Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
15 Cards in this Set
- Front
- Back
|
a. Define bicultural education |
a person can learn to take part in two (or more) sets of cultural styles and can switch back and forth when appropriate to maximize effectiveness in each. Foundation is understanding and sincere respect on the part of teachers and clinicians for cultures that contrast with those of the mainstream and that influence client's communication. |
|
|
b. Distinguish a language difference from alanguage disorder |
Disorder: a significant discrepancy in language skills relative to what would be expected for a client's age or developmental level. Difference:a rule-governed language style that deviates in some way from the standard usage of mainstream culture. Kid may be from culturally diverse background. |
|
|
c. Describe some of the factors that contribute tothe unique style of communication used by African-Americans |
A reaction to the history of: forced abduction from homeland slavery tradition of racism/discrimination has formed many elements of contemporary AA culture, including music, religion, attitudes, communication style |
|
|
d. List and discuss differences between AAE and SAE |
Phonological differences: delete r/l (fo=four) syntactic/morphological difference:regular past tense /ed/ not obligatory semantic differences:use of different vocal (all that =excellent) pragmatic differences:silence in unfamiliar situations or when questions are intrusive; direct eye contact for speaker, indirect for listener |
|
|
e. Define bidialectical |
Proficiency in two dialects of a language with the ability to code switch (or move back and forth between dialects) depending on the appropriate situation. |
|
|
f. Discuss the meaning and importance of codeswitching |
switching back and forth between two dialects, languages, or registers. important because it allows individual to communicate optimally in different contexts/situations that require different communication skills. |
|
|
g. What is meant by limited English proficiency? |
know a little English but are not fluent communicators in English and have trouble functioning in a monolingual English classroom. AKA ELL |
|
|
h. Describe some characteristics ofSpanish-influenced English |
Phonology: fewer vowels in Spanish: /i/ for /I/ Syntax and Morphology:-ed not obligatory Semantics:number, color, letter words get less attention for parent-child interaction Pragmatics:closer speaking distance, more touching |
|
|
i. Discuss some features of Native Americandialects of English |
Phonology:simplification of consonant clusters;intonational patterns of tribal language Morphology/syntax:carryover from native language i.e. possession is used by person prefix rather than 's (man his-boots) Pragmatics:fluid tempo of speech; cultural norms dictate who may be addressed by whom and what is appropriate to discuss depending on time of year; rude to correct or interrupt a peer |
|
|
j. Discuss the features of Arabic dialect-English |
Articulation: n for ng (san for sang)a. Z for th (azer for ather) Language: omission of possessive markers, pluralmorphemes, be verbs |
|
|
a. Describe the contrasts between high-context andlow-context communication. How are these styles associated with CLD children?How do they affect narrative skill? |
high context-traditional culture. highest end of continuum low context-main americanin classroom. lowest end of continuum C.langdisorr: SLP can have teacher integrate high-context activities in classroom (i.e. what happens with guest in home).give book, have parents read, ask qs. helps increase context of school activities while provide decontextualized talk at home easing transition |
|
|
Decontextualized versus contextualized How do they affect narrative skill? |
narrative: contrast in the degree to which various narrative genres are used and way in which narratives are organized, and extent to which kids are expected to produce each genre. Genres: recase/recount; event casts; accounts; stories High: recast/recount with lots of verbal imitation, role-pplaying, present tense low: event casts: summarize succinctly with past tense; explain activities/series of events being planned. high/low: accounts: low (predictable progression of events) high(less organization; stories:internal org. and focus differ: different degree to which children tell stories (some high-context only elders tell stories) |
|
|
low context |
most info transmitted verbally learning through words; rapid societal change individual: excel and achieve monochronic time: single events happen one at a time: planning/scheduling is key |
|
|
high context |
most info. though physical context or is in shared knowledge among participants routines and behaviors taught through observation change is slow, predictable. little planning needed. individual is member of cultural group: most activities controlled by group time is flexible: timelines and schedules might not exist. want completion of transactions independent of time. |
|
|
context Genres |
Genres: recase/recount; event casts; accounts; storiesHigh: recast/recount with lots of verbal imitation, role-pplaying, present tenselow: event casts: summarize succinctly with past tense; explain activities/series of events being planned. high/low: accounts: low (predictable progression of events) high(less organization; stories:internal org. and focus differ: different degree to which children tell stories (some high-context only elders tell stories) |
