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CSDS 109 > 109 SG 6 > Flashcards

109 SG 6 Flashcards

1
Q

The language learned first and used most frequently in early language development

A

Primary language

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2
Q

The language spoken most proficiently

A

Dominant language

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3
Q

The child’s level of skill in the use of a particular language

A

Language proficiency

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4
Q

Children are exposed to two languages at the same time, from birth

A

Simultaneous acquisition

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5
Q

Children learn their home language first, and then then another language, usually when they enter school

A

Sequential acquisition

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6
Q
  • An underlying difficulty in learning a language- any language
  • Difficulty can be expressing, receptive, or mixed receptive/expressive disorder
A

Language disorder

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7
Q

Occurs when the first language influences production of the second language

A

Language difference

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8
Q
  • Communicative behaviors from L1 transfer over to L2

- Can occur in every area of language: pragmatics, syntax, semantics, morphology, and phonology

A

Interference stage

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9
Q
  • Children listen and observe, but there is little production of L2
  • Corresponds to the observational/listening period
A

Silent period

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10
Q
  • Occurs when certain errors remain; may occur because of the inconsistencies of the english language
  • Can occur even if a child has acquired a high level of proficiency in a language
A

Fossilization

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11
Q

Occurs when an individual switches back and forth between language or dialects

A

Code-switching

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12
Q

Fluent in both Aferican American English (AAE) and standard english (SE)

A

Bidialectal

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13
Q
  • Home language
  • observation/listening stage
  • telegraphic/formulaic stage
  • Fluid stage
A

How developmental milestones are met in simultaneous bilingualism compared to how those milestones are met in sequential bilingualism:
- sequential bilingualism

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14
Q

Factors that may account for the variation in the rate of acquisition of English in sequential language learners

A

Motivation
Personality
Anxiety level

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15
Q

Stages of sequential language acquisition and characteristics of each stage:
Stage 1:

A

Home language stage

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16
Q

Stages of sequential language acquisition and characteristics of each stage:
Stage 2:

A

observational/listening stage

Looked upon as the silent period

17
Q

Stages of sequential language acquisition and characteristics of each stage:
Stage 3:

A

telegraphic/formulaic stage
Begin start trying out the language
Leave out the function words, articles, prepositions; sounds telegraphic

18
Q

Stages of sequential language acquisition and characteristics of each stage:
Stage 4:

A

Fluid stage
Have attained good conversational skills
Not at the level that they need to exceed in the classroom

19
Q
  • Stated that language proficiency in L1 is entirely separate from proficiency in L2
  • Skills learned in L1 were thought to NOT transfer to skills in L2
A

separate underlying proficiency (SUP)

20
Q
  • If a child’s skills in L1 are supported, those skills will transfer to L2, and children are likely to acquire greater proficiency in L2
  • L1 provides a solid foundation for L2
A

common underlying proficiency (CUP)

21
Q
  • Refers to a level of proficiency in a language necessary for social communication
  • Takes 2-3 years to develop
  • Dependent on context-embedded communication
  • Acquired through: shared knowledge, paralinguistic cues, situational cues
A

basic interpersonal communication skills (BICS)

22
Q
  • The level of language proficiency needed to function successfully in context-reduced communication
  • Takes 5-7 years for a language learner to develop
  • Context-reduced communication:
    No reliance on shared knowledge
    Reduced access to paralinguistic and situational cues
    Meaning is derived only from the language itself
A

cognitive academic language proficiency (CALP)

23
Q

Ex of interference in phonology

A

Results in a foreign accent

24
Q

Ex of interference in morphology

A

Plural -s, possessive -s

25
Q

Ex of interference syntax

A

Putting the article in the wrong position

26
Q

Ex of interference semantics

A

Idioms, slang, phrases that do not directly translate

27
Q

Ex of interference pragmatics

A

Eye-contact, turn-taking, proxemics

28
Q
  • Say less, use stress, go slow, and show
  • Learn a few phrases in a child’s languages
  • Use the child’s primary language as a base for english development
  • Model warm acceptance of the child’s language and culture
A

Suggestions to give to teachers as to how they can support the English language learners in the classroom

29
Q

When SLPs might give elective treatment to a child with a dialectal difference

A

If the child’s dialect is interfering with access to the curriculum; if the parents consent is obtained

30
Q

Geographic region
Socioeconomic status
Level of education
Homogeneity of the AA community

A

Factors influencing the acquisition of African American English

31
Q

Problems with standardized testing when assessing children who are culturally and linguistically diverse

A
  • Test items are not sensitive to cultural and linguistic differences
  • The norm of the standardized tests are often not representative of CLD children
32
Q

The provisions of Larry P. v. Riles (1979)

A
  • Banned the use of IQ test for AA children as way of qualifying AA children for special education services
  • Mandated the use of alternative assessment procedures
33
Q
  • Peabody Picture Vocabulary Test (PPVT)
  • Expressive One-Word Picture Vocabulary Test (EOWPVT)
  • Test of Non-Verbal Intelligence (TONI)
  • McCarthy Scales of Children’s Abilities
A

Tests commonly given by SLPs that cannot legally be given to African American children in the State of California

34
Q
  • Structured Photographic Expressive Language Test (SPELT)

- Diagnostic Evaluation of Language Variation (DELV)

A

Two tests that are legal for assessing African American children

35
Q

Best practices for assessing language skills in children with a primary language other than English

A
  • Request bilingual testing or find an interpreter

- Conduct an assessment of the child in english and primary language

36
Q

Informal, alternative assessment procedures for assessing children who are CLD

A

Talk to parents, talk to teachers, observe on the playground or in cafeteria

37
Q

Culture-bound differences that may affect parent/professional relationships and/or service delivery

A

language barrier, different culture practices

38
Q

underlying language disorder child will exhibit different in both primary and 2nd language. T/F

A

true

39
Q

techniques with children who have Lang disorder/ delay also effective with ESL children. T/F

A

true

CSDS 109 (8 decks)

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