1st half Flashcards
- What are the stressors associated with acculturation?
• More stress when families identified with one culture and rejected other culture. Better when cultures are integrated
examples of stressors
- Learn new language
- Prejudice and discrimination
- Acculturating: Culture Shock
- Socioeconomic
- Health Care (family issues, health)
- Loss of social support networks
- Change in diet/sleep
- Family Stability
- Social Stressors (Violence, drugs)
- Separation and loss
- Internal Stressors (Disabilities, deficits, post-traumatic stress)
- Immigrant and legal status
- Modes of Acculturation
Assimilation
• Assimilation: Surrenders native cultural identity
C1/L1 replaced by C2/L2
More positive
- Modes of Acculturation
Integration
• Integration: Integrates both; in research affiliated with better mental health outcomes
C1/L2 blended with C2/L2
- Modes of Acculturation
Separation
• Separation: Self-imposed withdrawal
Rejection:
Intentionally C1/L1 without C2/L2
more negative, negative impact
- Modes of Acculturation
Segregation
• Segregation: Separation imposed by society
- Modes of Acculturation
Deculturation/Marginalization
• Marginalization/ Deculturation: Does not identify with either
Neither C1 or C2
- What are some of the factors that may influence the development of acculturation?
Age of child contact with other cultural groups cognitive functioning family experiences peers exposure to media community make-up societal attitude school members' attitudes
What is the definition of ELL?
• Each state decides what their definition is/have different definitions and what instruments used to assess
i. Was not born in the US, and/or
ii. Native language is other than English
iii. Environment where language other than English is dominant, and/or
iv. Native American or Alaska Native, and/or
1. Have own language
v. Migratory and/or
vi. Has sufficient difficulty speaking, reading, writing, or understanding the English language
Difference between BICS and CALPS?
i. BICS: 2-3 years (Basic Interpersonal Communicative Skills)
ii. CALPS: 5-10 years (Cognitive Academic Language Proficiency Skills)
iii. Relationship between BICS/CALPS in L1 & L2: Transfer of knowledge and skills
1. Sounds of language
2. Sentence formation
Difference between language proficiency vs. language dominance?
i. Language Proficiency: Ability to use language accurately and appropriately in its oral and written forms in a variety of settings
ii. Language Dominance: Most powerful and dominant language
- What are the “normal” processes in L2 acquisition?
Code Switching
i. Code Switching: When you are speaking in L1 and then start speaking in L2
- What are the “normal” processes in L2 acquisition?
Code Mixing
ii. Code Mixing: Morph a word so that it introduces parts of another language.
1. Fenca=fence
- What are the “normal” processes in L2 acquisition?
Passive Bilingualism
iii. Passive Bilingualism: Someone who can listen and make out a lot of what’s happening but can’t particularly speak it
1. May have to do with your exposure to the language
2. Maybe a lot of exposure listening to it
- What are the “normal” processes in L2 acquisition?
Interference
iv. Interference: When you are learning a language but you make mistakes in grammar because you are using a rule from another language.
1. i.e. English-The White House; Spanish- La Blanca Casa
What are the factors influencing a second language development?
• Students’ cognitive abilities and medical history • Motivation • Affective: Anxiety • Practice opportunities i. Quality vs. Quantity • Personality characteristics • Attitudes about adopted culture and second language • Length of residence in US • Home and Community Characteristics i. Parental and community attitudes ii. Degree of parent’s bilingualism iii. Literacy in the home iv. Use of mixed languages • History of Education i. Native country 1. Languages 2. Years in school 3. Interruptions in schooling 4. Quality of Education ii. In US 1. Languages 2. Type of program 3. Quality of program 4. Literacy experiences at home 5. Language(s) of interaction during literacy experiences 6. Access to quality programs
How interrupted formal education impacts cognitive ?
- Interrupted education due to rural areas with no access to schools
- Worked to help family
- Difficult to get to school
- Interrupted school as a result of war
- Signs of learning difficulties vs. second language acquisition process
* Similarities between L2 acquisition and language deficits characteristics of students with disabilities*
• Stage of second language development • History of L1 and L2 acquisition • Learning History • Background issues i. Acculturation ii. Medical iii. Educational history
