Chapter 5: Child Language Disorders in a Pluralistic Society

Question 1

]What is Culture?

Answer 1

Ways of thinking, talking, understanding, and relating to others in ways that are characteristic of people with a shared history

Question 2

What are English Language Learners (ELL)?

Answer 2

People learning English with their native language

Question 3

Who are Children with Cultural and Linguistic Differences (CLD)?

Answer 3

Those who language and culture differ from the majority

Question 4

What is Limited English Proficiency (LEP)?

Answer 4

Those with limited exposure to English

Question 5

When are Basic Interactive Communication Skills (BICS) acquired?

Answer 5

2-3 years on average

Question 6

When is Cognitive-Academic Language Proficiency (CALP) usually acquired?

Answer 6

5-9 yrs on average

Question 7

How many individuals use an African-American English Dialect?

Answer 7

13% of US population – not always used)

Question 8

How is Bidialecticism used in those who speak African-American English?

Answer 8

AAE at home, GAE in formal settings

Question 9

What does Dialect Density depends on?

2

Answer 9

Location

Culture

Question 10

What are common communication patterns in Native-American English?

(2)

Answer 10

Learn by watching

Less talking than European-Americans

Question 11

What are common communication patterns in Arab-American-Influenced English?

(4)

Answer 11

Loud, rapid speech

Eye contact differs by gender

More emotion

Value placed on silence

Question 12

What are common features of Asian-American-influenced English?

(3)

Answer 12

More than 100 different languages

Wide diversity within cultures

There may be as much difference within each cultural groups as there is across groups – dialect differences

Question 13

What are the Clinical Implications for Asian-American-influenced English?

(2)

Answer 13

Learn about cultures with which you work, but avoid using this knowledge to create and maintain stereotypes

Learn about individual families and their beliefs, aspirations, and values – exposure to English?

Question 14

What are Low-Context Styles used in mainstream culture?

9

Answer 14

Most information is transmitted verbally

Learning takes place through words

Planning of the future and delaying gratification for future rewards are encouraged

Society changes rapidly

The role of the individual is to achieve and excel

Monochronic concept of time: single events happen one at a time.

Planning and scheduling are critical. Actions are tightly scheduled.

What matters is sticking to the timetable

Generally, communication is decontextualized

Question 15

What are High-Context Styles used in traditional cultures?

8

Answer 15

Most information is in the physical context or is in shared knowledge among participants

Routines and behaviors are taught through observation

Change is slow, life is predictable.

Little planning is needed. Talk about the future may be discouraged

Role of the individual is as a member of the cultural group; most activities are controlled by the group rather than by an individual; individuals should not stand out from peers

Polychronic concept of time: time is flexible; timelines and schedules may not exist.

What matters is the completion of transactions

Generally communication is contextualized

Question 16

What interventions can be used to help child develop more complex narratives?

(4)

Answer 16

Recast/recount

Event cast

Account

Story

Question 17

What are two types of Narrative Structures?

Answer 17

Topic-centered (low-context cultures)

Topic-associated (high-context cultures)

Question 18

What are the key components of Family-Centered Practice for CLD?

(12)

Answer 18

Identify family concerns, priorities, and resources

Identify differences in beliefs and values about learning, parenting, and disabilities

Be aware of how clinician assumptions and expectations affect interactions with CLD families

Allow ample time for questions after each session; be prepared to answer the same question different ways

Research the language and culture of each client to make use of culturally appropriate practices

Team up with people from the cultural community

Read about the family’s culture

Visit student homes

Consider family value systems when setting goals; for example, independence is highly valued in our culture, even for young children

Invite students to share aspects of their culture with other students

Learn some basic communication in the student’s home language

Learn to pronounce students’ and family members’ names correctly in the native language

Question 19

How do we know when there is a language disorder in CLD Children?

(6)

Answer 19

Differentiate between language difference and disorder

Remember prevalence of DLD in CLD children is no higher than in other groups

Only DLD if language
is considered defective by the individual’s cultural community

Only DLD if language operates outside the norms of acceptability for that community

Only DLD if errors call attention to itself or interfere with communication within that community

Always get parent’s opinions

Question 20

How do we assess DLD in CDL children?

5

Answer 20

Take into account both child language and classroom demands

Use standardized tests developed for CLD Children

Use processing dependent tasks (Digit span, Sentence repetition, Non-word repetition

Use dynamic assessment (Test-teach-test, Mediated learning experiences)

Combine assessment methods to achieve a holistic diagnosis of child

Question 21

How do we establishing Language Dominance in children with CLD?

(5)

Answer 21

Observation of prevalence of use of one language over other in natural contexts

Overuse of gestures in English

Structured questionnaires

Test in English if English is dominant

Test in both languages if English is not dominant

Question 22

What criteria should we use when selecting interpreters?

6

Answer 22

High school education

Strong literacy in both languages

Strong memory and paraphrasing ability

Knowledge of medical and educational vocabulary

Maintain confidentiality

Outside client family

Question 23

How should we ask questions when conducting an interview with families with CLDs?

(3)

Answer 23

Use standard interview forms

Review for cultural appropriateness

Ask how their child differs from other children in their neighborhood

Question 24

How should we use Standardized Tests with CLD Children?

3

Answer 24

Examine tests designed for speakers of specific languages

Use cut-off scores for standard tests that are selected based on their ability to differentiate children with known diagnoses from those with typical development; combine with process measures (e.g., non-word repetition)

Use tests for Parent-Child Comparative Analysis

Question 25

How should we use Criterion-Referenced Assessment with CLD Children?

(10)

Answer 25

Minimal competence core

Production of complex sentences

Examine features with surface realizations that differ from those expected in Standard American

English for evidence of linguistic competence

Specific analyses designed for specific language/dialects (e.g., SALT for Spanish, Black English Sentence Scoring for AAV)

Parent Child Comparative Analysis (PCCA) of language samples of parent and child (Test both parent and child with the same test. Compare the two scores.)

Dynamic assessment (Teaching invented morphemes, MLE in test-teach-test formats)

Evaluating language processing (e.g., non-word repetition)

Parental report of the child’s language skills combined with number of errors per T-unit (see Chapter 11) in a speech sample derived from three contexts (picture description, interview, and story retelling)

Ethnographic assessment

Question 26

How can Monolingual SLPs best provide Language Intervention for CLD Children?

(9)

Answer 26

Instruction in native language if possible

In-service training of bilingual personnel

Consultation to ESL and bilingual service providers

Introduction of multicultural teaching techniques to mainstream monolingual teachers

Develop materials and activities for translation by bilingual staff

Seek out new tests and materials for particular language groups to share with other educators

Train paraprofessionals to deliver intervention in client’s first language

Recruit and train typical peers from client’s language community to provide interactive opportunities

Deliver instruction in English (indirect language stimulation, script-based focused stimulation, tie to classroom themes and vocabulary)

Question 27

When is the best time to switch from bilingual to English instruction?

(3)

Answer 27

When English skills progress to same level as first language skills.

When client reaches plateau in first language

When client has been in a bilingual program for a considerable time (English intervention can be introduced to begin transition to increased participation in the mainstream program)

Question 28

How can SLPs assist with Typically Developing ELLs?

10

Answer 28

Direct SLP service not usually warranted

Provide elective services by means of in-service training and consultation

Emphasize importance of social opportunities for using English with peers

Help teachers understand difference between BICS and CALP

Make teachers aware of negative
attitudes about language/dialect differences

Help CLD children learn to code switch and develop bilingual/bidialectical and bi-literacy skills

Use metalinguistic activities to increase language awareness for all students (Table 5-8)

Use approaches similar to those appropriate for English-speaking students with language-learning disorders

Encourage the building of connections between home and school to support development in both languages

Share multicultural teaching techniques