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56 Cards in this Set
- Front
- Back
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-expired "assimilation" theory
-people shed their and culture and accept the American culture |
Melting Pot Theory
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-theory of acculturation
-American is pluralistic; more of a tossed salad |
Cultural pluralism
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language used for cognitive and scholastic purposes
-"CALPS" -not usually aquired till 5 to 7 years US residency -typically context reduced |
Academic language
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CALPS
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Cognitive Academic Language Proficiency
Cummins |
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refers to language used for interpersonal everyday oral communication
-BICS -aquired after 2 yrs. residency in US -typically context embedded |
Oral language
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BICS
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Basic Interpersonal Communication Skills
Cummins |
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refers to the language the person wishes to use in given contexts
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Language preference
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continuum of language proficiency exists for a second language learners
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Language proficiency
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form of language that relies heavily on knowledge of language itself, not many clues are present for the person to interpret the meaning of a message
-usually in written form |
Context reduced
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form of language where participants can actively negotiate meaning
-clues add meaning to the message |
Context embedded
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type of bilingual education where the purpose is to maintain native language proficiency
-native language used for instruction in content areas |
Maintenance Bilingual Education
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When a second language is added on the first with no detrimental effects to either langauge
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Additive bilingual education
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type of biligual education where the purpose is to quickly move the child into regular education
-native lang. used until sufficient proficiency is attained (1-2 years) |
Transitional biligual education
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When the development of proficiency of L2 has detrimental effects on L1
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Subtractive biligual education
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ESL/ESOL
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English as a Second Language; English speakers of other languages
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Not true bilingual programs
-focus on English instruction -high intensity English lessons -students are in for 1-2 yrs. |
ESL/ESOL
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person who is able to use both languages with a high level of proficiency
-not the norm |
proficient bilingual
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person who is in one language and a low proficiency in another language
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partial bilingual
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person who exhibits low levels of proficiency in both languages
-not necessarily disordered |
limited bilingual
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when one language is learned prior to another
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sequential bilingualism
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two languages are learned together
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simultaneous bilingualism
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CUP
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common underlying proficiencies
-language transference |
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SUP
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seperate underlying proficiencies
-language independance |
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alternation of the two languages in therapy
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compound/concurrent bilingualism
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keep instruction of the two langauges separate in therapy
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coordinate bilingualism
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the use of more than one language in communicating
-can be at lexical, morphological or phonological levels |
Code-switching
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words that have made their way into the language after repeated use
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loan/borrowed words
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age measure that should not be considered
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CA- chron. age
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measurement of age in the L2 which may not be the true measurement
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MA- mental age
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Age measurement for language that looks at what has already been learned in a lang. based on actions in the environment (cognition and lang are inseperable)
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LA- language age
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common method of comparing scores where the mean and SD are the same (most common is the Z score)
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SS- standard score
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overall score before conversions
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raw score
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a person's score is compared to the percentage of scores which fall beneath it (interval scale score)
-expresses in a distribution |
percentile
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standard score bands that divide the distribution into nine parts
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stanine
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an ongoing process of determining the client's level of performance in any give area (incorporates formal and informal)
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assessment
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usually conotates a one time affair of measuring the client's level of performance (incorporates formal and informal(
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evaluation
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type od test that permits one to compare individuals performance on the test to the performance of others
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norm-referenced test
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specifics which population the test was standardized
-where sample was taken, age of subjects... |
normed
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type of test that describes a student's performance in relation to specified criterion
-mastery vs. non-mastery |
criterion-referenced test
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assessment that involves use of samplpes of behavior, artifacts, use of rating scales, obsrvation of client's performance, interviews w/ teachers... specifically when it involves making a judgement
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judgement-based assessment
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compare one's performance in relation to specified developmental norms
****varies from culture to culture |
Developmental scales
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scales that involve observation of listed behaviors
(direct and indirect) |
observational scales
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"I" culture
-individual identity -" needs -independance from group -focus on personalities -"autonomous" self -direct comm. styles -strangers establish relations more quickly |
Individualistic cultures
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an understanding of one's 1st culture by five years of age
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culture
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"we" culture
-group identity -" needs -belonging to group -focus on group- give "face" to group -common sense of fate -norms used to explain behaviors -"tight" culture |
collectivisitic culture
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refers to communcation that relies little on the surrounding context for interpretation
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low context language
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culture that attribute other's behaviors to the context and situation
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high context
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culture that places emphasis on the belief that people should be similar or parallel on most attributes, especially status
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horizontal cultures
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culture that believe that rank has it's merits, thus, rank has it's privaleges
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vertical cultures
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same/independant; sameness and uniquness are emphasized
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horizontal individualism
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different/independant; many upper and middle class americans follow this orientation
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vertical individualism
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same/interdependant; oneness with the group and cooperativeness; community needs first
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horizontal collectivism
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different/interdependant; dutifulness
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vertical collectivism
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function better in cooperative, informal and loosely structured environments; work closely together
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field dependant
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children who excel in taking elements out of context, show a great sense of identity, greater independance, see selves apart from others
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field independance
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six stumbling blocks to intercultural sterotypes
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1. assuming similarities
2. language 3. nonverbal misinterpretations 4. preconceptions/sterotypes 5. tendancies to evaluate 6. high anxiety |
