Multilingualism

Question 1

The most conservative definition of multilingualism is

Answer 1

individuals who only experience bilingual first language acquisition and learn their second language after 3 years of age

Question 2

The second most conservative definition of multilingualism is

Answer 2

Individuals who are functional in the use of more than one language; this definition is in the context of SLP

Question 3

The least conservative definition of multilingualism is

Answer 3

Individuals have varying levels of proficiency in using a certain language

Question 4

What is the difference between simultaneous acquisition and sequential acquisition?

Answer 4

Simultaneous acquisiton = two languages learned at once
Sequential acquisition = learn one language and then learn another one once the first language is established

Question 5

What factors influence the context of multilingual language learning?

Answer 5

migration and international children who are adopted

Question 6

What is code-switching also known as and what is its definition?

Answer 6

practice of moving back and forth between two languages or between two dialects or registeres of the same languages. It was historically seen as an issue in the past as it was thought to be a sign of a lack of proficiency.

Question 7

When assessing multilingual children, it is best to use

Answer 7

SWOT (strengths, weaknesses, opportunities, and threats) and RIOT (Review, interview, observation, and testing)

Question 8

What is the difference between preassessment and direct assessment?

Answer 8

Preassessment is consideration of environmental and personal factors that are important for the child, family, and social and educational context; direct assessment is an assessment of the child’s speech and language skills

Question 9

What is an interpreter’s role in multilingual assessment and intervention?

Answer 9

facilitate communication between the SLP and the child; they are not allowed to describe errors in a child’s speech and/or language

Question 10

What is negative transfer?

Answer 10

When the speech and language skills of multilingual children is less advanced than their monolingual peers due to them knowing at least two languages

Question 11

What is positive transfer?

Answer 11

When the speech and language skills of multilingual children is more advanced than their monolingual peers due to them knowing at least two languages

Question 12

Regarding phonological development fo multilingual children, which of the following is true?

Answer 12

It is influenced by a complex interrelationship between phonetic complexity, functional load, and phonetic frequency

Question 13

What is functional load?

Answer 13

how often a sound contrasts with other phonemes

Question 14

What is phonetic frequency?

Answer 14

how often a sound occurs in a spoken language

Question 15

What is phonetic complexity?

Answer 15

articulatory ease or difficulty of producing a sound

Question 16

Regarding lexical acquisition for multilingual children, what is true?

Answer 16

multilingual children acquire a similiar number of words as monolingual children but these words are unique. These words may be unique (i.e., singlets) and some of them may overlap (Translation equivalents)

Question 17

Regarding morphosyntactical and narrative acquisition for multilingual children, what is true?

Answer 17

Language mixing occurs and children typically mix nouns with nouns and verbs with verbs

Question 18

What is language mixing?

Answer 18

Also known as code switching, it is the practice of moving back and forth between two languages or between two dialects or registers of the same language; it used to be seen as a negative aspect of multilingualism

Question 19

When should an SLP diagnose a multilingual child as speech and/or language impaired?

Answer 19

When the child exhibits difficulties in all languages that they hear regularly

Question 20

Why might CLD children be misdiagnosed as having a language impairment?

Answer 20

unclear definitions of subgroups of speech and language impairments as well as health and education policies regarding inclusion and exclusion criteria

Question 21

What is SWOT?

Answer 21

An analysis of internal factors (strengths and weaknesses) and external factors (opportunities and threats) based on a case history obtained

Question 22

Regarding SLP assessments of multilingual children, best practice is

Answer 22

assessing all languages that the child speaks

Question 23

What are the two barriers to appropriate assessment of multilingual children?

Answer 23

use of translated tests and difficulty of compiling test norms for multilingual children

Question 24

Why is the use of translated tests a barrier to appropriate assessment?

Answer 24

They may miss particular diagnostic markers that are important in a language

Question 25

Why is compiling test norms for multilingual children a barrier to appropriate assessment?

Answer 25

cross-linguistic norms for monolingual children differ from norms of multilingual children

Question 26

For young children in the initial stages of language intervention, it is recommended that langauge intervention occur in which language?

Answer 26

child’s home language, because then they can not communicate effectively with their familiy, community, and social networks

Question 27

Why did SLPs rarely provide language intervention in the child’s second language?

Answer 27

lack of knowledge of the child’s LI, not enough interpreters, lack of available assessments; parental insistence; intervention was undertaken in the language of the school, community, therapist, or child

Question 28

True or False: Culture impacts child language assessment and intervention.

Answer 28

True