CLD populations Flashcards

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1
Q

What is a dialect?

A

a variation of a language spoken by a specific regional or cultural group

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2
Q

What is a poly-dialect?

A

the ability to successfully communicate in more than one dialect

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3
Q

What is code-switching?

A

switch dialects depending on the person and/or situation

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4
Q

What is register switching?

A

switch the style of communication based on power dynamics

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5
Q

What are features of AAE with regard to syntax and morphology?

A

The following morphemes are omitted (uncontractible copula and auxiliary; contractible copula and auxiliary; plural s and es when a quantifier is used; past tense -ed); overgeneralization of comparatives (She the prettiest girl I ever seen); double and triple negation; combo of comparatives and superlatives (The chicken more fresher than the lamb).

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6
Q

What are features of Spanish Influenced English with regards to syntax and morphology?

A

regular third person singular s- is not required; use of the verb “to have” to express a copula; may use “I go” + infinitive to express future tense; may use one preposition for multiple purposes; subject pronouns may be omitted; double negation; more is used instead of superlatives (He is more short in the class); multipurpose verbs may be used (you pick (coger) a shower instead of take one); may use “no” instead of contractions, such as don’t (I no want nothing)

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7
Q

What are features of Asian dialects of English with regards to syntax and morphology?

A

noun-verb disagreement; past tense markers and copulas omitted; barely use conjunctions and disjunctions; word order typically is reported

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8
Q

What are features of AAE with regards to pragmatics?

A

eye contact may be seen as confrontational; touching may be viewed as offensive; if you speak louder, then you are more likely to take control of a conversation; it’s fine to interrupt someone in a group setting

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9
Q

What are features of SpIE with regards to pragmatics?

A

personal contact is acceptable; it’s fine for you to be close to someone; children may not make eye contact with unfamiliar adults

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10
Q

What are features of Native American English with regards to pragmatics?

A

Circumlocutionary stories; silence is valued; do not greet someone if they are in a conversation; it’s rude to tell someone something they already know

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11
Q

What are features of Middle Eastern dialects of English (e.g., Arabic) with regards to syntax and morphology?

A

No copulas, no modal verbs (E.g., would or will), no gerunds, no indefinite articles, vowel production indicates plurality; systematic so very few deviations; no complex future tense; few auxiliary verbs

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12
Q

What are features of Asian Dialects of English with regards to pragmatics?

A

It may be rude to say no or decline a person’s offer, especially if the person is of a higher social status; highly regard social status; may feel embarassed when receiving praise; eye contact may be avoided with strangers; children may not begin or add to a conversation unless an adult tells them to

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13
Q

What are pragmatic features of Middle Eastern Dialects of English?

A

it’s fine for several people to speak at once; baby talk may be used with children and adolescents; arabic is venerated and held in high regard; code-switching is used since certain languages reflect hierachy and social class

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14
Q

What are semantic features of Asian Dialects of English?

A

Those who speak Asian dialects may struggle with figurative language; the tone in which a word is produced impacts its meaning

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15
Q

What are semantic features of Middle Eastern dialects of English?

A

the gleaning of early language (E.g., family names, body parts, animals, food) is similar to what Western children learn; many arabic words have been adopted into English; few cognates in English may it hard for Arabic speakers to learn English;

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16
Q

What are semantic features of Native American English?

A

There may not be a true word for every concept or word that is idealized in English (e.g., no words for handicapped, disabled, and retarded)

17
Q

What are semantic features of AAE?

A

Words from AAE may be introduced into the vernacular of mainstream culture

18
Q

What is high-context communication?

A

communication that values non-verbal cues and pragmatics more than verbal exchanges

19
Q

What is low-context communication?

A

communication that values cogent verbal messages instead of facial expressions, gestures, and body language

20
Q

Features of high-context communication includes

A

using non-verbal cues a lot; business relationships are built slowly; thoughts are more holistic and deductive; identity is rooted more in your groups; conflict must be settled before work can progress; indirect communication that is viewed as an art form.

21
Q

Features of low-context communication include

A

Thought patterns are more compartmentalized and inductive; verbal communication is the way to exchange information; one’s identity is based on accomplishments and individual qualities; business relationships is based less on trust and happen quickly; work can continue despite there being a disagreement or conflict

22
Q

Appropriately assessing a child from a CLD population involves

A

determining disorder vs difference, evaluate in high vs low contexts of communication; interview the family if appropriate; get a translator who is unbiased, skilled in both languages, and knows the pragmatics and customs of the language; determine the language mainly spoken at home; assessing behavior in the classroom; language sampling (child’s primary language using an interpreter and your knowledge of the syntax);

23
Q

What is a translator?

A

A person who translates one written language to another written language

24
Q

What is an interpreter?

A

A person who translates one spoken language to another spoken language

25
Q

What is a transliterator?

A

A person who translates one oral language and translates it to a written form and vice versa

26
Q

When should you use a standardized assessment?

A

For an English proficient child, for a child who’s not English proficient but an interpreter is available; to support SLP evals (this is for criterion referenced assessments)

27
Q

How should you use a standardized assessment for a child who’s not very proficient in English?

A

You can use the sub-tests but you must note if the testing procedures were changed. Also, you may not use objective results to qualify a child for services. You can use your observations of the child’s testing performance to qualify him or her.

28
Q

During a behavioral assessment of a child, you should record the following:

A

figure out how adults address language problems; if they can repair communication breakdowns; if there are any pragmatic issues present

29
Q

What should language intervention with a CLD child entail?

A

Intervention in the child’s native language with the help of a trained interpreter; telling the staff/family that multilingualism does not cause a disorder; the child should continue to be multilingual; a language disorder can exist in all the child’s language; the child should have correct language models to follow

30
Q

When should an SLP provide services in English to a CLD child?

A

does not know the student’s native language; has no access to interpreters/translators; no ENL and TESOL teacher present

31
Q

In a worst-case scenario with a CLD child, an SLP should

A

provide services in English starting from the first morpheme in Brown’s 14 morphemes

32
Q

What are features of Native American English with regards to morphology and syntax?

A

In some dialects, possessive /s/ is not used; instead the possessive marker is combined with the noun (e.g., woman her-pants instead of woman’s pants); some NAD may not consider standard prefixes that indicate negation or opposition (e.g., not please instead of displease; not suade instead of dissuade)