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7 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Semantics system in bilinguals |
Not a separate system for each language — semantic system shared for all languages |
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Bilingualism Theories (Discrete or Continuum?) |
Bilingualism lies on a continuum of language proficiency and in different language modalities (i.e., oral, written, signed) |
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Language use and context |
Language can be used in different contexts and to different degrees (i.e. using 100% Spanish in church, 100% English at work, etc.) |
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Language access and activation theory |
Languages are accessed and activated at the same time — not considered as separate systems that do not interfere with each other |
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Bilingual Aphasia Recover Patterns (Paradis, 1998) |
Parallel (61%) = Both L1 and L2 impaired the same Differential (18%) = L2 (less proficient) recovers more that L1 (more proficient) Blended (9%) = inappropriate blending of L1 and L2 (pathological code switching) Selective (7%) = only one language recovers Successive (5%) = one language improves then the other Alternating antagonistic = improvement in one language negatively affects other language |
6 types |
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Bilingual Assessment (General) |
- No normed materials on bilinguals for language assessment - Must have a professional translator (not family member) - should obtain self-rating of language proficiency, some formal assessment, and discourse measures
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Bilingual Aphasia Assessment (formal/informal measures) |
Language proficiency questionnaires (LEAP-Q, %Time Use/Context, Self-ratings) Bilingual Aphasia Test (BAT) OANB + Name Agreeability Scoring (Edmonds & Donovan, 2013) Discourse (N&B stimuli, CIU analysis) |
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