Chapter 5: Child Language Disorders in a Pluralistic Society Flashcards
]What is Culture?
Ways of thinking, talking, understanding, and relating to others in ways that are characteristic of people with a shared history
What are English Language Learners (ELL)?
People learning English with their native language
Who are Children with Cultural and Linguistic Differences (CLD)?
Those who language and culture differ from the majority
What is Limited English Proficiency (LEP)?
Those with limited exposure to English
When are Basic Interactive Communication Skills (BICS) acquired?
2-3 years on average
When is Cognitive-Academic Language Proficiency (CALP) usually acquired?
5-9 yrs on average
How many individuals use an African-American English Dialect?
13% of US population – not always used)
How is Bidialecticism used in those who speak African-American English?
AAE at home, GAE in formal settings
What does Dialect Density depends on?
2
Location
Culture
What are common communication patterns in Native-American English?
(2)
Learn by watching
Less talking than European-Americans
What are common communication patterns in Arab-American-Influenced English?
(4)
Loud, rapid speech
Eye contact differs by gender
More emotion
Value placed on silence
What are common features of Asian-American-influenced English?
(3)
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
What are the Clinical Implications for Asian-American-influenced English?
(2)
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?
What are Low-Context Styles used in mainstream culture?
9
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
What are High-Context Styles used in traditional cultures?
8
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
What interventions can be used to help child develop more complex narratives?
(4)
Recast/recount
Event cast
Account
Story
What are two types of Narrative Structures?
Topic-centered (low-context cultures)
Topic-associated (high-context cultures)
What are the key components of Family-Centered Practice for CLD?
(12)
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
How do we know when there is a language disorder in CLD Children?
(6)
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
How do we assess DLD in CDL children?
5
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
How do we establishing Language Dominance in children with CLD?
(5)
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
What criteria should we use when selecting interpreters?
6
High school education
Strong literacy in both languages
Strong memory and paraphrasing ability
Knowledge of medical and educational vocabulary
Maintain confidentiality
Outside client family
How should we ask questions when conducting an interview with families with CLDs?
(3)
Use standard interview forms
Review for cultural appropriateness
Ask how their child differs from other children in their neighborhood
How should we use Standardized Tests with CLD Children?
3
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
How should we use Criterion-Referenced Assessment with CLD Children?
(10)
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
How can Monolingual SLPs best provide Language Intervention for CLD Children?
(9)
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)
When is the best time to switch from bilingual to English instruction?
(3)
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)
How can SLPs assist with Typically Developing ELLs?
10
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
