STUDY GUIDE TEST 1

CH. 5- Child Language Disorders in a Pluralistic Society

3 Competencies for the SLP according to
ASHA about dialects
-The recognition of all dialects as rule-governed
linguistic systems
-The understanding of rules and features of a client's
dialect
-Being familiar with nondiscriminatory testing and
dynamic assessment procedures

African- -Features: Key features...closely approximate, at the surface structure level, the
American key features of impairment...for children with SLI
English (AAE) -Assessment & Intervention: Experience is Key (SLPs rank AAE speakers' stories
worse even thought their stories were objectively better; AAE speakers rated by
teachers less intelligent & confident, less likely to succeed)

Assessment: Criterion-referenced
assessment
Assessment for CLD (Cultural
Linguistic Difference)
-Assess forms of interest in both the dominant language and
English
--To identify the gap between the two
--To establish level of functioning in the dominant language
-Forms and procedures should be culturally appropriate
-Determining a language disorder or language difference
-Establishing language dominance
-Obtaining interview data
-Using standardized tests with CLD children
-Criterion-referenced assessment of CLD children
-Behavioral observation
-Standardized tests developed for non mainstream English (e.g.,
DELV for AAE)
-Processing-dependent tasks
--Digit span
--Nonword repetition
--Verbal working memory
---Competing Language Processing Task (CLPT): judgement
task (T/F); Recall task (last word of sentence)

Assessment: Using standardized tests -Adapt or modify tests: along with processing-
dependent tasks
-Develop local norms
BICS -Basic Interpersonal Communication Skills
-2-3 years experience with a second language to be
at this level
-At surface, language seems fine

Bi-dialectal
Bilingualism and Language Impairment
CALP
Children from culturally and linguistically
diverse (CLD) populations
Dialects
"Dual Iceberg" representation of Bilingual
Proficiency
FAQs by teachers & parents
Gesture and language development (Italian
vs. American): Iverson et al., 2008
-Using frequently occurring words in language
-More or less grammatical sentences
-Able to discuss everyday items/events
-Difficulties likely to arise as learning becomes more
language-based (middle school, high school)
-Rule-governed: don't stigmatize these dialects
-Home language vs. School Language: the
"mismatch theory"
-Impairment in both languages: both learned at much
slower pace
-Cognition: working memory, sustained/selective
attention, speed of information processing
-Cognitive Academic Language Proficiency
-5-7 years experience with a second language to be
at this level
-Read high level texts and understand them
-Range of written discourse
-Subject-specific discourse (e.g., morpheme, MLU)
-Can engage in cognitively demanding
communication (e.g., theorizing, math proofs)
-40% of children in US schools
-20% of students are English language learners
(ELL)
-Help distinguish speakers
--Geographically
--Socially
--Economically
--Culturally
-"No dialectical variety of English is a disorder or a
pathological form of speech or language" (ASHA,
2003)
-Both language are like two icebergs. On the top they
are separate, but underneath they are connected and
interact and use the same system.
-Did the child's bilingual background cause the
language disorders? No
-Must CLD parents speak to their children only in
English? No
-Can a language disorder exist in one language and
not the other? No
-Italian children: more types and more frequent use
of representational gestures
-American children: mainly deictic gestures
-In both groups:

High-Context Culture
High-Context Culture Continuum
Intervention: Instructions in the native
language facilitates development of native
language and English
Intervention: Multicultural Teaching
Techniques
Interventions: Encourage teachers to...
--Similar vocabulary size when spoken and manual
modalities are considered
--Onset of supplementary gesture-word combinations
is predictive of the onset of two-word utterances
-More indirect, formal communication
-Collectivist
-Extra-linguistic cues
-Relational, intuitive
-Asian, Middle Eastern, African, South American
-Information Transmission: Physical, Shared
knowledge
-Learning: through observation
-Societal Change: slow, life is predictable, not much
future planning
-Begin instruction in native language and transition to
Standard American English
--When there is equivalent competency in native
language and English
--When there is a plateau in native language learning
--When the child has been in bilingual program for a
while
-Use a variety of service delivery models
(consultation, in-service/paraprofessional training)
instead of only direct contact with monolingual SLP
-Increase similarities between the school and home
culture
-Add high-context activities
--Pretend play with scripts
--Group book reports
-Encourage CLD students to bring their experiences
with the home culture to the classroom
--Multicultural calendar
--Map study
--Folktales
--Cultural capsules
-Reiterate
-Check and expand vocabulary
-Maintain flexible language environment
-Value native languages
-Encourage code-switching
-Ask questions
-Allow use of home language as a bridge to English
-Provide clear, repetitive, simplified input, along with
more advanced forms
Language Difference -Language style that deviates from standards usage
in mainstream
-May be due to limited exposure and experience
Language Disorder -Significant discrepancy relative to child's age or
developmental level
-Provide intervention in culturally sensitive way
Low-Context Culture -Concise, efficient, and literal communication
-Logical, linear
-Action-oriented
-Less formal, more direct
-Western European, North American
Low-Context Culture Continuum -Information Transmission: Verbal
-Learning: through words
-Societal Change: fast, less predictable, future
planning encouraged
Narrative styles in high-context culture -Recast/recount: Extensive verbal imitation, role-
(traditional) playing, use of present tense
-Event Recast: not expected
-Account: less stress on organization
-Story: may not be expected to tell stories; low
internal organization
-Teach code switching
Narrative styles in low-context culture -Recast/recount: To summarize succinctly, use of
(mainstream) past tense
-Event recast: to explain activities or series of events
that are being planned or will take place in the future;
prone to metalinguistic and metacognitive
commentaries
-Account: A predictable progression of events;
organization
-Story: Expect to tell stories; high internal
organization
North American Dialects: Where do they -Standard American English: no authority, a
come from? continuum
-Emergence of dialect feature: exclusive use by a
group (changes from outside; changes from within),
emerge systematically
North American Dialects: Why are they -Identity: talk like those we are most like, group
important? referencing
-Network: High density, multiplex (rural); low-density,
uniplex (urban)
African-American 3rd graders used less literate contexts (writing)
AAE in more _____________ than in _______
description picture
High-context cultures use _______ tense
and put _____ stress on organization.
What are the 4 basic narrative genres?
What do Native American children score
high on and what do they score low on?
Low-context cultures use _____ tense and
put ______ stress on organization.
What is the role of the SLP in terms of
working w/ families from culturally different
backgrounds?
What is the job of the SLP in terms of High -
and Low- Context Communication?
What is true of the Arab-American Culture
and Communication styles?
Dynamic Assessments
present tense (during narratives)
less stress on organization
1. Recasts/recounts
2. Event casts
3. Accounts high and low-contexts to share
experiences
4. Stories
high > motor and social
low > language areas (thought to have processing
Pxs b/c they are taught to carefully consider all
questions before answering)
past tense (during narratives)
more stress on organization
Help families ID concerns, priorities, and resources
for their child and include them as integral members
of intervention
Be aware of how our own assumptions and
expectations affect our interactions w/Cultural and
Linguistically Diff (CLD) families
o Understand high and low context communicative
styles so know how to communicate w/those that
come from high-context cultures
For example: talk about objective and procedures
for immediate present, perhaps one session at a
time, and focus less on planning/goals for longer-
term future
o In consulting role
Encourage teachers to incorporate some higher-
context activities in programs designed for such
children
Supply parents w/a few low-context activities that
they can do at home w/child
Loud speech in normal convo
Rapid speech
Emphasis on eye contact as indicative of
truthfulness in men, but less acceptable for women
Acceptance of emotionality in convo
Value placed on silence during comm
High esteem on poetry and eloquence
Elaborate displays of respect thru titles in greetings
- aims to elicit more information about child's
knowledge/competency that may be limited due to
cultural or linguistic differences, as well as their ability

Assessment methods for CLD
Components of Dynamic Assessment
LEP
Graduated Prompting
Test-Teach-Retest
Test the Limits
There's a language disorder in CLD when
communication...
When there are no interpreters/adults...
In-Service Training Topics
Parent-Child Comparative Analysis
Interview on Responses
to learn new tasks in structured teaching
environments
1. Standardized tests
2. Process-dependent tasks
3. Dynamic assessments
1. Test the Limits
2. Interview on Responses
3. Graduated Prompting
4. Test-Teach-Retest
limited English proficiency; a temporary state of
limited proficiency due to lack of experience with the
language
- part of dynamic assessment
- identify the child's ZPD to vary level of contextual
support
- part of dynamic assessment
- identify child's deficient and emerging skills to
develop intervention plan that will target these deficits
- part of dynamic assessment
- provide child with feedback about correctness
- ask child why they answered the way they did
- explain why the answer was correct/incorrect and
the principle behind the task
1. Is considered defective by community
2. Is outside the norm of what's acceptable
3. Calls attention to itself or interferes with
interactions
4. Results in difficulties adjusting in multiple contexts
- peer mediation - bring in a peer from the same
language group
- SLP provides appropriate intervention in English
(indirect language stimulation before introducing
script-based/focused stimulation)
- normal language acquisition
- appropriate/inappropriate uses of standardized
testing
- informal or criterion-referenced assessments
- differences between home and school talk
a parent and a child can be given an identical test
whose results can be compared to determine if there
are any significant differences in language
- part of dynamic assessment
- generate questions to help child understand how

AAE (African American English) and SAE
(Standard American English) differences
Additive
How many people spoke more than English?
Dominant
Cultural competence and safety is
Culture is
Native-American and SAE differ in
Sequential
Semantic Differences with Hispanic-
American
Pragmatic Differences
Phonological differences with Hispanic-
American
syntactic and morphological differences
with Hispanic-American
Subtractive
Typology of Bilingualism
Balanced
Simultaneous
they are thinking about the test problems and help
them become aware of target skills
Phonology, syntax, semantics, pragmatics
A second language is learned without any adverse
effect on the first language
Over 55 million, 20% of people over the age of 5
An individual speaks two languages, but has a higher
degree of proficiency in one language than the other
safe for people, where there is no assault, challenge
or denial of their identity, of who they are and what
they need. It is about shared respect, shared
knowledge and experience, of learning together with
dignity, and truly listening
the shared, accumulated, integrated set of learned
beliefs, habits, attitudes, and behaviors of a group of
people or community... the context in which language
is developed and used and the primary vehicle by
which it is transmitted
phonology, syntactic and morphological differences,
and pragmatics
A child is exposed to one language from birth,
second language acquisition occurs later in child
development
Speakers tolerate closer personal distance during
conversation, direct eye contact is avoided
Indirect eye contact is considered proper listening
behavior. Narrative style includes more gestures in
AAE
voiced and voiceless 'th' are changed to /t/ and /d/
Regular past tense marking not obligatory, Plural 's'
not obligatory. Yesterday he play wit him, two cat
A second language is acquired, but the first declines
Additive, subtractive, dominant, balanced,
simultaneous, sequential
An individual has equivalent competence in both
languages
A child is exposed to 2 languages at birth
According to the authors, what is a Is it not good at detecting a difference between a
limitation of nonword repetition tasks when CLD child who is struggling because they aren't
testing CLD populations? familiar with the language, compared to a child who
struggles because they have a language disorder
Which of the following is a standardized test DELV
for diagnosing language disorders in
children who use AAE?
When administering the CELF Word Linguistic
Structure subtest, your client, who is
African-American, misses all items related
to production of contractible auxiliaries.
This is an example of what kind of bias?

PHONOLOGY OF AAE
Different varieties of American English, word final consonant groups such as nd and st are
reduced to single consonants n and s, respectively. Some speakers of varieties of English may
produce kind as kin in certain environments so both the AAE speaker and the speaker of another
variety of general American English may sometime or another produce kin.

Final consonant sounds:

pronunciations such as tes (test), des (desk), and han (hand) in which the final consonant
clusters st, sk, and nd are pronounced as s, s, n. respectively are a result of a process called
consonant cluster reduction. AAE language does not have final consonant clusters.

Consonant cluster reduction is a process in which the final consonant group or cluster, composed
of two consonant sounds, is reduced to a single consonant sound. Consonant clusters nd- (CC)
are reduced to n(C) so the word kind is produced w/o the final d sound.

One property of cluster reduction analysis is that some level in AAE, final clusters are intact, i.e.
tes starts out as test and the final t is deleted under certain conditions. This analysis treats a word
such as test in AAE as being identical to test in mainstream English. if there are differences, is
that in specific environments and in AAE it is pronounced as tes, these different pronunciations
are the result of phonological processes and not the result of different representations of the
words in the two varieties

In respect to mainstream English and AAE, the only difference is that the reduction rules applies
more often to words in AAE in specific environments when certain conditions are met.

The second account of the production of the words above learns towards West African origins
and postulates that speakers have such pronunciations not b/c the final consonant sound is
deleted in some environments but b/c the languages from which AAE originated do not have final
consonant clusters (so there are no clusters like nd and st).

Examples include: pos (post), was (wasp), mas (mask), adop (adopt).

In studying final consonants, we cannot consider words in isolation, they should also be analyze
in diff environments; whether they are produced in careful or casual speech, whether the final
consonant precedes a suffix that begins with a consonant or vowel. These environments are
important b/c speakers might be expected to retain clusters more often when they are using more
careful speech.
 In addition to the pronunciations above, those in below, also occur with varying degrees of
frequency. These words unlike those above are composed of two minimal units meaning or two
morphemes

Examples: push (pushed), page (paged), jump (jumped), pick (picked)

the morphemes 3d are pick and ed. In AAE example, the appropriate context, pick is interpreted
as if it is in the past tense. It would be understood as Yesterday, she pick me to be on the team.
The adverb yesterday indicates past, so that info does not have be redundantly stated on the
verb pick. But in the sentence, They pick me. We would need contextual information to determine
whether the past or non-past interpretation is intended b/c they are no clues in the sentences.