Chpt. 1 -Intro to Language & LD

Question 1

CLD- Culturally and Linguistically Diverse:

Answer 1

CLD refers to students who come from diverse backgrounds

Question 2

Culturally Diverse:

Answer 2

describes an individual/group that is exposed to, and/or immersed in more than one set of cultural beliefs, values, and attitudes.

Question 3

Linguistically Diverse:

Answer 3

describes an individual/group that is exposed to, and/or immersed in more than one language or dialect.

Question 4

Evidence Based Practice:

Answer 4

asking focused questions about treatment for specific clinical problems and seeking answers in high quality evidence from published literature.

Question 5

What is the goal of EBP:

Answer 5

to integrate clinical expertise, best current evidence, & client values to provide high quality services; ALWAYS client centered.

Question 6

SLI-Specific Language Impairment:

Answer 6

children who manifest an impairment specific to language; typically slow to develop language, generally do not out grow SLI, research shows that there is genetic component to SLI: abnormalities in the brain structure and function.

Question 7

Taxonomy to categorize language:

Answer 7

• semantics (content)
• morphology, syntax, phonology (form)
• pragmatics (use)

Question 8

Semantics:

Answer 8

the study of word MEANING in language; refers to the meaning conveyed by words, phrases, and sentences. Also refers to the rules governing meaning relations among words & sentences.
-Involves a persons vocabulary/LEXICON

Question 9

Vocabulary Development:

Answer 9

depends heavily on environmental exposure, cultural experiences, and individual capacity.
-As children grow, not only do they learn new words, but also develop new ways to use the words-refine meanings

Question 10

Vertical expansion:

Answer 10

learning a word has various meanings;

-Ice water is cool, definition expands: “it is not cool to wear a teletubbies tshirt”

Question 11

Horizontal expansion:

Answer 11

adding more semantic features to the understanding of a word;
-an air-conditioned room feels cool; she feels cool without her jacket on.

Question 12

Evaluating a CLD student’s vocabulary:

Answer 12

a child’s vocab is intertwined with their linguistic and cultural background;
-it is critical to consider the influences of environment, culture, and language background, as well as word and world knowledge.

Question 13

World Knowledge:

Answer 13

involves a child’s experiential and autobiographical memory and understanding of particular events;

Question 14

Word Knowledge:

Answer 14

primarily verbal, involves word & symbol definitions; word knowledge depends heavily on world knowledge.
-Example: the term snow may be difficult to use for those who have never experienced snow

Question 15

Antonyms:

Answer 15

opposites; important aspect of child’s semantic development.

Question 16

Synonyms:

Answer 16

words with similar meanings; important aspect of child’s semantic development.

Question 17

Deictic Words:

Answer 17

words who’s referents change depending on who is speakings; very challenging for CLD students who are ESL bc they are abstract and changing.

Question 18

Semantic Categories:

Answer 18

used to sort words; Examples of categories:

• recurrence (concept of more)
• rejection (no)
• causality (cause-effect)

Question 19

Quick Incidental Learning/Fast Mapping

Answer 19

a child’s ability to learn a new word after a few exposures; use fast mapping to rapidly expand vocabularies.

Question 20

Categorization:

Answer 20

• semantic aspect
• the ability to categorize words

Ex. Chair, table, couch, bed = Furniture

Question 21

Humor:

Answer 21

• semantic ability

- jokes, puns, riddles

Question 22

Figurative Language:

Answer 22

• semantic ability
• proverbs, metaphors, and idioms
• usage depends heavily on a child’s cultural and linguistic background

Question 23

Proverb:

Answer 23

Wise saying/statement of truth

Question 24

Idiom:

Answer 24

An expression that is unique to a certain language or group of people

Question 25

Metaphor:

Answer 25

A figure of speech that uses a likeness to stand for an idea, word, or referent

Question 26

Rupinder Singh:

Answer 26

- 5 year old, kindergarten - Punjabi speaking home - Parents are from India - doesn't know words in English &a very shy with strangers - speech problems can be explained by environmental history

Question 27

Morphology:

Answer 27

Involves the study of word structure and describes how words are formed out of more basic elements of language called morphemes Heavily related to syntax

Question 28

Morphemes:

Answer 28

The smallest meaningful unit of language;

Question 29

Free/Base/Root Morpheme:

Answer 29

Free, base, or root morphemes are words that have meaning, cannot be broken down into smaller parts, and can have other morphemes added to them

Question 30

Bound/Grammatic Morphemes:

Answer 30

Must be joined with free morpheme in order to have meaning; Prefix and Suffix

Question 31

Allomorphs:

Answer 31

Variations of morphemes, do not alter the original meaning of the morpheme; Often spelt the same but pronounced differently Ex. Foxes (ez)

Question 32

Syntax

Answer 32

To join, to put together Part of grammar involve: - Word order and overall structure of a sentence - arrangement of words to form meaningful sentences - a collection of rules that specify the ways and order in which words may be combined to form sentences in a particular language English syntactic structure: subject +verb + object sequence