CSDS 109 - Module 7

• primary language (L1): the language that is learned first and used most frequently in early language development. Required to be recorded in a child’s school record 
• dominant language: the language that is spoken most proficiently. Not always the primary language. May change when there are changes in language usage patterns in the child’s environment
• language proficiency: the child’s level of skill in the use of a particular language  
• simultaneous acquisition: children are exposed to two languages at the same time from birth.
• sequential acquisition: children learn their home language first, and then another language, usually when they enter school
• ·      How developmental milestones are met in simultaneous bilingualism compared to how those milestones are met in sequential bilingualism

  o   Developmental milestones are met in the same sequence as for children who grow up in monolingual households
• ·      Factors that may account for the variation in the rate of acquisition of English in sequential language learners

  o   Motivation

  o   Personality

  o   Anxiety level
• language disorder: a difficulty learning a language – any language. The difficulty can be expressing language, understanding language, or both.
• language difference: occurs when the first language influences production of the second language; this is a typical process, not a disorder
• interference: communicative behaviors from L1 transfer over to L2. Can occur in every area of language
• silent period: Corresponds to the observational/listening period. Children listen and observe, but there is little production of L2
• fossilization: high level of proficiency in one language, but still make errors
• code-switching: Occurs when the individual switches back and forth between languages or dialects. A type of situational pragmatic language behavior
• bidialectal: a language that is spoken in two different dialects
• Stages of sequential language acquisition

  1. Home Language Stage

  2. Observational/listening stage

  3. Telegraphic/formulaic stage

  4. Fluid stage
• Home Language Stage


  The child is speaking their home language
• Observational/listening stage


  Also called the silent period. Child is actively observing and listening to the language that is exposed to them before they try it out
• Telegraphic/formulaic stage


  When the child starts trying out the language. Will start to sound like kids. Going to learn formulaic carrier phrases (e.g., "I want…")
• Fluid stage


  Attained good conversational skills

  Lines up with Cummins' theory of BICS (basic interpersonal communication stage)
• o SUP (separate underlying proficiency): a theory that Cummins did not agree with. Stated that language proficiency in L1 is entirely separate from proficiency in L2. Skills learned in L1 were taught to NOT transfer to skills in L2. No evidence to support the theory of SUP.
• CUP (common underlying proficiency): Proposed by Cummins as the more correct way to view transference of skills in L1 to skills in L2. If children’s skills in L1 are supported, those skills will transfer to L2, and children are likely to acquire greater proficiency in L2. This theory led to the belief that education in L1 provides solid foundation for the development of L2.
• o   BICS (basic interpersonal communication skills): refers to the level of proficiency in a language necessary for social communication. Takes approx. 2-3 years to develop BICS. Dependent on context-embedded communication:

  §  Shared knowledge

  §  Paralinguistic cues

  §  Situational cues
• CALP (cognitive academic language proficiency): the level of language proficiency needed to function successfully in context-reduced communication, as is required in a classroom setting. Takes 5-7 years for a language learner to develop. Context-reduced communication:

  §  No reliance on shared knowledge

  §  Reduced access to paralinguistic and situational cues

  §  Meaning is derived only from the language itself
• ·      Example of interference in each area of language

  o   Phonology: results in a “foreign accent”

  o   Morphology (e.g., plural-s, possessive -s)

  o   Syntax (e.g., la casa verde; ich habe Hunger)

  o   Semantics (e.g., idioms, slangs, words and phrases that do not directly translate)

  o   Pragmatics (e.g., eye contact, turn-taking, proxemics, etc.)
• • Watson and Weitzman (1998) suggested:

  o Say less

  o Use stress

  o Go slow

  o And show
• • Problems with standardized testing when assessing children who are culturally and linguistically diverse

  o Test items are not sensitive to cultural and linguistic differences; this is a particular problem when the child is bilingual

  o The samples of children on whom standardized tests are normed are not often representative of CLD children

  o Even tests advertised as being suitable for multicultural populations may not be valid or reliable

  o If modifications are made to a test, this further weakens validity
• • The provisions of Larry P. v. Riles (1979)

  o Banned use of IQ test for AA children as a way for qualifying AA children for special education services

  o Mandated the use of alternative assessment procedures
• ·      Suggestions to give to teachers as to how they can support the English language learners in the classroom

  o   Learn a few phrases in the child’s language

  o   Use the child’s primary language to scaffold English language development

  o   Model warm acceptance of the child’s language and culture

  o   Target and specifically teach academic vocabulary

  o   Demonstrate with actions, gestures, and facial expressions the meaning of English words

  o   Repeat and demonstrate instructions

  o   Use multimodal stimuli (e.g., visual, tactile, etc.)]
• This is the language learned first and used most frequently in early language development.


  Primary language
• This is the language spoken most efficiently.

  Dominant Language
• This is the stage in sequential acquisition in which function words are omitted.

  Telegraphic Formulaic Stage
• True or false. In order for a language disorder to be diagnosed, the child must exhibit difficulties in both the primary and second language.

  True
• True or false. When working with children who are CLD, it is best to use multimodal teaching techniques.

  True
• True or false. African American English is rule-governed and systematic.


  True
• True or false. In Sequential Bilingualism, there is much variation in the rate with which children meet developmental milestones for the second language.


  True
• True or false. In Simultaneous Bilingualism, there is much variation in the rate with which children meet developmental milestones for the second language.

  False
• True or false. Despite the injunction granted in Crawford v. Honig 1988 Case, it is still illegal to administer IQ tests to African American children in the California public schools to determine eligibility for special education services.

  True
• In this stage of sequential age acquisition, children may not produce much language.


  Observational/Listening Stage
• True or false. Even a standardized test that is advertised as being specifically for administration to culturally and linguistically diverse children may not have good validity in assessing the language skills of CLD children.

  True
• True or false. Cummin's concept of basic interpersonal communication skills (BICS) aligns with the telegraphic formulaic stage of second language acquisition.

  False, it aligns with the fluid stage.