Chpt. 1 -Intro to Language & LD Flashcards
CLD- Culturally and Linguistically Diverse:
CLD refers to students who come from diverse backgrounds
Culturally Diverse:
describes an individual/group that is exposed to, and/or immersed in more than one set of cultural beliefs, values, and attitudes.
Linguistically Diverse:
describes an individual/group that is exposed to, and/or immersed in more than one language or dialect.
Evidence Based Practice:
asking focused questions about treatment for specific clinical problems and seeking answers in high quality evidence from published literature.
What is the goal of EBP:
to integrate clinical expertise, best current evidence, & client values to provide high quality services; ALWAYS client centered.
SLI-Specific Language Impairment:
children who manifest an impairment specific to language; typically slow to develop language, generally do not out grow SLI, research shows that there is genetic component to SLI: abnormalities in the brain structure and function.
Taxonomy to categorize language:
- semantics (content)
- morphology, syntax, phonology (form)
- pragmatics (use)
Semantics:
the study of word MEANING in language; refers to the meaning conveyed by words, phrases, and sentences. Also refers to the rules governing meaning relations among words & sentences.
-Involves a persons vocabulary/LEXICON
Vocabulary Development:
depends heavily on environmental exposure, cultural experiences, and individual capacity.
-As children grow, not only do they learn new words, but also develop new ways to use the words-refine meanings
Vertical expansion:
learning a word has various meanings;
-Ice water is cool, definition expands: “it is not cool to wear a teletubbies tshirt”
Horizontal expansion:
adding more semantic features to the understanding of a word;
-an air-conditioned room feels cool; she feels cool without her jacket on.
Evaluating a CLD student’s vocabulary:
a child’s vocab is intertwined with their linguistic and cultural background;
-it is critical to consider the influences of environment, culture, and language background, as well as word and world knowledge.
World Knowledge:
involves a child’s experiential and autobiographical memory and understanding of particular events;
Word Knowledge:
primarily verbal, involves word & symbol definitions; word knowledge depends heavily on world knowledge.
-Example: the term snow may be difficult to use for those who have never experienced snow
Antonyms:
opposites; important aspect of child’s semantic development.
Synonyms:
words with similar meanings; important aspect of child’s semantic development.
Deictic Words:
words who’s referents change depending on who is speakings; very challenging for CLD students who are ESL bc they are abstract and changing.
Semantic Categories:
used to sort words; Examples of categories:
- recurrence (concept of more)
- rejection (no)
- causality (cause-effect)
Quick Incidental Learning/Fast Mapping
a child’s ability to learn a new word after a few exposures; use fast mapping to rapidly expand vocabularies.
Categorization:
- semantic aspect
- the ability to categorize words
Ex. Chair, table, couch, bed = Furniture
Humor:
- semantic ability
- jokes, puns, riddles
Figurative Language:
- semantic ability
- proverbs, metaphors, and idioms
- usage depends heavily on a child’s cultural and linguistic background
Proverb:
Wise saying/statement of truth
Idiom:
An expression that is unique to a certain language or group of people
Metaphor:
A figure of speech that uses a likeness to stand for an idea, word, or referent
Rupinder Singh:
- 5 year old, kindergarten
- Punjabi speaking home
- Parents are from India
- doesn’t know words in English &a very shy with strangers
- speech problems can be explained by environmental history
Morphology:
Involves the study of word structure and describes how words are formed out of more basic elements of language called morphemes
Heavily related to syntax
Morphemes:
The smallest meaningful unit of language;
Free/Base/Root Morpheme:
Free, base, or root morphemes are words that have meaning, cannot be broken down into smaller parts, and can have other morphemes added to them
Bound/Grammatic Morphemes:
Must be joined with free morpheme in order to have meaning;
Prefix and Suffix
Allomorphs:
Variations of morphemes, do not alter the original meaning of the morpheme;
Often spelt the same but pronounced differently
Ex. Foxes (ez)
Syntax
To join, to put together
Part of grammar involve:
- Word order and overall structure of a sentence
- arrangement of words to form meaningful sentences
- a collection of rules that specify the ways and order in which words may be combined to form sentences in a particular language
English syntactic structure: subject +verb + object sequence
