Deck 9: Language and Linguistically and Culturally Diverse Children

Question 1

What is the possible influence of poverty on language skills?

Answer 1

Children of poverty lack food, clothing, housing, medicine, and early learning assistance. These children face sickness, psychological stress, malnutrition, and underdevelopment. Each of the problems can increase the risk of disabling conditions, including language disorders. Poor mothers may not have received prenatal care during their pregnancies, and malnutrition and substance abuse can lead to premature delivery of babies with low birth weight. These babies have a substantially greater risk of incurring developmental problems, among them fetal alcohol syndrome (FAS), which is associated with conditions such as language learning disabilities and intellectual disability. Even when poor children are born healthy, they can be raised in an environment that can be less stimulating and more dangerous than that of other children. As a result, they are likely to be delayed in certain areas of language learning compared to middle-class children. Poverty is also not disassociated with what might be familial transmission of specific language impairment, given the resultant literacy and consequent academic difficulties with the related vocational and economic limitations. This means that some children of poor parents may have an inherited language impairment because one or both of their parents has a language impairment.

Question 2

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Answer 2

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Question 3

What are some of the differences in proxemics across American cultural groups?

Answer 3

Hispanic American speakers tend to have a small distance between them during conversation. Direct eye contact is avoided during listening but maintained during speaking in African American culture. Touching is considered more acceptable between members of the same sex than between men and women in Asian cultures. For a complete list of differences in communicative behavior across American cultural groups, reference table 9.1 in the text.

Question 4

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Answer 4

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Question 5

What is meant by Standard American English? Why does it differ from other forms of Standard English?

Answer 5

Standard American English is a phrase used to refer to what is considered characteristic of "mainstream" speakers of American English. All English-speaking nations are considered to have their own standard dialects, so it is customary to use the terms American English, South African English, British English (Queen's English) and so on, to refer to various national standard dialects. The concept of a standard dialect is strongly associated with the educational level of the speaker. Individuals with considerable formal education tend to speak the standard dialect of the nation in which they live.

Question 6

Culture is a statement about behaviors that are shared by a group of individuals.

Question 7

What are the major grammatical differences between Spanish and English?

Question 8

What are the major grammatical differences between African American Vernacular English and Standard American English?

Question 9

What are differences in dealing with authority and attitudes towards illness attributed to?

A) explicit culture
B) implicit culture
C) dialect
D) traditions

Question 10

Discuss the ethical and legal concerns in providing intervention for children who are second language
learning. Refer to ASHA practice documents.

Question 11

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Question 12

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Question 13

What is meant by interference in the bilingual context?

Question 14

What is the likely outcome of a language assessment of a linguistically-culturally diverse child who is found to have competency in a language other than English but has limited competency in SAE?

A) no intervention is warranted
B) speech language intervention is warranted
C) elective intervention is offered
D) an interpreter is consulted

Question 15

Discuss what is meant by "cultural competence". Why it is important for speech language pathologists and audiologists to be aware of their level of cultural competence?

Question 16

What is one concern with norm-referenced assessment measures employed in testing of culturally diverse students?

A) test items are culturally biased
B) professionals do not want to provide services
C) there are too many languages to account for
D) nothing is known about linguistic differences

Question 17

In which dialect is the simplification of consonant clusters at the end of a word found?

A) mixed vernacular
B) AAVE
C) substandard English
D) language disorder

Question 18

Discuss the ethical and legal concerns in assessment of children with who are second language learners.
Refer to ASHA practice documents.

Question 19

What does the term "mixed vernacular" refer to?

A) the result of mixing of two languages
B) dialect
C) AAVE
D) bilingualism

Question 20

Define accent and dialect.

Question 21

Some vocabulary has crossed over from AAVE to SAE.

Question 22

AAVE is a systematic and rule governed dialect of SAE.

Question 23

Frequent conversational interruptions are acceptable to speakers of AAVE.

Question 24

Extending topics is seen as a valuable skill amongst certain Hispanic-American groups.

Question 25

Native American children are likely to produce linear narratives.

Question 26

In Spanish vowel length is almost always invariant.

Question 27

The noun-adjective position is less flexible in Spanish than in English.

Question 28

English is the first language of most Native Americans.

Question 29

There are four stages in developing bilingual competence.

Question 30

Most bilingual speakers have differing competence in their two languages.

Question 31

Examiner expectation bias is the major source of bias in testing of children from linguistically diverse
backgrounds.