Chapter 4-5 Flashcards
(149 cards)
1
Q
The first language milestones is
A
2
Q
what is classically referred to as the _____ of infancy is marked by intentionality of interactions
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ge. Critically, what is classically referred to as the prelinguistic period of infancy is marked by intentionality of interactions
3
Q
Intentions in infancy include ____, ____ to ____ or actions, and ___ ___ expressed with either ____ or vocalizations.
A
Intentions in infancy include requests, references to items or actions, and turn taking expressed with either gestures or vocalizations.
4
Q
During the first year of life, infants engage in increasingly sophisticated ____ play, advancing from indiscriminate to _____ ____ to ____ and on to phonetically simple and then complex strings of ____
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During the first year of life, infants engage in increasingly sophisticated vocal play, advancing from indiscriminate to differentiated cries to coos and on to phonetically simple and then complex strings of babble
5
Q
____- (Birth-6 months)- marked by intentionality of actions.
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“Prelinguistic period” (Birth-6 months)- marked by intentionality of actions.
6
Q
Types of characteristics seen in pre linguistic period (Birth to 6 months)
A
A. requesting
B. referencing to items or actions
C. turn taking with gestures or vocalizations
7
Q
Typical single-language learners are able to understand words around _____ to ____ months of age and begin to say their first words at about the same time they begin to ___, around their ___
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Typical single-language learners are able to understand words around 9 to 10 months of age and begin to say their first words at about the same time they begin to walk, around their first birthday.
8
Q
9-10 months begin to understand ____
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9-10 months begin to understand their first words
9
Q
____ to ___ Say their first words around the time they walk.
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12 -16 mo. Say their first words around the time they walk.
10
Q
___ to ____ begin to understand their first words
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9-10 months begin to understand their first words
11
Q
Avg. child learns ____ words a day from 18 mo + (Bloom, 2000; Clark, 1993)
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Avg. child learns 6-10 words a day from 18 mo + (Bloom, 2000; Clark, 1993)
12
Q
24 months, children produce as few as ____ words and some over ___. (Fenson et. Al, 1994)
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24 months, children produce as few as 100-200 words and some over 600. (Fenson et. Al, 1994)
13
Q
Some children begin to say mama, dada, or uh-oh at 9 months; other typically developing single-language learners are closer to ___ months when they produce their first words.
A
16
14
Q
Some children produce as few as ____ words at 24 months; other more talkative children produce well over ___ words at this age
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Some children produce as few as 100 or 200 words at 24 months; other more talkative children produce well over 600 words at this age
15
Q
At ___ months, children talk about people and objects that are present and readily available in their immediate environments (sometimes called the here and now stage).
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At 24 months, children talk about people and objects that are present and readily available in their immediate environments (sometimes called the here and now stage).
16
Q
Although there is a wide range of normal variation, typical monolingual 3-year-olds are ___ to know about ___ words,
A
Although there is a wide range of normal variation, typical monolingual 3-year-olds are expected to know about 1,000 words,
17
Q
In addition to expanding vocabulary skills in comprehension and production, typical English- speaking 3-year-olds use sentences with an average length of ___ to __ words, some with inflections or ___ ____ (such as -s for plural or -ing to indicate ongoing action).
A
In addition to expanding vocabulary skills in comprehension and production, typical English- speaking 3-year-olds use sentences with an average length of three to five words, some with inflections or grammatical affixes (such as -s for plural or -ing to indicate ongoing action).
18
Q
For languages with richer inflectional systems (i.e. Italian, Hebrew, Spanish) ____ are used with greater consistency beginning at an even ___ age.
A
For languages with richer inflectional systems (i.e. Italian, Hebrew, Spanish) bound grammatical units are used with greater consistency beginning at an even earlier age.
May talk about past, present, futur
19
Q
Three-year-olds may talk about the ___ and ___ as well as the ___; ___, ___, or ___ that form the main topic of conversation may or may not be available in the immediate ___.
A
May talk about past, present, future; objects, events or people that form the main topic of conversation may or may not be available in the immediate environment.
20
Q
Avg. 3-year-old has an utterance length of 3-5 words, with grammatical affixes, including ____, ___for ongoing action
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Avg. 3-year-old has an utterance length of 3-5 words, with grammatical affixes (-s plural, -ing for ongoing action)
21
Q
The recurring use of “why?” is an effective ploy that children this age use to keep the conversation going.
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Three years old
22
Q
____ knowledge, _____ complexity, and _____ skills continue to develop and expand throughout the preschool years
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Lexical-semantic knowledge, grammatical complexity, and con- versational skills continue to develop and expand throughout the preschool yea
23
Q
5 yr. olds are typically easy to be understood by most and speak in long, complex, and largely grammatically correct sentences. True or false
A
True
24
Q
Four-year-olds use their increasingly sophisticated ___ skills and ___ abilities as they engage in frequent ____.
A
Four-year-olds use their increas- ingly sophisticated grammatical skills and narrative abilities as they engage in frequent imaginative play.
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Typically developing 5-year-olds are easily understood by most listeners as they speak in ____, complex, largely ____ ____ sentences
Typically developing 5-year-olds are easily understood by most listeners as they speak in long, complex, largely grammatically correct sentence
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Five-year-olds are able to understand and use language for a wide range of ___ or ___ functions.
Five-year-olds are able to understand and use language for a wide range of social or pragmatic functions.
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Word learning remains robust throughout child- hood and beyond, with approximately ____ additional words added to children’s lexicons during each year they attend school
Word learning remains robust throughout child- hood and beyond, with approximately 300 additional words added to children’s lexicons during each year they attend school
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Understand and use language for a wide range of social and pragmatic functions.
5 year olds
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There is increasing emphasis on academic language, including decontextualized language and metalinguistic skills—using language to ___,____, and ___ about language
There is increasing emphasis on academic language, including decontextualized language and metalinguistic skills—using language to think, learn, and talk about language
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There is increasing emphasis on academic language, including ____ language and __ skills using language to think, learn, and talk about language
ere is increasing emphasis on academic language, including decontextualized language and metalinguistic skills—using language to think, learn, and talk about language
31
During school years emphasis shifts from ___ to ___ language.
During school years emphasis shifts from spoken to written language.
32
Poor spoken language abilities are strongly associated with poor literacy outcomes. True or false
True
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Processing efficiency is essential for language functioning. True or false
True
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Poor spoken language abilities are strongly associated with ____ literacy outcomes
Poor spoken language abilities are strongly associated with poor literacy outcomes
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____ is essential for language functioning.
Processing efficiency is essential for language functioning.
36
The ability to quickly learn, recall, access, and use linguistic forms declines through adolescence. True or false
False **** The ability to quickly learn, recall, access, and use linguistic forms continues through adolescence.***
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refers to a child’s cumulative experience with spoken language.
Input
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The ability to quickly ___, ___, ___, and use ____ forms continues through adolescence.
The ability to quickly learn, recall, access, and use linguistic forms continues through adolescence.
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Enhancing the ___ and ____ of environmental language input makes a positive difference in language abilities.
Enhancing the quality and quantity of environmental language input makes a positive difference in language abilities.
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researchers and educators widely agree that language input is influenced by the both the ___ and __ of interactions.
researchers and educators widely agree that language input is influ- enced by the both the quantity and quality of interactions.
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The quality of language directed at children has two key ingredients: ___ diversity and ___
The quality of language directed at children has two key ingredients: lexical diversity and reciprocity
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Consider different communicative partners in language assessment and training activities.
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External sources of variation in Single-language learners include
Socioeconomic circumstances, parent education, home literacy
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Children who receive regular input in two or more languages during the most dynamic period of communication development- Birth and adolescence.
Developing Bilinguals
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Globally, developing bilinguals are the rule rather than the exception. Trie or false
True
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Developing bilinguals are children who receive regular ___ in ___ or more ___ during the most ___ period of communication development
Children who receive regular input in two or more languages during the most dynamic period of communication development
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Developing bilinguals are hildren who receive regular input in two or more languages during the most dynamic period of communication development, which are ___ &__
Birth & adolescence
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In the U.S. it is estimated ____ children speaks another language other than English at home
In the U.S. it is estimated 1 in 5 children speaks another language other than English at home
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Ahallmark of developing bilingualism is variability in the time frames and patterns of language acquisition, as well as the child’s resulting proficiency in each language
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Sources of variability include those that affect monolingual children, such as socioeconomic circumstances, parent education, and home literacy
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A hallmark of developing bilingualism is variability in the ____ and patterns of ____, as well as the child’s resulting _____ in __ language.
A hallmark of developing bilingualism is variability in the time frames and patterns of language acquisition, as well as the child’s resulting proficiency in each language.
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Sources of variability include those that affect monolingual children, such as ____ ___, ____, and ___
Sources of variability include those that affect monolingual children, such as socioeconomic circumstances, parent education, and home literacy
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individual differences in ___, ___, and cognitive _____ or aptitude affect language learning
individual differences in styles, preferences, and cognitive abilities or aptitude affect language learning
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There are additional factors that affect the process and product of language proficiency in developing bilinguals:
1. Age at which consistent input in the two languages begins
2. The environments in which language experience occurs (e.g. home, school, television, parents, teachers, peers)
3. The relative social prestige and broader community support associated with each language
4. The purposes for which these languages are needed
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(a) the age at which consistent input in the two languages begins (such as Spanish and English beginning at birth or Spanish from birth and English beginning when the child is 3, 5, or 9 years old);
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(b) the environments in which this language experience occurs (e.g., home, school, television, parents, teachers, peers);
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); (c) the relative social prestige and broader community support associated with each lan- guage (e.g., compare broad support for both French and English with limited support for Vietnamese or Indonesian languages in Canada);
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and (d) the purposes for which these languages are needed (e.g., interpersonal communications, literacy, community interac- tions)
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Types of developing bilingual categories:
1). Simultaneous bilinguals
2). Sequential (or successive) bilinguals
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Experience with two languages at about the same time.
Simultaneous bilingual
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Experience with two languages beginning at or shortly after birth.
Simultaneous bilingual
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In simultaneous bilinguals each parent may speak a ____ to the child.
Each parent may speak a different language to the child.
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In simultaneous bilinguals, Parents may use ____ languages with ___ ___ and both languages with their ___.
Parents may use both languages with each other and both languages with their children.
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Being simultaneous bilingual causes delays in the attainment of early language milestones. True or false
False. *** *Does not cause delays in the attainment of early language milestones.
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Simultaneous bilingual Experience with two languages at about ____
Experience with two languages at about the same time.
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For simultaneous bilingualas, onset of first words, early core vocabulary, and 2-word combinations attained at __________
Onset of first words, early core vocabulary, and 2-word combinations attained at the same age as monolinguals.
67
In later milestones of simultaneous bilinguals, At least one language is comparable to that of monolinguals. True or false
True
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Relative degree of proficiency in each language may vary with __, ___, ___.
Relative degree of proficiency in each language may vary with age, experience, task.
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____ knowledge may be duplicated or distributed across languages.
Cross-linguistic knowledge may be duplicated or distributed across languages.
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May not be directly comparable to monolinguals when measuring only one language. True or false
True
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At all stages of simultaneous bilingual milestones,:
Relative degree of proficiency in each language may vary with age, experience, task.
Cross-linguistic knowledge may be duplicated or distributed across languages.
May not be directly comparable to monolinguals when measuring only one language.
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Have experience with a single first language (L1) beginning at birth and begin learning a second language (L2) at some point during childhood.
Early sequential bilingual
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Sequential bilinguals typically experience a ___, in which they listen and develop their receptive language abilities in L2 for a period of months before attempting output in the L2
Silent period- listen and develop their receptive language abilities in L2 for a period of months before attempting output in the L2
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What is silent period
Silent period- listen and develop their receptive language abilities in L2 for a period of months before attempting output in the L2
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Sequential bilingual have experience with a single ___ beginning at ___ and begin l____ at some point during ___.
Have experience with a single first language (L1) beginning at birth and begin learning a second language (L2) at some point during childhood.
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Silent period- listen and develop their ____ language abilities in ___ for a period of months before attempting ____ in the ___
Silent period- listen and develop their receptive language abilities in L2 for a period of months before attempting output in the L2
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Further study is need to verify whether a silent period reflects a true stage or individual variation.
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In sequential bilinguals, First words, early core vocabulary, 2-word combinations attained at ____ age as ____ (because these children WERE monolinguals in L1).
First words, early core vocabulary, 2-word combinations attained at same age as monolinguals (because these children WERE monolinguals in L1).
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In sequential bilingual, Once L2 is introduced, things get complicated.
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In sequential bilingual, Consider stage of L1 ___ & ___ of continued L1 support when L2 is ___
Consider stage of L1 development & quality of continued L1 support when L2 is introduced
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Consider stage of L1 development & quality of continued L1 support when L2 is introduced
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L1-L2 interact with ___ and __ development, as well as changes in the ___ and ___ demands as a child ages.
L1-L2 interact with cognitive and social development, as well as changes in the environment and communication demands as a child ages.
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L1-L2 interact with cognitive and social development, as well as changes in the environment and communication demands as a child ages.
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Jorge began learning/speaking Spanish and English in his home since he was a baby.
Simultaneous
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Michelle began learning/speaking Mandarin with her mom as a baby and speaking English with her dad at the same time.
Simultaneous
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Crystal began learning Japanese and English when she was a baby, and her parents use both languages with her.
Simultaneous
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Francesca began learning English at home as a baby, then her family moved to France when she was eight, this is when she started learning French.
Sequential
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Jose began learning Hmong as a baby in his home, however when he turned three, he began learning English at his daycare.
Sequential
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In the US, children whose primary home language differs from that of the broader community are classified in the educational system as _____
In the US, children whose primary home language differs from that of the broader community are classified in the educational system as English language learners (ELL) or English learners (EL).
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The EL directs attention to the L2—English, the a ____ language of the educational system.
The EL directs attention to the L2—English, the primary language of the educational system.
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It is important to consider proficiency in ____ languages, across ___ and ____ demands.
It is important to consider proficiency in both languages, across time and task demands.
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Minority L1 Children Learning a Majority L2 is classified as a
English language learner (ELL) or English learners (EL)
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In minority L1 children learning a majority L2, The EL ____ to the L2—English, the primary language of the educational system.
The EL directs attention to the L2—English, the primary language of the educational system.
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For typically developing sequential bilinguals, attainment of early L1 skills parallels that of monolingual children who share similar socioeconomic circumstances, at least until the introduction of the L2.
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What happens with the L1 after the introduction of the majority L2 ____ and is a function of the child’s continued ____ in the L1, the child’s ____, and the level of L1 ____ at the time the L2 is ___, as well as the aspect of language ___ measured.
What happens with the L1 after the introduction of the majority L2 varies and is a function of the child’s continued experiences in the L1, the child’s age, and the level of L1 development at the time the L2 is introduced, as well as the aspect of language proficiency measured.
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Proficiency in the L1 may be vulnerable to either ___ or ___ in the absence of systematic support.
Proficiency in the L1 may be vulnerable to either backsliding or stalling in the absence of systematic support.
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What happens with the L1 after the introduction of the majority L2 varies and is a function of the child’s
of the child’s continued experiences in the L1
the child’s age
and the level of L1 development at the time the L2 is introduced
the aspect of language proficiency measured.
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Given the high status and omnipresence of the majority language, acquisition of the majority L2 is somewhat less of an issue than retention of the L1.
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the intentional mixing of traditional linguistic codes.
Code switching is the intentional mixing of traditional linguistic codes.
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Bilinguals combine elements from their different languages within a single sentence or conversation.
Code switching
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Code switching is the intentional ___ of traditional ___ ____.
Code switching is the intentional mixing of traditional linguistic codes.
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Code switching is common practice among some bilinguals, but not all. True or false
True
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Code switching between adults is grammatically, socially and culturally constrained.
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Code switching between adults is __, ____ and culturally ____
Code switching between adults is grammatically, socially and culturally constrained.
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Code switching is considered a disorder when adults do it and is not evidence of delays or deficits in children. Trie or false
False. ** This type of spontaneous code switching is not a disorder when adults do it and is not evidence of delays or deficits in children.
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The language learning environment for some children includes a substantial amount of this mixed language input.
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the most common language impairment in children.
Developmental language disorder (DLD)
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High-incidence of DLD disorder: is ___ of every 100 children
High-incidence disorder: 5 to 10 of every 100 children
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This low language is not explained by deficits in neurological, intellectual, social, or sensory skills.
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Children with DLD ___ to make ___ progress in language, with no evident cause for the delay
hildren with DLD fail to make expected progress in language, with no evident cause for the delay
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Developmental language disorder is explained by deficits in neurological, intellectual, social, or sensory skills. True or false
False. ** This low language is not explained by deficits in neurological, intellectual, social, or sensory skills.
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A positive family history of ___ or_____is considered a risk factor for DLD.
A positive family history of language disorder or learning disability is considered a risk factor for DLD.
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Children with DLD ___ and ___ in most ways like their unaffected peers.
Children with DLD look and act in most ways like their unaffected peers.
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IN DLD, alongside language deficits there are inefficiencies in basic ___ processing mechanisms
Alongside language deficits there are inefficiencies in basic cognitive processing mechanisms (attention, working memory, perception, processing speed).
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Alongside language deficits there are inefficiencies in basic cognitive processing mechanisms such as
attention,
working memory,
perception,
processing speed).
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Unlike Down syndrome or severe hearing impairment, which may be detected through medical or physiological testing in infancy, DLD is identified based on ____ ___ and a ____ to make ____ progress in language.
Unlike Down syndrome or severe hearing impairment, which may be detected through medical or physiological testing in infancy, DLD is identified based on behavioral measures and a failure to make expected progress in language.
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The most obvious symptoms of DLD __ across children as well as within any given child across time and settings.
The most obvious symptoms of DLD vary across children as well as within any given child across time and settings.
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DLD is identified based on ____and a failure to make ____ in language.
DLD is identified based on behavioral measures and a failure to make expected progress in language.
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symptom of DLD includes ____ are not developing like typically developing peers.
Language abilities are not developing like typically developing peers.
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Despite the changes in development, DLD present with the underlying deficit affecting efficient ___ or use of ___.
Despite the changes in development, they present with the underlying deficit affecting efficient acquisition or use of language.
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Language abilities are not developing like typically developing peers.
Despite the changes in development, they present with the underlying deficit affecting efficient acquisition or use of language.
Symptoms of DLD
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Monolingual school age English as well as Spanish-speaking children with DLD have difficulty with ___
Monolingual school age English as well as Spanish-speaking children with DLD have difficulty with narrative skills.
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DLD symptoms is Poor __ __ skills
Poor social language skills
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DLD symptoms Significant difficulty with learning to ___ or ____ because these are language-based activities.
Significant difficulty with learning to read or write because these are language-based activities.
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Initial difficulty learning to ___, then affects learning to ___, often results in relabeling the child with DLD to a broader learning disability.
Initial difficulty learning to read, then affects learning to read, often results in relabeling the child with DLD to a broader learning disability.
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Symptoms of DLD overall
Language abilities are not developing like typical Difficultly with narrative skills
Poor social language skills
difficulty with learning to read or write (language-based activities)
underlying deficit affecting efficient acquisition or use of language.
127
Experience with two different languages does not cause DLD. True or false
True
128
Children with Devlepmental language disorder cannot learn two languages. True or false
False. *** Children with DLD can and do learn two languages, given sufficient and enriched opportunities in each language.
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Children with DLD can and do learn two languages, given ___ and ___ ___ in each language.
Children with DLD can and do learn two languages, given sufficient and enriched opportunities in each language.
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Rates of DLD are assumed similar across monolingual and bilingual populations.
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Bilingual Children with Developmental Language Disorder Risk Factors include: reduced access to ___, insufficient ____ for both languages, ____ competencies of service providers to adequately ___ or ___ bilingual DLD.
reduced access to services, insufficient support for both languages, limited competencies of service providers to adequately assess or treat bilingual DLD.
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Children from immigrant families may have experiences that exacerbate the negative effects of DLD, such as ____
Poverty,
low home literacy, or
family instability related to immigration history and/or income.
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Bilingual Children with Developmental Language Disorder Risk Factors include:
reduced access to services,
insufficient support for both languages,
limited competencies of service providers to adequately assess or treat bilingual DLD.
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These additional risk factors do not apply to all linguistically diverse learners nor do they apply only to developing bilinguals.
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DLD have the same background as typically developing ____ children.
DLD have the same background as typically developing bilingual children.
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Pace of language development for bilingual children with DLD is ____ than that of their bilingual peers.
Pace of language development for bilingual children with DLD is slower than that of their bilingual peers.
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This slower pace can negatively affect ___, __, __ and vocational outcomes.
This slower pace can negatively affect learning, literacy, social and vocational outcomes.
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This slower pace can negatively affect learning, literacy, social and vocational outcomes.
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In bilingual children with DLD, Both L1 and L2 are affected as DLD is due to some underlying inefficiency in language. True or false
True
140
The difference for children with DLD is that the L2 (English, in the US) is acquired ____ and the L1 (which is at a lower starting state as compared to typical L2 learners) is at significant risk for rapid ____.
The difference for children with DLD is that the L2 (English, in the US) is acquired slowly and the L1 (which is at a lower starting state as compared to typical L2 learners) is at significant risk for rapid decline.
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Thus, if not systematically and robustly supported, the L1 is vulnerable to rapid ____, while L2 is slowly ___.
Thus, if not systematically and robustly supported, the L1 is vulnerable to rapid loss, while L2 is slowly acquired.
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1. Bilingualism (does or does not)_______ cause DLD; reverting to monolingualism will not cure it.
1. Bilingualism does not cause DLD; reverting to monolingualism will not cure it.
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2. Bilingual children with DLD can and do learn two languages. True or false
True
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3. As with typically developing bilingual children, the relative level of proficiency in each of the languages of the bilingual child with DLD vary with ___ and ___ for using each language.
3. As with typically developing bilingual children, the relative level of proficiency in each of the languages of the bilingual child with DLD vary with opportunities and motivation for using each language.
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Bilingual children with DLD can and do learn two languages. However, in the absence of direct meaningful language enrichment opportunities, a minority L1 is vulnerable to rapid ____, leading to ___ in the L2.
Bilingual children with DLD can and do learn two languages. However, in the absence of direct meaningful language enrichment opportunities, a minority L1 is vulnerable to rapid loss, leading to monolingualism in the L2.
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Environmental language needs for communicative success is a fundamental consideration in planning assessment and intervention.
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DLD is identified by ____ ____ performance.
DLD is identified by low language performance.
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Bilingual children with DLD will show low performance in ____ languages.
Bilingual children with DLD will show low performance in BOTH languages.
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Bilingual children with DLD can and do learn both languages.
