Self-Assessment Questions

 

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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)

1. The nature of dual language experience is such that most bilingual children have

   • poor receptive skills

   • balanced knowledge of both languages

   • a dominant language

   • delayed development

   • poor phonological skills

2. The best language input from parents in bilingual homes is

   • the one-parent, one-language model

   • English

   • separate (not mixed) input in each language

   • the highest-quality language input in either language

   • balanced between the two languages

3. We know that bilingual children are not confused by dual language input because

   • they are able to code-switch

   • they understand speakers of both languages

   • they acquire new words at the same rate as monolingual children

   • they catch up to monolingual children very quickly when they enter school

   • they eventually acquire both languages

4. What is an advantage of total vocabulary over conceptual vocabulary?

   • Total vocabulary excludes overlapping vocabulary, resulting in a better estimate of vocabulary size.

   • Total vocabulary can be used to track children's language growth over time.

   • Total vocabulary requires less knowledge of linguistic structures of the two languages.

   • Total vocabulary provides information about phonological and lexical development.

   • Total vocabulary yields larger scores than conceptual vocabulary.

5. Why should immigrant parents speak their native language to their children?

   • To maintain their cultural heritage

   • To make use of the language in which they can provide the richest input

   • To improve their children's cognitive abilities

   • To help their children acquire school-relevant language and literacy skills

   • All of the above

   Article Two (pp. 100–108)

6. 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?

   • Deceleration

   • Acceleration

   • Language delay

   • Phonological processing error

   • None of the above

7. Factors that may influence how bilingual children acquire the sounds of their two languages include

   • age of acquisition

   • language proficiency

   • the phonological structures of the two languages

   • amount of experience with each language

   • all of the above

8. Which of the following is an example of deceleration in bilingual children?

   • The number of sound distortions used

   • Greater number of consonant and vowel errors relative to monolingual peers

   • Sequential bilingualism

   • Balanced bilingualism

   • Ability to acquire two phonologies

9. Which of the following has not been identified as a source of heterogeneity in bilingual children?

   • Age of acquisition of each language

   • Language proficiency in each language

   • Amount of output in each language

   • Interaction patterns in the two languages

   • Phonological structure of the two languages

10. Challenges to clinical assessment of phonology include

    • understanding typical development for bilingual children

    • few formal assessment tools available

    • variability of abilities of bilingual children

    • cross-linguistic transfer patterns

    • all of the above

    Article Three (pp. 109–119)

11. From the articulatory kinematic perspective, a word is considered to be “learned” when

    • the learner is able to establish an association between the word form and its referent

    • the articulators that are involved in its production generate highly consistent, error-free movement patterns

    • the learner correctly remembers the spelling of the words

    • the learning occurs at the longterm memory levels

12. Young adults who are proficient in a second language

    • have much greater variability in speech movement consistency

    • have slower speech movement than their monolingual peers

    • do not differ from monolingual adults in speech movement consistency

    • have more fast mapping errors than monolingual adults

13. Typically developing sequential bilingual children

    • are able to establish initial wordmeaning associations in both languages

    • have difficulty in establishing form-meaning associations in their second language

    • have poor fast mapping skills in their first language

    • have slower speech movement in both languages

14. Research shows that speech practice

    • negatively affects novel word retrieval in bilingual children and adults

    • facilitates the subsequent fast mapping performance in monolingual and bilingual adults

    • increases the reaction time for retrieving the novel words

    • interferes with the subsequent fast mapping performance in bilingual adults

15. Fast mapping

    • predicts speech movement consistent

    • is negatively associated with reading and writing skills

    • is characterized by improvements in performance (e.g., accuracy and coordination) over time

    • is the initial stage of word learning

    Article Four (pp. 120–132)

16. Which of the following results is reported in the article?

    • Phonological awareness is a function of the grammatical complexity in the child's first language.

    • Phonological awareness is a function of the size of both of the bilingual child's vocabularies.

    • Bilingual children have greater phonological awareness than monolingual children.

    • The bilingual child develops phonological awareness in his or her better language first.

17. The relationship reported between narrative and reading was

    • bilingual children produced more complete oral narratives than written narratives

    • bilingual children lagged behind monolingual children in their narrative skills

    • grammatical complexity was greater in bilingual children's written narratives

    • English reading comprehension of bilingual children was predicted from the complexity of their oral narratives in either language

18. Which of the following is found across studies of bilingual vocabulary development?

    • The total vocabulary across the two languages of a bilingual child is similar to that of a monolingual child.

    • Conceptual scoring of vocabulary reveals that there are rich hierarchies of association among the words of a bilingual child.

    • Children whose opportunities to learn English are limited will show fundamental problems in the process of acquiring new words from context.

    • The presence of cognates across the child's two languages significantly interferes with literacy development.

19. Why is a conceptual score easier to compute for vocabulary than for grammar?

    • Because bilingual children may only know words not syntax in their second language

    • Because defining equivalence across languages is clearer for vocabulary items than for grammar

    • Because cognates in closely related languages make word learning much easier for bilingual children

    • Because grammatical systems are acquired independently of the lexicon

20. When was performance correlated across two analogous subtests in the bilingual child's different languages?

    • When cognates were not fully controlled for

    • When the best score was taken as the measure of grammatical development

    • When the bilingual child learned one language at the point of school entry

    • When the interitem correlations were high in the subtests in each language

    Article Five (pp. 133–142)

21. Why should speech-language pathologist (SLPs) incorporate both languages in treatment of bilingual children with or at risk for language impairments?

    • To provide support for the home language

    • To provide support for academic language

    • To build on prior linguistic knowledge

    • All of the above

22. Which of the following skills is most likely to require language-specific instruction?

    • Semantics

    • Phonology

    • Morphosyntax

    • Story grammar

23. The authors described significant gains in narrative skills as a result of intervention. Which group exhibited the largest amount of growth across both languages?

    • English-first group

    • Spanish-first group

    • Both groups made equivalent gains

    • Neither group made significant gains

24. Which statement best characterizes the overall pattern of results in the study?

    • Children who start in their second language are the only ones who benefit from the intervention.

    • Children who start in their first language are the only ones who benefit from the intervention.

    • Children show different patterns of gains depending on their better language and the language they start in.

    • Children do not show differentiate patterns of gains as a function of the first language of intervention.

25. Bilingual language intervention is most likely to achieve changes in both languages when the clinician

    • teaches everything in both languages

    • select targets that are most relevant in each language

    • supports language general skills

    • explicitly bridges knowledge across languages to help the child establish connections

    Article Six (pp. 143–153)

26. What is one problem related to applying existing language intervention strategies with Latino families without considering cultural adaptations?

    • Most are based on Anglo-American models of child language and learning

    • Families' participation may be reduced

    • The efficacy of the intervention may be compromised

    • Strategies may not apply to children's naturally occurring experiences

    • All of the above.

27. Which of the following is not one of the five components of the presented framework recommended for investigating children's home language learning experience?

    • Activity types

    • Previous educational experience

    • Cultural beliefs and values

    • Activity goals

    • Communicative input

28. What is one activity often recommended by existing language intervention strategies that may be uncommon in homes of families of Latino families?

    • Play with siblings

    • Watching television

    • Meals with family

    • Book-reading

    • Story telling

29. Which of the languages spoken in bilingual homes of Latino families should be recommended for facilitating the language development of their young children?

    • Always Spanish

    • Always English

    • Both Spanish and English

    • Whatever language is spoken by the SLP

    • It depends on the goals of the family

30. Why is it important to take an individualized approach when planning language intervention strategies for families from Latino backgrounds?

    • Because Latino families in the US have highly variable experiences

    • Because individualized strategies are mandated by ASHA

    • Because the research on language learning in Latino families is limited

    • Because early language development occurs in the unique context of the family

    • All of the above

    Article Seven (pp. 154–164)

31. Why are the needs of Latino dual language learners with language disorders different from the needs of monolingual children with language disorders?

    • They are not good candidates for intervention.

    • They are only exposed to Spanish.

    • They should receive intervention once they start kindergarten.

    • They are exposed to two languages and are more likely to live in environments that put them at risk of delays in language development.

    • There are no differences.

32. What statement is correct?

    • Lexical growth should be an explicit focus of intervention for Latino dual language learners with language disorders in most cases.

    • Lexical growth should never be an explicit focus of intervention for Latino dual language learners with language disorders.

    • Dual language learners with language disorders have similar levels of vocabulary across the two languages.

    • Only English lexical growth should be a focus of intervention for Latino dual language learners with language disorders.

    • Only Spanish lexical growth should be a focus of intervention for Latino dual language learners with language disorders.

33. Several studies have reported that Latino dual language learners with language disorders increase their English vocabulary when they receive

    • interventions that use evidencebased strategies, such as shared book reading, in Spanish only

    • any English-only intervention

    • any Spanish-only intervention

    • interventions that incorporate American Sign Language

    • interventions that use evidencebased strategies, such as shared book reading, and incorporate both English and Spanish

34. A Latino dual language learner with language impairment

    • will always show the same morphological error across Spanish and English

    • will show language-specific deficits, such as correct production of verbs in Spanish and incorrect verb production in English

    • will only show grammatical errors in Spanish

    • will always have the same length of utterances across Spanish and English

    • will only show grammatical errors in utterances with code-switching

35. What service delivery model appears to be the most appropriate for Latino dual language preschoolers with language disorders?

    • Clinic-based intervention, individual sessions

    • Home-based intervention only, no preschool

    • A combination of push-in and pull-out intervention in a preschool setting; direct SLP services and collaboration with the preschool teacher

    • Preschool attendance, no speechlanguage services

    • Consultation with the preschool teacher and SLP services once the child has sufficient English proficiency