mutliculturism

Question 1

by 2050

Answer 1

Hispanic group :25% 
Pacific island and Asian: 8%
Blacks: 14.6%
White: 50.1%
Others: 5.3%

Question 2

what percentage of children speak a language different than english at home?

Answer 2

18 %

Question 3

anglo-european perspectives

Answer 3

• Children are equal partners in the communication process

- Driven by timelines, competition, and the fostering of individualism as well as privacy

Question 4

Hispanic Perspectives

Answer 4

• Taught to be respectful of adults
• Not interrupt conversations
• Children don’t join adults’ gathering activities

Question 5

African-American Perspectives

Answer 5

-Avoiding appearance
-Not address individual by his/her name
-Speakers maintain eye contact more directly when speaking than listening
More gestures
-Older persons are held in respect
-Not always adhere to strict timelines

Question 6

Asian-American and Pacific Islander Perspectives

Answer 6

• Parental grandparents receive the highest level of authority and respect
• Infants receive a great deal of attention
• More discipline is imposed as the child grows up.
• Verbal praise is uncommon
• Value freedom of silence
• Maintain a greater distance

Question 7

Native American Perspectives

Answer 7

• Self-reliant
• Children learn from their parents by observation
• Avoiding eye contact and not asking direct questions shows respect

Question 8

Assessment Procedures for CLD Children

Pre-assessment consideration

Answer 8

• length of residence in US
• type of previous educational programs
• type of previous literacy activities
• type of previous assessments
• Comparing with siblings and peers
• Interpreter/translator

Question 9

Should the student be assessed in one or both languages?

Answer 9

• The student responds in native language most of time when spoken to by family
• Students can understand the home language, but appropriate responses alternate between the home lge & English
• student enrolled in a bilingual program (3yrs)

Question 10

When there are no tests available in the student’s language

Answer 10

-Assess the students with a set of English tests
-Request translator during 2nd session
-Re-administer item missed in student’s lge
-Assure the level if translated items matched the student’s level
-Norms should never be used
-A qualitative description is appropriate
-Supplement with informal measures
E.g., follow the oral directions or conversation with I/T
-plan the topics or methods in advance

Question 11

Some considerations

Answer 11

• Phonology: the influence of dialect needs to avoid a misdiagnosis
• Verbal output (oral language expression): experiences and cultural differences need to be considered.
• Vocabulary & concepts: describe & compare the type of vocabulary used by student in each context across languages
• Caution needs to be exercised when interpreting the results

Question 12

Intervention Issues for CLD Populations 1

Answer 12

• Identify elements to be learned & demonstrate with examples
• Teach specific strategies & apply in multiple ways
• Meaningful and relevant activities
• Explicit instruction in word decoding & spelling
• Regular students benefit from strategies for LLD

Question 13

Intervention Issues for CLD Populations 2

Answer 13

• Deviant or dialectal differences
• Intervention take place in two places, if possible
• Auditory training

Question 14

Chinese

Answer 14

-1.4 billion people spoken
-Taiwan, China, Singapore, Malaysia, other parts of Southeast Asia, other countries
94% population →Mandarin
-Different dialect: Yue, Cantonese, Taiwanese, Hakka…

Question 15

Chinese in United States

Answer 15

-2.5million people speak Chinese at home

States with the highest percentage of Chinese speakers : California, New York, and Hawaii

Question 16

Chinese V.S. English

Answer 16

Chinese writing system
Over 85000 words, 3500 words used in daily life
Picture v.s art (EX: 山, 日, 口)
Traditional characters: 龍(dragon).龜(turtle)
Simplified character:龙(dragon).龟(turtle)

Morphology: no plurals, no tense,
no auxiliary, no comparison,
no different between subject
and object

Question 17

chinese vs english 2

Answer 17

Syntax: low structural complexity of words

Pragmatics: no praise; indirect request; avoid direct eye contact; highly respectful for authority, professional, elders; circular; collectivism

Question 18

Chinese V.S. English 3

Answer 18

Phonology:
1700 different types of syllables
Monosyllabic: one syllable represents one word
C+V (EX: pi) 
C+V+C (EX: pan)
V+C(EX: uo)
V(EX: i)
More open syllable rather than closed 
Tonal language

Question 19

Consonant Phoneme (Manner)

Answer 19

Aspirated vs. unaspirated (EX: pi vs. ph i)
pi(force)
phi (chop)

Question 20

Consonant Phoneme (Placement)

Answer 20

Retroflex: tʂ, tʂh, ʂ, ʐ
Alveolo-palatal: tɕ, tɕh, ɕ
ti(low);
thi(kick);

Question 21

alveolar, fricative, voiceless

Answer 21

ɕ:j(placement)+si(sound)

Question 22

retroflex, fricative, voiceless

Answer 22

ʂ:r(manner)+s(sound)

Practice: ʂu(book)

Question 23

alveolar, affricate, voiceless

Answer 23

tɕ : jee
tɕh:cheese
Practice: tɕi(chicken)
tɕhi(seven);

Question 24

Tone

Answer 24

first tone : high level
second tone: High rising
Third tone: low dipping
fourth tone: high falling
neutral: flat, no emphasis

Question 25

Phonological Pattern(deviations)
Word/syllable structures

Answer 25

No syllables omissions(no multisyllabic words)
No consonant clusters or sequences omissions
Singletons omission (prevocalic & postvocalic)

Question 26

Phonological Pattern(deviations)Consonant Category Deficiencies

Answer 26

Stopping ( s →t)
Unaspiration (bh→b)
Backing (t→k)
Deaffrication(ts→t)

Question 27

Internal modulation

Answer 27

Triphthong--change the sound
i +an →  iæn
i + ən → in
i + əŋ → iŋ
u+ əŋ → uŋ
y+ an → yæn
y+ ən → yn
y+ əŋ → yʊŋ

Question 28

practice

Answer 28

ni xau (How are you?)
xau pan(You are great!)
wo ai ni (I love you.)
ɕiɛ  ɕiɛ  ni (Thank you!)
tsai  tɕian (Goodbye!)

Question 29

Phoneme Study

Answer 29

Wang(1973); Chang & Cheng (1974)
90% correct
Before 3:0  p, ph, t, th, k, kh , n, x
After 6:0 ʐ
Zheng(2003)
70% correct
Before3:0  p,n
After6:0 tʂ, tʂh ʂ, ʐ, s  
zhuo(2008)
90%correct
3:0  p, m, t, th, k, kh , x, ʐ
After 6:  tʂ, ʂ 
Varying results in different investigation

Question 30

Phonology Pattern Study

Answer 30

Chen(2011)
Typical developing children (>5%)
3:0-3:11: lateralization, unaspiration, affrication, stopping, backing, medial vowel deletion, frication
4:0-4:11: lateralization, backing, stopping, medial vowel deletion, unaspiration
5:0-6:11: lateralization, unaspiration, medial vowel deletion

Question 31

phonology: Children with Speech Sound Difficulty

Answer 31

Final consonant deletion, diphthong simplification,stopping, affrication, frication, unaspiration, lateralization, backing, medial vowel deletion

Question 32

Phonology Pattern Study: Zhuo(2008)

Answer 32

Typical developing children (3:0-6:11) >5%
Stopping, bilabial stopping, affrication, aspiration, unaspiration, unretroflex, lateralization, backing, x-backing, consonant deletion, /i/ addition
Varying results in different investigation

Question 33

Phonology Pattern Study: Xiao(2007)

Answer 33

Typical developing children (3:0-6:11) >2times
3:0-6:11: Stopping, affrication, unaspiration, unretroflex, backing
5:0-6:11: lateralization
Varying results in different investigation