Multicultural FINAL Flashcards
Hispanics make up ___ % of overall US population
17%
Despite social and econimic disadvantages, Hispanics demonstrate..
- low welfare utilization
- High labor force participation
- Strong family values
____ is important to Hispanic families, they hold ____ in high regards. But this not mandatory past a certain point.
Education, Teachers
Frequently Hispanics read ______ proficiency level, and often ____
below, drop-out (42%)
Hispanic children enroll _______ in preschool than other groups
Less
Concern: ____% of Latino 4th graders score at or _____ basic reading level
50%, below
How many Mexican migrants are below the poverty line?
70%
Jackson et al. 2014: (Hispanic)
Mexican migrants had the least number of books at home compared to AA and White
Mancilla-Martinez et al. 2016: (Hispanic)
Hispanic ch 0-5 yrs–> largest and fastest growing segment of U.S pop.
Most are Low SES
40% of ch in head start are Hispanic
Hispanic Culture
- Patriarchal families
- Relaxed w/ ch devel
- Overt respect for elderly
- extended families
- Saving face
- Positive personal relationships
Hispanics strongly believe that _____ is the _____ job
School, teachers
- Dont like to get involved
Hispanic children often provide ____ rather than ____ of objects
function, names
Ebert, 2016 ASHA (Hispanic)
Be direct when taking case history from hispanic families
Mendez et al. 2015 found (Hispanic)
- Latino ch taught both spanish and english had significantly higher scores in both lang than ch taught in english only
Origins of Asian clients
- East Asia
- Southeast Asia
- South Asia
Religion - Buddhism
- Taoism
-Confucanism
Top 5 origin countries of ASIAN immigrants
1) India
2) China
3) Philippines
4) Vietnam
5) Korea
Pew Research Center 2017: (Asian)
Asian immigrants projected to become the largest foreign born group in the US by 2055
Many Brahmin Indians are…
- Highest in caste system
- represent weathly people
- high priority on careers in science and medicine
Traditional Asian characteristics
- Fatalism
- Hierarchy
- conformity
- dependence on family
- parent is authority
- learn by observation, not exploration
Asian communication styles
- appropriate to ask personal questions
- indirectness
- smile/ laugh when embarrassed
Amor Proprio
-Respect, saving face so no one is ashamed
Pakikisama
good feelings, getting along, preserving, harmony
Asian Visible and Invisible disabilities
invisible disabilities not always acknowledged (learning disabilities, language impairment)
-fate/ karma/ sins
Asians in US have highest rate of…
College degree attainment
number of persons with advanced degrees
In most asian countries there is:
- great respect for teachers
- rote learning/ memorization
- teachers are authoritarian
- formal classes, teachers lecture
Abboud & Kim (cited in text): ASIAN
Asian parents put academics first, while other parents often put sports/athletics first; kids are too tired to study
Many Asian parents unaware of after-school clubs and extracurriculars
Some tonal languages
Vietnamese (6), chinese, loatian are tonal
As SLP for Asian clients we need…
- put husband first
- intervention may be rejected cause of disgrace or disability
- not open to early intervention
Asian students may be _____ during class so do not analyze _____ language
Quiet
expressive
To, Stokes, Cheung, & T’sou (Journal of Speech, Language, and Hearing Research) (Asian)
- Narrative skills strong predictors of later language outcomes
- Showed limited ability to present as many ideas.
- Used nonspecific terms (e.g. “The girl did th leg of the cat” rather than “The girl bandaged the leg of the cat.”)
Bahala na
leave it to God – it’s out of your hands anyway
Silent period
In the early stages of learning an L2, most students focus on comprehension and do very little speaking
Interlanguage
System that has structurally intermediate status between L1 and L2
Errors are inconsistent
Codeswitching
Alternating between 2 languages within a single phrase, sentence, or discourse
Avoidance
Students will avoid communicating in L2 for fear of being laughed at or made fun of
Formulaic Language
Ch use this to give impression that they speak the L2 well- increases opportunities to converse in L2
Indicators of LI
- learn slowly in L1 and 2
- communication problems
- slower development than siblings of same gender
- need prompting and repetition
- pragmatic,syntactic and semantic L1 problems
- delayed lang in L1
IDEA 2004
- evaluate in nondiscriminatory manner
- tests administered in most proficient comm. mode
- doesn’t require standardized measures
- increase focus on early intervention
- doesn’t specifiy formal/informal tools
- use a variety of assess. tools
- determination of disability shouldn’t rely on single test/measure
Simultaneous Bilingual Acquisition
child is exposed to 2 languages from infancy in natural situations
Sequential bilingual acquisition
Child is exposed to L1 during infancy, learns L2 at a later time
Sequential learners–↑ diversity in rates and stages of acquisition
Second Language Acquisition Stage 1—preproduction
- 10 hours- 6 mos. English exposure
- Beginning to comprehend- silent period
- Beginning to communicate- gestures, body lang, pointing
Second Language Acquisition Stage 2—early production
- 6 mos.- 1 year of English exposure
- 1-2 word verbal responses
- Answers simple yes-no wh-questions
- Being in routine
Second Language Acquisition Stage 3—Speech Emergence
- 1-3 years English exposure
- Using phrases and sentences
- Answers “why” and “how” questions
- Understand a lot, expresses effectively in simple sentences; some grammatical errors
Second Language Acquisition Stage 4: Intermediate Fluency
- 3-4 years exposure to English
- Beginning to develop solid academic English
- Engages in extended discourse
- Writes essays, critiques and analyzes information
Separate Underlying Proficiency (SUP)
model holds that L1 and L2 proficiencies are totally separate, and building skills in one language will not help the other language
- placing these students in “sink or swim” all-English classrooms
CUP model (Cummins)
L1 and L2 are seen as common or interdependent across languages… experience with either language can promote development of the proficiency underlying both languages
Practical Implications of CUP
- Build up L1 skills
- The stronger the students L1 foundation, the more easily she will learn concepts in English
- Additive bilingualism academic success!
Conversational Informal Language Fluency (CILF):
- Context- embedded, shared reality between speakers
- facilitates social interaction in daily life
FALF (Formal Academic Language Fluency)…
- Oral and written language
- Gained through formal schooling (not playground)
- Taught explicitly in academic settings
- Little context or shared reality between communicators
- Abstract- formal communication contexts
Seal of Biliteracy (SSB) January 1, 2012
This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English
Additive bilingualism—
where the student’s L1 is nurtured and developed along with L2
Research in Canada…(Bialystok & colleagues)
- In elderly adults, being bilingual postpones onset of dementia for 4-5 years
- Elderly bilingual brain increases sophisticated and physiological complex than monolingual brain
Neuropsychologist Tamar Gollan at UC San Diego…
- Individuals with higher degree of bilingualism more resistant than others to onset of dementia and other symptoms of Alzheimers
- The higher the degree of bilingualism, the later the age of onset
Diagnostic Pie Quadrant 1
normal ability, adequate background
we don’t see these kids
Diagnostic Pie Quadrant 2
normal ability, limitations of linguistic experience, environmental exposure
we don’t see these kids
Diagnostic Pie Quadrant 3
LI, adequate background
Diagnostic Pie Quadrant 4
LI, limitations of linguistic experience, environmental exposure
Gillam (CSHA) - ELL kindergartners ______________ for IEPs
overidentified
IDEA 2004
- evaluate in nondiscriminatory manner
- tests administered in most proficient comm. mode
- ## doesn’t require standardized measures
Pre-Evaluation Process (3 steps)
- language proficiency testing
- ethnographic interviewing and case hx
- teacher evaluation of student’s classroom performance
Language Proficiency Testing
interview parents, teachers, interpreters
use lang measures
CELDT
OWLs in both langs
problems testing in primary language
- great heterogeneity within languages (dialects)
- Limited data on normal development in other languages
- Differences in vocabulary and linguistic knowledge bases of students who immigrate vs. those born and raised in U.S.
- Spanish versions of most tests fail to consider dialectal differences
never translate and english test into L1 and use the norms because…
- Normative data is invalid
- ELL student has different life background experiences than norming sample
- Some items are not directly translatable
Bilingual Assessment Situational Biases
- Ways of communicating differ
- Child may have a way of communicating that is different from mainstream norms (e.g., don’t look adult in the eye, don’t initiate conversation)
- Some children come from background where verbal elaboration is not encouraged
Bilingual Assessment Format Biases
- Some children at home are rarely asked known-information questions
- ELL children may have differences in socialization practices or early literacy experiences
Pitfalls of standardized tests with ELL students. The tests assume the child will…
cooperate, attempt to respond even if it doesn’t make sense, have been exposed to experiences and info in the tests, be proficient in verbal display of knowledge.
Bias in standardized ELL testing
potentially unfamiliar items, historically realted events and people, food, american nursery rhymes, geography and games
Modifying standardized tests for ELLs
- Instruction in L1 and English
- Rephrase confusing instruction
- Give extra examples and demonstrations
- Give the student extra time to respond
- If the student gives a “wrong” answer, ask her to explain it and record her explanation
- Repeat items
- If they benefit from a repeat, they are NOT LI
- If they do not benefit from a repeat, they are LI
- Try to omit biased items that student will probably miss
- Test beyond ceiling
Nonstandardized assessment increases __________ ________
ecological validity
Informal Pre-evaluation process
- case hx
- questionnaires and intrviews
- ascertain student’s language proficiency in L1 and English
