COMDIS415 MULTICULTURALISM Flashcards
Goals for SLP Multiculturalism
To understand, communicate with and effectively interact with people across cultures
How do we do that?
Develop cultural competence (we don’t live in that culture so it’s hard to be competent
Improve Cultural humility (better understand the culture around us)
cultural diversity
Age & generation
Disability
Ethnicity
Gender identity and expression
National origin (ancestry, culture, language dialect, citizenship, immigration status)
Race
Religion
Sex
Sexual orientation
Veteran status
SES
Academic diversity – first generation students
Cultural competence
the ability to work respectfully with people from diverse cultures, while recognizing one’s own cultural biases.
Involves:
Being Aware Of One’s Own world view
Developing Positive attitudes towards cultural differences
Gaining Knowledge Of different cultural practices and world views
Developing skills for communication and interaction across cultures
Cultural humility
the ability to recognize one’s own limitations in order to avoid making assumptions about other cultures.
“You’re Japanese? How do you feel about sushi?”
Lifelong dedication, evaluation, and the critique of self
Your change in response to new situations, experiences, and relationships
Increasing the quality of interactions between others among their diverse communities
Myths surrounding bilingualism
Confuses children
Increases your risk of a language disorder
Using the home language will delay English language acquisition
Intervention that is delivered in only English is the best option
Children with language impairment can’t learn 2 languages
Forms of bilingualism (Sequential)
a second language introduced after age 3; level of proficiency in primary language is established
Forms of Bilingualism (Simultaneous)
acquisition of two languages at the same time (typically introduced before age 3)
Features of second language acquisition
Interference or transfer (cross-linguistic effects): the influence of one language on another
Silent period: The time when a learner is not yet producing a second language, but is actively processing it
Codeswitching: Alternating between two languages within a single conversation
Language loss/attrition: losing the native language
Language Difference
Influence of a child’s native language in their English syntax morphology, phonology, semantics and pragmatics
Child may have little experience/exposure to English
Language Disorder
Disability affecting one’s underlying ability to learn a language
Will be present in BOTH LANGUAGES NOT JUST ONE
Bilingual Approach
Treat constructs common to BOTH LANGUAGES
Treat errors/error patterns that occur with equivalent frequency in both languages
Focus is on increasing language skills common to both languages
Target phonemes that are similar/the same in both languages
Cross-Linguistic Approach
Focuses on linguistic skills unique to each language
Used to address deficits noted in a specific language
Treating one language will sometimes foster improvement in the language not being treated
Assessment Tools: What are some examples of tests that can be done before a diagnosis is given?
Dynamic assessment
Language sampling
Norm referenced
Key: Multiple measures within all languages
Possible Outcomes for Assessments
Good English Skills & Good Spanish Skills
– Enough input in both languages, typical language learning ability
■ Poor English Skills & Good Spanish Skills
– Needs English as a Second Language (ESL) instruction, typical language learning ability
■ Poor English Skills & Poor Spanish Skills
– Requires bilingual speech/language intervention, atypical language learning ability
Iveta is a new student in your school district. She has recently moved to the US from the Czech Republic. She tells you that she likes her new house, but the walls in her room need to be “overpainted.” Later you learn that the Czech word for “repaint” is “premalovat,” and that the prefix “pre” literally translates to English as “over.” When a bilingual speaker rules of their first language to their second language, we call this:
Cross-Linguistic Interference
