Question 1

Children who learn two languages simultaneously:

Accepted Answer

A)  learn each language more slowly than children learning one language. 
B)  learn each language more quickly than children learning one language. 
C)  learn each language at about the same rate as children learning one language. 
D)  lag behind in pragmatic development when compared to children learning one language. 
A)  learn each language more slowly than children learning one language. 
B)  learn each language more quickly than children learning one language. 
C)  learn each language at about the same rate as children learning one language. 
D)  lag behind in pragmatic development when compared to children learning one language. C

Question 2

What are some of the impediments to fully implementing the mandates of the Individuals with Disabilities Education Act (IDEA) in regard to the assessment of children who speak a language other than English?

Accepted Answer

There are several impediments to fully implementing the mandates of the Individuals with Disabilities Education Act (IDEA) in regard to the assessment of children who speak a language other than English. Some of these impediments include:

1. Language barriers: Assessing children who speak a language other than English can be challenging due to language barriers. It may be difficult to accurately assess a child's abilities and needs if the assessment is conducted in a language that the child does not fully understand.

2. Lack of qualified assessors: There may be a shortage of qualified assessors who are proficient in the child's native language. This can make it difficult to conduct accurate assessments and provide appropriate support for children with disabilities who speak a language other than English.

3. Cultural differences: Assessing children from diverse cultural backgrounds requires an understanding of cultural differences and nuances. Without this understanding, assessments may not accurately capture the child's abilities and needs.

4. Limited resources: Schools and educational institutions may have limited resources for conducting assessments in languages other than English. This can result in delays in identifying and providing support for children with disabilities who speak a language other than English.

5. Legal and policy challenges: There may be legal and policy challenges related to conducting assessments for children who speak a language other than English. This can create barriers to fully implementing the mandates of IDEA in regard to the assessment of these children.

Overall, addressing these impediments requires a concerted effort to provide adequate resources, training, and support for assessing children who speak a language other than English, in order to ensure that they receive the appropriate educational services and support as mandated by IDEA.

Question 3

Research on instructional programs for children who speak a language other than English as their first language has found that:

Accepted Answer

A)  the "sink-or-swim" model has been found to be most effective for building English language skills. 
B)  bilingual education programs that combined instruction in a first language with instruction in a second language-have not been found to work. 
C)  students in bilingual programs progress perform worse than their monolingual peers in assessments of academic, cognitive, and social functioning. 
D)  Sheltered instruction (or sheltered immersion) programs have been found to be most successful programs for building both English language skills and content area
Knowledge in English language learners 
A)  the "sink-or-swim" model has been found to be most effective for building English language skills. 
B)  bilingual education programs that combined instruction in a first language with instruction in a second language-have not been found to work. 
C)  students in bilingual programs progress perform worse than their monolingual peers in assessments of academic, cognitive, and social functioning. 
D)  Sheltered instruction (or sheltered immersion) programs have been found to be most successful programs for building both English language skills and content area
Knowledge in English language learners D

Question 4

Which of the following statements is true of English language learners with special needs?

Accepted Answer

A)  They are overrepresented in special education classes. 
B)  They are underrepresented in special education classes. 
C)  They are not found in special education classes. 
D)  All of the above. 
E)  A and B only. 
A)  They are overrepresented in special education classes. 
B)  They are underrepresented in special education classes. 
C)  They are not found in special education classes. 
D)  All of the above. 
E)  A and B only.

Question 5

________________ programs seek to give children with dialect differences instruction in the "standard" dialect so they can be more successful in school and after school.

Accepted Answer

(structure

Question 6

Dialects have a syntactic structure that is different from the main language from which they are derived.

Accepted Answer

A) True 
 B)False

Question 7

In ______________________ programs English language learners are placed in self-contained classrooms instruction is mainly in English.

Accepted Answer

(behavioral or learn

Question 8

Children learning two languages simultaneously do so at a rate similar to that of children learning just one language.

Accepted Answer

A) True 
 B)False

Question 9

Jaime has recently come to the United States from Chile, where he learned Spanish as his first language. He is ten years old and entering the fifth grade. He can read and write in Spanish at a level appropriate for his age, but he can neither read nor write in English and has a limited vocabulary in English. From this information, we can conclude that Jaime:

Accepted Answer

A)  probably has a language disability. 
B)  has limited English proficiency and may benefit from an ESL or bilingual program. 
C)  should be placed in a special education classroom until he acquires enough English to be in a regular education classroom. 
D)  is bilingual in Spanish and English. 
A)  probably has a language disability. 
B)  has limited English proficiency and may benefit from an ESL or bilingual program. 
C)  should be placed in a special education classroom until he acquires enough English to be in a regular education classroom. 
D)  is bilingual in Spanish and English.

Question 10

Children who speak a language other than English as their first language:

Accepted Answer

A)  are usually language disordered. 
B)  are usually mentally retarded. 
C)  may score more poorly on standardized tests because of bias. 
D)  learn best when taught with English only. 
A)  are usually language disordered. 
B)  are usually mentally retarded. 
C)  may score more poorly on standardized tests because of bias. 
D)  learn best when taught with English only.

Question 11

Should a child be referred to a speech/language specialist because he does not use "good" language? Why or why not.

Accepted Answer

The answer of Should a child be referred to a...

Question 12

What are the three "threats" that Rueda and Chan associated with children with limited English proficiency and special needs?
____________________________
____________________________
____________________________

Accepted Answer

The answer of What are the three "threats" that Rueda...

Question 13

Shawnetta is a seven year old, African-American girl who lives in an urban, inner-city neighborhood. She sometimes drops endings (such as the plural "s") from words and uses the infinitival form of be as an auxiliary verb ("He be goin""). We can conclude that Shawnetta:

Accepted Answer

A)  speaks English as a second language. 
B)  is language disordered. 
C)  speaks a different dialect of English. 
D)  requires special education placement. 
A)  speaks English as a second language. 
B)  is language disordered. 
C)  speaks a different dialect of English. 
D)  requires special education placement.

Question 14

Which of the following statements most accurately describes current thinking about social dialects (such as "Black English Vernacular")?

Accepted Answer

A)  Such dialects are as complex linguistically as the "standard" dialect. 
B)  Social dialects such as "Black English Vernacular" are linguistically inferior to the "standard" dialect. 
C)  Children who have social dialect differences are culturally and linguistically deprived. 
D)  Children who have social dialect differences should be referred to special education. 
A)  Such dialects are as complex linguistically as the "standard" dialect. 
B)  Social dialects such as "Black English Vernacular" are linguistically inferior to the "standard" dialect. 
C)  Children who have social dialect differences are culturally and linguistically deprived. 
D)  Children who have social dialect differences should be referred to special education.

Question 15

When people change from using one dialect or language to another during a conversation, this is called ________________________.

Accepted Answer

The answer of When people change from using one dialect...

Question 16

Black English Vernacular is an example of a ______________ of English.

Accepted Answer

A) True 
 B)False

Children who learn two languages simultaneously:

What are some of the impediments to fully implementing the mandates of the Individuals with Disabilities Education Act (IDEA) in regard to the assessment of children who speak a language other than English?

Research on instructional programs for children who speak a language other than English as their first language has found that:

Which of the following statements is true of English language learners with special needs?

________________ programs seek to give children with dialect differences instruction in the "standard" dialect so they can be more successful in school and after school.

Dialects have a syntactic structure that is different from the main language from which they are derived.

In ______________________ programs English language learners are placed in self-contained classrooms instruction is mainly in English.

Children learning two languages simultaneously do so at a rate similar to that of children learning just one language.

Children who speak a language other than English as their first language:

Should a child be referred to a speech/language specialist because he does not use "good" language? Why or why not.

What are the three "threats" that Rueda and Chan associated with children with limited English proficiency and special needs?

Shawnetta is a seven year old, African-American girl who lives in an urban, inner-city neighborhood. She sometimes drops endings (such as the plural "s") from words and uses the infinitival form of be as an auxiliary verb ("He be goin""). We can conclude that Shawnetta:

Which of the following statements most accurately describes current thinking about social dialects (such as "Black English Vernacular")?

When people change from using one dialect or language to another during a conversation, this is called ________________________.

Black English Vernacular is an example of a ______________ of English.

Language and Language Disorders

The Elements of Language

Language Acquisition: Bases

Language Acquisition: Models

Language Development: Birth Through the Pre-School Years

Language and Literacy in the School Years

Language and Students With Learning Disabilities and Attention Deficit Disorders

Language and Students With Intellectual Disabilities

Language and Students With Autism Spectrum Disorders

Language and Students With Emotional and Behavioral Disorders

Language and Students With Sensory Disabilities

Language and Students With Neuromotor Impairments and Brain Injury

Assessing Language and Communication

Enhancing Language and Communication

Augmentative and Alternative Communication

Filters

Exam 16: Language, Culture and English Language Learners

Children who learn two languages simultaneously:

What are some of the impediments to fully implementing the mandates of the Individuals with Disabilities Education Act (IDEA) in regard to the assessment of children who speak a language other than English?

Research on instructional programs for children who speak a language other than English as their first language has found that:

Which of the following statements is true of English language learners with special needs?

________________ programs seek to give children with dialect differences instruction in the "standard" dialect so they can be more successful in school and after school.

Dialects have a syntactic structure that is different from the main language from which they are derived.

In ______________________ programs English language learners are placed in self-contained classrooms instruction is mainly in English.

Children learning two languages simultaneously do so at a rate similar to that of children learning just one language.

Children who speak a language other than English as their first language:

Should a child be referred to a speech/language specialist because he does not use "good" language? Why or why not.

What are the three "threats" that Rueda and Chan associated with children with limited English proficiency and special needs? ____________________________ ____________________________ ____________________________

Shawnetta is a seven year old, African-American girl who lives in an urban, inner-city neighborhood. She sometimes drops endings (such as the plural "s") from words and uses the infinitival form of be as an auxiliary verb ("He be goin""). We can conclude that Shawnetta:

Which of the following statements most accurately describes current thinking about social dialects (such as "Black English Vernacular")?

When people change from using one dialect or language to another during a conversation, this is called ________________________.

Black English Vernacular is an example of a ______________ of English.

Language and Language Disorders

The Elements of Language

Language Acquisition: Bases

Language Acquisition: Models

Language Development: Birth Through the Pre-School Years

Language and Literacy in the School Years

Language and Students With Learning Disabilities and Attention Deficit Disorders

Language and Students With Intellectual Disabilities

Language and Students With Autism Spectrum Disorders

Language and Students With Emotional and Behavioral Disorders

Language and Students With Sensory Disabilities

Language and Students With Neuromotor Impairments and Brain Injury

Assessing Language and Communication

Enhancing Language and Communication

Augmentative and Alternative Communication

Filters

What are the three "threats" that Rueda and Chan associated with children with limited English proficiency and special needs?