Chapter 4-5

Question 1

The first language milestones is

Question 2

what is classically referred to as the _____ of infancy is marked by intentionality of interactions

Answer 2

ge. Critically, what is classically referred to as the prelinguistic period of infancy is marked by intentionality of interactions

Question 3

Intentions in infancy include ____, ____ to ____ or actions, and ___ ___ expressed with either ____ or vocalizations.

Answer 3

Intentions in infancy include requests, references to items or actions, and turn taking expressed with either gestures or vocalizations.

Question 4

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 ____

Answer 4

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

Question 5

____- (Birth-6 months)- marked by intentionality of actions.

Answer 5

“Prelinguistic period” (Birth-6 months)- marked by intentionality of actions.

Question 6

Types of characteristics seen in pre linguistic period (Birth to 6 months)

Answer 6

A. requesting
B. referencing to items or actions
C. turn taking with gestures or vocalizations

Question 7

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 ___

Answer 7

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.

Question 8

9-10 months begin to understand ____

Answer 8

9-10 months begin to understand their first words

Question 9

____ to ___ Say their first words around the time they walk.

Answer 9

12 -16 mo. Say their first words around the time they walk.

Question 10

___ to ____ begin to understand their first words

Answer 10

9-10 months begin to understand their first words

Question 11

Avg. child learns ____ words a day from 18 mo + (Bloom, 2000; Clark, 1993)

Answer 11

Avg. child learns 6-10 words a day from 18 mo + (Bloom, 2000; Clark, 1993)

Question 12

24 months, children produce as few as ____ words and some over ___. (Fenson et. Al, 1994)

Answer 12

24 months, children produce as few as 100-200 words and some over 600. (Fenson et. Al, 1994)

Question 13

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.

Answer 13

16

Question 14

Some children produce as few as ____ words at 24 months; other more talkative children produce well over ___ words at this age

Answer 14

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

Question 15

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).

Answer 15

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).

Question 16

Although there is a wide range of normal variation, typical monolingual 3-year-olds are ___ to know about ___ words,

Answer 16

Although there is a wide range of normal variation, typical monolingual 3-year-olds are expected to know about 1,000 words,

Question 17

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).

Answer 17

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).

Question 18

For languages with richer inflectional systems (i.e. Italian, Hebrew, Spanish) ____ are used with greater consistency beginning at an even ___ age.

Answer 18

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

Question 19

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 ___.

Answer 19

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.

Question 20

Avg. 3-year-old has an utterance length of 3-5 words, with grammatical affixes, including ____, ___for ongoing action

Answer 20

Avg. 3-year-old has an utterance length of 3-5 words, with grammatical affixes (-s plural, -ing for ongoing action)

Question 21

The recurring use of “why?” is an effective ploy that children this age use to keep the conversation going.

Answer 21

Three years old

Question 22

____ knowledge, _____ complexity, and _____ skills continue to develop and expand throughout the preschool years

Answer 22

Lexical-semantic knowledge, grammatical complexity, and con- versational skills continue to develop and expand throughout the preschool yea

Question 23

5 yr. olds are typically easy to be understood by most and speak in long, complex, and largely grammatically correct sentences. True or false

Answer 23

True

Question 24

Four-year-olds use their increasingly sophisticated ___ skills and ___ abilities as they engage in frequent ____.

Answer 24

Four-year-olds use their increas- ingly sophisticated grammatical skills and narrative abilities as they engage in frequent imaginative play.

Question 25

Typically developing 5-year-olds are easily understood by most listeners as they speak in ____, complex, largely ____ ____ sentences

Answer 25

Typically developing 5-year-olds are easily understood by most listeners as they speak in long, complex, largely grammatically correct sentence

Question 26

Five-year-olds are able to understand and use language for a wide range of ___ or ___ functions.

Answer 26

Five-year-olds are able to understand and use language for a wide range of social or pragmatic functions.

Question 27

Word learning remains robust throughout child- hood and beyond, with approximately ____ additional words added to children’s lexicons during each year they attend school

Answer 27

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

Question 28

Understand and use language for a wide range of social and pragmatic functions.

Answer 28

5 year olds

Question 29

There is increasing emphasis on academic language, including decontextualized language and metalinguistic skills—using language to ___,____, and ___ about language

Answer 29

There is increasing emphasis on academic language, including decontextualized language and metalinguistic skills—using language to think, learn, and talk about language

Question 30

There is increasing emphasis on academic language, including ____ language and __ skills using language to think, learn, and talk about language

Answer 30

ere is increasing emphasis on academic language, including decontextualized language and metalinguistic skills—using language to think, learn, and talk about language

Question 31

During school years emphasis shifts from ___ to ___ language.

Answer 31

During school years emphasis shifts from spoken to written language.

Question 32

Poor spoken language abilities are strongly associated with poor literacy outcomes. True or false

Answer 32

True

Question 33

Processing efficiency is essential for language functioning. True or false

Answer 33

True

Question 34

Poor spoken language abilities are strongly associated with ____ literacy outcomes

Answer 34

Poor spoken language abilities are strongly associated with poor literacy outcomes

Question 35

____ is essential for language functioning.

Answer 35

Processing efficiency is essential for language functioning.

Question 36

The ability to quickly learn, recall, access, and use linguistic forms declines through adolescence. True or false

Answer 36

False ** The ability to quickly learn, recall, access, and use linguistic forms continues through adolescence.*

Question 37

refers to a child’s cumulative experience with spoken language.

Answer 37

Input

Question 38

The ability to quickly ___, ___, ___, and use ____ forms continues through adolescence.

Answer 38

The ability to quickly learn, recall, access, and use linguistic forms continues through adolescence.

Question 39

Enhancing the ___ and ____ of environmental language input makes a positive difference in language abilities.

Answer 39

Enhancing the quality and quantity of environmental language input makes a positive difference in language abilities.

Question 40

researchers and educators widely agree that language input is influenced by the both the ___ and __ of interactions.

Answer 40

researchers and educators widely agree that language input is influ- enced by the both the quantity and quality of interactions.

Question 41

The quality of language directed at children has two key ingredients: ___ diversity and ___

Answer 41

The quality of language directed at children has two key ingredients: lexical diversity and reciprocity

Question 42

Consider different communicative partners in language assessment and training activities.

Question 43

External sources of variation in Single-language learners include

Answer 43

Socioeconomic circumstances, parent education, home literacy

Question 44

Children who receive regular input in two or more languages during the most dynamic period of communication development- Birth and adolescence.

Answer 44

Developing Bilinguals

Question 45

Globally, developing bilinguals are the rule rather than the exception. Trie or false

Answer 45

True

Question 46

Developing bilinguals are children who receive regular ___ in ___ or more ___ during the most ___ period of communication development

Answer 46

Children who receive regular input in two or more languages during the most dynamic period of communication development

Question 47

Developing bilinguals are hildren who receive regular input in two or more languages during the most dynamic period of communication development, which are ___ &__

Answer 47

Birth & adolescence

Question 48

In the U.S. it is estimated ____ children speaks another language other than English at home

Answer 48

In the U.S. it is estimated 1 in 5 children speaks another language other than English at home

Question 49

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

Question 50

Sources of variability include those that affect monolingual children, such as socioeconomic circumstances, parent education, and home literacy

Question 51

A hallmark of developing bilingualism is variability in the ____ and patterns of ____, as well as the child’s resulting _____ in __ language.

Answer 51

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.

Question 52

Sources of variability include those that affect monolingual children, such as ____ ___, ____, and ___

Answer 52

Sources of variability include those that affect monolingual children, such as socioeconomic circumstances, parent education, and home literacy

Question 53

individual differences in ___, ___, and cognitive _____ or aptitude affect language learning

Answer 53

individual differences in styles, preferences, and cognitive abilities or aptitude affect language learning

Question 54

There are additional factors that affect the process and product of language proficiency in developing bilinguals:

Answer 54

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

Question 55

(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);

Question 56

(b) the environments in which this language experience occurs (e.g., home, school, television, parents, teachers, peers);

Question 57

); (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);

Question 58

and (d) the purposes for which these languages are needed (e.g., interpersonal communications, literacy, community interac- tions)

Question 59

Types of developing bilingual categories:

Answer 59

1). Simultaneous bilinguals
2). Sequential (or successive) bilinguals

Question 60

Experience with two languages at about the same time.

Answer 60

Simultaneous bilingual

Question 61

Experience with two languages beginning at or shortly after birth.

Answer 61

Simultaneous bilingual

Question 62

In simultaneous bilinguals each parent may speak a ____ to the child.

Answer 62

Each parent may speak a different language to the child.

Question 63

In simultaneous bilinguals, Parents may use ____ languages with ___ ___ and both languages with their ___.

Answer 63

Parents may use both languages with each other and both languages with their children.

Question 64

Being simultaneous bilingual causes delays in the attainment of early language milestones. True or false

Answer 64

False. *** *Does not cause delays in the attainment of early language milestones.

Question 65

Simultaneous bilingual Experience with two languages at about ____

Answer 65

Experience with two languages at about the same time.

Question 66

For simultaneous bilingualas, onset of first words, early core vocabulary, and 2-word combinations attained at __________

Answer 66

Onset of first words, early core vocabulary, and 2-word combinations attained at the same age as monolinguals.

Question 67

In later milestones of simultaneous bilinguals, At least one language is comparable to that of monolinguals. True or false

Answer 67

True

Question 68

Relative degree of proficiency in each language may vary with __, ___, ___.

Answer 68

Relative degree of proficiency in each language may vary with age, experience, task.

Question 69

____ knowledge may be duplicated or distributed across languages.

Answer 69

Cross-linguistic knowledge may be duplicated or distributed across languages.

Question 70

May not be directly comparable to monolinguals when measuring only one language. True or false

Answer 70

True

Question 71

At all stages of simultaneous bilingual milestones,:

Answer 71

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.

Question 72

Have experience with a single first language (L1) beginning at birth and begin learning a second language (L2) at some point during childhood.

Answer 72

Early sequential bilingual

Question 73

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

Answer 73

Silent period- listen and develop their receptive language abilities in L2 for a period of months before attempting output in the L2

Question 74

What is silent period

Answer 74

Silent period- listen and develop their receptive language abilities in L2 for a period of months before attempting output in the L2

Question 75

Sequential bilingual have experience with a single ___ beginning at ___ and begin l____ at some point during ___.

Answer 75

Have experience with a single first language (L1) beginning at birth and begin learning a second language (L2) at some point during childhood.

Question 76

Silent period- listen and develop their ____ language abilities in ___ for a period of months before attempting ____ in the ___

Answer 76

Silent period- listen and develop their receptive language abilities in L2 for a period of months before attempting output in the L2

Question 77

Further study is need to verify whether a silent period reflects a true stage or individual variation.

Question 78

In sequential bilinguals, First words, early core vocabulary, 2-word combinations attained at ____ age as ____ (because these children WERE monolinguals in L1).

Answer 78

First words, early core vocabulary, 2-word combinations attained at same age as monolinguals (because these children WERE monolinguals in L1).

Question 79

In sequential bilingual, Once L2 is introduced, things get complicated.

Question 80

In sequential bilingual, Consider stage of L1 ___ & ___ of continued L1 support when L2 is ___

Answer 80

Consider stage of L1 development & quality of continued L1 support when L2 is introduced

Question 81

Consider stage of L1 development & quality of continued L1 support when L2 is introduced

Question 82

L1-L2 interact with ___ and __ development, as well as changes in the ___ and ___ demands as a child ages.

Answer 82

L1-L2 interact with cognitive and social development, as well as changes in the environment and communication demands as a child ages.

Question 83

L1-L2 interact with cognitive and social development, as well as changes in the environment and communication demands as a child ages.

Question 84

Jorge began learning/speaking Spanish and English in his home since he was a baby.

Answer 84

Simultaneous

Question 85

Michelle began learning/speaking Mandarin with her mom as a baby and speaking English with her dad at the same time.

Answer 85

Simultaneous

Question 86

Crystal began learning Japanese and English when she was a baby, and her parents use both languages with her.

Answer 86

Simultaneous

Question 87

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.

Answer 87

Sequential

Question 88

Jose began learning Hmong as a baby in his home, however when he turned three, he began learning English at his daycare.

Answer 88

Sequential

Question 89

In the US, children whose primary home language differs from that of the broader community are classified in the educational system as _____

Answer 89

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).

Question 90

The EL directs attention to the L2—English, the a ____ language of the educational system.

Answer 90

The EL directs attention to the L2—English, the primary language of the educational system.

Question 91

It is important to consider proficiency in ____ languages, across ___ and ____ demands.

Answer 91

It is important to consider proficiency in both languages, across time and task demands.

Question 92

Minority L1 Children Learning a Majority L2 is classified as a

Answer 92

English language learner (ELL) or English learners (EL)

Question 93

In minority L1 children learning a majority L2, The EL ____ to the L2—English, the primary language of the educational system.

Answer 93

The EL directs attention to the L2—English, the primary language of the educational system.

Question 94

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.

Question 95

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.

Answer 95

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.

Question 96

Proficiency in the L1 may be vulnerable to either ___ or ___ in the absence of systematic support.

Answer 96

Proficiency in the L1 may be vulnerable to either backsliding or stalling in the absence of systematic support.

Question 97

What happens with the L1 after the introduction of the majority L2 varies and is a function of the child’s

Answer 97

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.

Question 98

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.

Question 99

the intentional mixing of traditional linguistic codes.

Answer 99

Code switching is the intentional mixing of traditional linguistic codes.

Question 100

Bilinguals combine elements from their different languages within a single sentence or conversation.

Answer 100

Code switching

Question 101

Code switching is the intentional ___ of traditional ___ ____.

Answer 101

Code switching is the intentional mixing of traditional linguistic codes.

Question 102

Code switching is common practice among some bilinguals, but not all. True or false

Answer 102

True

Question 103

Code switching between adults is grammatically, socially and culturally constrained.

Question 104

Code switching between adults is __, ____ and culturally ____

Answer 104

Code switching between adults is grammatically, socially and culturally constrained.

Question 105

Code switching is considered a disorder when adults do it and is not evidence of delays or deficits in children. Trie or false

Answer 105

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.

Question 106

The language learning environment for some children includes a substantial amount of this mixed language input.

Question 107

the most common language impairment in children.

Answer 107

Developmental language disorder (DLD)

Question 108

High-incidence of DLD disorder: is ___ of every 100 children

Answer 108

High-incidence disorder: 5 to 10 of every 100 children

Question 109

This low language is not explained by deficits in neurological, intellectual, social, or sensory skills.

Question 110

Children with DLD ___ to make ___ progress in language, with no evident cause for the delay

Answer 110

hildren with DLD fail to make expected progress in language, with no evident cause for the delay

Question 111

Developmental language disorder is explained by deficits in neurological, intellectual, social, or sensory skills. True or false

Answer 111

False. ** This low language is not explained by deficits in neurological, intellectual, social, or sensory skills.

Question 112

A positive family history of ___ or_____is considered a risk factor for DLD.

Answer 112

A positive family history of language disorder or learning disability is considered a risk factor for DLD.

Question 113

Children with DLD ___ and ___ in most ways like their unaffected peers.

Answer 113

Children with DLD look and act in most ways like their unaffected peers.

Question 114

IN DLD, alongside language deficits there are inefficiencies in basic ___ processing mechanisms

Answer 114

Alongside language deficits there are inefficiencies in basic cognitive processing mechanisms (attention, working memory, perception, processing speed).

Question 115

Alongside language deficits there are inefficiencies in basic cognitive processing mechanisms such as

Answer 115

attention,
working memory,
perception,
processing speed).

Question 116

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.

Answer 116

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.

Question 117

The most obvious symptoms of DLD __ across children as well as within any given child across time and settings.

Answer 117

The most obvious symptoms of DLD vary across children as well as within any given child across time and settings.

Question 118

DLD is identified based on ____and a failure to make ____ in language.

Answer 118

DLD is identified based on behavioral measures and a failure to make expected progress in language.

Question 119

symptom of DLD includes ____ are not developing like typically developing peers.

Answer 119

Language abilities are not developing like typically developing peers.

Question 120

Despite the changes in development, DLD present with the underlying deficit affecting efficient ___ or use of ___.

Answer 120

Despite the changes in development, they present with the underlying deficit affecting efficient acquisition or use of language.

Question 121

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.

Answer 121

Symptoms of DLD

Question 122

Monolingual school age English as well as Spanish-speaking children with DLD have difficulty with ___

Answer 122

Monolingual school age English as well as Spanish-speaking children with DLD have difficulty with narrative skills.

Question 123

DLD symptoms is Poor __ __ skills

Answer 123

Poor social language skills

Question 124

DLD symptoms Significant difficulty with learning to ___ or ____ because these are language-based activities.

Answer 124

Significant difficulty with learning to read or write because these are language-based activities.

Question 125

Initial difficulty learning to ___, then affects learning to ___, often results in relabeling the child with DLD to a broader learning disability.

Answer 125

Initial difficulty learning to read, then affects learning to read, often results in relabeling the child with DLD to a broader learning disability.

Question 126

Symptoms of DLD overall

Answer 126

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.

Question 127

Experience with two different languages does not cause DLD. True or false

Answer 127

True

Question 128

Children with Devlepmental language disorder cannot learn two languages. True or false

Answer 128

False. *** Children with DLD can and do learn two languages, given sufficient and enriched opportunities in each language.

Question 129

Children with DLD can and do learn two languages, given ___ and ___ ___ in each language.

Answer 129

Children with DLD can and do learn two languages, given sufficient and enriched opportunities in each language.

Question 130

Rates of DLD are assumed similar across monolingual and bilingual populations.

Question 131

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.

Answer 131

reduced access to services, insufficient support for both languages, limited competencies of service providers to adequately assess or treat bilingual DLD.

Question 132

Children from immigrant families may have experiences that exacerbate the negative effects of DLD, such as ____

Answer 132

Poverty,
low home literacy, or
family instability related to immigration history and/or income.

Question 133

Bilingual Children with Developmental Language Disorder Risk Factors include:

Answer 133

reduced access to services,
insufficient support for both languages,
limited competencies of service providers to adequately assess or treat bilingual DLD.

Question 134

These additional risk factors do not apply to all linguistically diverse learners nor do they apply only to developing bilinguals.

Question 135

DLD have the same background as typically developing ____ children.

Answer 135

DLD have the same background as typically developing bilingual children.

Question 136

Pace of language development for bilingual children with DLD is ____ than that of their bilingual peers.

Answer 136

Pace of language development for bilingual children with DLD is slower than that of their bilingual peers.

Question 137

This slower pace can negatively affect ___, __, __ and vocational outcomes.

Answer 137

This slower pace can negatively affect learning, literacy, social and vocational outcomes.

Question 138

This slower pace can negatively affect learning, literacy, social and vocational outcomes.

Question 139

In bilingual children with DLD, Both L1 and L2 are affected as DLD is due to some underlying inefficiency in language. True or false

Answer 139

True

Question 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 ____.

Answer 140

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.

Question 141

Thus, if not systematically and robustly supported, the L1 is vulnerable to rapid ____, while L2 is slowly ___.

Answer 141

Thus, if not systematically and robustly supported, the L1 is vulnerable to rapid loss, while L2 is slowly acquired.

Question 142

1. Bilingualism (does or does not)_______ cause DLD; reverting to monolingualism will not cure it.

Answer 142

1. Bilingualism does not cause DLD; reverting to monolingualism will not cure it.

Question 143

2. Bilingual children with DLD can and do learn two languages. True or false

Answer 143

True

Question 144

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.

Answer 144

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.

Question 145

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.

Answer 145

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.

Question 146

Environmental language needs for communicative success is a fundamental consideration in planning assessment and intervention.

Question 147

DLD is identified by ____ ____ performance.

Answer 147

DLD is identified by low language performance.

Question 148

Bilingual children with DLD will show low performance in ____ languages.

Answer 148

Bilingual children with DLD will show low performance in BOTH languages.

Question 149

Bilingual children with DLD can and do learn both languages.