Week 5 (Ch. 5) Flashcards
2 sources of change- changing population of America
increase in immigration from Africa, Central and South American countries, the Caribbean Islands, and parts of Asia as well as internal migration of Native Americans into mainstream America
Proportion of children from nonwhite, non-Western European and non-English speaking backgrounds is increasing
Changing population in America statistics
one in every four people in the US is now of a race other than white
By year 2050 it is predicted that the percentage of individuals from non-European backgrounds will increase, as the percentage of whites declines to slightly over half of the population
Public school population statistics
In 2006-2007, approximately 24% of all public school students attended schools where the combined enrollment of Black, Hispanic, Asian/Pacific Islander and American Indian/Alaska Native students was at least 75%, compared with 16% in public schools in 1990-1991
40% of children in U.S. schools were from culturally and linguistically diverse backgrounds
USDOE estimates that 20% of students are learning English as a second language
Only 6.9% of SLPs are members of a racial minority compared with 24.9% of the U.S.
***Define: Language disorder
A significant discrepancy in language skills relative to what would be expected for a client’s age or developmental level
***Define: Language difference
A rule-governed language style that deviates in some way form the standard usage of the mainstream culture
2 stages of becoming competent in English
BICS (Basic interpersonal communication skills)
CALP (Cognitive academic language proficiency)
Define BICS. Takes a child ______ (how long) of exposure to and experience with English to achieve BICS
Use words that are frequent in their language, produce relatively grammatical sentences, and can engage in everyday talk about familiar items and events
2-3 years
Define CALP. Can take ______ (how long) to achieve CALP.
Needed to read higher level text with adequate comprehension, produce a range of written discourse, use and understand subject-specific vocabulary and engage in cognitively demanding communication
5-7 years
Many African Americans (not all) use _________ to communicate. This is considered a ________ of American English. Many African Americans are therefore considered ________.
African American English. dialect. Bi-dialectal.
As SLPs we do not want to _________ use of AAE, but rather develop _______ individuals who can _______________.
extinguish, bi-dialectal, “code-switch” as appropriate to the situation
2 differences between AAE and SAE
Phonological
Syntactic/Morphological
3 phonological differences between AAE and SAE
Changes in medial and final consonants
Changes in initial phonemes, syllables, and initial consonant blends
Deletion of final consonants and clusters
3 verb-marking differences between AAE and SAE
Regular past tense –ed and regular 3rd person makings are not obligatory
Auxiliary be verbs not obligatory
Double modals are allowed
Hispanic-American culture is a diverse group that speaks many dialects including
Mexican, Central American Caribbean, Chilean, Puerto Rican
Many children of Hispanic heritage come to school with
Limited English Proficiency (LEP).
Characteristics of children with LEP in using English (called Spanish-influenced English). Think about phonology, syntax/morphology, pragmatics
Phonology
Some English phonemes are not used in Spanish and will typically be changed in SpIE
Syntax and morphology
Regular past tense –ed is not obligatory
Pragmatics
Direct eye contact is avoided
Speakers of SpIE tolerate closer personal distance during conversation
3 background facts: Native American culture and communication
Even Native Americans who live off the reservations share many of the cultural and child-rearing practices of their relatives on reservations
Great diversity within population
No words in many Native American languages for concepts such as hearing loss, retardation or disability
Native Americans: Assessment scores
Many score higher on motor, social and self-help skills than their mainstream peers, but lower in language
Reluctance to speak, look at the teacher, ask questions or to wait before responding often is interpreted as a lack communicative competence…it is not
Features of Native American dialects of English: think about phonology, syntax/morphology, pragmatics
Phonology
Navajo dialects of English simplify consonant clusters in syllable final positions
Syntax and morphology
In Navajo, possession is expressed by personal pronouns prefixed to the possessed noun (Ex. Man his-boots)
Pragmatics
It is rude to tell someone something he or she already knows
Silence is a rule-governed practice used to express respect, thoughtfulness, that the questions is worthy of serious consideration
Arab-American Culture and Communication
Includes immigrants from Egypt, Iran, Iraq, Syria, Turkey, and Algeria (Middle-Eastern countries)
Middle-Eastern communication styles include the acceptance of loud speech as normal in conversation, rapid speech, emphasis on eye contact and value placed on silence during conversation
Articulation differences between English and Arabic
/w/ for /v/
/f/ for /v/
Language differences between English and Arabic
Omission of possessive markers
Omission of plural morphemes
Omission of prepositions
Omission of verbs
Asian American culture and communication: background
Immigrants come from China, Japan, Korea, India, Vietnam, Thailand, Cambodia, Laos, Guam, Samoa and the Philippines
Speak hundreds of different languages- more than 80 languages are spoken in China
Come from both rural and urban backgrounds
Features of Asian dialects of English. Think about phonology, syntax and morphology, semantics, and pragmatics
Phonology
Because most Asian languages have open rather than closed syllables, many dialects of English omit final consonants
Syntax and morphology
Be verb may be omitted or improperly inflected
Plural may be omitted
Semantics
Literal translations from native language (open light=turn on light)
Pragmatics
Feelings are not opening expressed
Simple explanation: high context versus low context cultures
Continuum of contextualization of communication along which cultures can vary
Mainstream North American culture tends to be highly decontextualized
Many traditional cultures are highly contextualized
Children from high context cultures may have particular difficulty adjusting to the demands of low context situations, like in the classroom
Low-context styles used in mainstream culture: 6 facts on chart
- Most information is transmitted verbally
- Learning takes places through words
- Society undergoes rapid change; there is great opportunity but life is less predictable. Planning of the future and delaying gratification for future rewards are encouraged
- The role of the individual is to achieve and excel
- Monochronic concept of time: single events happen one at a time. Planning and scheduling are critical.
- Actions are tightly scheduled. What matters is sticking to the timetable
High-context styles used in traditional cultures: 5 facts on chart
- Most information is the physical context or is in shared knowledge among participants
- Routines and behaviors are taught through observation
- Change is slow, life is predictable. As a result, little planning is needed. Talk about the future may be discouraged.
- The role of the individual is as a member of the cultural group. Most activities are controlled by the group rather than by an individual. Individuals should not stand out from their peers.
- Polychronic concept of time: time is flexible; timelines and schedules may not exist. What matters is the completion of transactions, not time.
High v. Low context cultures: narrative development
High context cultures expect children to retell events with extensive verbal imitation, role-playing and use of present tense
Low context cultures use narratives to summarize succinctly, using past tense
Skill in producing and understanding topic-centered narratives has been shown to be closely related to literacy development and success in school
Background: family-centered practice
Best practices in working with all young children
Involves helping families to identify concerns, priorities, and resources for their child and including them as integral members of the intervention team
We need to be aware of how our own assumptions and expectations affect our interactions with CLD families
8 strategies for developing culturally sensitive family-centered practice
- Be sure family members (and in many CLD families, family members other than parents will be involved) understand the purpose of each assessment or intervention session.
- Attempt to involve family members in making decisions about assessment methods and interpretation, intervention targets and procedures, etc.
- Match assessment and intervention goals to family priorities
- Allow ample time for questions after each session, and be prepared to answer the same question different ways for different family members if necessary.
- Research the language and culture of each client to make use of culturally appropriate practices.
- Team up with people from the cultural community who can act as both language and cultural interpreters
- Read about the family’s culture
- Visit student homes
_________________ of language and literacy problems are common in CLD children
Over-diagnosis
