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Spring '14-143 Exam 3 > Impact of 2nd Lang. Acquisition & Bilingual Dev. 3/18 Slides 22 - 56 > Flashcards

Impact of 2nd Lang. Acquisition & Bilingual Dev. 3/18 Slides 22 - 56 Flashcards

1
Q

What is stage 1 of Second Language Acquisition Sequential Learners called?

A

Preproduction

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2
Q

What does Stage 1 include?

A
  • 10 hours- 6 months English exposure
  • Beginning to comprehend silent period
  • Beginning to communicate–gestures, body language, and pointing
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3
Q

What is stage 2 of Second Language Acquisition Sequential Learners called?

A

Early Production

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4
Q

What does Stage 2 include?

A
  • 3 months - 1 year English exposure
  • 1 - 2 word verbal responses
  • Answers simple yes/no wh- questions
  • Uses routines and formulas
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5
Q

What is stage 3 of Second Language Acquisition Sequential Learners called?

A

Speech emergence

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6
Q

What does Stage 3 include?

A
  • 1 - 3 years of exposure
  • Using phrases and sentences
  • Answers “why” & “how” questions
  • Understands a lot, expresses effectively in simple sentences; some grammatical errors
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7
Q

What is stage 4 of Second Language Acquisition Sequential Learners called?

A

Intermediate Fluency

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8
Q

What does Stage 4 include?

A
  • 3 - 4 years of English Exposure
  • Beginning to develop solid academic English
  • Engages in extended discourse
  • Writes essays, critiques & analyzes information
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9
Q

What are some second language learning styles and strategies?

A
  • Avoidance
  • Use of routines and formulas
  • Practice opportunities
  • Modeling
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10
Q

What is the Separate Underlying Proficiency (SUP)?

A

This holds that L1 & L2 proficiencies are totally separate, and building skills in one language will not help the other language

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11
Q

What do people who believe in SUP try to do to the students?

A

Eradicate their L1 through placing these children through a “sink or swim” all English classrooms and telling the parents to “speak English only at home”

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12
Q

What does the Common Underlying Proficiency (CUP) model state?

A
  • Building up one language positively affects the development of the other language
  • *** Parents need to speak to their child in the language in which they are most comfortable
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13
Q

Cummins (1992, 2000) promoted the Common Underlying Proficiency (CUP) model which states what?

A
  • “…the literacy-related aspects of a bilingual’s proficiency in L1 & L2 are seen as common or interdependent across languages”
  • “…experience with either language can promote development of the proficiency underlying both languages, given adequate motivation and exposure to both, either in school or in the environment.”
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14
Q

What are the practical implications for CUP?

A
  • Build up L1 skills
  • The stronger the student’s L1 foundation, the more easily she will learn concepts in English
  • Additive bilingualism – academic success
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15
Q

Why do older learners with a solid L1 foundation perform quite well academically?

A
  • Because their solid L1 foundation supports the learning of English & academic content
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16
Q

T/F: Unfortunately, many of out ELL students experience limited bilingualism?

A

True

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17
Q

Why do ELL students experience limited bilingualism?

A
  • Student’s don’t receive L1 support, & they try to learn L2 (English) with a foundation that isn’t fully developed
  • Experience negative cognitive effects & frequent academic failure
  • Appear to be LI, when in reality, they are merely not strong in either L1 or L2
18
Q

Why do we use CILF and FALF?

A

To distinguish between 2 types of language fluency

19
Q

When conducting assessments of ELLs for possible presence of a language impairment, it is extremely important to understand what two things?

A
  • What type of language proficiency we are assessing

- If our expectations are reasonable given the student’s length of exposure to English

20
Q

What does CILF stand for?

A
  • Conversational informal Language Fluency
21
Q

T/F: The CILF is picked up relatively easily and quickly from the environment

A

True

22
Q

CILF, as defined in the context, refers only to what?

A
  • Fluency in oral, casual language that takes place during conversations
23
Q

T/F: CILF is context-embedded, shared reality between speakers

A

True

24
Q

What does the FALF refer to?

A
  • Oral or written language skills
25
Q

T/F: For some ELLs, FALF take much longer to develop than CILF?

A

True

26
Q

T/F: If an ELL is proficient and literate in her first language, CILF can develop more quickly?

A

False

** FALF can develop more quickly

27
Q

Given this case, which fluency assessment would you recommend…

An ELL is from a low-income background and has no literacy skills in the first language & there can be a gap between CILF & FALF development.

A

CILF; It develops much faster

28
Q

What happens when we extrapolate from CILF to FALF?

A
  • Create deficits in students –may be erroneously ID as LI

- Students who have adequate CILF may still need more time to develop FALF

29
Q

Many English language proficiency tests assess just CILF, what is the problem with this?

A
  • When CILF-oriented proficiency test labels an ELL students as “fully English proficient,” professionals assume the student is ready to handle FALF-oriented tests in English
  • Includes statewide school achievement tests, speech-lang. and psych. tests, etc.
30
Q

The gap between CILF & FALF performance may lead to what?

A
  • erroneous special Ed. placement
31
Q

What are some bilingual education and academic success influenced by?

A
  • American attitude
  • Monolingual norm assumption/limited capacity hypothesis
  • Comprehensible input is important
32
Q

What is power differential?

A
  • That children know some languages result in more political & money power that others (English)
  • In the U.S. = Spanish < English
  • Holland = Turkish < Dutch
  • Philippines = Odiognanon <Tagolag
33
Q

What does the ideal bilingual education situation consist of?

A
  • Min. 6 yrs of bilingual instruction
  • In K & 1st grade, 90% primary lang. and 10% Eng. instruction
  • 50% + 50% Eng. & primary language by grade 6
  • Leads to additive bilingualism
34
Q

What is subtractive bilingualism?

A
  • Common in the US schools
  • Student’s L1 is not nurtured or supported
  • It’s replaced by L2; language loss in L1
  • Academic failure – student not strong in either language
35
Q

What is Additive bilingualism?

A
  • The ideal situation – the ideal situation, where the student’s L1 is nurtured and developed along with L2
  • Research shows that this has great cognitive and linguistic benefits
36
Q

What was the research in Canada (Bialystok & colleagues) about?

A
  • Examined elderly adults & found that being bilingual actually postpones onset of dementia for 4-5 yrs
  • Elderly brain is more sophisticated and physiologically complex than monolingual brain
37
Q

Discuss the Neuropsychologist Tamar Gollan’s research @ UC San Diego…

A
  • Studied 44 elderly Spanish-English bilinguals
  • People with increased degree of bilingualism were more resistant than others to onset of dementia and other symptoms of alzheimer’s
  • The higher degree of bilingualism, the later the onset
38
Q

What are other benefits of being bilingual?

A
  • More employment opportunities
39
Q

What benefits do children who are bilingual experience?

A
  • Ethnic pride
  • cultural tradition
  • ability to communicate with non-Eng. speaking family members
40
Q

As an SLP, when we account for second language acquisition what must we make sure to avoid?

A
  • mislabeling TD ELL students as having LI
41
Q

T/F: when we account for second language acquisition we make more misdiagnoses?

A

FALSE :)

Spring '14-143 Exam 3 (5 decks)

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