ESL/Culture Topic Test

A cambodian child is referred to you because the teacher "can't understand a word he says." In the course of your speech-language screening, you record the following utterances. What might be typical of an articulation disorder, NOT a difference? A. "The funny circus crown had red nose" B. "I won't ste on your toes" C. "Please hand me the block [black] one" D. "I am derry [very] appy [happy] to meet your tids [kids]"

D. "I am derry [very] appy [happy] to meet your tids [kids]"

You are testing a child whose primary language is not english. You use the services of an interpreter. To facilitate accurate interpreting, all of the following are appropriate except: A. speaking into short units with frequent pauses B. encouraging the interpreter to interpret the client's words and meaning C. providing the interpreter with the opportunity to ask for clarification when needed D. looking at the interpreter rather than the client when speaking

D. looking at the interpreter rather than the client when speaking

Immigrants who come to the U.S. can show several patterns of adjustment to U.S. culture. Which one of the following is FALSE? A. acculturation refers to the process by which immigrants assume American cultural aspects (e.g., cultural norms and values) B. assimilation is the process of immigrants' incorporation into the cultural and social networks of the host society C. immigrants who are bicultural are fully involved in both their own and host cultures. They are comfortable going back and forth between the two cultures D. marginally incorporated immigrants are those who are only in the U.S. temporarily and plan to return to their countries of origin.

D. marginally incorporated immigrants are those who are only in the U.S. temporarily and plan to return to their countries of origin.

You are a monolingual English-speaking SLP working in a Head Start program in a city with many children from culturally and linguistically diverse (CLD) backgrounds. In the past year, CLD children from more than 22 cultural and linguistic groups have come to Head Start speaking only their primary language. What would be the optimal plan for helping these children succeed in Head Start and eventually elementary school?

Hire bilingual aides from the neighboring communities and use their services to help the children learn English, as well as maintain their primary language.

You have received a report about Phuong, a vietnamese child who has transferred from another school district. Among other things, one of the reports in his file states that his English manifests patterns of interferences or transfer from Vietnamese. You remember the interference or transfer refers to:

an error or difference in a student's second language that is directly produced by the influence of the first language

A test of language skills for children demonstrates _____________ when it reflects the child's actual, daily environment and life experience.

ecological validity

Senbo is a third-grade student who speaks Afrikaans. Her teacher refers her for assessment because she is having academic difficulty. To evaluate Senbo's language skills, you use dynamic assessment, an alternative approach in which the clinician:

evaluates her over time in a test-teach-retest format

A teacher has referred a fifth-grade boy to you for a speech-language assessment. She is concerned because she feels that he is academically "behind his peers." He and his family are refugees from Vietnam, and they have been in the U.S. for 5 months. Because the boy has been in refugee camps most of his life, his schooling in Vietnam was limited. His parents tell you that they estimate he has had approximately 2 years of schooling in Vietnam. The teacher is concerned that the boy may have an underlying language impairment, and she wonders if he is eligible for speech-language services. What is the best combination of assessment techniques to use with him?

language samples in Vietnamese, dynamic assessment, and observations of the boy's interactions with family members and other Vietnamese children

Select the false statement about African American English (AAE). A. It is influenced by languages of West Africa. B. It is a substandard form of Mainstream American English. C. If children speak AAE, they can become bidialectal through learning to use both AAE and Mainstream American English. D. If children speak AAE, it is best to assess their language skills using alternative forms of assessment such as language sampling.

B. It is a substandard form of Mainstream American English.

Which articulation difference is NOT commonly observed among Asian speakers of English as a second language? A. shortening of polysyllabic words B. t/k substitutions (e.g., tin/kin) C. confusion of /r/ and /l/ D. substitution of a/æ (e.g., shock/shack)

B. t/k substitutions (e.g., tin/kin)

When we assess English Learners (ELs) in the public schools for the presence of a comm disorder, we need to remember the federal law specifically mandates which of the following treatment guidelines? A. only children with severe disabilities are entitled to a free and appropriate public education B. testing and evaluation materials must be provided and administered in the language or other mode of communication in which the child is most proficient C. all students must be tested in English D. the services of an interpreter must always be used, even if the student's dominant language is English

B. testing and evaluation materials must be provided and administered in the language or other mode of communication in which the child is most proficient

You are conducting a language sample with an adolescent who speaks African AmericanEnglish (AAE). Which of the following utterances would be an example of the use of theperfective construction been to indicate an action that took place in the distant past? A. "I been had chicken pox when I was 5" B. "Our family been gonna see a movie" C. "My grandparents be watchin' TV" D. "We don't have no more Halloween candy for y'all"

A. "I been had chicken pox when I was 5"

You are evaluating the language skills of Pascal, who has come to the United States with his family from Mexico. As you are gathering a language sample, you hear many utterances that reflect the transfer of Spanish to English. Which of the following would be a typical utterance for a child from a Spanish-speaking home who is learning English in elementary school? A. "This balloon is more big." B. "I don't not have no more balloons." C. "The big house be red." D. "The girl's book done be gone."

A. "This balloon is more big." Commonly observed among spanish speakers: superiority demonstrated by using "more" before an adjective (e.g, "the cake is more big")

You are assessing a preschool child who comes from an AAE-speaking home. Which of the following utterances reflects typical patterns of AAE? A. "You was helping me." B. "They be gonna there." C. "It not Spiderman cape be." D. "Them kids, not they be havin' fun."

A. "You was helping me." Characteristics of AAE: -past was used regardless of number and person -they were shopping --> they was shopping -you were helping me --> you was helping me

A spanish-speaking teen who says "Me gustaria manjejar. I'll take the car!" is demonstrating: A. codeswitching B. transfer from first language C. linguistic confusion D. syntactic reversal

A. codeswitching Code-switching: alternating or switching between two languages at word, phrase, sentence level

you are evaluating Tatyana, a Russian-speaking child with a suspected language impairment. To accurately estimate her language skills, you engage a Russian-speaking interpreter and count Tatyana's responses to test questions in both Russian and English. You are employing:

A. conceptual scoring Use conceptual scoring: students' answers in both the first language and English are counted in the overall total language score (helps accurately estimate students' bilingual skills)

A first-grade teacher refers Rashina to you. Rashina speaks AAE. The teacher says, "I am concerned about Rashina's grammar and her pronunciation of some of her sounds." Which one of the following would NOT be a typical utterance for a child such as Rashina? A. "Today I be walkin' to the speech room" B. "I gonna get my pencil off the des" (I'm going to get my pencil off my desk) C. "I don' yike dat one" (I don't like that one) D. "That man, he be a foo' for not comin'" (That man is a fool for not coming)

C. "I don' yike dat one" (I don't like that one) AAE characteristics: A. The form be used as the main verb (today I be walking); deletion of final consonant (walkin') B. future tense is and are replaced by gonna; deletion of final consonant (des/desk) D. distributive be used to indicate actions and events over time (he be); omission of final consonants (foo/fool, comin/coming)

You are screening the speech of a third-grade spanish-speaking student naming Araceli. Which of the following would NOT be typical for Araceli based on the influence of her primary language of Spanish? A. "My sister Yulie [Julie] is coming" B. "I like berry much my teacher" C. "My mommy and me be goin' shopping later" D. "My friends always say 'ello [hello] to me"

C. "My mommy and me be goin' shopping later" commonly observed among spanish speakers: A. no /d͡ʒ/ sound; substitution of y (Yulie/Julie) B. b/v substitutions (berry/very) D. /h/ silent in words beginning with /h/ ('old/hold)

A 5-year-old kindergarten girl who speaks African American English (AAE) is referred to you by her teacher. The teacher says, "I don't know if this is dialect or a real problem, but the other kids and I are having trouble understanding her." As you screen the girl, you find that she makes the following substitutions: t/n, f/n, d/m. You would do which of the following? A. Tell the teacher that these patterns are typical for children who speak AAE. B. Ask the classroom aide to work with the girl, because this is a very mild problem. C. Enroll the student in therapy, because this is a sign of a speech sound disorder involving substitution of non-nasals for nasals. D. Recommend that the girl be referred to a self-contained classroom for children with severe speech sound disorders.

C. Enroll the student in therapy, because this is a sign of a speech sound disorder involving substitution of non-nasals for nasals.

The public elementary school where you work has asked you to give an in-service to their teachers on appropriate referrals of bilingual children with possible communication disorders. Which of the following would be appropriate to tell these teachers? A. it is legal to place these children into special ed to work on improving their english skills B. A child who has typical skills and development in the primary or first language has an underlying language impairment if he has low English test scores C. A bilingual child who has a true comm disorder can never be served in the general education classroom; this child must always receive pullout special ed services D. some bilingual children attain low scores when tested in their first language due to language loss in that language.

D. some bilingual children attain low scores when tested in their first language due to language loss in that language. If use of the first language is discontinued or diminished, it is common for second-language learner to experience language loss (to lose skills in first language)

A kindergarten teacher refers Tomiko to you for a speech-lang screening. Tomiko's first language is Korean, and she has been exposed to English for 8 months in school. The teacher is concerned because he thinks that Tomiko "has a speech problem." Which one of the following patterns (in English) would you NOT expect to find in a student who speaks Korean? A. substitution of a/æ (e.g., bock/back) B. final consonant deletion (be-/bed) C. confusion of r/l (glow/grow) D. substitution of t/k (tea/key)

D. substitution of t/k (tea/key)