with different formats like written or in-person or virtually (e.g. medial, Internet)
56
For bilingual individuals with language disorder it is essential to ____ meaningful opportunities to develop, recover, or use each language
Increase NOT decrease
57
Factor #3 for mastery and maintenance of a language:
Motive
58
Motive relates to
A persons motivation or preference
59
An example of motive is
Asking a child to use a language for a specific purpose such as writing a letter to a grandparent can increase motive and thus increase opportunities to use and practice a language
60
Motive can be swayed by ____ and ____
Motive can be swayed by societal value and related attitudes about language
61
What is culture?
Culture is the shared, accumulated, and integrated set of learned beliefs, values, goals, habits, attitudes and behaviors of a group of people or community
62
Culture is the ____, _____, and ___ ___ of learned _____, ____, ___, _____, ____ and behaviors of a group of people or community
Culture is the shared, accumulated, and integrated set of learned beliefs, values, goals, habits, attitudes and behaviors of a group of people or community.
63
We all have culturally embedded values that shape our behavior, whether we are fully cognizant of them or not. True or false
True
64
We take our cultures with us as we engage in ___ ____ and ___.
We take our cultures with us as we engage in clinical research and practice.
65
What is diversity?
The term used to describe variations in culture, language, race, or socioeconomic circumstances relative to “mainstream” or majority standards.
66
Diversity is the term used to describe ____ in ____, _____, ____, or _____ ______ relative to “_____” or ____ standards.
The term used to describe variations in culture, language, race, or socioeconomic circumstances relative to “mainstream” or majority standards.
67
Tip of the iceberg of culture are described as
Aspects of culture that are readily recognizable.
68
Tip of the iceberg of culture 2
Shared languages or dialects
Preferred foods and utensils for eating them
Styles of dress
Music
All aspects of celebrations
69
Beneath the iceberg of culture is described as
Values and beliefs that influence behavior
70
Beneath the iceberg of culture 1
“Value stability and security”
“Respecting your elders”
“Family members are expected to support and care for one another”
“Openness and equality”
“Hold nature in high esteem”
71
Culture influences every aspect of communication interaction for example 1
-How we meet and greet strangers, friends, and family.
-Influences the stories we tell and how we tell them.
-Ways we use touch, silence, eye gaze, distance, and humor during interactions with those close to us, new acquaintances, or professionals.
72
Culture influences every aspect of communicative interactions for example 2
-How we start and stop conversations.
-How we reveal our feelings and to whom.
-The questions we ask and how we ask them.
-And if and how we answer questions posed by others.
73
Culture influences 1
-What we perceive as problems.
-How we deal with perceived problems.
-How we measure success.
-Who we consider as family
74
Culture influences 2
-How we raise our children.
-Care for aging parents
-Share decision-making responsibilities with spouses, extended family, and community members.
75
Because culture is such a vast and powerful phenomenon, it can be difficult to adequately describe. True or false
True
76
Culture framework: Scholars have developed different frameworks to capture its important _____, and to help us _______ and how cultures differ from each other.
Scholars have developed different frameworks to capture its important aspects, and to help us understand what it is and how cultures differ from each other.
77
3 cultural continua
1. Responsibility
2. Interpersonal relationships
3. Risk management
78
Who created the 3 cultural continua
Haw-Froelich and Vigil (2004)
79
Who is responsible for whom? Is known as —
Responsibility
80
Responsibility continua involves
Individualism and collectivism
81
Individualism aligns with ____ and _____
Independence and autonomy
82
Example of individualism:
A. “I am responsible for myself.”
B. Family is defined as immediate (parents and children).
C. Personal responsibility is valued in adulthood (e.g. supporting oneself financially)
83
Collectivism aligns with _____ or ______ of personal goals for the goals of the group
Collectivism aligns with interdependence or sacrifice of personal goals for the goals of the group
84
Quote of collectivism:
“We are responsible for you, and in turn you are responsible for us.”
85
Quote of individualism:
“I am responsible for myself.”
86
Example of collectivism:
A. “We are responsible for you, and in turn you are responsible for us.”
B. Family is defined broadly to include grandparents, extended relatives, and community members.
C. Adult children are responsible for the care of aging family members.
87
Interpersonal relationships addresses the question of ____ is ____
How power is distributed
88
Interpersonal relationships continua includes:
Equal power/informal and hierarchy/formal
89
In informal, Power is ____
Power is evenly distributed across group members
90
In formal, leaders have ____ than subordinates
Leaders have more power than their subordinates
91
In equal power/informal, opinions are ____, and disagreements are _____
Opinions are are equally valued, and disagreements are openly expressed
92
In hierarchy/formal, ____ signs of respect for elders or individuals
Outwards signs of respect for elders or individuals
93
transparent organizational structure and clarity in roles and expectations
Hierarchy
94
Risk management addresses ____
Taking risks
95
Risk management continua includes:
Risk taking/ trial and error learning
Risk aversion/ observes and memorize
96
Affinity for taking risk is known as
Risk taking / trial and error learning
97
In risk taking, they are ____ to take risk
Encouraged to take risks
98
Aversion to taking risks is known as
Risk adversion / observe and memorize
99
Risk aversion: Learn through ____ and or ____ of an adult ,Odell and ___ rather than trial and error
Learn through observation and or imitation of an adult model and repetition rather than trail and error
100
In risk taking, ____ are not only ___ but considered part of the ____
Mistakes are not only accepted but considered part of the learning process
101
Risk aversion: Learning through ___ and ____ continues for adult learners
Learning through observation and memorization continues for adult learners
102
Because culture is such a ___ and ____ phenomenon, it can be ____ to adequately describe
Because culture is such a vast and powerful phenomenon, it can be difficult to adequately describe
103
Scholars have developed different frameworks to capture its important aspects, and to help us understand what it is and how cultures differ from each other. True or false
True
104
He’s-Froelich and Vigil (2004)
3 cultural continua consists of
1. Responsibility
2. Interpersonal Relationships
3. Risk management
105
What is Hwa-Froelich and vigil (2004)
3 Cultural Continua
Consists of:
Responsibility
Interpersonal Relationships
Risk management
106
Responsibility involves
Individualism ---------------------Collectivism
107
In Individualism, family is defined as _____
Family is defined as immediate (parents and children)
108
In collectivism, family is defined as
Family is defined broadly to include grandparents, extended relatives, and community members.
109
interpersonal relationships involve
Equal power/Informal ---------------------Hierarchy/Formal
110
In equal power/informal,
Power is evenly distributed across group members
Opinions are equally valued, and disagreements are openly expressed
111
In hierarchy,
Leaders have more power than their subordinates
Outward signs of respect for elders or individuals.
Hierarchy
Transparent organizational structure and clarity in
112
Risk management involves
Risk taking/trial and error learning ---------- Risk aversion/Observe and memorize
113
In risk taking, individuals are encouraged to _____
Individuals are encouraged to explore unfamiliar territory
114
In risk aversions, individuals learn through ____
Aversion to risk
Learn through observation or imitation of an adult model and repetition
115
Cultural variation is variation ____ and ______
Variation within and in between
116
Cultural variations: Culture ____, but does not determine ______ , _____, and _____
Culture influences but does not determine individual values, beliefs and behaviors
117
A process of changing values, beliefs, and behaviors that occurs in immigrant or minority cultural groups due to prolonged contact with the majority culture.
Acculturation
118
Acculturation is a process of _____ values, beliefs, and behaviors that occurs in _____ or _____ cultural groups due to _____ ______ with the majority culture.
Acculturation is a process of changing values, beliefs, and behaviors that occurs in immigrant or minority cultural groups due to prolonged contact with the majority culture.
119
comfort and proficiency with both one’s heritage culture and the culture of the country or region into which one has settled.
Biculturalism is comfort and proficiency with both one’s heritage culture and the culture of the country or region into which one has settled.
120
Biculturalism is ____ and ____ with both one’s ____ culture and the culture of the country or region into which one has settled.
Biculturalism is comfort and proficiency with both one’s heritage culture and the culture of the country or region into which one has settled.
121
Set of behaviors, attitudes, and policies that come together in a system, organization, or individual that enables professionals to work effectively in cross-cultural situations.
Cultural competence
122
Set of ___, ____, and ____ that ____ in a system, organization, or individual that enables professionals to work effectively in _____situations.
Set of behaviors, attitudes, and policies that come together in a system, organization, or individual that enables professionals to work effectively in cross-cultural situations.
123
Cultural competence
Cultural proficiency
Cultural Competency
Cultural Pre-competence
Cultural Blindness
Cultural Incapacity
Cultural Destructiveness
124
Lynch and Hanson (2004) professional who is able to ___, ___ and ___ in ways that acknowledge, respect, and build upon ____, cultural, and linguistic diversity
Professional who is able to think, feel and act in ways that acknowledge, respect, and build upon social, cultural, and linguistic diversity.
125
Cultural competence
Lynch and Hanson (2004) The goal is to establish _____ ___, engage the _______, and maximize the _____ of ____ .
The goal is to establish positive helping relationships, engage the client and his or her family, and maximize the quality of services.
126
Cultural competence
Lynch and Hanson (2004) Way of _____ and _____ with others without _____
Way of being and interacting with others without judgement
127
Fundamental knowledge domains of the culturally competent SLP
Knowledge of self
Knowledge of others
Knowledge of empirical literature on dual-language development, use and disorders
128
Characteristics of the culturally competent SLP
1. Simultaneous appreciation of cultural patterns and individual variation.
2. Engagement in Cultural Self-Scrutiny
3. Consideration of Language Disorders within the social context.
129
1. Simultaneous appreciation of cultural patterns and individual variation.
There are many different ways of seeing and being in this world.
Forest
Tree
130
defining characteristics that provide direction and guidance.
Forest- defining characteristics that provide direction and guidance.
131
failure to see the tree results in erroneous generalizations and stereotyping.
Trees- failure to see the tree results in erroneous generalizations and stereotyping.
132
2. Engagement in Cultural Self-Scrutiny
Aware of own thoughts and behaviors for cultural biases prior to the unchecked manifestation in behavior with clients.
133
2. Engagement in Cultural Self-Scrutiny
Put their own perceptions and professional actions under the proverbial microscope.
Inevitable cultural misstep, the SLP seeks to correct it.
134
3. Consideration of Language Disorders within the social context.
Language is a ____
Seeks to understand _____
Seeks to also understand _____
Language is a tool used for social purposes.
Seeks to understand the context and needs of their client.
Seeks to understand the ways languages are used in their social relationships and the purposes they fulfill.
135
____ simply refers to skill or ability in a particular linguistic code, with no a priori standard or benchmark.
Language proficiency
136
____ is a noun that requires a modifier to fully appreciate its meaning.
Proficiency
137
Individuals determined to have equal proficiency in two different languages is revered to as
Balanced bilinguals
138
The tip of the cultural iceberg, are ascents of culture that are readily observable. True or false
True
