Study Guide Exam 3

Question 1

Define sequential bilingualism

Answer 1

• Child is exposed to L1 during infancy, learns L2 at a later time
• Second language show greater diversity in rates and stages of acquisition
• Although some children may acquire L2 with minimal interference, others may experience difficulties

Question 2

Define simultaneous bilingualism

Answer 2

• When two languages are acquired simultaneously from infancy
• Generally have a smaller vocab than monolingual
• Need minimal interference

Question 3

Define interference/transfe

Answer 3

-Process in which a communicative behavior from the first language is carried over into the second language

Question 4

Define fossilization

Answer 4

This occurs when specific second language “errors” remain firmly entrenched despite good proficiency in the second language.

Question 5

Define the term silent period

Answer 5

When learning a second language, some students experience this where there is much listening/comprehension and little output

• Students are learning the rules of the language during this silent period; they may be covertly rehearsing what they are hearing

Question 6

Define the term interlanguage

Answer 6

Period in the second language development when the learner starts to use language productively until he attains competence that is similar to that of a native speaker

Question 7

Define the term language loss

Answer 7

If use of the first language decreases, it is common for the learner to lose skills in that language as proficiency is acquired in the second language.

Question 8

Define the term codeswitching

Answer 8

Alternation between two languages within a single constituent, sentence, or discourse.

Question 9

Why is it important for SLPs to be familiar with these phenomena? (codeswitching, language loss, interference/transfer, etc.)

Answer 9

• When evaluating ELL student’s linguistic, intellectual, and academic performance, they must take into account factors relating to L2 acquisition & bilingual development
• The greater the understanding, the more unbiased and appropriate the services will be provided to ELL students in the schools

Question 10

Describe affective variables in second language acquisition. How might these variables impact a student’s acquisition of English?

Answer 10

Variable 1
Motivation→
•Instrumental: learning L2 for specific purpose
•Integrative: learning L2 to integrate with that community—learns faster

Variable 2
-Personality →
•Self-esteem: Students feelings and judgments relating to his/her own abilities and worthiness have an effect on second language acquisition
•Extroversion: Extroverted kids learn English conversational skills faster
•Assertiveness: Being assertive can be helpful in facilitating second language learning, as they put themselves in more opportunities for L2 practice

Variable 3
Anxiety Level → Motivated individuals with a low anxiety level are more readily able to benefit from language input in the L2.

Question 11

What is the difference between additive and subtractive bilingualism?

Answer 11

Additive bilingualism
Occurs when both languages spoken by the students are reinforced, resulting in high levels of proficiency in the two languages.
•L1 continues to be nurtured and encouraged as the child learns the second language
•Goal: Help the student become a fluent and balanced bilingual speaker

Subtractive bilingualism Student’s L1 is replaced by the L2, language loss in the L1 occurs, and the students gradually becomes a monolingual speaker of English or the majority language.
•Children who are sequential learners and belong to a minority ethnolinguistic community may be especially vulnerable to subtractive bilingualism

Question 12

Define the term CILF

Answer 12

Conversational Informal Language Fluency

fluency in oral, casual, langaugea that takes place during conversations between participants

Question 13

Define the term FALF

Answer 13

Formal Academic Language Fluency

refers to oral or written language skills
involves academic language necessary to acquire new knowledge and skills

Question 14

What characterizes (the CILF & FALF) each of these types of language proficiency?

Answer 14

see the chart

but SES has an affect

Question 15

Why can the CILF-FALF gap lead to inappropriate referrals of ELL (English Language Learner) students to special education?

Answer 15

Thomas & Collier (2002): concluded that there is a distinct difference in the time frame for FALF & CILF

• Difficult to provide a specific timeline for how long it takes FALF & CILF to develop b/c there are a lot of variables that impact rate of acquisition.
• It can take much longer than 2-3 yrs for the oral language of ELL children to reach the same level as that of their monolingual peers

RESEARCH: Hakuta, Butler, & Witt (2000)
•Analyzed 1,800 ELL children in San Francisco
•Students took 3-5 years of full-time English schooling to develop oral English abilities that were similar to those of native English speakers.
•Also found that academic language proficiency too 4-7 years for ELLs to master

Question 16

Define the term Separate Underlying Proficiency (SUP)

Answer 16

Common Underlying Proficiency (CUP) model:
•Language proficiency in the 1st language is viewed as entirely separate from proficiency in the second language
-belief that activities in the 1st language will not enhance learning in the 2nd language
-tell their children to discontinue use of of their first language at home
•Supporters of SUP believe that exposure to poor language models in English will be more beneficial in aiding the child in developing English language.

•Implications for professionals working with ELL children:
oIf student has limited exposure & experience in L1, & conceptual foundation necessary for success in the classroom will be underdeveloped.

Question 17

Define Common Underlying Proficiency (CUP)

Answer 17

Separate Underlying Proficiency (SUP) model:

• develop cognitive strategies and conceptual knowledge necessary to acquire new skills in the 2nd language (true for oral and literate language)
• a student who does not read in their first language at all is likely to have more difficulty reading in English
• building a solid base in the first language to use strategies and concepts to facilitate the 2nd language
• Literacy-related aspects of a bilingual’s proficiency in his/her L1 and 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 wider environment.
• Underlying proficiency is that which is involved in cognitively demanding communicative tasks, and it is interdependent across languages

Question 18

What are the practical ramifications of the CUP model for professionals who work with ELL children?

Answer 18

• If a student is struggling academically or not learning English rapidly as would be expected, one is likely to suspect that the student needs special education services.
• It can be seen that limited progress in school is often due to limited skills in L1 and lack of opportunities for continued development of skills in that language.

Question 19

List characteristics of optimal comprehensible input that students should hear in educational settings.

Answer 19

1. It includes “I + 1 input” that is slightly above the learner’s current level but comprehensible enough to be mostly understood
2. Concrete referents are available (i.e. extra-linguistic aids such as visuals, hands-on materials, etc.
3. It is interesting, meaningful, and relevant to the learners
4. It occurs naturally and the learner has practice opportunities in natural, conversational, everyday situations that are meaningful
5. It is not grammatically sequenced but, rather, occurs naturally
6. There are sufficient quantities of this input to ensure optimal learning

Question 20

Discuss the United States’ traditional and current attitudes toward bilingualism and bilingual education. Why are these attitudes so detrimental?

Answer 20

• Historically, the U.S. has been isolationist; the emphasis on monolingualism reflects this attitude.
• Early 20th century, families from Europe were advised to “assimilate” by giving up the languages of their home countries.
• “Being bilingual would confuse their children”
• Even today U.S. citizens believe that bilingualism has negative cognitive, linguistic, and social effects of children
• 28 states with official English laws—promote an exercise of power by the dominant culture that devalues diverse languages and cultures
• Bilingual skills are often perceived as a sign of divided loyalty between their home countries & U.S.

Question 21

What is the Diagnostic Pie? Describe each quadrant

Answer 21

look at chart

Question 22

Briefly list the laws pertaining to special education evaluations of ELL students.

Answer 22

Education Of all Handicapped Children’s Act Amendment (1986)

The education Of all Handicapped Children Act (1975–this became IDEA)

Individuals with Disabilities Improvement Act (2004)

Question 23

Briefly describe Education Of all Handicapped Children’s Act Amendment (1986)

Answer 23

• Programming for handicapped children down to age 3 is manditory
• Incentives should be given beg. at birth
• IFSP
• services by qualified personnel

Question 24

Briefly describe The education Of all Handicapped Children Act (1975)

Answer 24

nondiscriminatory evaluations are conducted:

• with reasonable accommodations for students w disabilities
• entitled to FAPE
• informed consent in primary lang
• assessment given in language their most proficient in
• test should accurately reflect the childs ability without being influenced by limited exposure to English
• educate them with LRE
• parents can object to IEP

Question 25

Individuals with Disabilities Improvement Act (2004)

Answer 25

• procedures must ensure that testing and eval materials and methods are provided and administered in the child’s native language or more of comm
• must use a variety of data-gathering strategies and tools
• eval materials should be reliable and valid
• in order to qualify students they no longer need a severe discrepancy between intellectual ability and achievement
• alternative research-based procedures may be used if standardized test are not app
• states must permit the use of process based on the child’s response to scientific, research based intervention (RtI)
• states are requires to keep tack of how many ELL students are being identified for special ed
• allowed to se 15% of their funds to dev and implement early int services
• additional support: offering teachers prof dev opp OR providing students with behavioral and educational eval, services, and supports

Question 26

List possible indicators of a language impairment in an ELL child

Answer 26

• difficulty learning language at a normal rate
• deficits in vocab
• short MLU
• Comm diff at home and when interacting with peers from similar cultural background
• auditory processing probs
• difficulties with cognitive processing
• lack of organization, structure, and sequence in spoken and written language
• slow academic achievement
• Family history of special ed
• Slower dev. than siblings
• reliance on gestures
• inordinate slowness
• general disorganization
• difficulty paying attention
• frequent rep and prompt of instructions
• difficulties affect grammar and sentence structure
• use of precise vocab and overuse of words (stuff, things, you know)
• inappropriate social use of language
• poor sequencing
• difficulty telling stories

Question 27

After you finish your Master’s degree, you move to a school district where the SLPs regularly use standardized language tests with ELL students to differentiate language differences from language disorders. What will you share with them about why this is not ideal?

Answer 27

• these tests are heavily biased against ELLs
• the test potentially has unfamilar items
• their cultural backgrounds may influence the test results
• English tests cannot always be translated and normative data cannot be used
• even if the test is in primary language there are difference in vocabularies and linguistic knowledge ex. Spanish

Question 28

What will you tell them about the pre-evaluation process that needs to happen when ELL students are being considered for special education assessment?

Answer 28

the components:

1. comprehensive teacher eval of the students classroom performance
2. Ethnographic interviewing and the collection of a case history from parents
3. Language proficiency testing

the more data the more accurate the diagnosis

Question 29

What is the assessment wheel?

Answer 29

A combination of formal and informal measures in assessment (dynamic)

increase the likelihood that students with LIs are accurately identified and that culturally and linguistically appropriate programs of instruction are developed to meet their needs

Question 30

Define language proficiency

Answer 30

• the child’s level of skill in the use of a particular language
• Variables:
  1. Determine student’s primary language
  2. Determine language dominance
  3. Determine oral and written proficiency level in each of the lang spoken

Question 31

Define primary language

Answer 31

-the language the student learned first and used most frequently in the early stages of language development. Info regarding language use in the home is best establish through carefully conducted parent interviews and home language surveys

Question 32

Define dominant language

Answer 32

• the language spoken most proficiently by the student
• the dominant language may change if there are changes in language usage patterns in the child’s environment
• variation due to assessment in syntax vs. vocabulary

Question 33

Explain Response to Intervention (RtI).

Answer 33

used as a form of dynamic assessment of a students ability to learn over time when provided with instruction

provide intense high level intervention through a 3 level process that becomes more prog individualize and intense

pre-referral intervention designed to help general education teachers appropriately assess the needs of their underachieving students and provide effective instruction

it’s major goal in IDEA is to minimize over identification and prevent unnecess
ary referrals to special ed

Question 34

What is dynamic assessment?

Answer 34

informal and formal assessments of a child over time