Multicultural Considerations

Question 1

An aspect of first language generalizes to second language (dialect /phonological influence): Ex: The house is more bigger.

Answer 1

Interference

Question 2

Pattern exhibited when a speaker develops a personal linguistic system while attempting to produce the target language; Some errors remain fossilized – persist because of nature of 2nd language or 1st language, ex: My foots hurts, I blowed my candles

Answer 2

Interlanguage

Question 3

Children learning 2nd language go through a period where listen but don’t speak much of second language – observational learning, watching how people are interacting, for example, an ELL child (just arrived in country) in a new classroom

Answer 3

Silent Period

Question 4

Easily alternating between 2 languages. Can occur at word, phrase or sentence level

Answer 4

Code Switching

Question 5

Decline in speaker’s first language proficiency while second language is being learned. L2 becomes dominant language.

Answer 5

Language Loss

Question 6

About how long does it take for a child to learn a second language?

Answer 6

2-3 years for conversation;

5-10 years for academic proficiency

Question 7

Are there two different processes for 1st and 2nd language acquisition?

Answer 7

No. The acquisition process is the same.

Question 8

T/F: Children need L1 models at home, even when they are acquiring an L2.

Answer 8

True. There is no evidence supporting the idea that switching all environments to the target L2 facilitates acquisition of the L2.

Question 9

T/F: Children never lose their L1.

Answer 9

False. Language loss can occur if L1 is not used. L2 can eventually become L1.

Question 10

Awareness of a client’s dominant language’s _______________ __________________ may shed light on undesired phonemic behaviors in the L2.

Answer 10

Phonemic Inventory

Question 11

T/F: When working with an ELL client, therapy should always be conducted in English only.

Answer 11

False. English is NOT enough.

Question 12

T/F: If a speech or language problem is present in both the client’s L1 and L2, it should be addressed by an SLP.

Answer 12

True. When the behavior is present in both languages, it indicates that it is NOT a dialectical or accent issue (ESL issue)

Question 13

T/F An accent is a disorder

Answer 13

False. Accent reduction is a professional grooming intervention; it is not an issue that would qualify for traditional SLP therapy.

Question 14

8 Dialect Regions of the United States

Answer 14

Western 
Upper Midwestern 
Midland 
Mountain Southern
Coastal Southern 
Great Lakes 
New England 
New York

Question 15

Name 4 Dialects in America

Answer 15

AAE (African American English)
SIE (Spanish Influenced English)
AIE (Asian Influenced English)
NIE (Navajo Influenced English)

Question 16

A child begins learning both languages at birth

Answer 16

Simultaneous Acquisition

Question 17

A child has several years of monolingualism then learns an L2

Answer 17

Sequential Acquisition

Question 18

Intervention should support the client’s ________________ language.

Answer 18

First

Question 19

An interpreter should be proficient in both __________________, including _____________, and should be experienced in cross-cultural ___________________________.

Answer 19

Languages; Dialect; Communication

Question 20

T/F: The first place to go if you need an interpreter is to your client’s young peers and/or their family members.

Answer 20

False. Avoid using a child or client’s family members as interpreters.