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Multicultr > Chapters 1 & 2 > Flashcards

Chapters 1 & 2 Flashcards

1
Q

Culture is the _____, _____, and __________, ________, or _______ .

A

Culture is the customary beliefs, social forms, and material traits of a racial, religious, or social group.

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2
Q

The characteristic features of _______ (such as diversions or a way of life) shared by people in a ____ or ____

A

Culture the characteristic features of everyday life shared by people in a place or time

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3
Q

Culture is the set of shared _____, ____, _____, and _____ that characterizes an institution or organization

A

Attitudes, values, goals, and practices

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4
Q

Culture is also the set set of _____, ______, or _____ associated with a particular field, activity, or societal characteristic

A

Values, conventions, or social practices

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5
Q

Culture is like an iceberg. True or false

A

True. Culture is like an iceberg, 9/10 of it lie beneath the surface.

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6
Q

The following characteristics are “above the iceberg” in regards to culture:

A

Language, food, clothing, greetings, folklore, literature, holidays and festivals

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7
Q

The following characteristics are “below the iceberg” in regards to culture:

A

Beliefs, manner, family roles, self-concept, work ethic, core values, interpretation, humor, gender roles, gestures, body language, beauty ideals, thought patterns, attitude towards environment

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8
Q

Individuals shall honor their responsibility to hold paramount the welfare of persons they serve professionally or who are participants in research and scholarly activities, and they shall treat animals involved in research in a humane manner. This is known as ___

A

Principles of ethics 1

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9
Q

The rules of ethics involve:

A

A. Individuals shall provide all clinical services and scientific activities competently.
B. Individuals shall use every resource, including referral and/or inter professional collaboration when appropriate, to ensure that quality service is provided.
C. Individuals shall not discriminate in the delivery of professional services or in the conduct of research and scholarly activities on the basis of race, ethnicity, sex, gender identity/ gender expression, sexual orientation, age, religion, natural origin, disability, culture, language, or dialect.

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10
Q

The belief that one group’s way is the right way and superior is ____

A

Monoculturalism

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11
Q

Monoculturalism is the _____ of differences at the personal, interpersonal, institutional and cultural levels (i.e. my way or the highway)

A

Rejection

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12
Q

Monoculturalism sets up the process of targeting other groups as “_____” and consequently for less access to society’s benefits, power, and resources

A

“Less than”

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13
Q

Multiculturalism refers to the process of coming to _________ our own culture and cultures other than our own

A
  1. Recognize
  2. Understand
  3. Appreciate
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14
Q

_____ stresses an appreciation of the impact of differences such as by age, race, class, sexual orientation, physical ability, and race, etc.

A

Multiculturalism

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15
Q

3 perspectives:

A

Language
Bilingualism
Proficiency

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16
Q

A clear understanding of what language disorders are as well as what to do about them is predicated on …

A

A deep understanding of what language is and how to support its development

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17
Q

A clear understanding of what language disorders are as well as what to do about them is predicated on a deep understanding of what language is and how to support its development

A

Perspectives

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18
Q

Theoretical perspective on bilingualism ….Theses theories provide the basis for making _____ _____ about language performance and serve as guides to the ________ and _______ of language

A

Theses theories provide the basis for making testable predictions about language performance and serve as guides to the assessment and treatment of language

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19
Q

What is subject to different theoretical perspectives?

A

How language is acquired, how it breaks down, what aspects of language should be measured at different ages or developmental stages or in different disorders, the best ways to measure these selected aspects, and, of course, potential methods to facilitate language gains are all subject to dif- ferent theoretical perspectives

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20
Q

From a dynamic interactive processing directive perspective, language is viewed as our most ____, ______, _____

A

Valuable, efficient, and effective communication tool

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21
Q

Language consists of layers of ______ interwoven with _____

A

Language consists of layers of formal symbols interwoven with communicative functions

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22
Q

In dynamic interactive processing directive, language is defined as a dynamic system that emerges with a _____ through interactions of ____, ______, ______, across ______

A

In dynamic interactive processing directive, language is defined as a dynamic system that emerges with a __social context through interactions of cognitive, neurobiological, environmental systems and subsystems across nested timescales

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23
Q

Dynamic interactive processing directive is a

A

Demanding systems that emerges within a social context

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24
Q

Dynamic interactive processing perspective applies to ____ and ____ populations across the lifespan

A

Applies to monolingual and bilingual populations across the lifespan

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25
Q

Assessments should carefully consider the language system as well as the cognitive correlates of language and the communicative environment

A

Dynamic interactive processing perspective

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26
Q

In dynamic interactive processing perspective , because the language system within the individual is dynamic as are the communicative environments in which language is used, _____ or ______ are needed at _____ to serve a variety of purposes

A

In dynamic interactive processing perspective , because the language system within the individual is dynamic as are the communicative environments in which language is used, different assessments or treatment methods are needed at different times to serve a variety of purposes

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27
Q

The success of language intervention is determined relative to the ______ and _____ in which languages are needed

A

The success of language intervention is determined relative to the communicative purposes and environments in which languages are needed

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28
Q

There are many ways to define bilingualism and these definitions serve different purposes. True or false

A

True

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29
Q

Some definitions may be more _____ than other, but there is _____ of bilingualism

A

Some definitions may be more encompassing than others, but there is no single correct definition

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30
Q

Often, “bilingual” is used to refer to

A

Individuals who demonstrate advanced level of proficiency/ ability in >_ 2 languages &/or
Individuals with consistent experience with >_ 2 languages from infancy

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31
Q

Individuals who demonstrate advanced level of ______ / ability in 2 or more languages &/or
Individuals with _____ with 2 or more languages from infancy

A

Individuals who demonstrate advanced level of proficiency/ ability in 2 or more languages &/or
Individuals with consistent experience with 2 or more languages from infancy

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32
Q

The two definitions of bilingualism are known as

A

Operational definition
Functional or needs-based definition

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33
Q

________ and level of ______ in each of two different languages are, of course, fundamental considerations in research and clinical practice, but do not determine who is or is not “bilingual.”

A

Age of language acquisition and level of proficiency in each of two different languages are, of course, fundamental considerations in research and clinical practice, but do not determine who is or is not “bilingual.”

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34
Q

Operational definition of bilingualism departs from these ____ and _____ based criteria in at least two fundamental ways

A

Proficiently and age based criteria

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35
Q

Operational definition of bilingualism

A
  1. Bilinguals are not identified by the attainment of some a priori level of proficiency in two different languages.
  2. The term bilingual is not restricted to individuals who have experienced two languages within a certain time frame or age range.
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36
Q

Operational definition of bilingualism: bilinguals are not identified by the ____ of some a _____ level of ____ in two different languages.

A

bilinguals are not identified by the attainment of some a priori level of proficiency in two different languages.

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37
Q
  1. bilinguals are not identified by the attainment of some a priori level of proficiency in two different languages.
A

Individuals who need two different languages to succeed in their environments, despite limited proficiency in one or both languages (due to an underlying impairment) may still be considered bilingual.

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38
Q

Individuals who need _____ to succeed in their environments, despite _____ ____ in one or both languages (due to an underlying impairment) may still be considered bilingual.

A

Individuals who need two different languages to succeed in their environments, despite limited proficiency in one or both languages (due to an underlying impairment) may still be considered bilingual.

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39
Q
  1. the term bilingual is not restricted to individuals who have experienced two languages within a certain time frame or age range.
A

Individuals who learn two languages during childhood or those who learn a single language from childhood and a second language after adolescence.

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40
Q
  1. the term bilingual is not ____ to individuals who have experienced two languages within a certain ____ or _____.
A
  1. the term bilingual is not restricted to individuals who have experienced two languages within a certain time frame or age range.
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41
Q

Individuals who learn two languages during childhood or those who learn a single language from childhood and a second language after adolescence.

A

Operational definition

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42
Q

Who is bilingual” is determined from a ______ or _____perspective

A

Who is bilingual” is determined from a functional or needs-based perspective

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43
Q

Individuals with ____, ____, or ___ need for two different languages are considered bilingual.

A

Individuals with past, present, or future need for two different languages are considered bilingual.
Functional or needs-based definitions of bilingualism

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44
Q

This definition is intentionally broad, emphasizing the social environments in which languages are used.

A

Functional or needs-based definitions of bilingualism

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45
Q

Because proficiency in a language may wax and wane across time, age, communicative opportunities, and the integrity of the underlying language system, “bilingual” encompasses varying degrees of proficiency in two languages such as:

A
  1. Young children with or without communication delays who will need two languages for meaningful interactions because their home language differs from that of the majority community in which they live.
  2. Adults who relied on two languages for meaningful communicative interactions in the past but, as the result of acquired brain damage, now struggle to communicate in either language.
  3. SLPs who speak English with families, neighbors, and colleagues but provide clinical services to clients in another language.
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46
Q

Proficiency in language

A
  • Ability “to do” language at age-expected level.
  • Relies on intact cognitive and neurobiological systems.
    -Knowledge of language (sounds, words, grammar, narration, social conventions).
  • Ability to efficiently process, manipulate, & deploy language knowledge in real time in different modalities.
    -Considered “native-like” proficiency (Note: considerable normal variation among monolingual native speakers of a language).
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47
Q

Proficiency in a language

A
  • Ability (high, low, native-like) in a specific language (e.g., Mandarin, English, Tagalog, German).
  • Associated with language experience or opportunities.
  • For bilinguals, each language can be measured and compared to some standard to qualify ability or proficiency.
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48
Q

3 factors essential for mastery and maintenance of a language

A

MOM

Means
Operrtunities
Motive

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49
Q

Factor #1 for mastery and maintenance of a language:

A

Means

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50
Q

Means

A

Relates to one’s general proficiency in a language

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51
Q

For Means must have following intact:

A

Cognitive
Neurological
Sensorimotor systems

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52
Q

For means, weakness in cognitive, neurological, or sensorimotor systems, can led to _____

A

Language disorder

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53
Q

Factor #2 for mastery and maintenance of a language:

A

Opportunities

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54
Q

For opportunities, on must

A
  1. Learn
  2. Use
  3. And practice a language or languages
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55
Q

Opportunities to learn, use, and practice:

A

-Exist in different environments (e.g. home school community work)
-Exist with varying communicative partners ( e.g. friends parents colleagues)
-Exist with different formats like written or in-person or virtually (e.g. medial, Internet)

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56
Q

For bilingual individuals with language disorder it is essential to ____ meaningful opportunities to develop, recover, or use each language

A

Increase NOT decrease

57
Q

Factor #3 for mastery and maintenance of a language:

A

Motive

58
Q

Motive relates to

A

A persons motivation or preference

59
Q

An example of motive is

A

Asking a child to use a language for a specific purpose such as writing a letter to a grandparent can increase motive and thus increase opportunities to use and practice a language

60
Q

Motive can be swayed by ____ and ____

A

Motive can be swayed by societal value and related attitudes about language

61
Q

What is culture?

A

Culture is the shared, accumulated, and integrated set of learned beliefs, values, goals, habits, attitudes and behaviors of a group of people or community

62
Q

Culture is the ____, _____, and ___ ___ of learned _____, ____, ___, _____, ____ and behaviors of a group of people or community

A

Culture is the shared, accumulated, and integrated set of learned beliefs, values, goals, habits, attitudes and behaviors of a group of people or community.

63
Q

We all have culturally embedded values that shape our behavior, whether we are fully cognizant of them or not. True or false

A

True

64
Q

We take our cultures with us as we engage in ___ ____ and ___.

A

We take our cultures with us as we engage in clinical research and practice.

65
Q

What is diversity?

A

The term used to describe variations in culture, language, race, or socioeconomic circumstances relative to “mainstream” or majority standards.

66
Q

Diversity is the term used to describe ____ in ____, _____, ____, or _____ ______ relative to “_____” or ____ standards.

A

The term used to describe variations in culture, language, race, or socioeconomic circumstances relative to “mainstream” or majority standards.

67
Q

Tip of the iceberg of culture are described as

A

Aspects of culture that are readily recognizable.

68
Q

Tip of the iceberg of culture 2

A

Shared languages or dialects
Preferred foods and utensils for eating them
Styles of dress
Music
All aspects of celebrations

69
Q

Beneath the iceberg of culture is described as

A

Values and beliefs that influence behavior

70
Q

Beneath the iceberg of culture 1

A

“Value stability and security”
“Respecting your elders”
“Family members are expected to support and care for one another”
“Openness and equality”
“Hold nature in high esteem”

71
Q

Culture influences every aspect of communication interaction for example 1

A

-How we meet and greet strangers, friends, and family.
-Influences the stories we tell and how we tell them.
-Ways we use touch, silence, eye gaze, distance, and humor during interactions with those close to us, new acquaintances, or professionals.

72
Q

Culture influences every aspect of communicative interactions for example 2

A

-How we start and stop conversations.
-How we reveal our feelings and to whom.
-The questions we ask and how we ask them.
-And if and how we answer questions posed by others.

73
Q

Culture influences 1

A

-What we perceive as problems.
-How we deal with perceived problems.
-How we measure success.
-Who we consider as family

74
Q

Culture influences 2

A

-How we raise our children.
-Care for aging parents
-Share decision-making responsibilities with spouses, extended family, and community members.

75
Q

Because culture is such a vast and powerful phenomenon, it can be difficult to adequately describe. True or false

A

True

76
Q

Culture framework: Scholars have developed different frameworks to capture its important _____, and to help us _______ and how cultures differ from each other.

A

Scholars have developed different frameworks to capture its important aspects, and to help us understand what it is and how cultures differ from each other.

77
Q

3 cultural continua

A
  1. Responsibility
  2. Interpersonal relationships
  3. Risk management
78
Q

Who created the 3 cultural continua

A

Haw-Froelich and Vigil (2004)

79
Q

Who is responsible for whom? Is known as —

A

Responsibility

80
Q

Responsibility continua involves

A

Individualism and collectivism

81
Q

Individualism aligns with ____ and _____

A

Independence and autonomy

82
Q

Example of individualism:

A

A. “I am responsible for myself.”
B. Family is defined as immediate (parents and children).
C. Personal responsibility is valued in adulthood (e.g. supporting oneself financially)

83
Q

Collectivism aligns with _____ or ______ of personal goals for the goals of the group

A

Collectivism aligns with interdependence or sacrifice of personal goals for the goals of the group

84
Q

Quote of collectivism:

A

“We are responsible for you, and in turn you are responsible for us.”

85
Q

Quote of individualism:

A

“I am responsible for myself.”

86
Q

Example of collectivism:

A

A. “We are responsible for you, and in turn you are responsible for us.”
B. Family is defined broadly to include grandparents, extended relatives, and community members.
C. Adult children are responsible for the care of aging family members.

87
Q

Interpersonal relationships addresses the question of ____ is ____

A

How power is distributed

88
Q

Interpersonal relationships continua includes:

A

Equal power/informal and hierarchy/formal

89
Q

In informal, Power is ____

A

Power is evenly distributed across group members

90
Q

In formal, leaders have ____ than subordinates

A

Leaders have more power than their subordinates

91
Q

In equal power/informal, opinions are ____, and disagreements are _____

A

Opinions are are equally valued, and disagreements are openly expressed

92
Q

In hierarchy/formal, ____ signs of respect for elders or individuals

A

Outwards signs of respect for elders or individuals

93
Q

transparent organizational structure and clarity in roles and expectations

A

Hierarchy

94
Q

Risk management addresses ____

A

Taking risks

95
Q

Risk management continua includes:

A

Risk taking/ trial and error learning
Risk aversion/ observes and memorize

96
Q

Affinity for taking risk is known as

A

Risk taking / trial and error learning

97
Q

In risk taking, they are ____ to take risk

A

Encouraged to take risks

98
Q

Aversion to taking risks is known as

A

Risk adversion / observe and memorize

99
Q

Risk aversion: Learn through ____ and or ____ of an adult ,Odell and ___ rather than trial and error

A

Learn through observation and or imitation of an adult model and repetition rather than trail and error

100
Q

In risk taking, ____ are not only ___ but considered part of the ____

A

Mistakes are not only accepted but considered part of the learning process

101
Q

Risk aversion: Learning through ___ and ____ continues for adult learners

A

Learning through observation and memorization continues for adult learners

102
Q

Because culture is such a ___ and ____ phenomenon, it can be ____ to adequately describe

A

Because culture is such a vast and powerful phenomenon, it can be difficult to adequately describe

103
Q

Scholars have developed different frameworks to capture its important aspects, and to help us understand what it is and how cultures differ from each other. True or false

A

True

104
Q

He’s-Froelich and Vigil (2004)
3 cultural continua consists of

A
  1. Responsibility
  2. Interpersonal Relationships
  3. Risk management
105
Q

What is Hwa-Froelich and vigil (2004)

A

3 Cultural Continua
Consists of:
Responsibility
Interpersonal Relationships
Risk management

106
Q

Responsibility involves

A

Individualism ———————Collectivism

107
Q

In Individualism, family is defined as _____

A

Family is defined as immediate (parents and children)

108
Q

In collectivism, family is defined as

A

Family is defined broadly to include grandparents, extended relatives, and community members.

109
Q

interpersonal relationships involve

A

Equal power/Informal ———————Hierarchy/Formal

110
Q

In equal power/informal,

A

Power is evenly distributed across group members
Opinions are equally valued, and disagreements are openly expressed

111
Q

In hierarchy,

A

Leaders have more power than their subordinates
Outward signs of respect for elders or individuals.
Hierarchy
Transparent organizational structure and clarity in

112
Q

Risk management involves

A

Risk taking/trial and error learning ———- Risk aversion/Observe and memorize

113
Q

In risk taking, individuals are encouraged to _____

A

Individuals are encouraged to explore unfamiliar territory

114
Q

In risk aversions, individuals learn through ____

A

Aversion to risk
Learn through observation or imitation of an adult model and repetition

115
Q

Cultural variation is variation ____ and ______

A

Variation within and in between

116
Q

Cultural variations: Culture ____, but does not determine ______ , _____, and _____

A

Culture influences but does not determine individual values, beliefs and behaviors

117
Q

A process of changing values, beliefs, and behaviors that occurs in immigrant or minority cultural groups due to prolonged contact with the majority culture.

A

Acculturation

118
Q

Acculturation is a process of _____ values, beliefs, and behaviors that occurs in _____ or _____ cultural groups due to _____ ______ with the majority culture.

A

Acculturation is a process of changing values, beliefs, and behaviors that occurs in immigrant or minority cultural groups due to prolonged contact with the majority culture.

119
Q

comfort and proficiency with both one’s heritage culture and the culture of the country or region into which one has settled.

A

Biculturalism is comfort and proficiency with both one’s heritage culture and the culture of the country or region into which one has settled.

120
Q

Biculturalism is ____ and ____ with both one’s ____ culture and the culture of the country or region into which one has settled.

A

Biculturalism is comfort and proficiency with both one’s heritage culture and the culture of the country or region into which one has settled.

121
Q

Set of behaviors, attitudes, and policies that come together in a system, organization, or individual that enables professionals to work effectively in cross-cultural situations.

A

Cultural competence

122
Q

Set of ___, ____, and ____ that ____ in a system, organization, or individual that enables professionals to work effectively in _____situations.

A

Set of behaviors, attitudes, and policies that come together in a system, organization, or individual that enables professionals to work effectively in cross-cultural situations.

123
Q

Cultural competence

A

Cultural proficiency
Cultural Competency
Cultural Pre-competence
Cultural Blindness
Cultural Incapacity
Cultural Destructiveness

124
Q

Lynch and Hanson (2004) professional who is able to ___, ___ and ___ in ways that acknowledge, respect, and build upon ____, cultural, and linguistic diversity

A

Professional who is able to think, feel and act in ways that acknowledge, respect, and build upon social, cultural, and linguistic diversity.

125
Q

Cultural competence
Lynch and Hanson (2004) The goal is to establish _____ ___, engage the _______, and maximize the _____ of ____ .

A

The goal is to establish positive helping relationships, engage the client and his or her family, and maximize the quality of services.

126
Q

Cultural competence
Lynch and Hanson (2004) Way of _____ and _____ with others without _____

A

Way of being and interacting with others without judgement

127
Q

Fundamental knowledge domains of the culturally competent SLP

A

Knowledge of self
Knowledge of others
Knowledge of empirical literature on dual-language development, use and disorders

128
Q

Characteristics of the culturally competent SLP

A
  1. Simultaneous appreciation of cultural patterns and individual variation.
  2. Engagement in Cultural Self-Scrutiny
  3. Consideration of Language Disorders within the social context.
129
Q
  1. Simultaneous appreciation of cultural patterns and individual variation.
A

There are many different ways of seeing and being in this world.
Forest
Tree

130
Q

defining characteristics that provide direction and guidance.

A

Forest- defining characteristics that provide direction and guidance.

131
Q

failure to see the tree results in erroneous generalizations and stereotyping.

A

Trees- failure to see the tree results in erroneous generalizations and stereotyping.

132
Q
  1. Engagement in Cultural Self-Scrutiny
A

Aware of own thoughts and behaviors for cultural biases prior to the unchecked manifestation in behavior with clients.

133
Q
  1. Engagement in Cultural Self-Scrutiny
A

Put their own perceptions and professional actions under the proverbial microscope.
Inevitable cultural misstep, the SLP seeks to correct it.

134
Q
  1. Consideration of Language Disorders within the social context.
    Language is a ____
    Seeks to understand _____
    Seeks to also understand _____
A

Language is a tool used for social purposes.
Seeks to understand the context and needs of their client.
Seeks to understand the ways languages are used in their social relationships and the purposes they fulfill.

135
Q

____ simply refers to skill or ability in a particular linguistic code, with no a priori standard or benchmark.

A

Language proficiency

136
Q

____ is a noun that requires a modifier to fully appreciate its meaning.

A

Proficiency

137
Q

Individuals determined to have equal proficiency in two different languages is revered to as

A

Balanced bilinguals

138
Q

The tip of the cultural iceberg, are ascents of culture that are readily observable. True or false

A

True

Multicultr (3 decks)

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