Term
| What are the 2 types of dual language learners? |
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Definition
1. Simultaneous bilingual children (age 3 and under)-children learn 2+ languages w/in first 3 yrs
- exposure can occur different ways: parents, siblings, child care workers, grandparents etc.
2. Second language learners (3+)-children who begin to learn a language AFTER 3 years
-2nd language learning takes place AFTER L1 is established |
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Term
| majority ethno-linguistic community |
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Definition
| language is widely used, valued and has high social status |
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Term
| minority ethno-linguistic community |
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Definition
| language is less widely used, valued and has lower social status |
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Term
| Majority/minority distinction a continuum |
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Definition
Size of community: e.g. Spanish speaking minority community in CA is closer to the median than the Korean speaking community
Region: e.g. French in Quebec vs. rest of Canada, Spanish in Midwest US vs. SE US |
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Term
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Definition
Simultaneous Bilingual children generally exprience the same milestones at approximately the same ages as monolingual children.
1. Delays experienced by bilingual children CANNOT be due to dual language exposure BUT
2. (delays in development) most likely due to INADEQUATE EXPOSURE.
3. code mixing
4. Dominance or unbalanced development is typical
-language dominance determined by "hours of exposure" |
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Term
| Bilingual children w/ SLI |
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Definition
1. kids w/ SLI HAVE THE CAPACITY TO BECOME BILINGUAL
2. bilinguals w/ SLI do NOT experience more severe impairments than monolingual children w/ SLI
3. assessment in dominant language necessary (both languages if possible)
4. it is NOT appropriate to suggest that bilingual child w/ LI be encouraged to learn only 1 language. |
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Term
| Tabors (1997) stages for preschoolers L2: |
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Definition
1. Home language use-resolves quickly (in a few days) atypical 2-4mo
2. Nonverbal period
3. Telegraphic and formulaic use of L2
4. Productive language use of L2 |
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Term
| Stage 1: Home language use |
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Definition
-initial use of L1 in L2 environments, though nobody else speaks it
-usually resolves quickly - a few days
-may persist for 2-4 mo |
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Term
| Stage 2: Nonverbal period |
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Definition
- accumulation of receptive knowledge of L2
- production of very few L2 words
- social interaction w/ L2 peers crucial
- can last for few weeks to few mos
- younger children stay in this stage longer than older ones |
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Term
| Stage 3: telegraphic and formulaic use of L2 |
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Definition
- one-word labels and memorized phrases
- frame and slot construction
- gradual increased use of more productive forms |
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Term
| Stage 4: productive language use of L2 |
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Definition
-inter - language
- developmental and L1 transfer errors |
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Term
| What factors might influence L2 acquisition? |
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Definition
1. child characteristics associated with quicker acquisition:
- out going risk takers
- shy attentive academically skilled
- language learning aptitude (dynamic assessment-fast mapping)
2. distance b/w L1 and L2
3. L1 attrition - language "dominance" switches over-when L1 is minority language, danger for attrition. |
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Term
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Definition
1. language dominance "switch over"
- proficiency in primary language declines as L2 becomes dominant
2. When L1 is aminority language, there is a risk for attrition |
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Term
| Second language learning by kids w/ SLI? |
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Definition
1. no contemporary studies
2. Bruk (1978) compared children w/ LD (learning disability) in L2 immersion programs to children w/ LD in standard curriculum
- Results: immersion program did NOT harm/hinder student's L1 skills or academic development; Students in immersion program did better on L2 measures |
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Term
| Differentiating language disorder from difference |
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Definition
1. establish language dominance
- observation of language use across different contexts
- standardized questionnaires
- if English is not dominant language; test in both english and dominant language |
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Term
| Obtaining interview data (to determine whether they are getting milestones of lang) |
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Definition
1. SLP and family may not speak the same language
2. professional interpreters rather than family members (get a certified interpreter) |
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Term
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Definition
1. Standardized tests of the home language
- non English editions for MCDI, PLS, CELF, Woodcock, Johnson
- translation of standardized tests
2. develop local norms |
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Term
| Parent-Child comparative analysis |
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Definition
- administration of test to parent and child
- "errors" produced by parent and child considered dialectical variants.
- "errors" produced by child but not parent are compared to developmental charts and normal language data
- "errors" NOT consistent w/ normal language data considered aspects of a language disorder |
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Term
| Criterion referenced procedures |
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Definition
1. Dynamic assessment (test-teach-retest)
2. non-word repetition tasks
3. fast mapping |
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Term
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Definition
1. SALT norms (MLU, NDW) for Spanish speaking children
2. AAE and Spanish versions of DSS
3. Contrastive analysis
- remove all morphological/syntactic forms allowed by dialect and look for evidence of LI in errors that are not accounted for by dialect
- parent-child comparative analysis can be used here
4. Jugments from native informants |
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Term
| Interventionf with Dual Language Learners |
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Definition
General considerations:
1. Amount of durability of L1 and L2 input inside and outside of home
2. Availabilitiy of community resources
3. Home activities to foster non-English language (e.g. literacy) - improvments in L1 can only help L2
4. very little support for the "limited capacity hypothesis" - for typically deeveloping L2 learners or for L2 learners w/ Lang. impairments |
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Term
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Definition
- simultaneously directs attention to improving communicative competency in BOTH languages
- focus on the cognitive underpinnings common to all languages (categorization, imitation-recall, information processing)
- focus form, content, use that is common to both languages (e.g. use wrd forms that use phonemes common to both languages) |
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Term
| Cross-linguistic approach (for intervention of dual language learners) |
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Definition
- attention alternates b/w BOTH languages (separate Tx sessions or separate Tx activities)
- focus on non-overlapping features unique to each language
- contrastive analysis activities (e.g. translational exercises) |
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