• Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

How to study your flashcards.

Right/Left arrow keys: Navigate between flashcards.right arrow keyleft arrow key

Up/Down arrow keys: Flip the card between the front and back.down keyup key

H key: Show hint (3rd side).h key

A key: Read text to speech.a key

image

Play button

image

Play button

image

Progress

1/35

Click to flip

35 Cards in this Set

  • Front
  • Back
Bicultural Education
teaching a person to successfully take part in two or more sets of cultural styles
What is the difference between a language disorder and a language difference?
A language disorder is a significant discrepancy in language skills from what would be expected for a client's age and developmental level. A difference is a rule-governed language style that deviates from standard usage of the mainstream culture.
What are the two options we have if we discover a child has a language difference?
1. do nothing
2. address the difference by collaborating with the ESL and classroom teacher, lending them from our expertise
What is it important to remember about dialects?
they are rule governed.
What is AAVE?
African American Vernacular English, it is considered a dialect of English
high context cultures
most information is in the physical context, plans and the future and not much discussed, routines are taught through observation. Individuals are discouraged from standing out from peers.
low context cultures
most information is verbal, learning is through words, future planning is prioritized
What are narratives like in low context cultures?
they tend to have a "topic centered" story telling style, with the story and grammar we are all familiar with
What are narratives like in high context cultures?
they use a "topic associated" style, where the story parts are tied to each other by association, and the listener has to infer the person, place and time relevant to the narrative
What question do we ask when dealing with CLD children in deciding if the child has a disorder or difference?
is the child perceived to have a problem even in their home culture?
What type of assessment can be used no matter what language the client or clinician speak?
dynamic assessment, we can see how child uses instruction
Why do we need to establish language dominance?
to perform non-biased testing. IDEA requires that testing be provided in the language in which the child is most proficient.
What are the two ways to establish language dominance?
-observation: see if child interacts mostly in their native tongue, if rely in gesture in situations requiring english
-use structured questionnaires
If we find that the childs dominant language is English what can we do as far as testing?
we can proceed with testing in English but realize that pragmatic and dialectical difference may biase the test scores.
If English is not the dominant language what do we want to compare?
performance both in English and the child's native language
what is important when looking for an interpreter?
they need to be skilled in language and literacy, and understand the differences in cultural appropriateness,
Are standardized tests valid if they are available in a child's native language?
no, because they may be normed on a population that uses a different dialect.
How do we use standardized tests with CLD children?
we can use them as criterion referenced rather than for diagnostic (qualifying) purposes
What do we need to do to standardized tests when we use them with CLD children?
modify them, toss out culturally biased items. When we do so we need to include in the report on testing results what modifications were made and in what order the tests were administered
What is the parent child comparative analysis procedure?When is it used?
Administer same test to parent and child and then compare performance, if performances differ compare to age expectations. Deviations from standard english that dont match the parents/are not typically in normal development are considered aspects of a LD. Use when assessing child from a cultural group too small for development of local norms.
What information can we glean from a speech sample?
it can be highly useful to describe current functioning in the dominant language, ID goals for intervention and target these goals in intervention.
If similiar errors are made in both language and they significantly different from acceptable a possiblity exists that there is a ______. If performance in the home language is superior to English there is probably a ___________
language disorder, language difference.
Should early intervention be in English or in the child's native language?
it should be in the childs native language with gradual transition to English.
What are the options as far as service delivery if the clinician does not speak the client's language?
- In-service training
- consultation
- paraprofessional training
What kinds of topics would we explore in an in service to ESL and classroom teachers?
issues in language development, the importance of interaction for language acquisition, dynamic assessment, criterion referenced testing, etc.
Should parents continue to speak to their children that have a language disorder in their native language?
yes, whatever their dominant language is this is what they should use
If there is a language disorder can it exist in only one language?
no, it would exist in both languages
does acquiring two languages cause problems for typically developing children?
no
What can the SLP do in a consulting role with CLD children?
come up with a set of activities for the whole classroom which are curriculum based/address clients goals, activities can be translated into clients home language. Then SLP monitors progress in both languages to check when more activities can be introduced in English.
How can an SLP work with training paraprofessionals?
child centered approaches are easily taught and may be the way to go initially
If no one speaks the childs language in the area, what can the clinician do?
resort to delivering intervention in English. Indirect language stimulation with the environment carefully planned with culturally relevant items to manipulate and talk about would be the method of choice.
When children have a language difference rather than a disorder, do we still work with them?
no, but we can use our expertise to offer assistance to the professionals that work with them
T or F: When similarity between school and home culture is increased, the performance of CLD children improves
True
What should classroom activities focus on with CLD children?
high context activities such as cooking, oral group presentations, reading complete stories before asking q's
How can we use narratives with LEP children?
they can be compared and retold across different cultures