Exam #2- Final
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| What is the fusion/single system hypothesis in regards to second language learners? | Code mixing the first if three developmental stages to learning new languages | ||||
| Language characteristics of Hispanic American children: Phonological differences | Consonant diffs, vowel diffs, prosodic diffs, phonological diffs, vowel additions in beginning of words, cluster reduction at end of words, final consonant deletion | ||||
| Language characteristics of Hispanic American children: Grammatical differences | Post modifying adjs., possessive pronouns replaced by indefinite articles, deletion of "do" and addition of \"no" on questions, omission of indef. pronoun "one", omission of auxiliary "is" and indefinite "a" | ||||
| Language characteristics of African American children: AAVE- phonological & grammatical | Deletion of final nasals. semivowels. stops. consonant clusters, substitution of f/th. v/th. d.th, deletion of s for possessives. plurals. & 3rd person singular, double negs, subs auxiliary "to be" for "be", optional use of cpoula | ||||
| Language characteristics of Asian American children | More passive, avoid eye contact, doesn't mean limited language competence | ||||
| Language Characteristics of Native American Children | Phonology, vowel shifting, morphology, deletion of plural and possessive markers, past tense verb errors, syntax, deletion of articles, demonstratives, auxiliary, and copula verbs | ||||
| Poverty & language development | Higher incidence of poverty in linguistically diverse families, white = 9%, African American = 30%; Hispanic - 28%. Prematurity, FAS, parental lang. impairment/hereditary | ||||
| Assessment of linguistically & culturally diverse children: Testing Bias | Testing bias: cultural bias, examiner sensitivity bias, expectation bias, linguistic bias, code switching abilities. | ||||
| Assessment of linguistically & culturally diverse children: Standardized Testing Bias | Standardized test bias: translated from English, invalid admin, not normed on bilingual populations, culturally bias, can't use standard scores- percentile- age equivs., PLS-3 & TACL Spanish versions | ||||
| Assessment of linguistically & culturally diverse children: Practices in language assessment | Standardized tests normed on culturally diverse children of the same dialect, dynamic assessment, bilingual SLP's | ||||
| Assessment of linguistically & culturally diverse children: Diagnostic evaluation | Diagnostic Evaluation of Language Varation- norm referenced (DELV2005). Normed on all ethnic groups on 2000 US census. Ages 4-9. Assesses syntax, pragmatics, semantics, phonology. Scaled scores, composite standard scores, percentile ranks, age equivs | ||||
| Assessment of linguistically & culturally diverse children: Spanish language assessment procedures | SLAP, 1995. Criterion referenced 3-9; Spanish/English. Assesses understanding of basic concepts, communicating basic needs, following oral directions, retelling short stories. Criterion assessment of Spanish comm, assess of speech sound, comm. sampling/ID | ||||
| 25) Assessment of Linguistically and Culturally Diverse Children Assessment of linguistically & culturally diverse childre,: Test de Vocablario en Imagenes Peabody (TVIP, 1986) | Authors: Dunn, Padilia, Lugo, & Dunn Translation of PPVT; standardized in Puerto Rico and Mexico; available in Spanish and English Ages 2;6 – 17;11 Evaluates receptive vocabulary Standard scores, percentile ranks, age equivalents | ||||
| 26) Assessment of Linguistically and Culturally Diverse Children Dynamic Assessment | Helps identify language differences vs language dsrds.Incorporates intervention in assessment process to assess response to mediation. Simple feedback, asking questions, gradual prompting. | ||||
| Culturally Diverse Children Dynamic Assessment (2) | Examines ability to change using measures with test-teach-retest method. Determines factors that facilitate change for specific language areas to establish intervention goals | ||||
| Intervention with Linguistically and Culturally Diverse Children | Primarily provide intervention who fail to show competence in any language or dialect Determine lang. for intervention, use hired translators as needed. Consider dominant language or dialect, availability of translators, parental pref., speech comm | ||||
| Intervention with Linguistically and Culturally Diverse Children: Goals | Goals: same as English-only speaking children regarding semantics, syntax, morphology, pragmatics, phonology | ||||
| Intervention with Linguistically and Culturally Diverse Children: Objectives | Objectives: same as English-only speaking children based on child’s age and language level (see Week’s 2, 3, 4 for SLI, LD, adolescents with language impairment) | ||||
| Intervention with Linguistically and Culturally Diverse Children : Exceptions | Exception: initially, don’t choose specific syntax/morphology/pragmatics/phonology not found in child’s native language (e.g. plurals, possessives, past tense markers for Native American children) | ||||
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Created by:
Melanie.Stutler
on 2009-05-11