Download or read book An Evaluation of English Versus Spanish Language Choice During Conversation Training Intervention for Children with Autism written by Jamie Lee Vaughn and published by . This book was released on 2013 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: In children with Autism Spectrum Disorder, social communication deficits are identified as core developmental impairments. The ability to carry on a conversation through verbal exchanges poses challenges for individuals on the spectrum. The impact of exposure to a multilingual and multicultural environment on children with ASD is unknown and few empirical studies have investigated possible effects. Linguistically and culturally diverse families and settings are complex topics of discussion when addressing the instructional needs of children, including those with special needs. Controversy in bilingual language development theory has continued for decades, with few solid answers resulting from these efforts. The current study is a first step in the process of understanding what, if any, effects multilingual upbringings have on the conversational abilities of children with autism. A multielement (alternating treatments) design was implemented to compare whether children's expressive language output substantially differed when the interventionist spoke either English or Spanish during conversation training based on the methodology of Pivotal Response Treatment (PRT). Naturalistic interventions, such as PRT, are evidence-based in their effectiveness for improving a wide range of behavioral and socio-communicative skills for children with ASD and were utilized in the current study to maintain a natural home setting for the children. The data suggest no difference across a variety of dependent variable for expressive language for the child participants. Further directions for research and implications of these findings are discussed.
Download or read book Access to English written by Alicia Jan Grunow and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Each of the three papers in this dissertation attends to the social contexts in which Spanish-speaking children learn English in America. Opportunities to interact with English-speaking peers and access to extensive English language input are important resources for English Learners' language development. Yet, English learners "access to English" has not been directly addressed in the policy conversation about this group of students. The first paper, Home and Community Influences on Spanish-Speaking Children's Bilingual Language Development, provides a longitudinal description of Spanish-speaking youngsters' English and Spanish oral language development. Detailed information about language use in their homes and communities enables an ecological description of these children's language learning environments. The resulting analysis indicates differences in oral language proficiencies based on home language use, immigrant generation and geographic region. Interestingly, students in bilingual and English Immersion programs differed in their oral language proficiencies at the start of kindergarten and the subsequent patterns of growth. The second paper, The Classmates, Teachers and Practices in the Classrooms of English Learner Students, provides a broad description of the factors that converge to shape the educational experiences of English Learner students. A classroom typology based on the student composition is created in order to represent English Learner's access to English speakers within their classroom. Using a nationally representative sample of kindergarten students, the students, teachers and instructional practices in each type of classroom are described. Poor, non-English proficient, Spanish-speaking kindergartners are the most likely to be in linguistically isolated classrooms, made up of over 75% English Learners. These English Learner classrooms are likely to have teachers with ESL training but few years of teaching experience. English Learners in predominantly EL classrooms also spend more time on English as a Second Language instruction than those that are integrated with non-English Learner students. These differences between classrooms appear to result from both the between school and within school sorting of students. The third paper Linguistic Segregation; The Effect of Proposition 227 documents the linguistic segregation between Spanish-speaking English Learners in Los Angeles Unified School District (LAUSD) from 1994/5 to 2000/1. During this time period, California passed Proposition 227 which essentially shifted the default method of instruction for English Learners from multi-year bilingual instruction to a one-year immersion into English. This shift was purported to speed up the pace at which English Learners would be integrated into mainstream classrooms. An evaluating of this claim indicates significant, yet surprisingly small decreases in segregation of Spanish-speaking English Learners after Proposition 227. Overall, the segregation estimates across the district indicate that English Learners have very little contact with English speakers in their schools or classrooms.
Download or read book Foundations of Bilingual Education and Bilingualism written by Colin Baker and published by Multilingual Matters. This book was released on 2021-03-08 with total page 692 pages. Available in PDF, EPUB and Kindle. Book excerpt: The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism and multilingualism at individual, group and societal levels. Updates to the new edition include: Thoroughly updated chapters with over 500 new citations of the latest research. Six chapters with new titles to better reflect their updated content. A new Chapter 16 on Deaf-Signing People, Bilingualism/Multilingualism, and Bilingual Education. The latest demographics and other statistical data. Recent developments in and limitations of brain imaging research. An expanded discussion of key topics including multilingual education, codeswitching, translanguaging, translingualism, biliteracy, multiliteracies, metalinguistic and morphological awareness, superdiversity, raciolinguistics, anti-racist education, critical post-structural sociolinguistics, language variation, motivation, age effects, power, and neoliberal ideologies. Recent US policy developments including the Every Student Succeeds Act (ESSA), Seal of Biliteracy, Proposition 58, LOOK Act, Native American Languages Preservation Act, and state English proficiency standards and assessments consortia (WIDA, ELPA21). New global examples of research, policy, and practice beyond Europe and North America. Technology and language learning on the internet and via mobile apps, and multilingual language use on the internet and in social media. Students and Instructors will benefit from updated chapter features including: New bolded key terms corresponding to a comprehensive glossary Recommended readings and online resources Discussion questions and study activities
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2009-04 with total page 654 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Language Development and Disorders in Spanish speaking Children written by Alejandra Auza Benavides and published by Springer. This book was released on 2017-06-13 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prominent researchers from the US, Mexico, Chile, Colombia and Spain contribute experimental reports on language development of children who are acquiring Spanish. The chapters cover a wide range of dimensions in acquisition: comprehension and production; monolingualism and bilingualism; typical development, children who are at risk and children with language disorders, phonology, semantics, and morphosyntax. These studies will inform linguistic theory development in clinical linguistics as well as offer insights on how language works in relation to cognitive functions that are associated with when children understand or use language. The unique data from child language offer perspectives that cannot be drawn from adult language. The first part is dedicated to the acquisition of Spanish as a first or second language by typically-developing children, the second part offers studies on children who are at risk of language delays, and the third part focuses on children with specific language impairment, disorders and syndromes.
Download or read book Assessment and Intervention Resource for Hispanic Children written by Hortense García Ramirez Kayser and published by Singular. This book was released on 1998 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessment and Intervention Resource for Hispanic Children is an illuminating resource guide that presents important theory and research as it applies to the clinical process with clients who are communicatively impaired and bilingual. Written by a leading bilingual clinician, this insightful clinical manual provides pertinent, up to date information on bilingual populations. Normative data are presented in clear tabular format and numerous references and resources are included for bilingual and monolingual clinicians, clients, and parents.
Download or read book It Takes Two to Talk written by Jan Pepper and published by The Hanen Centre. This book was released on 2004 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Shows parents how to help their child communicate and learn language during everyday activities.
Download or read book Evaluation of Language of Intervention on Expressive receptive Lexical Skills for Preschool Bilingual Children written by Blanca Estela Parra-Cisneros and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bilingual English Spanish Assessment BESA Manual written by Elizabeth D. Pena and published by Brookes Publishing Company. This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "When a young bilingual child experiences language difficulties, it can be hard to tell if those challenges are due to a disorder or just limited exposure to the English language. That's a critical distinction--because while limited language exposure will fix itself over time, a language impairment is a clinical issue that will cause the child difficulties in school without timely and effective intervention. Now there's a valid, reliable assessment that specifically responds to the needs of young Spanish-English bilingual children. For use with children ages 4 through 6 years who have varying degrees of bilingualism, the Bilingual English-Spanish Assessment (BESA) was developed to: - identify phonological and/or language impairment in bilingual children and English language learners using a standardized protocol - differentiate between a delay in English language acquisition and a true language disorder - document children's speech and language strengths and needs - monitor children's progress in both languages and use the information to make decisions about intervention What's in the kit? - 1 BESA Test Manual - 1 BESA Stimulus Book - 20 BESA Protocol English Forms - 20 BESA Protocol Spanish Forms - 20 BIOS Forms - 20 ITALK forms"--
Download or read book Language and Language Behavior Abstracts written by and published by . This book was released on 1982 with total page 852 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bilingual English Spanish Assessment BESA written by Elizabeth D. Peña and published by . This book was released on 2018-01-15 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: When a young bilingual child experiences language difficulties, it can be hard to tell if those challenges are due to a disorder or just limited exposure to the English language. That's a critical distinction--because while limited language exposure will fix itself over time, a language impairment is a clinical issue that will cause the child difficulties in school without timely and effective intervention. Now there's a valid, reliable assessment that specifically responds to the needs of young Spanish-English bilingual children. For use with children ages 4 through 6 years who have varying degrees of bilingualism, the Bilingual English-Spanish Assessment (BESA) was developed to: identify phonological and/or language impairment in bilingual children and English language learners using a standardized protocol differentiate between a delay in English language acquisition and a true language disorder document children's speech and language strengths and needs monitor children's progress in both languages and use the information to make decisions about intervention How BESA Works Through a combination of subtests for students and surveys for teachers and parents, BESA reveals the big picture of a young bilingual child's language development. Comprehensive assessment with BESA includes: 3 subtests (in both English and Spanish). These three standardized- norm-referenced subtests address the key domains of morphosyntax, semantics, and phonology. The subtests are administered with children one-on-one in a quiet, well-lit, well-ventilated room free of distractions. 2 questionnaires. The SLP gathers more information by interviewing both parents and teachers. Bilingual Input-Output Survey (BIOS): determines Spanish and English use at home and school and pinpoints which language(s) need testing Inventory to Assess Language Knowledge (ITALK): identifies the parent's and teacher's perception of the child's performance in each language and highlights areas of possible concern. Pragmatic activity. This 5- to 10-minute warmup activity, in which children are asked to "help wrap a present" with the examiner, is used to establish rapport with the child and give clinicians an idea of how collaborative and interactive the child will be during the rest of the assessment. BESA Benefits Valid and reliable. There are very few assessment tools for bilingual children, and even fewer that are valid and reliable. BESA answers the call for a bilingual assessment backed up with solid evidence of validity and reliability. Culturally and linguistically appropriate. BESA subtests are different for each language; the Spanish subtest isn't just a translation of the English one. Dialects were taken into consideration--the norming sample included 17 Spanish dialects and 7 regional dialects for English--and items were developed for each language based on the markers, structure, and culture of that language. Uncovers the full picture of a child's language development. Not only does BESA identify language impairments, it also helps you gauge progress in both languages and document a child's dominant language across different domains of speech and language. This critical information will help you plan interventions and educational programming for bilingual children. Flexible and convenient. You can use each BESA component independently or combine them as part of an assessment battery. Choose which component you want to give--you're not required to administer both the English and Spanish subtests. BESA can also be given over multiple sessions, so you can easily fit it into your schedule. What's in the kit? 1 BESA Test Manual 1 BESA Stimulus Book 20 BESA Protocol English Forms 20 BESA Protocol Spanish For
Download or read book Hispanic Children and Adults with Communication Disorders written by Henriette W. Langdon and published by . This book was released on 1992 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt: Up-to-date and extensively researched, this powerful resource provides non-Spanish speaking clinicians with the methods and tools needed to successfully treat their patients whose first or dominant language is Spanish. Hispanic Children and Adults with Communication Disorders pulls together a body of knowledge not currently available in a single sourcea comprehensive resource offering practical assessment and intervention strategies that work.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preference for Language of Instruction for Students with Developmental Disabilities who Come from Spanish speaking Families written by Jeannie Marie Aguilar and published by . This book was released on 2013 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preference evaluations have been used to determine children's preferences, for reinforcers, consequences and even preferred instructional strategies. English Language Learners (ELLs) with developmental disabilities (DD) are a quickly growing population and the application of these assessments may be useful in determining preference for language of instruction. This dissertation includes two studies with the purpose of determining whether preference assessments could be used to establish a preference for language of instruction in children with DD who come from Spanish speaking homes. In the first study, a concurrent chains method was used to evaluate a child's preference for English vs. Spanish instruction. Three colored (blue, green, and yellow) micro switches were used to represent English instruction, Spanish instruction and control (no language) followed by a preferred reinforcer after instruction. Exposure trials were used to teach the chains for each micro switch. Choice sessions were then implemented. All three switches were placed in front of the child and the child was allowed to choose a switch which then initiated the chain associated with that particular switch. After the 10th session switches were reprogrammed to prevent a bias for a specific color and preference procedures were then rerun to see if the preference for language remained. Results from the assessment showed that the child chose Spanish instruction most often. He continued to choose Spanish instruction after switches were reprogrammed. In study two, an ABAB design was utilized to assess the effects of task difficulty on preference for language of instruction. Five children with DD participated in home or school settings. The concurrent chains assessment from the first study was utilized as the preference assessment. Tasks included mastered task (easy) and non-mastered tasks (difficult) from the children's IEPs. Results for study two indicated that task difficulty had an effect on the preference for language of instruction. Four out of five of the children showed no clear preference for language of instruction when tasks were easy, however they showed a distinct preference for language of instruction when tasks were difficult. Discussion on results of the studies, implications for practice in working with ELLs with DD, and directions for future research are presented.
Download or read book The English Spanish Connection written by Eleanor Thonis and published by . This book was released on 1983 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cross linguistic Transfer of Narrative Language from English to Spanish for Bilingual Children written by Brenna Thompsen and published by . This book was released on 2013 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose: The provision of language intervention to culturally and linguistically diverse children has become a growing clinical concern and topic of research in speech-language pathology. It is generally agreed upon that speech-language services should be delivered in a child's dominant language, or that at the very least in both languages simultaneously. However, for the majority of speech-language pathologists, providing instruction in a language other than English would be difficult. This study examined whether 50-minutes of narrative intervention in English would significantly improve narrative language in English, and whether the English-only intervention would facilitate cross-linguistic transfer of narrative language from English to Spanish. Method: Participants were 71 kindergarten through third grade bilingual Spanish/English students. There were 54 typically developing (TD) children and 17 children with language impairment (LI). Children were assigned to a treatment or control condition. English and Spanish narratives were elicited as pretest and posttest measures from all participants. Children in the treatment condition received English-only narrative intervention while children in the control condition did not receive intervention. Results: Results indicated that English narrative intervention significantly improved the English narratives produced by the children with LI and TD in the treatment condition. Results also indicated that TD children showed significant transfer of the narrative skills they learned in English to Spanish, but that the children with LI did not show significant transfer to Spanish when compared to the control group. Conclusion: Findings suggest that English narrative intervention is an efficacious language intervention approach for bilingual (Spanish-English) children, and that significant cross-linguistic transfer occurred for children with TD, but that language impairment likely moderated cross-linguistic transfer for children with LI.
Download or read book An Analysis of Verbal Interactions During Dialogic Reading with Spanish speaking Children Enrolled in a Head Start Home Visiting Program written by Lillian Karen Duran and published by . This book was released on 2007 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
