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CSUS Speech-Language Pathology > Multicultural FINAL > Flashcards

Multicultural FINAL Flashcards

1
Q

Hispanics make up ___ % of overall US population

A

17%

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2
Q

Despite social and econimic disadvantages, Hispanics demonstrate..

A
  • low welfare utilization
  • High labor force participation
  • Strong family values
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3
Q

____ is important to Hispanic families, they hold ____ in high regards. But this not mandatory past a certain point.

A

Education, Teachers

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4
Q

Frequently Hispanics read ______ proficiency level, and often ____

A

below, drop-out (42%)

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5
Q

Hispanic children enroll _______ in preschool than other groups

A

Less

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6
Q

Concern: ____% of Latino 4th graders score at or _____ basic reading level

A

50%, below

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7
Q

How many Mexican migrants are below the poverty line?

A

70%

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8
Q

Jackson et al. 2014: (Hispanic)

A

Mexican migrants had the least number of books at home compared to AA and White

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9
Q

Mancilla-Martinez et al. 2016: (Hispanic)

A

Hispanic ch 0-5 yrs–> largest and fastest growing segment of U.S pop.
Most are Low SES
40% of ch in head start are Hispanic

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10
Q

Hispanic Culture

A
  • Patriarchal families
  • Relaxed w/ ch devel
  • Overt respect for elderly
  • extended families
  • Saving face
  • Positive personal relationships
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11
Q

Hispanics strongly believe that _____ is the _____ job

A

School, teachers

- Dont like to get involved

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12
Q

Hispanic children often provide ____ rather than ____ of objects

A

function, names

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13
Q

Ebert, 2016 ASHA (Hispanic)

A

Be direct when taking case history from hispanic families

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14
Q

Mendez et al. 2015 found (Hispanic)

A
  • Latino ch taught both spanish and english had significantly higher scores in both lang than ch taught in english only
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15
Q

Origins of Asian clients

A
  • East Asia
  • Southeast Asia
  • South Asia
    Religion
  • Buddhism
  • Taoism
    -Confucanism
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16
Q

Top 5 origin countries of ASIAN immigrants

A

1) India
2) China
3) Philippines
4) Vietnam
5) Korea

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17
Q

Pew Research Center 2017: (Asian)

A

Asian immigrants projected to become the largest foreign born group in the US by 2055

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18
Q

Many Brahmin Indians are…

A
  • Highest in caste system
  • represent weathly people
  • high priority on careers in science and medicine
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19
Q

Traditional Asian characteristics

A
  • Fatalism
  • Hierarchy
  • conformity
  • dependence on family
  • parent is authority
  • learn by observation, not exploration
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20
Q

Asian communication styles

A
  • appropriate to ask personal questions
  • indirectness
  • smile/ laugh when embarrassed
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21
Q

Amor Proprio

A

-Respect, saving face so no one is ashamed

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22
Q

Pakikisama

A

good feelings, getting along, preserving, harmony

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23
Q

Asian Visible and Invisible disabilities

A

invisible disabilities not always acknowledged (learning disabilities, language impairment)
-fate/ karma/ sins

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24
Q

Asians in US have highest rate of…

A

College degree attainment

number of persons with advanced degrees

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25
Q

In most asian countries there is:

A
  • great respect for teachers
  • rote learning/ memorization
  • teachers are authoritarian
  • formal classes, teachers lecture
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26
Q

Abboud & Kim (cited in text): ASIAN

A

Asian parents put academics first, while other parents often put sports/athletics first; kids are too tired to study
Many Asian parents unaware of after-school clubs and extracurriculars

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27
Q

Some tonal languages

A

Vietnamese (6), chinese, loatian are tonal

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28
Q

As SLP for Asian clients we need…

A
  • put husband first
  • intervention may be rejected cause of disgrace or disability
  • not open to early intervention
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29
Q

Asian students may be _____ during class so do not analyze _____ language

A

Quiet

expressive

30
Q

To, Stokes, Cheung, & T’sou (Journal of Speech, Language, and Hearing Research) (Asian)

A
  • Narrative skills strong predictors of later language outcomes
  • Showed limited ability to present as many ideas.
  • Used nonspecific terms (e.g. “The girl did th leg of the cat” rather than “The girl bandaged the leg of the cat.”)
31
Q

Bahala na

A

leave it to God – it’s out of your hands anyway

32
Q

Silent period

A

In the early stages of learning an L2, most students focus on comprehension and do very little speaking

33
Q

Interlanguage

A

System that has structurally intermediate status between L1 and L2
Errors are inconsistent

34
Q

Codeswitching

A

Alternating between 2 languages within a single phrase, sentence, or discourse

35
Q

Avoidance

A

Students will avoid communicating in L2 for fear of being laughed at or made fun of

36
Q

Formulaic Language

A

Ch use this to give impression that they speak the L2 well- increases opportunities to converse in L2

37
Q

Indicators of LI

A
  • learn slowly in L1 and 2
  • communication problems
  • slower development than siblings of same gender
  • need prompting and repetition
  • pragmatic,syntactic and semantic L1 problems
  • delayed lang in L1
38
Q

IDEA 2004

A
  • evaluate in nondiscriminatory manner
  • tests administered in most proficient comm. mode
  • doesn’t require standardized measures
  • increase focus on early intervention
  • doesn’t specifiy formal/informal tools
  • use a variety of assess. tools
  • determination of disability shouldn’t rely on single test/measure
39
Q

Simultaneous Bilingual Acquisition

A

child is exposed to 2 languages from infancy in natural situations

40
Q

Sequential bilingual acquisition

A

Child is exposed to L1 during infancy, learns L2 at a later time
Sequential learners–↑ diversity in rates and stages of acquisition

41
Q

Second Language Acquisition Stage 1—preproduction

A
  • 10 hours- 6 mos. English exposure
  • Beginning to comprehend- silent period
  • Beginning to communicate- gestures, body lang, pointing
42
Q

Second Language Acquisition Stage 2—early production

A
  • 6 mos.- 1 year of English exposure
  • 1-2 word verbal responses
  • Answers simple yes-no wh-questions
  • Being in routine
43
Q

Second Language Acquisition Stage 3—Speech Emergence

A
  • 1-3 years English exposure
  • Using phrases and sentences
  • Answers “why” and “how” questions
  • Understand a lot, expresses effectively in simple sentences; some grammatical errors
44
Q

Second Language Acquisition Stage 4: Intermediate Fluency

A
  • 3-4 years exposure to English
  • Beginning to develop solid academic English
  • Engages in extended discourse
  • Writes essays, critiques and analyzes information
45
Q

Separate Underlying Proficiency (SUP)

A

model holds that L1 and L2 proficiencies are totally separate, and building skills in one language will not help the other language
- placing these students in “sink or swim” all-English classrooms

46
Q

CUP model (Cummins)

A

L1 and L2 are seen as common or interdependent across languages… experience with either language can promote development of the proficiency underlying both languages

47
Q

Practical Implications of CUP

A
  • Build up L1 skills
  • The stronger the students L1 foundation, the more easily she will learn concepts in English
  • Additive bilingualism academic success!
48
Q

Conversational Informal Language Fluency (CILF):

A
  • Context- embedded, shared reality between speakers

- facilitates social interaction in daily life

49
Q

FALF (Formal Academic Language Fluency)…

A
  • Oral and written language
  • Gained through formal schooling (not playground)
  • Taught explicitly in academic settings
  • Little context or shared reality between communicators
  • Abstract- formal communication contexts
50
Q

Seal of Biliteracy (SSB) January 1, 2012

A

This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English

51
Q

Additive bilingualism—

A

where the student’s L1 is nurtured and developed along with L2

52
Q

Research in Canada…(Bialystok & colleagues)

A
  • In elderly adults, being bilingual postpones onset of dementia for 4-5 years
  • Elderly bilingual brain increases sophisticated and physiological complex than monolingual brain
53
Q

Neuropsychologist Tamar Gollan at UC San Diego…

A
  • Individuals with higher degree of bilingualism more resistant than others to onset of dementia and other symptoms of Alzheimers
  • The higher the degree of bilingualism, the later the age of onset
54
Q

Diagnostic Pie Quadrant 1

A

normal ability, adequate background

we don’t see these kids

55
Q

Diagnostic Pie Quadrant 2

A

normal ability, limitations of linguistic experience, environmental exposure

we don’t see these kids

56
Q

Diagnostic Pie Quadrant 3

A

LI, adequate background

57
Q

Diagnostic Pie Quadrant 4

A

LI, limitations of linguistic experience, environmental exposure

58
Q

Gillam (CSHA) - ELL kindergartners ______________ for IEPs

A

overidentified

59
Q

IDEA 2004

A
  • evaluate in nondiscriminatory manner
  • tests administered in most proficient comm. mode
  • ## doesn’t require standardized measures
60
Q

Pre-Evaluation Process (3 steps)

A
  • language proficiency testing
  • ethnographic interviewing and case hx
  • teacher evaluation of student’s classroom performance
61
Q

Language Proficiency Testing

A

interview parents, teachers, interpreters
use lang measures
CELDT
OWLs in both langs

62
Q

problems testing in primary language

A
  • great heterogeneity within languages (dialects)
  • Limited data on normal development in other languages
  • Differences in vocabulary and linguistic knowledge bases of students who immigrate vs. those born and raised in U.S.
  • Spanish versions of most tests fail to consider dialectal differences
63
Q

never translate and english test into L1 and use the norms because…

A
  • Normative data is invalid
  • ELL student has different life background experiences than norming sample
  • Some items are not directly translatable
64
Q

Bilingual Assessment Situational Biases

A
  • Ways of communicating differ
  • Child may have a way of communicating that is different from mainstream norms (e.g., don’t look adult in the eye, don’t initiate conversation)
  • Some children come from background where verbal elaboration is not encouraged
65
Q

Bilingual Assessment Format Biases

A
  • Some children at home are rarely asked known-information questions
  • ELL children may have differences in socialization practices or early literacy experiences
66
Q

Pitfalls of standardized tests with ELL students. The tests assume the child will…

A

cooperate, attempt to respond even if it doesn’t make sense, have been exposed to experiences and info in the tests, be proficient in verbal display of knowledge.

67
Q

Bias in standardized ELL testing

A

potentially unfamiliar items, historically realted events and people, food, american nursery rhymes, geography and games

68
Q

Modifying standardized tests for ELLs

A
  • Instruction in L1 and English
  • Rephrase confusing instruction
  • Give extra examples and demonstrations
  • Give the student extra time to respond
  • If the student gives a “wrong” answer, ask her to explain it and record her explanation
  • Repeat items
  • If they benefit from a repeat, they are NOT LI
  • If they do not benefit from a repeat, they are LI
  • Try to omit biased items that student will probably miss
  • Test beyond ceiling
69
Q

Nonstandardized assessment increases __________ ________

A

ecological validity

70
Q

Informal Pre-evaluation process

A
  • case hx
  • questionnaires and intrviews
  • ascertain student’s language proficiency in L1 and English

CSUS Speech-Language Pathology (23 decks)

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