mutliculturism

Question 1

by 2050

Answer 1

Hispanic group :25% 
Pacific island and Asian: 8%
Blacks: 14.6%
White: 50.1%
Others: 5.3%

Question 2

what percentage of children speak a language different than english at home?

Answer 2

18 %

Question 3

anglo-european perspectives

Answer 3

• Children are equal partners in the communication process

- Driven by timelines, competition, and the fostering of individualism as well as privacy

Question 4

Hispanic Perspectives

Answer 4

• Taught to be respectful of adults
• Not interrupt conversations
• Children don’t join adults’ gathering activities

Question 5

African-American Perspectives

Answer 5

-Avoiding appearance
-Not address individual by his/her name
-Speakers maintain eye contact more directly when speaking than listening
More gestures
-Older persons are held in respect
-Not always adhere to strict timelines

Question 6

Asian-American and Pacific Islander Perspectives

Answer 6

• Parental grandparents receive the highest level of authority and respect
• Infants receive a great deal of attention
• More discipline is imposed as the child grows up.
• Verbal praise is uncommon
• Value freedom of silence
• Maintain a greater distance

Question 7

Native American Perspectives

Answer 7

• Self-reliant
• Children learn from their parents by observation
• Avoiding eye contact and not asking direct questions shows respect

Question 8

Assessment Procedures for CLD Children

Pre-assessment consideration

Answer 8

• length of residence in US
• type of previous educational programs
• type of previous literacy activities
• type of previous assessments
• Comparing with siblings and peers
• Interpreter/translator

Question 9

Should the student be assessed in one or both languages?

Answer 9

• The student responds in native language most of time when spoken to by family
• Students can understand the home language, but appropriate responses alternate between the home lge & English
• student enrolled in a bilingual program (3yrs)

Question 10

When there are no tests available in the student’s language

Answer 10

-Assess the students with a set of English tests
-Request translator during 2nd session
-Re-administer item missed in student’s lge
-Assure the level if translated items matched the student’s level
-Norms should never be used
-A qualitative description is appropriate
-Supplement with informal measures
E.g., follow the oral directions or conversation with I/T
-plan the topics or methods in advance

Question 11

Some considerations

Answer 11

• Phonology: the influence of dialect needs to avoid a misdiagnosis
• Verbal output (oral language expression): experiences and cultural differences need to be considered.
• Vocabulary & concepts: describe & compare the type of vocabulary used by student in each context across languages
• Caution needs to be exercised when interpreting the results

Question 12

Intervention Issues for CLD Populations 1

Answer 12

• Identify elements to be learned & demonstrate with examples
• Teach specific strategies & apply in multiple ways
• Meaningful and relevant activities
• Explicit instruction in word decoding & spelling
• Regular students benefit from strategies for LLD

Question 13

Intervention Issues for CLD Populations 2

Answer 13

• Deviant or dialectal differences
• Intervention take place in two places, if possible
• Auditory training

Question 14

Chinese

Answer 14

-1.4 billion people spoken
-Taiwan, China, Singapore, Malaysia, other parts of Southeast Asia, other countries
94% population →Mandarin
-Different dialect: Yue, Cantonese, Taiwanese, Hakka…

Question 15

Chinese in United States

Answer 15

-2.5million people speak Chinese at home

States with the highest percentage of Chinese speakers : California, New York, and Hawaii

Question 16

Chinese V.S. English

Answer 16

Chinese writing system
Over 85000 words, 3500 words used in daily life
Picture v.s art (EX: 山, 日, 口)
Traditional characters: 龍(dragon).龜(turtle)
Simplified character:龙(dragon).龟(turtle)

Morphology: no plurals, no tense,
no auxiliary, no comparison,
no different between subject
and object

Question 17

chinese vs english 2

Answer 17

Syntax: low structural complexity of words

Pragmatics: no praise; indirect request; avoid direct eye contact; highly respectful for authority, professional, elders; circular; collectivism

Question 18

Chinese V.S. English 3

Answer 18

Phonology:
1700 different types of syllables
Monosyllabic: one syllable represents one word
C+V (EX: pi) 
C+V+C (EX: pan)
V+C(EX: uo)
V(EX: i)
More open syllable rather than closed 
Tonal language

Question 19

Consonant Phoneme (Manner)

Answer 19

Aspirated vs. unaspirated (EX: pi vs. ph i)
pi(force)
phi (chop)

Question 20

Consonant Phoneme (Placement)

Answer 20

Retroflex: tʂ, tʂh, ʂ, ʐ
Alveolo-palatal: tɕ, tɕh, ɕ
ti(low);
thi(kick);

Question 21

alveolar, fricative, voiceless

Answer 21

ɕ:j(placement)+si(sound)

Question 22

retroflex, fricative, voiceless

Answer 22

ʂ:r(manner)+s(sound)

Practice: ʂu(book)

Question 23

alveolar, affricate, voiceless

Answer 23

tɕ : jee
tɕh:cheese
Practice: tɕi(chicken)
tɕhi(seven);

Question 24

Tone

Answer 24

first tone : high level
second tone: High rising
Third tone: low dipping
fourth tone: high falling
neutral: flat, no emphasis

Question 25

``` Phonological Pattern(deviations) Word/syllable structures ```

Answer 25

No syllables omissions(no multisyllabic words) No consonant clusters or sequences omissions Singletons omission (prevocalic & postvocalic)

Question 26

Phonological Pattern(deviations)Consonant Category Deficiencies

Answer 26

Stopping ( s →t) Unaspiration (bh→b) Backing (t→k) Deaffrication(ts→t)

Question 27

Internal modulation

Answer 27

``` Triphthong--change the sound i +an → iæn i + ən → in i + əŋ → iŋ u+ əŋ → uŋ y+ an → yæn y+ ən → yn y+ əŋ → yʊŋ ```

Question 28

practice

Answer 28

``` ni xau (How are you?) xau pan(You are great!) wo ai ni (I love you.) ɕiɛ ɕiɛ ni (Thank you!) tsai tɕian (Goodbye!) ```

Question 29

Phoneme Study

Answer 29

``` Wang(1973); Chang & Cheng (1974) 90% correct Before 3:0 p, ph, t, th, k, kh , n, x After 6:0 ʐ Zheng(2003) 70% correct Before3:0 p,n After6:0 tʂ, tʂh ʂ, ʐ, s zhuo(2008) 90%correct 3:0 p, m, t, th, k, kh , x, ʐ After 6: tʂ, ʂ Varying results in different investigation ```

Question 30

Phonology Pattern Study

Answer 30

Chen(2011) Typical developing children (>5%) 3:0-3:11: lateralization, unaspiration, affrication, stopping, backing, medial vowel deletion, frication 4:0-4:11: lateralization, backing, stopping, medial vowel deletion, unaspiration 5:0-6:11: lateralization, unaspiration, medial vowel deletion

Question 31

phonology: Children with Speech Sound Difficulty

Answer 31

Final consonant deletion, diphthong simplification,stopping, affrication, frication, unaspiration, lateralization, backing, medial vowel deletion

Question 32

Phonology Pattern Study: Zhuo(2008)

Answer 32

Typical developing children (3:0-6:11) >5% Stopping, bilabial stopping, affrication, aspiration, unaspiration, unretroflex, lateralization, backing, x-backing, consonant deletion, /i/ addition Varying results in different investigation

Question 33

Phonology Pattern Study: Xiao(2007)

Answer 33

Typical developing children (3:0-6:11) >2times 3:0-6:11: Stopping, affrication, unaspiration, unretroflex, backing 5:0-6:11: lateralization Varying results in different investigation