Cultural Diversity Flashcards
(84 cards)
1
Q
Places with the hightest % of immigrants
A
Luxemboug Australia Switzerland New Zealand Canada Austria Germany USA Sweden Belgium
2
Q
Top 10 Places (Quality of Life)
A
Norway Sweden Canada Belgium Australia USA Iceland Netherlands Japan Finland
3
Q
Facts about USA
A
- 149 immigrant languages
- 150 or more infigenous languages
- 14 million households that speak a langage other tahn english
- 2 worker pools: Professional and Non-elite
4
Q
Demographic Projections
A
- continued increase in internationak adoptions
- collapse of the Soviet Union allows for more European Movement
- Asian adn Hispanic populations will continue to increase
- by 2015 English Language Learners will account for at least 50% of the US school population
5
Q
Teachers ans SLP’s 3 Areas of Need
A
Need additional training:
- Diagnosis and assessment
- 2nd language acquisistion
- General practice with students learning english as a second languge
only 12% of teachers have training in working with children learning english as a 2nd language
6
Q
ESL
A
english as a second language program
7
Q
ESOL
A
english for speakers of other languages program (adults)
8
Q
TESOL
A
teaching English to speakers of other languages
9
Q
LEP
A
limited English Poficient (federal census term)
10
Q
PHLOTE
A
Primary home leaguage other than English (federal census term)
11
Q
ELL
A
English language leraner (current popular term)
12
Q
CLD
A
culterally and linguistically diverse (ASHA preferred term)
13
Q
EFL
A
English as a forign language
14
Q
ENL
A
English as a new language
15
Q
SLL
A
second language learner
16
Q
LM
A
Language minority
17
Q
What’s in a name?
A
- some terms carrie more/less impact
- terms ariginate from different palces (goernment, education, or proffessional groups)
- terms reflect current and evolving societal changes
- terms reflect philosophical perspectives
- terms lable students
- terms lable programs
- some terms become interchangeable
18
Q
Deficit vs. Gift
A
former models look at students with a second language in terms of deficit
- ASHA charges SLP to have culturally responsive practice and to assess students appropriately
- lack of english does not make a student deficient (some are gifted and can speak several languages)
19
Q
Legalites
A
Title VI of the Civil Rights Act or 1964: antidiscrimination
Lau vs. Nichols 1974: access
No Child Left Behind 2001: accountability
IDEA 2004: assessment
20
Q
Limited English Proficient Student
A
Four Criteria:
- between ages 3-21
- enrollded on an elementary or secondary school
- has another language other than English as native/home language (weather born in US or another country)
- has such difficulty speaking, reading, writing or understanding English that the student ,ay be unable to perform well enough in class or on state tests to meet expected standerds for achievement
21
Q
Obligations
A
- Identify and assess all students whose home language is not English
- provide services for identified students
- provide qualified staff and resources to implement services
- monitor, evaluate, modify services as needed
22
Q
Ethical Considerations
A
ASHA certificate holders only engage in activities that are within their personal scope of competence
Exhibit cultural competence
Culturally Responsive Practice
- awareness of beliefs/values unique to the SLP (Student relationship that must be understand, protected, and respected)
- awareness to bringing one’s own culture and biases to work
- cultural humility
23
Q
Historical Perspective
A
until mid 1990’s little research in best practice for service to ELL
- SLP’s analyzed languge skills/needs within mainstream Middle-class/school oriented cultures
- use of standard American English- Test only administered in English with some translation available
24
Q
Moving Forward
A
as society chages that standard for competent practice changes (our field continues to evolve, mature, and expand)
ASHA 2003 code of ethics, principle of ethics, rules A and B: overall directive is to hold the welfare of our clients paramount
25
Current Competent Practices
For any student, communication skills are considered disordered if they deviate (sufficiently) from the norms and expectations of there speech community
SLP's must develop skills and knowledge to analyze the impact of second language acquisition
26
Evaluation Considerations
1. Gather variety of cultural/linguistic data (academic and social spectrums)
2. Analyze psychometric integrity
3. Analyze language development within context of 2nd language acquisition
4. Quantify communication skills based on all data gathered
27
Evaluations:
| All decisions must be based on EBP
1. Clinical experience
2. Family preference
3. Research
28
English Only?
Historically thought that children should only speak English if in USA
Thought was that 2 languages leads to confusion/learning problems
Others advocated for child's culture/language to be preserved
Advocated for the child to develop English and maintain 1st language
29
English-Only Debunked
Infants distinguish utterances in native language from those of a foreign languafe at 2 month
French-English bilingual students learn both laguages to extent of their linguistic potentials
30
Prenciples of Working with ELL Students
1. Students need to feel good about themselves and w/others in 2nd learning situations
2. Comprehension precedes production during 2nd language development
3. 2nd language competency develops most quickly when learner focus is on accomplishing tasks (rather than drills)
4. Students can learn to read and write in a 2nd language while they develop their oral skills
5. Learners acquire a 2nd language through trial and error (mistake part of process)
31
Second Language Acquisition
Outlines amount of time exposed to English
Stages align with Bloom's Taxonomy
When enlisting assistance from education staff useful to describe relationship between Bloom's and 2nd language acquisition
32
Bloom's
Stage I Preproduction
0-6 months (not an age; is exposure to the language)
- student has minimal comprehension
- doesnt verbalize
- nod yes and no
- draws and points
- may as student to "show me, circle the, where is, who has?"
- important that the child has the vocab to follow wven the simplest task
33
Bloom's
Stage II Early Production
6months to 1 year
Student has:
-limited comprehension
-produces 1 or 2 word responses
-participates using key words and familiar phrases
-uses present tense verbs
-may ask student yes/ no ?'s, either/or questions, ?'s with 1-2 word answers, lists and lables
34
Bloom's
Stages III Emergent
```
1-3 years
Student has:
-good comprehension
-can produce simple sentences
-makes grammar and pronunciation errors
-frequently misunderstsands jokes
-may ask studnet to define, summarize, explain, expect phrases/short sentence answers
```
35
Bloom's
Stage IV Intermediate
```
3-5 years
Student has:
-excellent comprehension
-makes few grammatical errors
-may ask students "what would happen if?", "why do you think?"
```
36
Bloom's
Stage V High Intermediate
```
5-7 years
Students can:
-interact extensively in English
-has high level of comprehension
-may ask student to categorize, analyze, and/or predict
```
37
Bloom's
Stage VI Transitional
7-9+ years
Student has comfort and ease with BICS and most domains of CALP (with few errors)
-may seek out correction
-may extend up to 11 years
38
BICS
Basic Interpersonal Communication Skills
- after 1-3 years of exposure time this comes along faster
- Informal Assesment
39
CALP
Cognative Acadimic Language Proficiency
- comes along slower after 5-7 years of exposure time
- classroom aspect
-Formal Assessment
40
Acculturation
Cultural adjustment stages:
Stage I- Excitement
Stage II- Cultural Shock
Stage III- Adapting
Stage IV- Understanding
41
Acculturation
Stage I- Excitement
- "just married" period
- everything is new and exciting
- observes and listens
- little expression/interaction
- educate other in child environment that child is not being disrespectful, disinterested, or dysfunctional based on lack of expression during this time
42
Acculturation
Stage II- Cultural Shock
- honeymoon over
- child coping with ambiguities of life (hand raising to talk vs. group work talking example)
- expected to behave differnet ways in differnet environments
- may withdraw, become angry, sad
- marked by period of inconsistent behavior, some atypical behaviors may emerge
43
Acculturation
Stage III- Adapting
- begins to integrate into new culture
- begins to feel empathy for others in similar situations
- begins to try friendships and to help others
- surroundings begin to require less processing and child feels things make more sense
44
Acculturation
Stage IV- Understanding
- respect and appreciation for similarities and differences of cultures
- child often doesnt realize the significance of how he/she has adjusted until goes to home country and goes throught similar adjustments
45
The Case of International Adoptees
- experience for IA's different than for children in families that migrare to US
- IA's often come from very diffenernt enviroments
- IA's may have suffered neglect or abuse
- IA's 1st language may not be solid
- IA's may have issues with attachment (lack of)
- IA's may have additional health issues
- IA's may be malnourished
- may have developmental problems due to sensory deprivation
- may have experienced minimal human interaction due to staff/caregivers speaking different languages or dialect
- may have been confined
- do not have support of other family members adjusting with them
46
International Adoptees Challenges
- have more diificulty with adjustment
- are introduced to new language
- are introduced to new culture
- are introduced to new family
- are introduced to new environments
- probably have minimal cultural referents
47
Advantages to Bilingualism
- size of bilingual child's total vocab is greater than that of a monolingual child
- increases cultural sensitivity
- enhances cultural appreciation
- improves metalinguistic and analytical skills
- imporves mental flexibility
48
Disadvantages of Bilingualism
Nearly impossible to find any supporting research of any disadavntages
Compelling language of benefits
49
Challenges to Learning English
- over 620,00 words
- couldjya, wouldjya, I'da
- 30% of English words are of Latin origin
- 15% of English words are of greek origin
- many irregular spellings
- multiple regional dialects
50
Sequential Bilingualism
learning another language after 3 years of age
51
Simultaneous Bilingualism
learning another language prior to age 3
52
Home Language Model
the model of language being used in the home
| what language the child is hearing at home
53
Accent
regional pronunciation veriance, phonologic only
54
Dialect
regional speech pattern (seantic and syntactic)
55
Creole
stable language that develops over time from a combination of others belived to be derived from Pidgins
56
Pidgins
simplified language that develops as a means to communicate between groups who share commerce or other communication needs
- traditionally looked at as low prestige
- over generations can become Creole
57
Code-Switching
- occurs when an individual changes languages in mid phrase or sentence
- indicates development and mastery in both languages
- should not be thought of as an error or confusion
- frequently occurs when there is no L2 equivalent for an L1 word or concept
- myth: person is confusing 1st and 2nd language (foundtion for position that ppl should use one language)
- can be bidirectional
- children fill in their knowledge of one language with an element from another language
- normal mix from dominant to non-dominant (L1 to L2) but can be reversed
58
Interference
May look like code-switching
- indicative of language difference vs. language deficit
- L1 influences L2 structure
"big house" comes out "house big"
59
Fossilization
incorrect target (L2) becomes fixed
incorrect fixed pattern no longer able to be corrected
ex "i no think you should go"
60
Second Language acquisition is a....
complex and overlapping process involving cognitive process development, concepts of BICS/CALP, and typical stages of acquisition
- all areas impact and must be addressed during assessment
- all areas must be considered during assessment
61
Implications af Language Loss
- is L1 is not actively maintained L2 may beocme dominant with a loss of L1
- important to maintain L1 to provied a scaffold for understanding language rules and concepts of L2
62
Symptoms of Language Loss
1. L1 vocab stagnates
2. Fluency and spontaneity are diminished
3. L2 grammatical rules may transfer to L1
4. Use of L1 may be characterized by restricted topics
63
Causes of Language Loss
- Lack of L1 maintenance
- Hight desire for assimilation (females more than males)
- Diminished use of L1 in the home (more aggressive attemot by family to assimilate)
- Early intro of L2 with young children who are still developing L1 makes child more vulnerable
64
Subtractive Bilingualism
- L1 is less valued
- society assumes that L1 will only be used until L2 is dominant
- eventually L1 skills erode
65
Additive Bilingualism
- L1 is secure, valued, and enriched
- there is a positive effect on learning of L2
- L1 is a foundation and L2 is enhanced
66
Principles of Language Learning
Common Underlying Principle
- L1 and L2 interdependent
- experience in either promotes development of both
- conceptual knowledge in L1 facilitates learning in L2
67
Principles of Language Learning
Separate Underlying Principle
- L1 and L2 are separate
- English only
- learning one language has nothing to d with learning another
- learning English more important thatn L1
68
Who are we assessing?
ELLS
- English Language Learners: individuals who are learning English as a second or third language
- may be born in other contries or U.S.
- formal education may or may not be in background
- may or may not have been exposed to English
- may have parents who were/are ;iterate in L1
- may have parents who were/are not literate in their L1
69
Other Professionals Potentially Working With ELL
10% of students are ELL
67% of that are elementary age
-increased accountability by school to ensure that ELL students are performing and progressing
-assessment is that biggest area of concern
70
Assessment
- states vary
- SLP's role is to consult in team decision makeing for ELL accommodations/participation
- if ELL requires gifted testing the assessment must be provided (interpreters)
- SLP's role is to act as a consultant for the staff regarding best practice for working with an interpreter
- English Language Proficiency Assessed (annually): speaking, comprehension, reading, writing, listening skills
71
Goals Of Assessment
- avoid an inappropriate "deficit" diagnosis
- accurately identify ELL with true deficits
- to make accurate assessment and academic palnning decisions
- accuracy is dependent on understanding 2nd language acquisition stages
- comprehension of cultural variations
72
Guidelines
- errors must be assessed in the context of the of the individual's lingustic rules and cultures of L1
- recognized that errors can be made on any, some or all levels of language
- if deficits do not exist in L1 then a language difference is present
- do not assume that other individuals who speak the individual's native language necessarily understand 2nd language learnign stages
73
Assessment
Stage I
Before referring:
- research and study the cultural and linguistic backgroung and context for L1 development and assessment of L2
- understanding and awareness of above is necessary for accurate interpretation of individual's behaviors
74
Assessment
Stage II
Case History:
- history of language developmet L1
- history of cultural development L1
- synopsis of individuals ability to communicate L1
- history of language development L2
- history of cultural development, exposure, consistency or exposure, length of exposure and support L2
- synopsis of ability to communicate L2
75
Assessment
Stage III
Principles :
- when assessing rule out "typical" factors related to learning 2nd language
- examine hoe proficient the individual is in understanding and using English
- analyze academic data
- use active assessment
- use authentic assessment
- use of interpreters and others to provied cultural insight
- estavlish accurate baseline
76
Assessment
Stage IV
Analyzing behavior in the classroom:
- individual forgets instructions etc.
- slow to initiate or complete tasks
- inattentiveness
- hyperactivity/ impulsivity
- disruptive
77
Assessment
Stage V
analyzing phonological errors
78
Assessment
Stage VI
Considering literacy:
- written language (directionality)
- absence of written language
- prior education/emphasis
79
Assumptions
- individuals 'understands" has some familiarity with formal testing situations
- individuals will be comfortable with a stranger and be willing to interact
- individual will cooperate
- individual woll understnad and act accordingly
- individuals L1 cultural rules are some as that of L2
- processing time is same for responses in L2 as in L1
80
Avoiding Assumptions
- give instructions in both L1 and L2
- restate, rephrase instructions if confusing
- give extra examples
- allow extra respond time
- reapeat items as needed
- if answer is worng question individual of the intent of answer (if the answer would be correct in L1 count right)
- document modifications in interpretation of results
- omit itemss that are biased or unfamiliar
- test beyond ceiling and below basal
- complete assessment over several sessions vs one
- cound responces correct regardless of language used to give them
- record code switching events
- look for BICS/CALPS gap
- standardize testing used in conjunction with other assessment
- designate modifications for consistenct
81
Overall Areas in the Evaluation
```
Language
Articulation
Fluency
Voice
Learning Disabilities
```
82
Role of Translators
- may translate documents for families
- interpret for meeting and during assessment
- consult to "team" regarding cultural issues from L1
- SLP's are to adhere to ASHA's guidlines regarding use of interpreters
83
ASHA Guidelines
Prior to any meeting or session SLP's must:
Prior to any meeting or session SLP's must:
- use a consistent group of individuals
- establish relationships
- strive to understand communication styles
- explain the purpose of meeting
- explain appropriate testing protocol (non-verbals, prompts)
- encourage note-taking during meeting
- allow reciprocal briefing
- establish a plan for conferring with translators
84
ASHA Guidelines
During the meeting or session SLP must:
- establish eye contact to parent or student
- use short and concise sentences
- be aware of figurative language
- be aware of gestures
- pause frequently
- check to make sure client is understanding
- translate documents
- provied multiple opportunities for follow-up questions
