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Difference vs. Disorder: Language Development in Culturally and Linguistically Diverse Populations
The document discusses the impact of bilingualism on language development, focusing on challenges in assessing and addressing the needs of bilingual populations in educational settings. It highlights typical language development milestones, language transfer errors, and the differences between English and Spanish in syntax, vocabulary, and semantics. Additionally, it explores practical strategies for intervention while emphasizing the importance of understanding linguistic differences and the role of continuing education for professionals.
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Difference vs. Disorder: Language Development in Culturally and Linguistically Diverse Populations
- 2. Disclosure Statement: Financial — Ellen Kesteris 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 andLanguage • Typical Language Development in Bilinguals ▫ Form Syntax Morphology ▫ Content • Application to All Languages • Case Studies Outline
- 4. Demographic Example: TexasPublic Schools 48% 34% 14%4%
- 5. How do wequalify 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.
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- 9. S Se SeSE Es Es E
- 10. Spanish English ED BE BS SD ED= English Dominant BE = Bilingual English BS = Bilingual Spanish SD = Spanish Dominant
- 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
- 13. Spanish English ED BE BS SD ED= English Dominant BE = Bilingual English BS = Bilingual Spanish SD = Spanish Dominant
- 14. Spanish English ED BE BS SD ED= English Dominant BE = Bilingual English BS = Bilingual Spanish SD = Spanish Dominant Low English Proficiency
- 15. All of thedocuments and charts in this presentation can be downloaded from our Free Resource Library. Click here to visit the Resource Library
- 16. Conceptual L1 Lexical L2 Lexical (Kroll, Michael,Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)
- 17. Conceptual L1 Lexical L2 Lexical (Kroll, Michael,Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)
- 18. Conceptual L1 Lexical L2 Lexical (Kroll, Michael,Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)
- 19. Conceptual L1 Lexical L2 Lexical (Kroll, Michael,Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)
- 20. • Children tendto 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
- 21. Language Activity Children codeswitch between languages because they don’t know either language well. FACT or MYTH
- 22. Language Activity Raising childrenwith two languages will confuse them. FACT or MYTH
- 23. Language Activity Parents shouldnot use more than one language with their child. FACT or MYTH
- 24. Language Activity Children withlanguage impairment should not learn more than one language at a time. FACT or MYTH
- 25. Differences Similarities + =Positive transfer + = Negative transfer
- 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 onthe 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 1st2nd 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 1st2nd 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
- 30. Morphological Errors Spanish 0 1 2 3 4 5 6 7 8 Plurals Adj/AdvN egation O ther Verb:Past/Present Verb:Present/Past Verb:R eg/Irreg Verb:U nm arkedPres/Past Verb:PersonVerb:O ther G ender PK K 1 2 3 MorphologicalErrors English 0 1 2 3 4 5 6 7 8 Plurals Adj/Adv N egation O ther Verb:Past/Present Verb:Present/Past Verb:R eg/Irreg Verb:U nm arkedPres/Past Verb:PersonVerb:O ther PK K 1st 2nd 3rd Bilingualism and Language: Form
- 31. Morphological Errors Spanish 0 1 2 3 4 5 6 7 8 Plurals Adj/AdvN egation O ther Verb:Past/Present Verb:Present/Past Verb:R eg/Irreg Verb:U nm arkedPres/Past Verb:PersonVerb:O ther G ender PK K 1 2 3 MorphologicalErrors English 0 1 2 3 4 5 6 7 8 Plurals Adj/Adv N egation O ther Verb:Past/Present Verb:Present/Past Verb:R eg/Irreg Verb:U nm arkedPres/Past Verb:PersonVerb:O ther PK K 1st 2nd 3rd Bilingualism and Language: Form
- 32. Morphological Errors Spanish 0 1 2 3 4 5 6 7 8 Plurals Adj/AdvN egation O ther Verb:Past/Present Verb:Present/Past Verb:R eg/Irreg Verb:U nm arkedPres/Past Verb:PersonVerb:O ther G ender PK K 1 2 3 MorphologicalErrors English 0 1 2 3 4 5 6 7 8 Plurals Adj/Adv N egation O ther Verb:Past/Present Verb:Present/Past Verb:R eg/Irreg Verb:U nm arkedPres/Past Verb:PersonVerb:O ther PK K 1st 2nd 3rd Bilingualism and Language: Form
- 33. Morphological Errors Spanish 0 1 2 3 4 5 6 7 8 Plurals Adj/AdvN egation O ther Verb:Past/Present Verb:Present/Past Verb:R eg/Irreg Verb:U nm arkedPres/Past Verb:PersonVerb:O ther G ender PK K 1 2 3 MorphologicalErrors English 0 1 2 3 4 5 6 7 8 Plurals Adj/Adv N egation O ther Verb:Past/Present Verb:Present/Past Verb:R eg/Irreg Verb:U nm arkedPres/Past Verb:PersonVerb:O ther PK K 1st 2nd 3rd Bilingualism and Language: Form
- 34. 0 1 2 3 4 5 6 7 8 Syntax Errors English PK K 1st 2nd 3rd 0 1 2 3 4 5 6 7 8 SyntaxErrors Spanish PK K 1st 2nd 3rd Bilingualism and Language: Form
- 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.
- 37. Multi-Purpose Verbs Spanish phrases with multi‐purpose verbs English Equivalents Spanish‐Influenced English Tomar una decisiónTo make a decision Did you take a decision?* Poner una cita To make an appointment Do you want to put an appointment?* Tener hambre To be hungry Do you have hunger?* Tener 4 años To be 4‐years old I have 4 years.* •Verbs such as “do,” “make,” “put,” and “take” generally have one primary meaning and other less frequent uses. • Subject to transfer of meaning from L1.
- 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.
- 39. Semantic Errors English 0 1 2 3 4 5 6 7 8 M eaningXStory Articles Prepositions Pronouns PronounN oReferent G eneralW ord Use W ord Use PK K 1st 2nd 3rd 0 1 2 3 4 5 6 7 8 SemanticErrors Spanish PK K 1st 2nd 3rd Bilingualism and Language: Content
- 40. Semantic Errors English 0 1 2 3 4 5 6 7 8 M eaningXStory Articles Prepositions Pronouns PronounN oReferent G eneralW ord Use W ord Use PK K 1st 2nd 3rd 0 1 2 3 4 5 6 7 8 SemanticErrors Spanish PK K 1st 2nd 3rd Bilingualism and Language: Content Prepositions
- 41. Semantic Errors English 0 1 2 3 4 5 6 7 8 M eaningXStory Articles Prepositions Pronouns PronounN oReferent G eneralW ord Use W ord Use PK K 1st 2nd 3rd 0 1 2 3 4 5 6 7 8 SemanticErrors Spanish PK K 1st 2nd 3rd Bilingualism and Language: Content Pronoun Dropping
- 42. Semantic Errors English 0 1 2 3 4 5 6 7 8 M eaningXStory Articles Prepositions Pronouns PronounN oReferent G eneralW ord Use W ord Use PK K 1st 2nd 3rd 0 1 2 3 4 5 6 7 8 SemanticErrors Spanish PK K 1st 2nd 3rd Bilingualism and Language: Content Word Use
- 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 PrepositionsEnglish 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-influencedEnglish 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 childrendevelop 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 bilingualtoddlers 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 naturaldynamic 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 12 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 ofUtterances 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
- 54. Productivity Measures Spanish 0 50 100 150 200 250 300 350 400 PKK 1st 2nd 3rd NDW TNW Productivity Measures English 0 50 100 150 200 250 300 350 400 PK K 1st 2nd 3rd NDW TNW NDW: Number of Different Words TNW: Number of Total Words
- 55. Spanish-Influenced English Linguistic Element Spanish SyntaxEnglish 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
- 56. Intervening with otherlanguages of the world Vietnamese Romanian Hindi Urdu Arabic
- 57. Other Common Languages •“difference between ___________ and English Language”
- 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
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