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Language differences CALD background - Coggle Diagram
Language differences CALD background
Define
Simultaneous bilinguals
Child who learns two or more lang at the same time from birth OR who starts learning both lang sometime before 3 y/o
Home, relative's home, childcare
1st generation just speak one lang, 2nd,3rd generation families who migrated to Aussie
Should begin talking w/i the typical age range
Reach typical monolingual lang milestones in at least one lang, very rare for both to be dev. at the same rate
Both lang typically have a gap: 1) Dominant lang 2) nondominant lang. Closely linked to amt of input the child receives in each lang (rarely equal)
Expectation of balanced bilingual dev. in bilingual chn may be unrealistic
Sequential bilinguals
Chn who have L1 fairly well established before L2
Chn who begin to learn additional lang after 3;0
Early: Intro of L2 during critical period of lang learning 3;0-5;0 where the brain is still malleable
Late: L2 introduced in alter childhood, after critical period of lang learning
Code-mixing
use of elements from two lang in same utterance or in same stretch of convo
occurs in all biling speakers
Code-switching
subconscious changing
occurs in all biling speakers
Bilingual bootstrapping
Idea that biling child's dev in one lang can be advanced by other, dominant lang and that both languages can be mutually advanced thru sharing some ling-conceptual knowledge. They help each other dev.
Features of sequential bilingualism
Child may go thru silent or non-verbal period when first exposed to L2 for intense period (for weeks or months)
Be aware of silent mutism as well!
L1 dev may vary when L2 is introduced
L1 may interfere with L2. Chn from Asian backgrounds learning Eng likely to have difficulty w morphemes bcos English is confusing, inconsistent language
Child may use code mixing, switching of sounds, morphology, lexical, semantic, syntax MOST of Bilingual Code Mixing is grammatical: should not be evidence for lang delay/disorder
Avoid reprimanding a child for BCM-rather model target phrases or words
Case history qns to ask parent from CALD background eg. May & Williams (2012)
Impt to collect thorough case Hx and to collect info from multiple sources eg. fam, early childcare educators. Might be choosing to use L1 more in diff env
Want to get info about length of time the child has been learning each lang, qty, quality of lang exposure in each lang
Ask what kind of bilingualism, how did child's L1 react to L2?
May & Williams (2012)
What is the child's L1?
What lang does your child speak at home
What lang are spoken by caregivers at home?
At what age did your child first start speaking/hearing Eng?
What was your child's experience w Eng from 0-3y/o? (None, limited, moderate, strong)
Where does your child hear/speak English? Childcare, home, preschool?
What % of time does your child speak English during the week?
What % of time does your child speak other lang in the week?
Do you have any concerns about your child's lang?
Parent-friendly qns
What lang do you speak at the dinner table?
What lang at books read in?
Lang used at home when child's friends come over?
How to respond to parent who asks if they should stp speaking to child in their native language? Provide rationales
No they should not stop.
Increase English proficiency skills
Parents can complete tasks w child
If parents do not speak majority lang, they may have no other choice than to speak home lang w child (ie. monolingualism in English is not always an option)
need to consider impacts of eliminating a child's home lang: diminished comm with fam, negative emotional conseq, affect r/s. Lack of support for dual lang dev can jeopardise connection w home culture
Must make a few assumptions
Expect chn to have capacity to learn two lang, unless there is intellectual disability, ASD, lang disorder
Consider additional advantages of learning two lang: functional, brain dev benefits, better working memory, better problem solving abilities, executive functioning
Generally recommended that both lang should be supported for both typically dev and for chn with lang delay, disorder
Make it more predictable for child: Mom speaks (L1), dad speaks (L2)
How can SLPs support?
Encourage caregivers to use lang facilitation techniques
Encourage caregivers use of L1 (acknowledge pride in L1)
Interaction w other chn who speak L1: play groups, cultural community centres
Interaction w L1 culture: book reading, TV shows, events
Consider that these ling skills can spread across both lang
Questionnaires that can be used to obtain info about ESL child's first lang and lang env
Bilingual languge proficiency questionnaire: Ages 3;0+, parent-interview questionnaire about biling child's dev, use of S&L, items in Eng, Spanish, Viet
Alberta Lang Dev Questionnaire (ALDeQ)
Early milestones
Current first lang abilities: unds whether there is a delay, difficulty or disorder in L1
Behaviour patterns and activity preferences
Fam history
Interview protocol for gathering info on child dev, fam language or learning difficulties, use of lang at home, child behaviour, interest
Use tgt w measures of lang proficiency
Alberta Language Environment Questionnaire
Indigenous Aussies: children come and talk
A culturally inclusive comm. Ax for aboriginal chn
Aims to identify aboriginal children, students who may be at risk of not dev. adequate lang, literacy skills in AusE. But need to dev skills for AusE also
S&L obsv checklist, picture sequence, lang sample record forms, large single action pictures
List and briefly describe 3 informal Ax options for chn from CALD backgrounds
Observation
In diff settings
Need to try and establish lang dominance-might be diff to what parents, childcare centres report
Observe gesture eg. if child relying more heavily on gesture in one lang than other
Need to consider impact of culture on parent caregiver-child interactions
Different expectations on culture. Some cltures believe that chn should be seen and not heard. Limited interactions. Difficulties w diff age groups, hierarchy, who you can and cannot talk to
Ask parents sensitively if in doubt
List
Composite scores
combine L1, L2 vocab score on MacArthur bates Comm. dev inventories adaptations in other lang to get total conceptual vocab score
Vocab size in each lang is directly proportional to amt of exposure
Consider child's lexicon: words known in one lang (singlets), both lang (doublets)--> if they know in at least one lang, still score as 1
Select receptive vocab Ax tool: Peabody picture vocab test, receptive one word picture vocab test. Work on scoring L1, need translator for this, must be administered in Eng
Cannot be norm referenced
Peer child comparative analysis
Child suspected of lang disorder cf. typically dev. child from same CALD background.
Compare lang profile, compare their skills to typically dev. child
Dynamic Ax
CUBED
Test-teach-retest
Assess lang skills: zone of proximal dev. goals amt of support they need
Select targets- brief period of Tx then retest
Criterion referenced Ax
Vocab Ax administered at childcare centre, very naturalistic to unds fnal vocab
Procedures devised to determine if child can demonstrate specific skill
Not interpreted w reference to other chn's performance
Used to establish baseline fn, measure progress
Ax modifying standard tests WATCH OUT!
Translating standard test should be done with caution bcos unfamiliar vocab and concepts.
Use CELF-P following directions and concepts
X use norms!
Note adaptations to test in reports: test not designed for use with biling chn, report fully any changes in scoring
Why they are still used?
Bcos gives good profile on lang, helps w goal setting, lang targets, gives good baseline, outcome measure. Need to know how client is likely to perform in language--> env. Need functional Ax to monitor Eng proficiency skills
Review pictures for familiarity. Substitute if not culturally appropriate
Simplify instructions to make them more comprehensible
Give additional practice items- might not need to do whole test
Allow extra response time
Continue beyond ceiling bcos we are just checking on functional Eng skills and how they will cope
More terms
Active/productive bilingualism
Listen, talk, read, write-but diff levels of proficiency. Not all equally developed esp literacy skills eg. can unds, use lang fluently at home
Passive/receptive bilingualism
Unds enough of one lang to accurately unds an everyday convo b/w lang users even if they can't respond in that lang
Bidialectism
Command of 2 similar ling varieties eg. Mandarin, Canto
Basic interpersonal communication skills
Just to practise the lang
Cognitive academic lang proficiency
Lang difference
Rule-governed lang style that deviates in some way from standard usage of mainstream culture, NOT indicative of a limitation in capacity to learn lang.
Does not affect ability to express themselves, function in that lang
Omitting grammar, morpho elements
Usually in L2
Over-identification
Think about lang diff and exposure
Occurs when biling child is inappropriately diagnosed w language impairment, receives unnecessary services, inappropriately placed in Special Ed classes
Affect self-esteem, family's worth, identity. Chn might be picked out to receive Tx they may not actually need
Under-identification
Early Tx important, academic performance
Occurs when bilng child has lang impairment but goes undiagnosed bcos assumed that child's poor performance is result of learning two lang
Depending on the need for L2 and its usage, the proficiency may vary
Clinical implications of lang differences
Although delay in one lang, need to assess in both lang to check! Can be difficult for monoling SLP
Don't rely on family members to translate! In built conscious bias. Sometimes translators might be better. BUT watch out! Bcos some familiies might not want QLD translator bcos confidentiality issues so may need to get them in from another state