Lag. Develop. Chpt. 8

Question 1

The silent period is:

Answer 1

A time where the student focuses on comprehension and there is very little output

Question 2

A process in which a communicative behavior from the first language is carried over the second language is called:

Answer 2

Transfer

Question 3

Which one of the following is FALSE about interlanguage?

Answer 3

It is a sign of linguistic confusion because students inconsistent errors based upon the linguistic environment they are in at the moment

Question 4

When specific language “errors” remain firmly entrenched in a speaker’s output despite strong proficiency in the second language, _____ occurs.

Answer 4

Fossilization

Question 5

Which of the following is FALSE about code-switching?

Answer 5

Code-switching is usually a clinically significant sign of DLD because the speaker is manifesting word retrieval problems.

Question 6

A second language acquisition phenomenon often experienced by students from marginalized communities whose members have limited access to the political and economic institutions of the dominant group is:

Answer 6

language loss of the first language

Question 7

The process that occurs when a child learns two languages from infancy onward is called:

Answer 7

Simultaneous bilingual acquisition

Question 8

Which of the following is FALSE about the sequential bilingual acquisition?

Answer 8

Sequential bilingual learners rarely have difficulty with the cognitive demands of the classroom as long as they have “peer buddies” to support them

Question 9

Which of the following is/are TRUE about Basic Interpersonal Communication Skills (BICS)?

Answer 9

(Both A & C) It was originally believed that typically developing second language learners took 2-3 years to develop BICS to a level commensurate with that of native second language speakers; BICS is context-embedded communication that children develop for social interaction in daily life

Question 10

An example of the use of BICS by an EL child might be:

Answer 10

“I’m so glad it’s lunchtime and we’re in the cafeteria. Want one of my cookies?”

Question 11

Which one of the following is FALSE about cognitive academic language proficiency (CALP)?

Answer 11

It assumes a shared reality between the learner and the information being learned.

Question 12

Cognitive academic language proficiency (CALP)?

Answer 12

(Both A & C) Assumes that the listener brings certain background knowledge to the learning situation; CALP is characterized by specialized vocabulary, grammar, and discourse patterns

Question 13

EL students may be vulnerable to academic failure in the classroom setting because:

Answer 13

(Both B & C) They are placed into submersion or sink-or-swim classrooms where only English is spoken and academic material is difficult to comprehend; Initial exposure to English in school often targets language skills in context-reduced situations

Question 14

EL students who may take longer than average to develop BICS and CALP are:

Answer 14

(Both B & C) Those whose families are experiencing poverty; Those who have had minimal preschool experience

Question 15

Research indicates that skills in the second language may develop asynchronously. For example, a second language skill that often develops fairly quickly is:

Answer 15

Phonological skill

Question 16

Research indicates that skill areas that may take longer (in ELs) to reach a level commensurate with those of monolingual English-speaking peers are:

Answer 16

Vocabulary, acquisition of grammatical morphemes

Question 17

Development of skills in the second language depends on multiple variables such as:

Answer 17

(All of the above) language learning aptitude; Maternal education; Length of exposure to English in school

Question 18

Researchers widely agree that children with DLD (no matter what the language background) show. a specific delay in ____.

Answer 18

Onset of expressive language

Question 19

Which one of the following is NOT a widely-observed characteristic of DLD in children of varying language backgrounds?

Answer 19

Intellectual disability

Question 20

Researchers have defined ___ as a system of symbols used to represent concepts formed through exposure and experience.

Answer 20

Language

Question 21

Factors that might cause an EL child to appear DLD when they are not include:

Answer 21

(All of the above) Poverty; Lack of preschool experience; Trauma exposure

Question 22

The situation where multiple healthcare workers from different professional background work to provide high quality care across settings is:

Answer 22

Interprofessional collaborative practice

Question 23

The law that mandates the use of culturally and linguistically appropriate tools to prevent the inappropriate identification and mislabeling of ethnically and linguistically diverse students is:

Answer 23

2004 Individuals with Disabilities Education Act

Question 24

The use of a process based on a child’s response to scientific, research-based intervention whose goal is to minimize over-identification and prevent unnecessary referrals to special education is ___.

Answer 24

Response to intervention

Question 25

The ___ approach to assessment evaluates a student’s ability to learn over time when provided with instruction.

Answer 25

Dynamic

Question 26

Which of the following is NOT the responsibility of an interpreter?

Answer 26

Diagnosis of language difference vs. DLD in an EL student

Question 27

Which one of the following should SLPs NOT do when working with interpreters to assess the language skills of an EL student with potential DLD?

Answer 27

Don’t specify in the assessment report that an interpreter was used: this violates the student’s privacy

Question 28

In a(n) ___, students are taught academic subjects in English that is supported by a variety of visual and kinesthetic cues.

Answer 28

Sheltered English classroom

Question 29

Which of the following is/are TRUE about intervention for ELs with DLD?

Answer 29

(Both A & C) It is necessary to target both English and the first language in intervention to promote fluent bilingual skills; It is important to develop both academic and social language skills

Question 30

In therapy for ELs with DLD, clinicians should target the improvement of the cognitive underpinnings of language. These are:

Answer 30

Attention, memory, and speed of processing