Test 3 Chapter 10 Impact of 2nd Lang Acq & Biling Dev

Question 1

typical characteristics of second language acquisition and bilingualism are mistaken for symptoms of

Answer 1

Language Impairment

Question 2

Many ELL students’ L1 is not maintained in school through bilingual education. As a result there is _________ in L1

Answer 2

Language Loss

language loss in L1

Thus, low test scores in both L1 and English

Question 3

T/F When students are learning an L2, they make errors that reflect the influence of L1

Answer 3

True

Question 4

If a Spanish-speaking child pointed to a picture and said, “look—I see the house green” (instead of “I see the green house”) this would be ______ from Spanish, not a sign of a clinically significant problem with ________

Answer 4

transfer

syntax

Question 5

Transfer can occur in what system of language

Answer 5

syntax, morphology, phonology, semantics, pragmatics

Question 6

What is an example of pragmatics in transfer?

Answer 6

Pragmatics: lack of eye-contact and lack of initiation

Question 7

T/F Errors of transfer from L1 are signs of a communication disorder

Answer 7

FALSE it is NOT a sign of a communication disorder

it’s just – just a difference.

Question 8

The silent period occurs when?

Answer 8

In the early stages of learning an L2, most students focus on comprehension and do very little speaking

Question 9

At what age does the silent period occur the longest?

Answer 9

The younger the student, the longer the silent period usually lasts

Question 10

Students introduced to L2 during the preschool years may speak very little in L1 or in L2 for more than _________ year

Answer 10

one year

Question 11

Interlanguage is what?

Answer 11

System that has structurally intermediate status between L1 and L2

Student is approximating L2

Question 12

T/F Errors are inconsistent in interlanguage

Answer 12

True

Question 13

What is codeswitching?

Answer 13

Alternating between two languages within a single phrase, sentence, or discourse

Bilingual children commonly use this strategy

Normal communication behavior

Question 14

T/F Codeswitching is used by multilingual adults and children around the world

Answer 14

True

Question 15

What is avoidance?

Answer 15

Students will avoid communicating in L2 for fear of being laughed at or made fun of

They may be self-conscious about their accent, use of English grammatical structures, and people asking “Where are you from?” (especially older learners)

Question 16

What is Formulaic Language ?

Answer 16

Children use this to give the impression that they speak the L2 well – that increases their opportunities to converse in L2

Question 17

What are sociocultural variables?

Answer 17

• Socioeconomic status

- Cultural styles

Question 18

What are the Affective Variables that impact Second Language Acquisition?

Answer 18

• Motivation
• Personality
• Self-esteem

Question 19

What difficulty do low SES children have ?

Answer 19

low-income children have difficulty with knowledge-based tests

Question 20

provide an example of cultural styles that can influence therapy.

Answer 20

reduced eye contact with adults, or being silent in the presence of an adult

Question 21

what are the two parts of motivaton?

Answer 21

Instrumental & Integrative

Question 22

Explain instrumental–as part of motivation

Answer 22

learning a language just for a specific purpose

Question 23

Explain integrative–as part of motivation

Answer 23

learning a language to integrate with the community

Question 24

What kind of personality helps kids learn conversational L2 faster?

Answer 24

extroverted kids learn conversational L2 faster than introverted kids

Question 25

How does self-esteem impact language development ?

Answer 25

a kid with low self-esteem will not learn a language as quickly than a kid with high self-esteem

Question 26

What is simultaneous acquisition?

Answer 26

Simultaneous acquisition occurs when a child is exposed to 2 languages from infancy in natural situations

Question 27

T/F In simultaneous acquisition interference between L1 and L2 is maximal

Answer 27

False it has minimal impact on L1 and L2

Question 28

________ is the ideal time for a child to be exposed to 2+ languages

Answer 28

early infancy

Question 29

Explain sequential acquisition

Answer 29

Child is exposed to L1 during infancy, and learns L2 at a later time

Question 30

What are sequential learners?

Answer 30

they have greater diversity in rates and stages of acquisition (learning this way is more difficult)

Question 31

If L2 is introduced sequentially before a strong L1 foundation has been established (e.g., 6-8 years of age), L1 development may be _________ while L2 is being learned

Answer 31

arrested or even regress while L2 is being learned

Question 32

T/F These students, for a while, achieve low test scores in both L1 and L2—this can cause them to appear LI when they are not

Answer 32

True

Question 33

__________ children who learn English in a sequential manner are especially vulnerable to this situation

Answer 33

preschool

Question 34

Name the 4 Stages of Second Language Acquisition in Sequential Learners

Answer 34

Stage 1—preproduction Stage 2—early production Stage 3—Speech Emergence Stage 4: Intermediate Fluency

Question 35

Explain Stage 1—preproduction

Answer 35

- 10 hours – 6 mos. English exposure - Beginning to comprehend second language during the silent period - Beginning to communicate – gestuers, body language, pointing

Question 36

Explain Stage 2—early production:

Answer 36

- 3 mos.-1 year English exposure - 1-2 word verbal responses - Answers simple yes-no, wh-questions - Uses routines and formulas

Question 37

Explain Stage 3—Speech Emergence

Answer 37

- 1-3 years English exposure - Using phrases and sentences - Answers “why” and “how”?s - More sophisticated - Understands a lot, expresses effectively in simple sentences; some grammatical errors

Question 38

Explain Stage 4: Intermediate Fluency

Answer 38

- 3-4 yrs exposure to English - Beginning to develop solid academic English - Engages in extended discourse - Writes essays, critiques and analyzes information

Question 39

What are the second Language Learning Styles and Strategies?

Answer 39

1. Avoidance 2. Use of routines and formulas 3. Practice opportunities 4. Modeling

Question 40

Explain what separate underlying proficiency (SUP) means?

Answer 40

this model holds that L1 and L2 proficiencies are totally separate, and building skills in one language will not help the other language

Question 41

Believers of SUP try to eradicate students’ L1 through placing these students in ________

Answer 41

“sink or swim” all-English classrooms and telling parents to “speak only English at home”

Question 42

Cummins (1992, 2000) promoted the CUP model, which states:

Answer 42

“…the literacy-related aspects of a bilingual’s proficiency in L1 and L2 are seen as common or interdependent across languages…experience with either language can promote development of the proficiency underlying both languages, given adequate motivation and exposure to both either in school or in the wider environment”

Question 43

According to the theory of Common Underlying Proficiency

Answer 43

- Building up one language positively affects the development of the other language - Parents need to speak to their child in the language in which they are most comfortable

Question 44

What are the practical Implications of CUP ?

Answer 44

-Build up L1 skills (the stronger the L1 the better) -The stronger the student’s L1 foundation, the more easily she will learn concepts in English Additive bilingualism—academic success

Question 45

T/F older learners with a solid L1 foundation perform quite well academically

Answer 45

Because their solid L1 foundation supports the learning of English and academic content

Question 46

T/F many of our ELL students experience limited bilingualism

Answer 46

True

Question 47

What are the consequences of our ELL students experiencing limited bilingualism?

Answer 47

These students do not receive L1 support, and they try to learn L2 (English) with a foundation that is not fully developed These students experience negative cognitive effects and frequent academic failure They can appear to be “language impaired,” when in reality, they are merely not strong in either L1 or English

Question 48

We can distinguish between two types of language fluency, what are they?

Answer 48

CILF and FALF

Question 49

When conducting assessments of ELLs for the possible presence of a language impairment, it is extremely important to understand what two things?

Answer 49

a) what type of language proficiency we are assessing, and | b) if our expectations are reasonable given the student’s length of exposure to English

Question 50

What does CILF stand for?

Answer 50

Conversational Informal Language Fluency

Question 51

Explain CILF

Answer 51

- “Picked up” relatively quickly and easily from environment - Oral language fluency that facilitates social interaction in daily life - Context-embedded, shared reality between speakers

Question 52

T/F CILF There is no contextual support for the interaction

Answer 52

FALSE there is contextual support

Question 53

In the YouTube video of Jovany what happens?

Answer 53

Jovany and Christopher interact about Christopher’s device Christopher uses English CILF (and some codeswitching between Spanish and English) Note the informal nature of the conversation and the shared reality

Question 54

What does FALF stand for?

Answer 54

Formal Academic Language Fluency

Question 55

Explain FALF

Answer 55

- Oral and written language - Gained through formal schooling - Taught explicitly in academic settings - Little context or shared reality between communicators - Abstract, used in formal communication contexts

Question 56

T/F For some ELLs FALF can take much longer to develop than CILF

Answer 56

True

Question 57

However, If an ELL is _______, FALF can develop more quickly

Answer 57

proficient and literate in her first language

Question 58

if an ELL is from a low-income background and has no literacy skills in the first language, there can be _________, where CILF develops much faster

Answer 58

a gap between CILF and FALF development

Question 59

When we extrapolate from CILF to FALF we can create deficits in students—they may be erroneously ID as _________

Answer 59

LI (we make it worse if we say CILF are FALF) There’s a huge gap and they fall through the cracks because no one is helping them

Question 60

T/F Students who have adequate CILF may still need more time to develop FALF

Answer 60

True, Just because they can hold a convo does not mean they can do a science project

Question 61

T/F Many English language proficiency tests assess just CILF

Answer 61

True

Question 62

Because many English language proficiency tests assess just CILF----A problem with this is that when a CILF-oriented proficiency test labels an ELL student as “Fully English Proficient,” professionals assume that the student is ________

Answer 62

the student is ready to handle FALF-oriented tests in English Proficient in CILF but not FALF These can include statewide school achievement tests, speech-language and psychological tests, etc

Question 63

The gap between the student’s CILF and FALF performance may lead to erroneous ______ placement

Answer 63

Special education

Question 64

T/F American attitudes have embraced bilingualism

Answer 64

False, they have NOT embraced bilingualism

Question 65

What is the Monolingual norm assumption/limited capacity hypothesis (only in the U.S.) ?

Answer 65

Limited capacity hypothesis = Limited capacity to learn language

Question 66

T/F Comprehensible output is more important

Answer 66

False comprehensible input

Question 67

Explain the impact of power differential

Answer 67

Some languages—more political and $$ power than others | CH quickly figure this out!

Question 68

Give examples of power differential

Answer 68

U.S.: Spanish < English Holland: Turkish < Dutch Philippines: Odionganon

Question 69

what is the Ideal Bilingual Education Situation?

Answer 69

- There is a minimum 6 years of bilingual instruction - In K and 1st grade, 90% primary language and 10% English instruction - 50% + 50% English and primary language by grade 6 - Leads to additive bilingualism

Question 70

What is subtractive bilingualism?

Answer 70

Subtractive bilingualism common in U.S. schools - Student’s L1 is not nurtured or supported - It is replaced by L2; language loss in L1 - Academic failure—student not strong in either language

Question 71

What is additive bilingualism ?

Answer 71

the ideal situation, where the student’s L1 is nurtured and developed along with L2

Question 72

T/F Research shows that additive bilingualism has great cognitive and linguistic benefits

Answer 72

True

Question 73

Research in Canada…(Bialystok & colleagues) showed that in elderly adults, being bilingual actually postpones onset of

Answer 73

dementia for 4-5 years | Elderly bilingual brain increase sophisticated and physiologically complex than monolingual brain

Question 74

Neuropsychologist Tamar Gollan at UC San Diego studied what population and found what results?

Answer 74

- Studied 44 elderly Spanish-English bilinguals - Individuals with increase degree of bilingualism were more resistant than other to onset of dementia and other symptoms of Alzheimers - The higher degree of bilingualism, the later the age of onset

Question 75

What are other benefits of being bilingual?

Answer 75

Bilingualism --> greater employment opportunities Children: ethnic pride, cultural tradition, ability to communicate with non-English speaking family members

Question 76

When we account for second language acquisition phenomena what can we avoid?

Answer 76

We make many fewer misdiagnoses We avoid mislabeling typically-developing ELL students as having language impairments We honor our students’ linguistic and cultural identities as they engage in the challenging and rewarding process of becoming successful, and hopefully proficient bilingual contributors to our society.