difference vs. disorder: language development in culturally and linguistically diverse populations
TRANSCRIPT
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Disclosure Statement:
Financial —
Ellen Kester is the founder and owner of Bilinguistics. Ellen Kester and Scott Prathreceive salaries from Bilinguistics. Bilinguistics receives royalties from product sales.
Nonfinancial — None
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• Bilingualism and Language • Typical Language Development in Bilinguals▫ Form Syntax Morphology
▫ Content• Application to All Languages• Case Studies
Outline
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Demographic Example: Texas Public Schools
48%
34%
14%4%
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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.
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Do you need Continuing Education or want to listen to this course live?
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Click for Audio‐over‐Powerpoint Presentation
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Difference vs. Disorder
NORMAL ERRORS
SECOND-LANGUAGE INFLUENCE
ATYPICAL ERRORS
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S Se Se SE Es Es E
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Spanish
Engl
ishED BE
BS
SD
ED = English DominantBE = Bilingual EnglishBS = Bilingual SpanishSD = Spanish Dominant
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Spanish
Engl
ishED BE
BS
SD
ED = English DominantBE = Bilingual EnglishBS = Bilingual SpanishSD = Spanish Dominant
Low Spanish
Proficiency
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Spanish
Engl
ishED BE
BS
SD
ED = English DominantBE = Bilingual EnglishBS = Bilingual SpanishSD = Spanish Dominant
High English
Proficiency
Low English
Proficiency
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Spanish
Engl
ishED BE
BS
SD
ED = English DominantBE = Bilingual EnglishBS = Bilingual SpanishSD = Spanish Dominant
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Spanish
Engl
ishED BE
BS
SD
ED = English DominantBE = Bilingual EnglishBS = Bilingual SpanishSD = Spanish Dominant
Low English
Proficiency
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All of the documents and charts in this presentation can be downloaded from our Free Resource Library.
Click here to visit the Resource Library
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Conceptual
L1 Lexical L2 Lexical
(Kroll, Michael, Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)
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Conceptual
L1 Lexical L2 Lexical
(Kroll, Michael, Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)
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Conceptual
L1 Lexical L2 Lexical
(Kroll, Michael, Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)
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Conceptual
L1 Lexical L2 Lexical
(Kroll, Michael, Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)
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• 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
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Language Activity
Children code switch between languages because they don’t know
either language well.
FACTor
MYTH
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Language Activity
Raising children with two languages will confuse them.
FACTor
MYTH
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Language Activity
Parents should not use more than one language with their child.
FACTor
MYTH
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Language Activity
Children with language impairment should not learn more than one
language at a time.
FACTor
MYTH
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Differences Similarities
+ = Positive transfer
+ = Negative transfer
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• 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
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• 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
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05
101520253035
PK K 1st 2nd 3rd
Num
ber o
f Err
ors
Mean Errors Per Grade Spanish
SpnMorph
SpnSemantic
SpnSyntactic
SpnTotal
05
101520253035
PK K 1st 2nd 3rdNu
mbe
r of E
rror
s
Mean Errors Per Grade English
EngMorph
EngSemantic
EngSyntactic
EngTotal
Cross-linguistic Errors in Children with Typical Development
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05
101520253035
PK K 1st 2nd 3rd
Num
ber o
f Err
ors
Mean Errors Per Grade Spanish
SpnMorph
SpnSemantic
SpnSyntactic
SpnTotal
05
101520253035
PK K 1st 2nd 3rdNu
mbe
r of E
rror
s
Mean Errors Per Grade English
EngMorph
EngSemantic
EngSyntactic
EngTotal
Cross-linguistic Errors in Children with Typical Development
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Morphological Errors Spanish
012345678
Plurals
Adj/Adv
Negati
onOthe
r
Verb:P
ast/P
resen
t
Verb:P
resen
t/Pas
tVerb
:Reg
/Irreg
Verb:U
nmark
edPres
/Past
Verb:P
erson
Verb:O
ther
Gende
r
PKK123
Morphological Errors English
012345678
Plurals
Adj/Adv
Negati
on
Other
Verb:Pas
t/Pres
ent
Verb:Pres
ent/P
ast
Verb:R
eg/Irr
eg
Verb:U
nmark
edPres
/Past
Verb:Pers
onVerb
:Othe
r
PKK1st2nd3rd
Bilingualism and Language: Form
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Morphological Errors Spanish
012345678
Plurals
Adj/Adv
Negati
onOthe
r
Verb:P
ast/P
resen
t
Verb:P
resen
t/Pas
tVerb
:Reg
/Irreg
Verb:U
nmark
edPres
/Past
Verb:P
erson
Verb:O
ther
Gende
r
PKK123
Morphological Errors English
012345678
Plurals
Adj/Adv
Negati
on
Other
Verb:Pas
t/Pres
ent
Verb:Pres
ent/P
ast
Verb:R
eg/Irr
eg
Verb:U
nmark
edPres
/Past
Verb:Pers
onVerb
:Othe
r
PKK1st2nd3rd
Bilingualism and Language: Form
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Morphological Errors Spanish
012345678
Plurals
Adj/Adv
Negati
onOthe
r
Verb:P
ast/P
resen
t
Verb:P
resen
t/Pas
tVerb
:Reg
/Irreg
Verb:U
nmark
edPres
/Past
Verb:P
erson
Verb:O
ther
Gende
r
PKK123
Morphological Errors English
012345678
Plurals
Adj/Adv
Negati
on
Other
Verb:Pas
t/Pres
ent
Verb:Pres
ent/P
ast
Verb:R
eg/Irr
eg
Verb:U
nmark
edPres
/Past
Verb:Pers
onVerb
:Othe
r
PKK1st2nd3rd
Bilingualism and Language: Form
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Morphological Errors Spanish
012345678
Plurals
Adj/Adv
Negati
onOthe
r
Verb:Pas
t/Pres
ent
Verb:Pres
ent/P
ast
Verb:R
eg/Irr
eg
Verb:U
nmark
edPres
/Past
Verb:Pers
onVerb
:Othe
rGen
der
PKK123
Morphological Errors English
012345678
Plurals
Adj/Adv
Negati
on
Other
Verb:Pas
t/Pres
ent
Verb:Pres
ent/P
ast
Verb:R
eg/Irr
eg
Verb:U
nmark
edPres
/Past
Verb:Pers
onVerb
:Othe
r
PKK1st2nd3rd
Bilingualism and Language: Form
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012345678
Syntax Errors English
PK
K
1st
2nd
3rd
012345678
Syntax Errors Spanish
PK
K
1st
2nd
3rd
Bilingualism and Language: Form
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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
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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. Shebought bread.
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Multi-Purpose Verbs
Spanish phrases with multi‐purpose verbs
English Equivalents Spanish‐Influenced English
Tomar una decisión To 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.
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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.
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Semantic Errors English
012345678
Meanin
gXStor
y
Articles
Prepos
itions
Pronou
nsPron
ounN
oRefe
rent
Genera
l Word
Use
Word U
se
PKK1st2nd3rd
012345678
Semantic Errors Spanish
PK
K
1st
2nd
3rd
Bilingualism and Language: Content
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Semantic Errors English
012345678
Meanin
gXStor
y
Articles
Prepos
itions
Pronou
nsPron
ounN
oRefe
rent
Genera
l Word
Use
Word U
se
PKK1st2nd3rd
012345678
Semantic Errors Spanish
PK
K
1st
2nd
3rd
Bilingualism and Language: Content
Prepositions
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Semantic Errors English
012345678
Meanin
gXStor
y
Articles
Prepos
itions
Pronou
nsPron
ounN
oRefe
rent
Genera
l Word
Use
Word U
se
PKK1st2nd3rd
012345678
Semantic Errors Spanish
PK
K
1st
2nd
3rd
Bilingualism and Language: Content
Pronoun Dropping
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Semantic Errors English
012345678
Meanin
gXStor
y
Articles
Prepos
itions
Pronou
nsPron
ounN
oRefe
rent
Genera
l Word
Use
Word U
se
PKK1st2nd3rd
012345678
Semantic Errors Spanish
PK
K
1st
2nd
3rd
Bilingualism and Language: Content
Word Use
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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
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Prepositions - ContentSpanish 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 ofwhat 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.
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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
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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
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• 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)
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• 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
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Cumulative not ComparativeLanguage 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
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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
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00.5
11.5
22.5
PK K 1 2 3Aver
age
Occ
urre
nces
per
sa
mpl
e
Spanish Code-Switching/Borrowing
CS Word
CS Phrase
CS Sentence
CS Total
CS Borrow
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Measures of Productivity & ComplexityOften used as measures of proficiencyLook very similar in English and Spanish
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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
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Productivity Measures Spanish
0
50
100
150
200
250
300
350
400
PK K 1st 2nd 3rd
NDWTNW
Productivity Measures English
0
50
100
150
200
250
300
350
400
PK K 1st 2nd 3rd
NDWTNW
NDW: Number of Different Words
TNW: Number of Total Words
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Spanish-Influenced EnglishLinguistic 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
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Intervening with other languages of the world
Vietnamese
Romanian
HindiUrdu
Arabic
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Other Common Languages
• “difference between ___________ and English Language”
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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…
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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…
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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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Difference or Disorder? Understanding Speech and Language Patterns in Culturally and Linguistically
Diverse Students
Rapidly identify speech‐language patterns related to second language acquisition to distinguish difference from disorder.
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Thank you!