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Preschool Language Final > Cultural and Linguistic Diversity in Preschool Language > Flashcards

Cultural and Linguistic Diversity in Preschool Language Flashcards

1
Q

BICS

A

Basic interpersonal communication skills

- can you play with other kids, request things from teacher

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2
Q

CALP

A

cognitive academic language proficiency

- can you succeed in a classroom. takes more years to master than BICS

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3
Q

Simultaneous bilingual

A

exposure to 2 languages from birth

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4
Q

Sequential bilingual

A

exposure to 1 language first

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5
Q

is simultaneous or sequential bilinguals more of a challenge for diagnosing language disorders?

A

sequential because more variability in their language

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6
Q

Collective language system

A

early s/l milestones are acheived at same time/rate as monolinguals when collective language system is taken into account
30 english words plus 20 russian words are equal to the 50 monolingual english words

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7
Q

Simultaneous bilingualism implications of LI

A
  • by age 3-5, at least one language will be equivalent to monolingual norms across most language areas, just probably not vocabulary
  • at least one language should be okay in assessment of LI, but still need to support both languages in treatment
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8
Q

language performance in sequential bilingualism

A

language experience plus language ability determine how well you’ll do on test.
more pronounce in kids with different experiences

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9
Q

Relevant parameters of experience

A
  1. age of L2 exposure
  2. contexts of L1 vs. L2 use over time
    - school, friends, family, community media
  3. sociolinguistic status of L1 vs. L2
    - english holds more power and prestige
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10
Q

language growth in typical sequential bilingual preschoolers

A
  • english gets better faster in preschool period, while L2 gets better slower
  • english tends to grow very fast when introduced to sequential bilingual
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11
Q

vocabulary of sequential bilingual preschoolers

A

more overlap in expressive vocabulary

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12
Q

Cultural parameters of interest

A
  1. status of professionals/general social structure
  2. role of parents in the family
  3. role of children in the family
  4. beliefs about communication disorders
  5. pragmatic conventions
  6. views on time
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13
Q

high context culture

A

transmit knowledge less though words and more through context such as environment and gesture and reliance on shared knowledge

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14
Q

low context culture

A

rely more on words and verbal communication. classrooms and language assessments are very low context

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15
Q

What should be included in bilingual assessment

A
  1. non-linguistic play (joint attention)
  2. parent interview
  3. case history
  4. interviews: parents, teachers
  5. linguistic knowledge
  6. observation (child and child with peers, siblings, parents)
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16
Q

Processing-dependent measures premise

A

increase the processing demands, decrease the role of language knowledge/experience

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17
Q

processing-dependent measures examples

A
  1. nonword repetition
  2. digit span
  3. matching tone patterns
  4. memory for words while processing other information
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18
Q

processing-dependent measures evidence

A

TD AAE < TD white on standardized language tests but TD AAE = TD white on nonword repetition

19
Q

processing dependent measures limitations

A
  1. little to no evidence in preschool populations
  2. most processing-dependent measures still have some influence of language knowledge
  3. provide little information for intervention planning
    Bottom line: promising means of differentiating language difference vs disorder in combination with other assessment info
20
Q

dynamic assessment

A
  1. test, teach, re-test
  2. modifiability ratings
  3. alter standardized test administration (give feedback, explain answers)
21
Q

dynamic assessment evidence

A
  1. dis - not standardized, objective, is harder
  2. DA can separate LI from TD
  3. novel words = no cultural bias, learning new words is difficult for people with LI
  4. influence ability to learn novel words = number of presentations of word, neighborhood density (high is harder to learn closer it is to other words that sound the same the harder it is)
  5. 2 types of da = mediated learning experience, rating how hard it was to teach the child,
    rating how well the child did at posttest. did teach-test-retest. did modifiability and support ratings
  6. best was 78.6%. scores for producing novel words is very low
    way to supplement assessment
22
Q

Dual language assessment

A

-Language skills can vary depending on modality, topic, timepoint, etc. in each of the bilingual child’s languages.
• Assessment in “dominant” language only misses this variation
• BUT “dual-language assessment” does not mean you have to administer a standardized test in both L1 and L2

23
Q

International adoption

A

• On average, internationally adopted children have higher rates of developmental disorders across a range of categories
• Two prominent concerns:
– Psycho-emotional well being – Language
• Does this population meet our definition of bilingualism?
– “second first language acquisition” (Scott et al., 2011)
– Cannot use L1 to facilitate L2 (Hwa-Froelich & Matsuo,
2010)

24
Q

Language skills in internationally adopted children

A
  • better outcome for kids adopted before age 1

- language deficit increases over time

25
Q

children adopted from eastern europe vs those adopted from china

A

no group difference after adopted 8-20mo

1 year later, EE scored higher in expressive language than chinese. maybe because language more similar to english?

26
Q

why should treatment for bilingual children with language disorders support both languages?

A

– It is family-centered. The primary learning environment for preschoolers is the family.
– Loss of L1 skills has substantial negative social and psychological impact.
– Better educational outcomes are obtained when children develop a sufficient foundation in their first language.

27
Q

Advantages of bilinguals

A

– Bilingual adults have distinct cognitive processing advantages over monolingual adults
– Some authors argue even that teaching two languages will result in faster progress for any child with language impairment
-have ability to switch tasks back and forth improved cognitive processing capacity

28
Q

both language tx evidence

A
  • children in bilingual program improved more on english measures
  • higher spanish skills also predicted english growth
29
Q

How can we treat languages we don’t speak?

A
  1. train parents, paraprofessionals, or cultural community partners
  2. use peer-mediated intervention strategies
30
Q

Training an intervention agent

A

training paraprofessionals instead of parents is better because only have to train once, they can see multiple kids, and it would be more consistent

31
Q

Incorporate TD peers

A

Using a peer with typical development (e.g., an older sibling) to model play or language targets is an option.
– McGregor (2000) showed that peer tutors could help preschool African American children with weak narrative development improve their story- telling

32
Q

treatment suggestions

A
  1. find areas of overlap between L1 and L2
  2. contrast elements of two dialects or languages
    - directly teach a language structure, and talk about how you express the same thing in another language. easier with older, cognitively intact children
  3. some “meta” skills may transfer across languages, such as emergent literacy
33
Q

What language should parents use?

A

should counsel parents about importance of home language, but should speak in language that feels most comfortable for parents. shouldn’t tell them to communicate in a particular language all the time

34
Q

why should treatment for bilingual children with language disorders support both languages?

A

– It is family-centered. The primary learning environment for preschoolers is the family.
– Loss of L1 skills has substantial negative social and psychological impact.
– Better educational outcomes are obtained when children develop a sufficient foundation in their first language.

35
Q

Advantages of bilinguals

A

– Bilingual adults have distinct cognitive processing advantages over monolingual adults
– Some authors argue even that teaching two languages will result in faster progress for any child with language impairment
-have ability to switch tasks back and forth improved cognitive processing capacity

36
Q

both language tx evidence

A
  • children in bilingual program improved more on english measures
  • higher spanish skills also predicted english growth
37
Q

How can we treat languages we don’t speak?

A
  1. train parents, paraprofessionals, or cultural community partners
  2. use peer-mediated intervention strategies
38
Q

Training an intervention agent

A

training paraprofessionals instead of parents is better because only have to train once, they can see multiple kids, and it would be more consistent

39
Q

Incorporate TD peers

A

Using a peer with typical development (e.g., an older sibling) to model play or language targets is an option.
– McGregor (2000) showed that peer tutors could help preschool African American children with weak narrative development improve their story- telling

40
Q

treatment suggestions

A
  1. find areas of overlap between L1 and L2
  2. contrast elements of two dialects or languages
    - directly teach a language structure, and talk about how you express the same thing in another language. easier with older, cognitively intact children
  3. some “meta” skills may transfer across languages, such as emergent literacy
41
Q

What language should parents use?

A

should counsel parents about importance of home language, but should speak in language that feels most comfortable for parents. shouldn’t tell them to communicate in a particular language all the time

42
Q

additive social context

A

motivational factors for speaking both languages

43
Q

subtractive social context

A

learning a second language will take away something from your first language
(majority of contexts in US are subtractive)

Preschool Language Final (5 decks)

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