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Spring '14 SPHP 143 > Test 3 Chapter 10 Impact of 2nd Lang Acq & Biling Dev > Flashcards

Test 3 Chapter 10 Impact of 2nd Lang Acq & Biling Dev Flashcards

1
Q

typical characteristics of second language acquisition and bilingualism are mistaken for symptoms of

A

Language Impairment

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2
Q

Many ELL students’ L1 is not maintained in school through bilingual education. As a result there is _________ in L1

A

Language Loss

language loss in L1

Thus, low test scores in both L1 and English

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3
Q

T/F When students are learning an L2, they make errors that reflect the influence of L1

A

True

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4
Q

If a Spanish-speaking child pointed to a picture and said, “look—I see the house green” (instead of “I see the green house”) this would be ______ from Spanish, not a sign of a clinically significant problem with ________

A

transfer

syntax

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5
Q

Transfer can occur in what system of language

A

syntax, morphology, phonology, semantics, pragmatics

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6
Q

What is an example of pragmatics in transfer?

A

Pragmatics: lack of eye-contact and lack of initiation

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7
Q

T/F Errors of transfer from L1 are signs of a communication disorder

A

FALSE it is NOT a sign of a communication disorder

it’s just – just a difference.

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8
Q

The silent period occurs when?

A

In the early stages of learning an L2, most students focus on comprehension and do very little speaking

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9
Q

At what age does the silent period occur the longest?

A

The younger the student, the longer the silent period usually lasts

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10
Q

Students introduced to L2 during the preschool years may speak very little in L1 or in L2 for more than _________ year

A

one year

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11
Q

Interlanguage is what?

A

System that has structurally intermediate status between L1 and L2

Student is approximating L2

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12
Q

T/F Errors are inconsistent in interlanguage

A

True

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13
Q

What is codeswitching?

A

Alternating between two languages within a single phrase, sentence, or discourse

Bilingual children commonly use this strategy

Normal communication behavior

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14
Q

T/F Codeswitching is used by multilingual adults and children around the world

A

True

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15
Q

What is avoidance?

A

Students will avoid communicating in L2 for fear of being laughed at or made fun of

They may be self-conscious about their accent, use of English grammatical structures, and people asking “Where are you from?” (especially older learners)

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16
Q

What is Formulaic Language ?

A

Children use this to give the impression that they speak the L2 well – that increases their opportunities to converse in L2

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17
Q

What are sociocultural variables?

A
  • Socioeconomic status

- Cultural styles

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18
Q

What are the Affective Variables that impact Second Language Acquisition?

A
  • Motivation
  • Personality
  • Self-esteem
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19
Q

What difficulty do low SES children have ?

A

low-income children have difficulty with knowledge-based tests

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20
Q

provide an example of cultural styles that can influence therapy.

A

reduced eye contact with adults, or being silent in the presence of an adult

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21
Q

what are the two parts of motivaton?

A

Instrumental & Integrative

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22
Q

Explain instrumental–as part of motivation

A

learning a language just for a specific purpose

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23
Q

Explain integrative–as part of motivation

A

learning a language to integrate with the community

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24
Q

What kind of personality helps kids learn conversational L2 faster?

A

extroverted kids learn conversational L2 faster than introverted kids

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25
Q

How does self-esteem impact language development ?

A

a kid with low self-esteem will not learn a language as quickly than a kid with high self-esteem

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26
Q

What is simultaneous acquisition?

A

Simultaneous acquisition occurs when a child is exposed to 2 languages from infancy in natural situations

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27
Q

T/F In simultaneous acquisition interference between L1 and L2 is maximal

A

False it has minimal impact on L1 and L2

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28
Q

________ is the ideal time for a child to be exposed to 2+ languages

A

early infancy

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29
Q

Explain sequential acquisition

A

Child is exposed to L1 during infancy, and learns L2 at a later time

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30
Q

What are sequential learners?

A

they have greater diversity in rates and stages of acquisition (learning this way is more difficult)

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31
Q

If L2 is introduced sequentially before a strong L1 foundation has been established (e.g., 6-8 years of age), L1 development may be _________ while L2 is being learned

A

arrested or even regress while L2 is being learned

32
Q

T/F These students, for a while, achieve low test scores in both L1 and L2—this can cause them to appear LI when they are not

A

True

33
Q

__________ children who learn English in a sequential manner are especially vulnerable to this situation

A

preschool

34
Q

Name the 4 Stages of Second Language Acquisition in Sequential Learners

A

Stage 1—preproduction
Stage 2—early production
Stage 3—Speech Emergence
Stage 4: Intermediate Fluency

35
Q

Explain Stage 1—preproduction

A
  • 10 hours – 6 mos. English exposure
  • Beginning to comprehend second language during the silent period
  • Beginning to communicate – gestuers, body language, pointing
36
Q

Explain Stage 2—early production:

A
  • 3 mos.-1 year English exposure
  • 1-2 word verbal responses
  • Answers simple yes-no, wh-questions
  • Uses routines and formulas
37
Q

Explain Stage 3—Speech Emergence

A
  • 1-3 years English exposure
  • Using phrases and sentences
  • Answers “why” and “how”?s
    - More sophisticated
  • Understands a lot, expresses effectively in simple sentences; some grammatical errors
38
Q

Explain Stage 4: Intermediate Fluency

A
  • 3-4 yrs exposure to English
  • Beginning to develop solid academic English
  • Engages in extended discourse
  • Writes essays, critiques and analyzes information
39
Q

What are the second Language Learning Styles and Strategies?

A
  1. Avoidance
  2. Use of routines and formulas
  3. Practice opportunities
  4. Modeling
40
Q

Explain what separate underlying proficiency (SUP) means?

A

this model holds that L1 and L2 proficiencies are totally separate, and building skills in one language will not help the other language

41
Q

Believers of SUP try to eradicate students’ L1 through placing these students in ________

A

“sink or swim” all-English classrooms and telling parents to “speak only English at home”

42
Q

Cummins (1992, 2000) promoted the CUP model, which states:

A

“…the literacy-related aspects of a bilingual’s proficiency in 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”

43
Q

According to the theory of Common Underlying Proficiency

A
  • Building up one language positively affects the development of the other language
  • Parents need to speak to their child in the language in which they are most comfortable
44
Q

What are the practical Implications of CUP ?

A

-Build up L1 skills (the stronger the L1 the better)
-The stronger the student’s L1 foundation, the more easily she will learn concepts in English
Additive bilingualism—academic success

45
Q

T/F older learners with a solid L1 foundation perform quite well academically

A

Because their solid L1 foundation supports the learning of English and academic content

46
Q

T/F many of our ELL students experience limited bilingualism

A

True

47
Q

What are the consequences of our ELL students experiencing limited bilingualism?

A

These students do not receive L1 support, and they try to learn L2 (English) with a foundation that is not fully developed

These students experience negative cognitive effects and frequent academic failure

They can appear to be “language impaired,” when in reality, they are merely not strong in either L1 or English

48
Q

We can distinguish between two types of language fluency, what are they?

A

CILF and FALF

49
Q

When conducting assessments of ELLs for the possible presence of a language impairment, it is extremely important to understand what two things?

A

a) what type of language proficiency we are assessing, and

b) if our expectations are reasonable given the student’s length of exposure to English

50
Q

What does CILF stand for?

A

Conversational Informal Language Fluency

51
Q

Explain CILF

A
  • “Picked up” relatively quickly and easily from environment
  • Oral language fluency that facilitates social interaction in daily life
  • Context-embedded, shared reality between speakers
52
Q

T/F CILF There is no contextual support for the interaction

A

FALSE there is contextual support

53
Q

In the YouTube video of Jovany what happens?

A

Jovany and Christopher interact about Christopher’s device

Christopher uses English CILF (and some codeswitching between Spanish and English)

Note the informal nature of the conversation and the shared reality

54
Q

What does FALF stand for?

A

Formal Academic Language Fluency

55
Q

Explain FALF

A
  • Oral and written language
  • Gained through formal schooling
  • Taught explicitly in academic settings
  • Little context or shared reality between communicators
  • Abstract, used in formal communication contexts
56
Q

T/F For some ELLs FALF can take much longer to develop than CILF

A

True

57
Q

However, If an ELL is _______, FALF can develop more quickly

A

proficient and literate in her first language

58
Q

if an ELL is from a low-income background and has no literacy skills in the first language, there can be _________, where CILF develops much faster

A

a gap between CILF and FALF development

59
Q

When we extrapolate from CILF to FALF we can create deficits in students—they may be erroneously ID as _________

A

LI (we make it worse if we say CILF are FALF)

There’s a huge gap and they fall through the cracks because no one is helping them

60
Q

T/F Students who have adequate CILF may still need more time to develop FALF

A

True, Just because they can hold a convo does not mean they can do a science project

61
Q

T/F Many English language proficiency tests assess just CILF

A

True

62
Q

Because many English language proficiency tests assess just CILF—-A problem with this is that when a CILF-oriented proficiency test labels an ELL student as “Fully English Proficient,” professionals assume that the student is ________

A

the student is ready to handle FALF-oriented tests in English
Proficient in CILF but not FALF

These can include statewide school achievement tests, speech-language and psychological tests, etc

63
Q

The gap between the student’s CILF and FALF performance may lead to erroneous ______ placement

A

Special education

64
Q

T/F American attitudes have embraced bilingualism

A

False, they have NOT embraced bilingualism

65
Q

What is the Monolingual norm assumption/limited capacity hypothesis (only in the U.S.)
?

A

Limited capacity hypothesis = Limited capacity to learn language

66
Q

T/F Comprehensible output is more important

A

False comprehensible input

67
Q

Explain the impact of power differential

A

Some languages—more political and $$ power than others

CH quickly figure this out!

68
Q

Give examples of power differential

A

U.S.: Spanish < English
Holland: Turkish < Dutch
Philippines: Odionganon <Tagalog

69
Q

what is the Ideal Bilingual Education Situation?

A
  • There is a minimum 6 years of bilingual instruction
  • In K and 1st grade, 90% primary language and 10% English instruction
  • 50% + 50% English and primary language by grade 6
  • Leads to additive bilingualism
70
Q

What is subtractive bilingualism?

A

Subtractive bilingualism common in U.S. schools

  • Student’s L1 is not nurtured or supported
  • It is replaced by L2; language loss in L1
  • Academic failure—student not strong in either language
71
Q

What is additive bilingualism ?

A

the ideal situation, where the student’s L1 is nurtured and developed along with L2

72
Q

T/F Research shows that additive bilingualism has great cognitive and linguistic benefits

A

True

73
Q

Research in Canada…(Bialystok & colleagues) showed that in elderly adults, being bilingual actually postpones onset of

A

dementia for 4-5 years

Elderly bilingual brain increase sophisticated and physiologically complex than monolingual brain

74
Q

Neuropsychologist Tamar Gollan at UC San Diego studied what population and found what results?

A
  • Studied 44 elderly Spanish-English bilinguals
  • Individuals with increase degree of bilingualism were more resistant than other to onset of dementia and other symptoms of Alzheimers
  • The higher degree of bilingualism, the later the age of onset
75
Q

What are other benefits of being bilingual?

A

Bilingualism –> greater employment opportunities

Children: ethnic pride, cultural tradition, ability to communicate with non-English speaking family members

76
Q

When we account for second language acquisition phenomena what can we avoid?

A

We make many fewer misdiagnoses

We avoid mislabeling typically-developing ELL students as having language impairments

We honor our students’ linguistic and cultural identities as they engage in the challenging and rewarding process of becoming successful, and hopefully proficient bilingual contributors to our society.

Spring '14 SPHP 143 (12 decks)

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