This presentation reviews normal language development of bilinguals. It identifies common second language-influenced errors between English and Spanish as well as other languages.
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Improve articulation therapy with English-language learners by identifying appropriate targets. Easily use common tools such as Venn Diagrams and the Goldman-Fristoe Test of Articulation to differentiate between true sound errors and second-language influences. In this presentation we will explore 12 languages including Spanish, Mandarin-Chinese and Vietnamese.
Difference vs. Disorder: Speech Development in Culturally and Linguistically...Bilinguistics
This presentation explains typical speech, articulation and phonological development. It compares and contrasts speech development between English and Spanish, as well as other languages.
Identify Appropriate Articulation Targets for Second-Language LearnersBilinguistics
Improve articulation therapy with English-language learners by identifying appropriate targets. Easily use common tools such as Venn Diagrams and the Goldman-Fristoe Test of Articulation to differentiate between true sound errors and second-language influences. In this presentation we will explore 12 languages including Spanish, Mandarin-Chinese and Vietnamese.
Difference vs. Disorder: Speech Development in Culturally and Linguistically...Bilinguistics
This presentation explains typical speech, articulation and phonological development. It compares and contrasts speech development between English and Spanish, as well as other languages.
Part of a lecture series on English Language Pedagogy for Vietnamese in-service English language teachers, 14 October 2014 @ UCSI International School, Port Dickson MY.
Bilingual Evaluations: Writing the FIE report for Bilingual StudentsBilinguistics
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This power point presentation provides the learners of linguistic with a very nominal idea about sociolinguistics, pidgin, creole, registers, and psycholinguistics.
Part of a lecture series on English Language Pedagogy for Vietnamese in-service English language teachers, 14 October 2014 @ UCSI International School, Port Dickson MY.
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The cultural diversity of our caseloads is growing exponentially. Correctly identifying children with speech and language disorders is made easier by understanding how to use 1) the referral process, 2) the interview process, 3) formal assessment, 4) alternative assessment, and 5) reporting procedures to reduce our work and create truly rich data to confidently diagnose a child.
This power point presentation provides the learners of linguistic with a very nominal idea about sociolinguistics, pidgin, creole, registers, and psycholinguistics.
Educational psychology.....Santrock book....
Its all learning disabilities of exceptional child as well as technologies which are used to teach them.....
Language Development Through StorytellingMrMacnology
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More easily identifying whether a child’s errors are due to typical development, second-language influence, or true impairment. This course provides video examples of these possible outcomes as they relate to articulation and language development.
Current demographic data is reviewed as well as future population trends. A framework is provided for evaluation that can be applied to many different languages. Facts and myths about bilingualism are also covered. This presentation concludes with case studies to demonstrate how to effectively apply all of the information.
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We have all seen comparisons of Spanish to English that help us work with children across languages. But what do we focus on in our English-only therapy with children who speak Spanish in other contexts such as with friends or at home?
This course presents a rare comparison of Monolinguals in English to Bilinguals in English to help us figure out what we should be focusing on to improve speech and move children off our caseload.
Evaluating Students From Culturally and Linguistically Diverse Populations: D...Bilinguistics
This presentation describes how to appropriately conduct speech-language evaluations with students from culturally and linguistically diverse populations. It reviews informal and formal testing as well as dynamic assessment. You will learn how to distinguish between language difference vs. disorder, the reasons for testing both languages, and well as formal and informal measures for testing ELLs. You will also learn to identify red flags for speech and language impairment in bilingual children, and sounds on the Goldman-Fristoe that are subject to second language influence. This presentation reviews ASHA guidelines for assessment with bilingual students.
Collaborating with Educational Diagnosticians in the Referral and Evaluation ...Bilinguistics
Work effectively with other special education professionals who are testing students for learning disabilities. Learn to improve your referrals, improve the interactions on your campus, and reduce the amount of testing time that results in no qualification.
This presentation is a collaborative conversation between a speech pathologist and a educational diagnostician (LSSP Licensed Specialist in School Psychology in Texas). We discuss the similarities and differences between Receptive Language Delay and Difficulties with Listening Comprehension and between Expressive Language Delay and Difficulties with Oral Expression. We then explore reasons why we may obtain (apparently) conflicting testing results. Data from a research study sheds light on the commonalities among referrals that were most appropriate.
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Approximately 70% of speech-language pathologists use a pull-out model (ASHA, 2012). However, we are missing crucial opportunities to improve our relationships with teachers, have our therapy map directly over academic goals, and reduce our therapy planning by using the content and materials that teachers are developing each week. Break into your school’s classrooms and reap these rewards.
Language Intervention for School-age Children with Down SyndromeBilinguistics
Down Syndrome has unique cognitive, sensory, and physiological characteristics. Learn how to use a multi-modal approach to improve the intervention you give to children with Down Syndrome.
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Reduce the time you spend on the referral process and simultaneously improve your referrals and your relationship with teachers.
Successful speech referral processes can be quickly and easily implemented. This research-based case study profiles how to 1) achieve successful referrals while 2) reducing workload and 3) improving professional relationships. This presentation explains the step-by-step process that made this transition possible and profiles free online referral documents to begin immediately.
Phonological Development in Spanish-English Bilingual ChildrenBilinguistics
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Turn Your Ideas into Products and Move the Field Forward Bilinguistics
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Overcoming Behavioral Roadblocks in Speech-Language InterventionBilinguistics
Challenging behaviors can impede progress in speech therapy. We will discuss the evaluation of behaviors that impact communication development and provide research-based intervention strategies to guide speech-language pathologists in developing effective treatment plans. We will include case studies of clinical interventions that improve communication in children with behavioral needs.
Effective Educational Strategies That Take Poverty into ConsiderationBilinguistics
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Connections Between Bilingualism, Cognition, and Academic AchievementBilinguistics
Current Challenges in Assessment, Models of Bilingualism (Proficiency, Cognition), and Theory to Practice.
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Is There an App for That? – Modifying iPad Applications for Diverse PopulationsBilinguistics
iPads are changing the way we provide therapy. We will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
This course will focus exclusively on iPad apps and will not include information on other similar or related apps for other tablets.
The iPad was introduced in 2010. It has been integrated into every sphere of our world and is changing the way speech-language pathologists provide therapy. The Ipad has the potential to increase motivation, learning, and meaningful communication outcomes for the children we serve. In this presentation, we will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
Technology plays a prominent role in society and is changing how information is shared and acquired. Research shows that using computer technology during speech therapy sessions motivates and engages children (Cochran, 2005). Additionally, children with special needs demonstrate interest in the animation, sound output, physical accessibility, and predictability involved in using computer technology (Cochran, 2005). As a result, children who use computer technology in therapy demonstrate fewer behaviors that detract from therapy’s effectiveness and subsequently retain more of what they have learned (Cochran, 2002).
Research on sociocultural theory indicates that effective therapy depends on knowledgeable mentors providing children with tools to mediate learning from their experiences within their zone of proximal development. Eventually, the children will internalize the tools provided to mediate their own experiences (Westby & Atencio, 2002). Because computer technology is changing the way children experience the world, some speech-language pathologists are creating such mediated learning experiences through iPad applications with promising results.
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Taking into account speech, language, and culture, we aim to provide educators with a solid framework and information about many languages to support their understanding of speech and language development in English Language Learners. We explore Spanish, Russian, Vietnamese, and other languages to help SLPs support English Language Learners.
Both linguistic and cultural knowledge are critical when working with families and children from different language backgrounds (Goldstein, 2012).
Our goal in exploring the most commonly spoken languages in the United States is to enhance our understanding of patterns common to English language learners with different native languages. Our framework for analyzing errors provides parents, teachers, and other educators with the process they need to determine whether language production errors are indicative of language impairment or are the result of the normal process of language acquisition with more than one language. It is a very simple framework—if sounds/structures exist in both languages, they should not be affected in second language production. If sounds/structures do not exist in both languages, we expect transfer of skills or features from one language to another.
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Here is a great review of fluency for SLPs. It includes information regarding assessment and treatment, as well as consideration when working with bilingual students who have fluency disorders.
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You will find out what Social Thinking is, what Theory of Mind (ToM) is, and how they are related. You will learn what skills must be in place so ToM can develop. You will also will be able to list and describe various social communicators, and select appropriate therapeutic interventions.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Difference vs. Disorder: Language Development in Culturally and Linguistically Diverse Populations
1.
2. Disclosure Statement:
Financial —
Ellen Kester is the founder and owner of
Bilinguistics. Ellen Kester and Scott Prath
receive salaries from Bilinguistics.
Bilinguistics receives royalties from product
sales.
Nonfinancial — None
3. • Bilingualism and Language
• Typical Language Development in Bilinguals
▫ Form
Syntax
Morphology
▫ Content
• Application to All Languages
• Case Studies
Outline
5. How do we qualify and work
with a bilingual population when:
▫ The tests we use are not normed on this
population.
▫ My gut feeling doesn’t match the test results.
▫ I don’t know what goals are appropriate.
11. Spanish
English ED BE
BS
SD
ED = English Dominant
BE = Bilingual English
BS = Bilingual Spanish
SD = Spanish Dominant
Low
Spanish
Proficiency
12. Spanish
English ED BE
BS
SD
ED = English Dominant
BE = Bilingual English
BS = Bilingual Spanish
SD = Spanish Dominant
High
English
Proficiency
Low
English
Proficiency
20. • Children tend to shift - L1 to L2
▫ 8-10 year-olds were faster in English
but more accurate in Spanish.
▫ 11-13-year-olds showed no clear
advantage in either language.
▫ By 14-16 years of age children were
more accurate and faster in English.
• Consider:
▫ Transitional programs
▫ Dual language programs
26. • 0-1 month – crying and vegetative sounds
• 2-3 months – eye gaze
• 6-9 months – joint attention
• 9-12 months – using gestures
• 12-15 months – following simple commands
• 18 months – symbolic play, pretend play
• 24 months – sequencing of activities
• 36 months – episodic play
27. • Based on the Competition Model as applied to
bilingual development (MacWhinney & Bates, 1989)
▫ Forward Transfer (L1 to L2) expected for ELLs
• The effects of Spanish on English can result in
errors in:
▫ Verb errors (especially unmarked present for past
tense)
▫ Content word errors (more than general words)
▫ Prepositions
▫ Pronouns
▫ Word order
28. 0
5
10
15
20
25
30
35
PK K 1st 2nd 3rd
NumberofErrors
Mean Errors Per Grade Spanish
SpnMorph
SpnSemantic
SpnSyntactic
SpnTotal
0
5
10
15
20
25
30
35
PK K 1st 2nd 3rd
NumberofErrors
Mean Errors Per Grade English
EngMorph
EngSemantic
EngSyntactic
EngTotal
Cross-linguistic Errors in Children
with Typical Development
29. 0
5
10
15
20
25
30
35
PK K 1st 2nd 3rd
NumberofErrors
Mean Errors Per Grade Spanish
SpnMorph
SpnSemantic
SpnSyntactic
SpnTotal
0
5
10
15
20
25
30
35
PK K 1st 2nd 3rd
NumberofErrors
Mean Errors Per Grade English
EngMorph
EngSemantic
EngSyntactic
EngTotal
Cross-linguistic Errors in Children
with Typical Development
35. Verb Differences - Form
English (2 verb person forms) Spanish (5-6 verb person forms)
• I eat
• You eat
• He eats
• We eat
• Y’all eat
• They eat
• Yo como
• Tú comes
• Él/Ella/Ud. come
• Nosotros comemos
• Vosotros coméis
• Ellos comen
Most frequent Spanish-influenced English (SIE)
verb error:
Unmarked present tense for past tense
36. Pronouns - Form
• Spanish is called a Pro-Drop language because
subjects/pronouns are usually dropped once the
subject has been established.
• In English, pronouns are required.
Spanish English
Maria fue a la tienda. (Ella)
Compró pan.
Maria went to the store. She
bought bread.
38. Word Order - Form
English Spanish
• Strict Word Order
• SVO
▫ John threw the ball.
• Flexible
• SVO, OSV, VOS
▫ Juan tiró la pelota.
▫ La pelota Juan tiró.
▫ Tiró la pelota Juan.
43. English
• Satellite-framed
▫ verb + preposition
▫ e.g., To look for,
▫ To get on
• Typically 1:1 correspondence
of meaning
▫ In
▫ On
▫ Around
Spanish
• Verb-framed
▫ Directional information in
the verb
▫ e.g. Buscar (to look for)
▫ Subir (to get/go up on)
• Not 1:1 correspondence of
meaning
▫ En = on, in
▫ Por = for, by
Preposition Differences - Content
Frequent Spanish-influenced English (SIE) error:
Preposition error or omission
44. Prepositions - Content
Spanish Prepositions English Equivalent Spanish‐influenced Eng
en “in” and “on” Put the food in the plate.*,
Put the soup on the bowl.*
Pensar en OR Pensar de To think about or think of I think on him every day.*
Enojarse con/de Get mad at Get mad with/of*
Decidir de To decide on Decide of what you
want?*
Casarse con To marry or be married to Is he married with her?*
Enamorarse de To be in love with Is he in love of her?*
Consistir en To consist of What does your plan
consist in?*
Buscar To look for I look my toy.*
Subir To go up, to get on I go the stairs.*
Click here to download this chart as a pdf.
45. Pronoun Differences
• English
▫ Pronouns are required
▫ Once subject is
established a pronoun
is used
▫ Related to the simple
verb system
• Spanish
▫ Pro-drop language
▫ Once subject is
established, pronoun
is dropped
▫ Related to the complex
verb system
Frequent Spanish-influenced English (SIE) error:
Pronoun without a reference
46. Content Errors
• Spanish-influenced English may include use of
words close in meaning to the target
▫ “moose” for “deer”
▫ “turtle” for “frog”
▫ “rat” for “chipmunk”
▫ “cone house of the bees” for “beehive”
• Typically do not use general, non-specific
vocabulary (“this,” “thing”)
Frequent SIE error:
Incorrect but related vocabulary
47. • Bilingual children develop early vocabulary at
the same rate as monolingual children (Pearson, 1993).
• Early language milestones are similar (single
words, lexical spurt, 2-word phrases) (Pearson and
Fernandez, 2001).
• Conceptual scores are similar (Pearson, 1998).
• Language exposure drives vocabulary
production (Pearson, Fernandez, Lewedeg, and Oller, 1997)
48. • For bilingual toddlers 30% of vocabulary are
translation equivalents1
• Young school-age bilinguals produce same # of
category items in Spanish and English BUT 70%
are unique to one language2
• Task performance varies by language3
• 1 Pearson, Fernandez & Oller, 1995
• 2 Peña, Bedore & Zlatic, 2002
• 3 Peña, Bedore, & Rappazzo, 2003
49. Cumulative not Comparative
Language and Content of Intervention
Select based on what is appropriate in each language and
what is appropriate for child’s and family’s situation.
For example:
Spanish
•Gender
•Verbs
•Article+nouns
•Food
•Clothing
•Household items
Both
•People
•Functions
•Categorization
•Part-Whole
English
•Pronouns
•Prepositions
•Nouns
•Colors
•Numbers
•Shapes
Peña & Kester, 2004
50. Code-switching
• A natural dynamic phenomenon that serves
specific purposes in specific contexts.
• Used for a variety of functions
▫ Emphasis
▫ To gain a listener’s attention
▫ To change speaking roles
• Draws on the resources of both codes at once
• Rule-based
• Indicative of socio-linguistic competency
51. 0
0.5
1
1.5
2
2.5
PK K 1 2 3
AverageOccurrencesper
sample
Spanish Code-Switching/Borrowing
CS Word
CS Phrase
CS Sentence
CS Total
CS Borrow
52. Measures of Productivity &
Complexity
Often used as measures of
proficiency
Look very similar in English and
Spanish
53. Mean Length of Utterances Spanish
0
1
2
3
4
5
6
7
8
9
PK K 1st 2nd 3rd
MLU MLU Words
MLU Morphemes
Mean Lenth of Utterances English
0
1
2
3
4
5
6
7
8
9
PK K 1st 2nd 3rd
MLU
MLU Words
MLU Morphemes
55. Spanish-Influenced English
Linguistic Element Spanish Syntax English Syntax Examples of SIE
Sentences Flexible Word Order Ridged Word Order “Juan me hit.”
Modifiers Noun + Adjective Adjective + Noun The river big.
Questions No auxiliary Auxiliary “Where you went?”
Pronouns Pronoun dropping Maintenance of
pronouns
“Is hot today.”
Negation Double Single “I no want nothing”
Plurals Nouns & Adjectives
marked
Only nouns marked “The bigs trees”
Prepositions
(syntax)
Verb‐framed Satellite‐framed To climb (on*) the
bus.
Multi‐purpose
verbs (semantics)
Often no Direct
Translation
Often no Direct
Translation
I put an
appointment.
Verb system Complex (3rd
person unmarked,
5‐6 person
forms/verb)
Simple (3rd person
marked, 2 person
forms/verb)
He look for the frog
58. Portuguese vs. English
• Grammar - Verb/Tense: Portuguese leads to
such errors as…
▫ Tense choice is a significant problem for…
• Grammar - Other: Portuguese word order is…
• Vocabulary: Because of shared Latin roots…
59. Russian vs. English
• Grammar - Verb/Tense: Russian and English
convey meaning through…
• learners often omit the auxiliary in questions or
negatives: How you do that?
▫ Tense choice is a significant problem for Russians
learning English…
• Grammar - Other: Russian has no articles…
60. Language Outcomes
• Qualifies• DNQ
• DNQ• DNQ
Typical in
both
languages
Typical in
English,
not
Spanish
Below
normal
Limits in
both
languages
Typical in
Spanish,
not
English