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DOI: 10.1055/s-0035-1549293
Self-Assessment Questions
Publication History
Publication Date:
29 April 2015 (online)
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This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.
Article One (pp. 89–99)
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The nature of dual language experience is such that most bilingual children have
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poor receptive skills
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balanced knowledge of both languages
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a dominant language
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delayed development
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poor phonological skills
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The best language input from parents in bilingual homes is
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the one-parent, one-language model
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English
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separate (not mixed) input in each language
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the highest-quality language input in either language
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balanced between the two languages
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We know that bilingual children are not confused by dual language input because
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they are able to code-switch
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they understand speakers of both languages
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they acquire new words at the same rate as monolingual children
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they catch up to monolingual children very quickly when they enter school
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they eventually acquire both languages
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What is an advantage of total vocabulary over conceptual vocabulary?
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Total vocabulary excludes overlapping vocabulary, resulting in a better estimate of vocabulary size.
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Total vocabulary can be used to track children's language growth over time.
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Total vocabulary requires less knowledge of linguistic structures of the two languages.
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Total vocabulary provides information about phonological and lexical development.
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Total vocabulary yields larger scores than conceptual vocabulary.
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Why should immigrant parents speak their native language to their children?
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To maintain their cultural heritage
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To make use of the language in which they can provide the richest input
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To improve their children's cognitive abilities
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To help their children acquire school-relevant language and literacy skills
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All of the above
Article Two (pp. 100–108)
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A bilingual child who acquires consonant clusters earlier than his or her monolingual peer due to positive transfer of cross-linguistic knowledge is an example of what?
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Deceleration
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Acceleration
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Language delay
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Phonological processing error
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None of the above
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Factors that may influence how bilingual children acquire the sounds of their two languages include
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age of acquisition
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language proficiency
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the phonological structures of the two languages
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amount of experience with each language
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all of the above
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Which of the following is an example of deceleration in bilingual children?
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The number of sound distortions used
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Greater number of consonant and vowel errors relative to monolingual peers
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Sequential bilingualism
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Balanced bilingualism
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Ability to acquire two phonologies
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Which of the following has not been identified as a source of heterogeneity in bilingual children?
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Age of acquisition of each language
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Language proficiency in each language
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Amount of output in each language
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Interaction patterns in the two languages
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Phonological structure of the two languages
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Challenges to clinical assessment of phonology include
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understanding typical development for bilingual children
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few formal assessment tools available
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variability of abilities of bilingual children
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cross-linguistic transfer patterns
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all of the above
Article Three (pp. 109–119)
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From the articulatory kinematic perspective, a word is considered to be “learned” when
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the learner is able to establish an association between the word form and its referent
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the articulators that are involved in its production generate highly consistent, error-free movement patterns
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the learner correctly remembers the spelling of the words
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the learning occurs at the longterm memory levels
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Young adults who are proficient in a second language
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have much greater variability in speech movement consistency
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have slower speech movement than their monolingual peers
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do not differ from monolingual adults in speech movement consistency
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have more fast mapping errors than monolingual adults
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Typically developing sequential bilingual children
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are able to establish initial wordmeaning associations in both languages
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have difficulty in establishing form-meaning associations in their second language
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have poor fast mapping skills in their first language
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have slower speech movement in both languages
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Research shows that speech practice
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negatively affects novel word retrieval in bilingual children and adults
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facilitates the subsequent fast mapping performance in monolingual and bilingual adults
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increases the reaction time for retrieving the novel words
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interferes with the subsequent fast mapping performance in bilingual adults
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Fast mapping
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predicts speech movement consistent
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is negatively associated with reading and writing skills
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is characterized by improvements in performance (e.g., accuracy and coordination) over time
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is the initial stage of word learning
Article Four (pp. 120–132)
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Which of the following results is reported in the article?
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Phonological awareness is a function of the grammatical complexity in the child's first language.
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Phonological awareness is a function of the size of both of the bilingual child's vocabularies.
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Bilingual children have greater phonological awareness than monolingual children.
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The bilingual child develops phonological awareness in his or her better language first.
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The relationship reported between narrative and reading was
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bilingual children produced more complete oral narratives than written narratives
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bilingual children lagged behind monolingual children in their narrative skills
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grammatical complexity was greater in bilingual children's written narratives
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English reading comprehension of bilingual children was predicted from the complexity of their oral narratives in either language
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Which of the following is found across studies of bilingual vocabulary development?
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The total vocabulary across the two languages of a bilingual child is similar to that of a monolingual child.
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Conceptual scoring of vocabulary reveals that there are rich hierarchies of association among the words of a bilingual child.
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Children whose opportunities to learn English are limited will show fundamental problems in the process of acquiring new words from context.
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The presence of cognates across the child's two languages significantly interferes with literacy development.
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Why is a conceptual score easier to compute for vocabulary than for grammar?
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Because bilingual children may only know words not syntax in their second language
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Because defining equivalence across languages is clearer for vocabulary items than for grammar
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Because cognates in closely related languages make word learning much easier for bilingual children
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Because grammatical systems are acquired independently of the lexicon
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When was performance correlated across two analogous subtests in the bilingual child's different languages?
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When cognates were not fully controlled for
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When the best score was taken as the measure of grammatical development
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When the bilingual child learned one language at the point of school entry
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When the interitem correlations were high in the subtests in each language
Article Five (pp. 133–142)
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Why should speech-language pathologist (SLPs) incorporate both languages in treatment of bilingual children with or at risk for language impairments?
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To provide support for the home language
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To provide support for academic language
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To build on prior linguistic knowledge
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All of the above
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Which of the following skills is most likely to require language-specific instruction?
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Semantics
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Phonology
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Morphosyntax
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Story grammar
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The authors described significant gains in narrative skills as a result of intervention. Which group exhibited the largest amount of growth across both languages?
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English-first group
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Spanish-first group
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Both groups made equivalent gains
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Neither group made significant gains
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Which statement best characterizes the overall pattern of results in the study?
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Children who start in their second language are the only ones who benefit from the intervention.
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Children who start in their first language are the only ones who benefit from the intervention.
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Children show different patterns of gains depending on their better language and the language they start in.
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Children do not show differentiate patterns of gains as a function of the first language of intervention.
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Bilingual language intervention is most likely to achieve changes in both languages when the clinician
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teaches everything in both languages
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select targets that are most relevant in each language
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supports language general skills
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explicitly bridges knowledge across languages to help the child establish connections
Article Six (pp. 143–153)
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What is one problem related to applying existing language intervention strategies with Latino families without considering cultural adaptations?
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Most are based on Anglo-American models of child language and learning
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Families' participation may be reduced
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The efficacy of the intervention may be compromised
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Strategies may not apply to children's naturally occurring experiences
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All of the above.
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Which of the following is not one of the five components of the presented framework recommended for investigating children's home language learning experience?
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Activity types
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Previous educational experience
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Cultural beliefs and values
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Activity goals
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Communicative input
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What is one activity often recommended by existing language intervention strategies that may be uncommon in homes of families of Latino families?
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Play with siblings
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Watching television
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Meals with family
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Book-reading
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Story telling
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Which of the languages spoken in bilingual homes of Latino families should be recommended for facilitating the language development of their young children?
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Always Spanish
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Always English
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Both Spanish and English
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Whatever language is spoken by the SLP
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It depends on the goals of the family
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Why is it important to take an individualized approach when planning language intervention strategies for families from Latino backgrounds?
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Because Latino families in the US have highly variable experiences
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Because individualized strategies are mandated by ASHA
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Because the research on language learning in Latino families is limited
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Because early language development occurs in the unique context of the family
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All of the above
Article Seven (pp. 154–164)
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Why are the needs of Latino dual language learners with language disorders different from the needs of monolingual children with language disorders?
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They are not good candidates for intervention.
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They are only exposed to Spanish.
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They should receive intervention once they start kindergarten.
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They are exposed to two languages and are more likely to live in environments that put them at risk of delays in language development.
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There are no differences.
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What statement is correct?
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Lexical growth should be an explicit focus of intervention for Latino dual language learners with language disorders in most cases.
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Lexical growth should never be an explicit focus of intervention for Latino dual language learners with language disorders.
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Dual language learners with language disorders have similar levels of vocabulary across the two languages.
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Only English lexical growth should be a focus of intervention for Latino dual language learners with language disorders.
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Only Spanish lexical growth should be a focus of intervention for Latino dual language learners with language disorders.
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Several studies have reported that Latino dual language learners with language disorders increase their English vocabulary when they receive
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interventions that use evidencebased strategies, such as shared book reading, in Spanish only
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any English-only intervention
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any Spanish-only intervention
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interventions that incorporate American Sign Language
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interventions that use evidencebased strategies, such as shared book reading, and incorporate both English and Spanish
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A Latino dual language learner with language impairment
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will always show the same morphological error across Spanish and English
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will show language-specific deficits, such as correct production of verbs in Spanish and incorrect verb production in English
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will only show grammatical errors in Spanish
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will always have the same length of utterances across Spanish and English
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will only show grammatical errors in utterances with code-switching
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What service delivery model appears to be the most appropriate for Latino dual language preschoolers with language disorders?
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Clinic-based intervention, individual sessions
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Home-based intervention only, no preschool
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A combination of push-in and pull-out intervention in a preschool setting; direct SLP services and collaboration with the preschool teacher
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Preschool attendance, no speechlanguage services
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Consultation with the preschool teacher and SLP services once the child has sufficient English proficiency
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