Multicultural issues comps study guide

race

biological and anatomical attributes, features that distinguish groups of people from one another

culture

shared beliefs, traditional, and values of people

ethnicity

a social definition of people groups based on cultural similiarites

nationalities

similar countries of origin

multicultural

diversities of cultures characterized by difference in religions, language, customs, traditions, values, SES, racial and ethnic heritage

subculture

a group of people with characteristics distinguishing them from the larger culture

stereotype

popular belief about social groups of types of individuals - overestimation of relationship between individual behavior and group membership

immigrant

a person who migrates to another country to become a permanent resident

refugee

a person who flees for fear or persecution

cultural responsiveness

takes the clients cultural perspective, beliefs, and values into consideration in all aspects of education or providing service

cultural competence

dynamic and complex process requiring ongoing self-assessment and continuous expansion of cultural knowledge

understanding the unique combo of cultural variable that the professional and patient/client bring to interactions

variables include: age, ability, ethnicity, experience, gender, gender identity, linguistic background, national origin, race, religion, sexual orientation, and socioeconomic status

cultural variables influencing behavior

education level, country of birth, length of residence, languages spoken, urban vs rural background, gender, age socioeconomic background, religious beliefs and their impact, peers, neighborhood, generational membership

increasing cultural competence

visit kids homes, team up with members of the community, read, be aware of your own values and beliefs, ask students to share with your clients, learn some basic vocabulary in other languages, attend churches, festivals, gatherings of other cultures

acculturation

an individual acquires that cultural traits of another society while retaining some of their own cultural identity (all cultures unite)

assimilation

an individual adopts the cultural norms and behaviors of a new society

enculturation

an individual learns and adopts the cultural norms and vales of their own society

ethnocentrism

a belief that one's own cultural group is superior to other and can lead to negative attitudes and behaviors towards other cultures

differentiating difference v disorder

distinguish between communication differences related to cultural or linguistic diversity

differences refer to variations in speech and language patterns that are typical for a particular cultural or linguistic group

disorders involve impairments in communication that significantly impact a persons ability to function in daily life

IDEA states that

Testing procedures and materials must not be discriminatory

Assessment instruments must measure a student's ability in the area tested, not English proficiency (testing language learning)

5 stage process

Stage 1: preproduction, 0-6 months, silent period

Stage 2: early production, 6 months- 1 year, short words

Stage 3: speech emergence, 1-3 years, more and longer words

Stage 4: intermediate fluency, 3-5 years, social language communication

Stage 5: advanced fluency, 5-7 years, fluent in all contexts

differentiating cultural characteristics (Compared to mainstream American culture)

Sense of personal space, formality of address, greetings, eye contact, communication method, time, concept of family, orientation, authority & social organization, control, learning

morpho-syntactic AAE

some sounds in WAE that are omitted in AAE for example the plural /s/, possessive /s/, regular passed tense marker -ed

examples: pluralization, possession, regular past-tense marker, negation, optional copula, irregular verb form usage

pluralization AAE

nouns that refer to quantity (two, age) do not require a plural marker for AAE. (Two dogs--> two dog)

possession AAE

word order usually marks possession in AAE ,such as "in the lady car"

regular past-tense markers AAE

the /ed/ is not required, resulting in "last week he cook dinner"

negation AAE

multiple negatives are typical, "I hope it don't be no leak"

optional copula AAE

the form to be is required in contractible forms. The verb is included in uncontactable forms

He is running is acceptable whereas he running is acceptable whereas "yes he's" is not acceptable

Irregular verbs AAE

use of past-tense verb form rather than a past participle, or vice versa, is allowed "she seen him" or she knowed him"

phonological AAE

specific creative uses of words that are used

Lexicon

word or phrase of a language

lexicon AAE

get over (verb): the verb is constructed with a verb and a preposition or participle. To take advantage of (he tried to get over on the principal)

call-self (verb): a person is making poor attempts at something in the eyes of someone else. In this verb, any pronouns can be attached to self

come (Semi-auxillary) comes from a main verb that ends in -ing. It is used to express resentment, anger, offense (they came walking in here like they owned the place)

own (Adjective): listen, i can do it my own self

stay(Verb): she stay on pembrook street, he stay in that room

BIN(verbal markers): they bin walking to fast

bed den (Verbal markers): they been den finished when I got there

bin den (Verbal markers): the parents bin den left

Question forms AAE

-Subject-auxiliary inversion: do you want to dread my book? What did you say?

-Noninversion: you can see my book? How she was doing when you saw her?

-Questions without auxiliaries: you say my book? What he say?

Pragmatics AAE

speech acts: AE children use diverse speech acts, but what is needed it mainstreamed use of emic taxonomies during assessment and intervention of pragmatic language in the area of speech acts.

basic speech acts develop at 2 years of age and are used in convo discourse by 3-4 years

early language functioning reflect a cultural style of communication

narrative discourse

-Narrative structures (referential cohesion, mental state expression, do not seem to be dialectically dense)

-Children who learn to dialect-shift will do better on literacy activities then their peers who do not learn to dialect shift

presupposition skills

-lower achievement scores in writing were found among persons with higher production of AAE features

-AAE speakers are more likely o be able to complete false belief activities, and AAE speakers who passed false believe activities told better stories.

unconscious bias

an automatic response. Biases that are outside of our awareness because we have no engaged in critical self-reflection

conscious bias/overt

this is prejudice or racism

You need to make sure that you are using culturally and linguistically correct assessments and protocols, or else you could have an overrepresentation of children of color in special education.

challenges of formal tests

-Linguistic Bias—test should be in the native language

-Cultural Bias—unavailable and/or inaccurate norms;

-Examiner Sensitivity

-Examiner Expectations

-Over interpretation

issues related to interpreters & translated tests

-Family members should help you identify what materials are culturally appropriate

-Make sure the translated meaning is the same meaning as the original

-The interpreter has to remain unbiased

-Possible outcomes of bilingual/bidialectal testing

ethnographic interviews

an interviewing technique comprising "questions" and statements embedded into a conversational style and used to learn about a respondent's point of view.

5 area of preparation for culturally responsive interventions

-First and most importantly an interpreter is needed

-Use materials in the appropriate language

-Use culturally responsive pictures and objects

-Understand relevant communication and pragmatic practices for culture

-Consider and respect the persons level of acceptance of intervention process

under identification

a recent study showed that the universal application of tests modifications has the potential to lead to more false negatives; that is, leads to an under identification of AAE speakers having language impairments.

Under identification of individuals who speak language variations other then white American English (WAE) for speech & language services may be based on an SLP may bypass a child with accented speech, or people who speak AAE, believing that the child's speech is typical for their group

over identification

this is a common practice for children of color or people who use AAE to communicate

The more work the listener has to do to understand the speaker the more likely they are to be judged as unclear and diagnosed with a communication impairment