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Standard 3

language skills, development, learning, and interaction.

QuestionAnswer
LANGUAGE SKILLS Flashcard 1 Q: What does an interpreter need to know about a student in terms of language skills? A: The interpreter needs to know the student’s expressive and receptive language skills, cognitive potential, and educational goals as outlined in the student’s IEP.
LANGUAGE SKILLS Flashcard 2 Q: Who should conduct language evaluations for deaf or hard-of-hearing students? A: A professional with training specific to language and students who are deaf or hard of hearing.
LANGUAGE SKILLS Flashcard 3 Q: How does language stimulate cognitive development? A: Language sophistication influences cognitive abilities, and interaction using language helps students develop cognitive skills.
LANGUAGE SKILLS Flashcard 4 Q: How does language development in ASL compare to spoken language development? A: It parallels the development of spoken languages.
LANGUAGE SKILLS Flashcard 5 Q: What factors can impact a student’s ability to learn new concepts? A: A student’s language level, world knowledge, and vocabulary skills.
LANGUAGE SKILLS Flashcard 6 Q: Why might deaf or hard-of-hearing students have delayed language skills? A: Because of problems accessing language in their environment, not because of problems learning language.
LANGUAGE SKILLS Flashcard 7 Q: Why is academic language more challenging than conversational language? A: Academic language is more complex in vocabulary and syntax, has less turn-taking, longer monologues, and fewer contexts to help understand the topic.
LANGUAGE SKILLS Flashcard 8 Q: How does learning new concepts differ for deaf or hard-of-hearing students compared to hearing students? A: Deaf or hard-of-hearing students may be learning language and concepts simultaneously, while hearing students use language to learn new concepts.
LANGUAGE SKILLS Flashcard 9 Q: Why is it difficult for young students to fix language errors? A: They often repeat the error, and adults typically model the correct language without expecting immediate change.
LANGUAGE SKILLS Flashcard 10 Q: Are gestures linguistic? A: No, while gestures are communicative and useful, they are not linguistic.
DEVELOPMENT Flashcard 11 Q: When do students typically begin to produce their first words or signs? A: Around 1 year of age.
DEVELOPMENT Flashcard 12 Q: At what age do students begin to combine two words or signs into a sentence? A: Around age 2 years.
DEVELOPMENT Flashcard 13 Q: When do students begin to produce complex language? A: Around 3 years of age.
DEVELOPMENT Flashcard 14 Q: By what age are students able to use English morphology or ASL verb agreement correctly most of the time? A: By 3 to 4 years of age.
DEVELOPMENT Flashcard 15 Q: How do language demands in textbooks change around third grade? A: The language becomes more complex in terms of syntax and vocabulary, with more text and fewer pictures.
DEVELOPMENT Flashcard 16 Q: When do students typically stop making numerous errors with classifiers in ASL? A: Around 8 or 9 years of age.
DEVELOPMENT Flashcard 17 Q: What is decontextualized language? A: Language that refers to people and events not in the here and now, such as talking about past events.
DEVELOPMENT Flashcard 18 Q: What role does prosody play in language development? A: It helps young students segment language at the word and sentence level, and communicates the speaker’s intention.
DEVELOPMENT Flashcard 19 Q: When does metalinguistic development typically occur? A: Metalinguistic development happens later in development, after basic language acquisition.
LEARNING Flashcard 20 Q: Why do students make mistakes when learning language? A: Mistakes are a natural part of the learning process as they begin to learn new words and signs.
LEARNING Flashcard 21 Q: How do deaf students typically learn English if ASL is their first language? A: They typically learn English through reading.
LEARNING Flashcard 22 Q: Do hearing students need explicit instruction in language learning? A: No, unless in special circumstances, but deaf or hard-of-hearing students may need specific and explicit instruction in learning English.
LEARNING Flashcard 23 Q: How do students learn word meanings over time? A: Through multiple exposures and not just by learning definitions.
LEARNING Flashcard 24 Q: Does learning sign language interfere with a student’s ability to learn speech? A: No, learning sign language does not interfere with speech learning.
LEARNING Flashcard 25 Q: Do students learn language rules before or after mastering them? A: Students often become aware of language rules long after mastering them, through metalinguistic teaching.
INTERACTION Flashcard 26 Q: Why is interaction with peers critical for language development? A: The pragmatics of interacting with peers is different from interacting with adults, allowing students to use language freely.
INTERACTION Flashcard 27 Q: How does cultural background affect language use? A: It influences rules of interaction, how much we talk with others, and the role of communication in daily life.
ENVIRONMENT/CIRCUMSTANCE Flashcard 28 Q: What impact does early detection of hearing loss have on language development? A: It allows deaf and hard-of-hearing students to develop more age-appropriate language skills.
ENVIRONMENT/CIRCUMSTANCE Flashcard 29 Q: Why might deaf or hard-of-hearing students experience delayed language development? A: It is often due to insufficient access to language in their environment, not a learning issue.
ENVIRONMENT/CIRCUMSTANCE Flashcard 30 Q: How might the language a student uses at home differ from school, and what impact could this have? A: Different language use at home and school can affect classroom performance and the ability to make connections between home and school.
SIGN SYSTEMS Flashcard 31 Q: What are sign systems designed to represent English, and who uses them? A: They are developed by educators but are generally not used by the adult Deaf community.
SIGN SYSTEMS Flashcard 32 Q: How does the adult Deaf community view inventing signs? A: It can alienate or offend the Deaf community and create a unique linguistic system for the student.
SIGN SYSTEMS Flashcard 33 Q: Does iconicity make learning signs easier? A: No, iconicity does not necessarily make learning signs easier.
Created by: EIDP
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