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Language Development Flashcards

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1
Q

What are the key principles of family-centered care?

A

Involve families in decision-making
Respect their cultural and linguistic values
Focus on what the family prioritizes for their child

Key principles guide how healthcare providers engage with families in care settings.

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2
Q

What are the challenges of supporting a child’s home language?

A
  • Pressure to prioritize English over the home language
  • Lack of resources or bilingual professionals
  • Fear that bilingualism may confuse the child

These challenges can hinder the effective support of a child’s linguistic development.

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3
Q

What are the benefits of bilingualism?

A
  • Stronger family communication
  • Cognitive benefits (memory, problem-solving)
  • Improved phonological awareness and literacy
  • Supports Theory of Mind (understanding others’ perspectives)

Bilingualism has numerous advantages for cognitive and social development.

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4
Q

Why do we need to teach families to use strategies in their home language?

A
  • A strong L1 supports L2 learning
  • If L1 is lost, the child may struggle with both languages
  • Helps preserve cultural identity and family bonds

Strategies in the home language reinforce overall language development.

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5
Q

What are the effects of language loss?

A
  • Loss of cognitive benefits tied to bilingualism
  • Reduced caregiver participation in learning
  • Weakens family relationships

Language loss can have significant adverse effects on both cognitive and social aspects of development.

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6
Q

What is the key take-home message about researching home languages?

A

Understanding a child’s home language helps tailor interventions
SLPs should respect linguistic differences and incorporate them in therapy

Tailored interventions can lead to better outcomes in therapy.

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7
Q

What are the benefits of bilingualism for children with language disorders or developmental delays?

A
  • Bilingualism does not worsen delays
  • Cognitive and social benefits remain
  • Children with impairments can successfully learn two languages

Bilingualism can be advantageous even for children facing developmental challenges.

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8
Q

What are the principles of family-centered care for birth-3yo children?

A
  • Family is the expert on the child
  • Services should be individualized and culturally appropriate
  • Parents should be actively involved in therapy

These principles ensure that care is tailored to the unique needs of young children and their families.

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9
Q

What are the challenges to maintaining a child’s home language?

A
  • Societal pressure to speak English
  • Limited bilingual resources
  • Reduced exposure to the home language

These challenges can significantly impact a child’s ability to maintain their home language.

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10
Q

Why is it important to consider the features of a child’s home language when teaching strategies to caregivers?

A
  • Each language has unique phonological and grammatical rules
  • Teaching strategies should align with the structure of L1
  • Helps families use effective communication methods at home

Aligning teaching strategies with the child’s home language enhances learning.

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11
Q

What are the effects of language loss on young bilingual children?

A
  • Loss of cognitive and academic benefits
  • Decreased family communication
  • Increased risk of delayed academic success

Language loss can have profound implications for a child’s future academic performance.

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12
Q

What did Peredo (2016) say about active listening and communication pitfalls?

A
  • Active listening builds trust and understanding
  • Avoid leading questions or assumptions
  • Be aware of cultural communication differences

Active listening is crucial for effective communication, particularly in diverse contexts.

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13
Q

What does family-centered care look like for birth-3yo children?

A
  • Caregivers are partners in therapy
  • Strategies fit into daily routines
  • Interventions respect family culture and language

Family-centered care adapts to the everyday lives of families.

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14
Q

What is something important to know about bilingualism?

A
  • Bilingualism does not cause confusion or delay
  • Strong L1 supports L2 learning
  • It provides long-term cognitive and social benefits

Understanding these aspects of bilingualism is vital for educators and caregivers.

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15
Q

How do speech, language, and communication differ?

A
  • Speech: The physical production of sounds
  • Language: The structured system of words and grammar
  • Communication: The process of exchanging information

These definitions clarify the distinctions between these interrelated concepts.

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16
Q

What are the 5 domains of language, and how do they relate to each other?

A
  • Phonology (sounds)
  • Morphology (word structure)
  • Syntax (sentence structure)
  • Semantics (word meaning)
  • Pragmatics (social use)
    They interact to form meaningful communication

Understanding these domains is essential for analyzing language.

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17
Q

What are free and bound morphemes? What is the difference between derivational and inflectional morphemes?

A
  • Free morphemes: Stand alone (e.g., “cat”)
  • Bound morphemes: Must attach to a word (-s, -ing)
  • Derivational morphemes: Change word meaning (e.g., “happy” → “unhappy”)
  • Inflectional morphemes: Modify tense or number (e.g., “walk” → “walked”)

Understanding morphemes is key to grasping the structure of language.

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18
Q

What is the difference between receptive and expressive language?

A
  • Receptive: Understanding what is heard/read
  • Expressive: Using words to communicate

These two aspects of language are crucial for overall communication skills.

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19
Q

What is a “register”? What is “genderlect”?

A
  • Register: How language changes based on context (formal vs informal)
  • Genderlect: Language differences based on gender norms

These concepts highlight the variability in language use.

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20
Q

What is the difference between linguistic knowledge and metalinguistic knowledge?

A
  • Linguistic knowledge: Using language naturally
  • Metalinguistic knowledge: Thinking about and analyzing language (e.g., recognizing grammar rules)

These forms of knowledge are essential for understanding and teaching language.

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21
Q

How do the 5 domains of language fit into form/content/use?

A
  • Form: Phonology, Morphology, Syntax
  • Content: Semantics
  • Use: Pragmatics

This framework helps to categorize language skills.

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22
Q

What are nonlinguistic and paralinguistic means of communication?

A
  • Nonlinguistic: Gestures, facial expressions, body language
  • Paralinguistic: Tone, pitch, intonation

These forms of communication complement verbal language.

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23
Q

What are the different types of bilingualism?

A
  • Simultaneous: Learning two languages from birth
  • Successive: Learning a second language after the first is established
  • Additive: Gaining a second language while maintaining the first
  • Subtractive: Losing proficiency in the first language when learning the second

Understanding these types helps in assessing bilingual development.

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24
Q

What are factors that contribute to variability in a child’s bilingual development?

A
  • Age of exposure
  • Language environment
  • Cultural background
  • Family use

These factors can significantly influence bilingual language acquisition.

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25
What is the Sapir-Whorf hypothesis?
Language influences thought and perception of the world ## Footnote This hypothesis explores the relationship between language and cognition.
26
What is the “verbal-deficit perspective” and why is it problematic?
The incorrect belief that nonstandard dialects or bilingualism are deficits ## Footnote This perspective can lead to misdiagnosis in educational settings.
27
What is the socialization mismatch hypothesis?
A child’s home language practices may differ from school expectations, impacting learning ## Footnote This mismatch can create challenges in a child's educational journey.
28
What is the continuum of language formality?
Ranges from formal standard English to informal conversational speech ## Footnote Understanding this continuum assists in adapting language use to different contexts.
29
What is an academic register (CALP)? Why is it important?
The formal language used in schools. Necessary for academic success ## Footnote Mastery of CALP is crucial for students to succeed in academic settings.
30
Define BICS and CALP. How long do they take to develop?
* BICS: Basic Interpersonal Communication Skills (1-2 years) * CALP: Cognitive-Academic Language Proficiency (5-7 years) ## Footnote Understanding the timeframes for developing these skills is essential for educators.
31
What are features of African American English (AAE)?
* Differences in phonology, morphology, syntax, semantics, and pragmatics * Examples: “He be running” (habitual be), “She my sister” (zero copula) ## Footnote Recognizing these features is important for understanding language diversity.
32
What is the difference between a dialect and a language?
* Dialect: A variation of a language with distinct grammar, vocabulary, and pronunciation * Language: A structured communication system that may contain multiple dialects ## Footnote This distinction helps in understanding linguistic classification.
33
What is the difference between a pidgin and a creole?
* Pidgin: A simplified language that develops between speakers of different languages * Creole: A fully developed language that evolves from a pidgin over generations ## Footnote Understanding these terms is crucial for studying language evolution.
34
Why should we view a child’s home language as a strength?
It supports identity, cognitive growth, and bilingual development ## Footnote Emphasizing home language can enhance a child's educational experience.
35
What does it mean to be bicultural?
Learning two languages also means learning two cultures, shaping identity and communication styles ## Footnote Biculturalism can enrich personal and social development.
36
What problems exist with over-referral and under-referral of bilingual children in special education?
* Over-referral: Mistaking typical bilingual development for a language disorder * Under-referral: Assuming all delays are due to bilingualism rather than an actual disorder ## Footnote These issues can have significant implications for appropriate educational support.
37
Can children with language impairments learn two languages?
Yes, they can successfully acquire two languages with the right support ## Footnote Supportive environments are key for bilingual language development.
38
Should families stop using their home language with a child who has a language disorder?
No! A strong L1 helps with overall language development, even in children with disorders ## Footnote Maintaining the home language is beneficial for language growth.
39
What is prelinguistic communication?
Communication before words, using gestures, vocalizations, and eye contact ## Footnote Understanding prelinguistic communication is essential for assessing early language development.
40
What communicative means do infants use before they talk?
* Gestures * Facial expressions * Cooing * Babbling * Joint attention ## Footnote These means are foundational for later language development.
41
What are the three functions of prelinguistic communication?
* Behavior regulation: Requesting or rejecting * Social interaction: Greeting, showing * Joint attention: Sharing focus on objects/events ## Footnote These functions are key to understanding early communicative intent.
42
What is joint attention and why is it important?
Shared focus between a child and a caregiver. Crucial for social and language development ## Footnote Joint attention lays the groundwork for effective communication.
43
What does it mean if a child is “onlooking,” “object-engaged,” or “person-engaged”?
* Onlooking: Watching others without interacting * Object-engaged: Focused on an object * Person-engaged: Interacting with another person ## Footnote These terms describe different stages of engagement in early development.
44
What are five basic nonverbal communicative gestures in infants?
* Pointing * Looking * Showing * Giving * Waving ## Footnote Nonverbal gestures are crucial for early communication.
45
What is intentionality in communication?
When a child deliberately communicates for a specific purpose ## Footnote Recognizing intentionality is important for assessing communicative development.
46
What prelinguistic communication difficulties do children with autism often have?
* Limited joint attention * Reduced eye contact * Difficulty with gestures ## Footnote These difficulties can affect language development and social interactions.
47
What are the four word-learning hypotheses?
* Fast mapping: Quickly learning a new word after limited exposure * Semantic feature hypothesis: Learning based on defining characteristics * Prototype hypothesis: Learning based on a central example * Associative learning hypothesis: Learning through repeated associations ## Footnote These hypotheses explain how children acquire new vocabulary.
48
What are two examples of overextension? Two examples of underextension?
* Overextension: Calling all four-legged animals “dog,” calling all round objects “ball” * Underextension: Calling only the family pet “dog,” using “bottle” only for a specific bottle ## Footnote These examples illustrate common semantic errors in early language development.
49
Why do children make semantic errors in early word learning?
* Limited exposure * Categorization difficulties * Reliance on salient features ## Footnote Understanding the reasons behind these errors can guide teaching strategies.
50
What is child-directed speech (CDS)? What are its features?
* Speech directed at infants with exaggerated intonation, slower tempo, and simple words ## Footnote CDS is an important aspect of language acquisition.
51
How does child-directed speech compare to the way we talk to pets?
Both use high pitch, exaggerated prosody, and simplified phrases ## Footnote Similarities in speech patterns highlight the instinctive nature of CDS.
52
What is the difference between an extension and an expansion?
* Expansion: Adding grammar to a child's sentence (e.g., “doggy run” → “The dog is running”) * Extension: Adding new information (e.g., “doggy run” → “Yes, the dog is running fast!”) ## Footnote These strategies are important for language development.
53
Is CDS intuitive, or can it be consciously applied?
It is mostly intuitive but can be deliberately used in therapy or teaching ## Footnote Awareness of CDS can enhance language intervention strategies.
54
How does the amount of parental talk influence child language learning?
More parent talk leads to stronger vocabulary and language skills ## Footnote Active engagement in conversation is crucial for language development.
55
What are communication loops?
Back-and-forth exchanges between a caregiver and child that build language skills ## Footnote These interactions are fundamental to language acquisition.
56
What is verbal mapping?
Narrating what is happening to help a child connect language to events ## Footnote Verbal mapping enhances a child's understanding of language in context.
57
What is linguistic scaffolding?
Providing support in language development through modeling and prompts ## Footnote Scaffolding techniques are essential for effective language learning.
58
What is mediation?
Adjusting language input to match a child’s level of understanding ## Footnote Mediation ensures that language is accessible for learners.
59
What is the controversy over child-directed speech?
Some argue it's essential for language learning; others say it’s unnecessary for development ## Footnote This debate influences approaches to language teaching.
60
What are scaffolding strategies, and how do they help children learn language?
* Techniques like modeling * Expansion * Open-ended questions These support language growth ## Footnote Scaffolding strategies are vital for effective teaching.
61
What are the main principles of behaviorism, sociocultural theory, cognitive developmental theory, and interactive emergentism?
* Behaviorism: Language learned through reinforcement (Skinner) * Sociocultural: Learning happens in social contexts (Vygotsky) * Cognitive developmental: Language follows cognitive growth (Piaget) * Interactive emergentism: Language develops through multiple interacting factors ## Footnote These theories provide different frameworks for understanding language acquisition.
62
How do different theories of language development affect how we work with children?
Different theories guide interventions, from structured reinforcement (behaviorism) to social interactions (sociocultural) ## Footnote Understanding these theories is crucial for effective educational practices.
63
What are developmentally appropriate curricula?
Teaching methods that match children’s cognitive and linguistic levels ## Footnote Developmentally appropriate practices enhance learning outcomes.
64
What are key interaction patterns that facilitate infant and toddler language acquisition?
* Turn-taking * Joint attention * Responsive speech * Scaffolding ## Footnote These patterns are essential for fostering early language skills.
65
What kinds of exploratory activities support infants’ language development?
* Sensory play * Picture books * Singing * Peek-a-boo ## Footnote Engaging activities promote language exploration and learning.
66
What activities enhance toddlers’ language development?
* Storytelling * Pretend play * Arts * Interactive games ## Footnote These activities encourage language use and creativity.
67
How can everyday routines be used to enhance language learning?
Embedding language into daily tasks (e.g., naming foods at mealtime, describing actions during dressing) ## Footnote Utilizing routines makes language learning relevant and practical.
68
What are first-word combinations and semantic roles?
Simple two-word phrases expressing meaning (e.g., “Want cookie”) ## Footnote Understanding semantic roles aids in analyzing early language development.
69
What are two examples of an agent-action-object sentence?
* “Mommy throw ball.” * “Dog eat food.” ## Footnote These sentences illustrate basic sentence structure.
70
What are two examples of an experiencer-state-entity sentence?
* “Baby feel cold.” * “I like toy.” ## Footnote These examples show how children express feelings and preferences.

Speech pathology (2 decks)

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