Chapter 3 language disorders

• CLD students must have comprehensible input in order to be successful
• comprehensible input with CLD children
•    -occurs naturally, opprotunities to practice in natural everyday situations
•        -ie when a class is going on a field trip, the class talks about the ocean and teacher asks what lives in ocean
•    -avaliable concrete referents (visual and hands on materials)
•    -input is interesting, meaningful and relevant to the learner
•    -input isn't grammatically sequenced it occurs naturally
•    -sufficient quantities of the input to ensure learning

• acquire language by understanding messages
• focus is on the meaning of what is heard rather than the grammatical form - learner must be active in his/her environment in order to learn

• Separate Underlying Proficiency (SUP)
•     -proficiency in L1 is viewed entirely separately from prof in l2, therefore teaching in l2 doesn't matter

• Common Underlying Proficiency
•     -Supports philosophy of one language only
•     -Poor English models= poor English speakers
•     -truth: benefit from linguistically rich proficient lang models (usually primary lang) rahter than poor second lang model

• S/he acquires l2 more rapidly
• high level of calp leads to high levels of 
•     -acquisition of second lang
•     -academic success

• No evidence to support the model
• topping l1 abruptly can cause trauma for child and parents
• cummins believes the cup model is an alternative to the sup model
• studies demonstrate strong literacy skills in l1 translate into strong literacy skills in l2
• students who don't read in l1 have more difficulty reading in English

• in learning l2
• studies show that children with first-lang literacy skills perform better in the second lang

swiss cheese, ladder with missing rung

Research demonstrates that bilingual students below age 6 tend to outperform monolingual children on metalinguistic awareness related to reading

• TD English speaker gains 10 months academic growth in 10 months
• CLD child must out gain native speakers, or in order to perform equal to native speakers, they must demonstrate 9 years growth in 6 years

• exposure to both langs before the age of 3 (usually both from birth)
• usually have common proficiency in both

learn l1 as infant and l2 later in childhood

• children not competent in either lang
• genesse says: the term is not accurate becaus the students are probably in a transitional period
•     -be careful not to misdiagnose as sli
• research conflicts on when to expose child to l2 if not exposed at birth
• usually recommend age 6 after basic lang skills in l1 developed

• achievement of high levels of proficiency in the first and second langs
• l1 is nurtured encouraged and continues to grow
• achieves high level of profi in l2 becoming bilingual

• l1 is replaced by l2
• acquisiton of l2 (majority lang)comes at cost of l1 (minority lang)
• gradually loses l1 and becomes monolingual in english or the majority lang
• limited development of english could limit cognitive and linguistic skills 
• often struggle at school
• may be misidentified as sli

• Basic interpersonal communication skills
• BICS=basic communication skills for greeting, simple social encounters
• ability to communicate with adults and peers at home, play, market, dinner etc
• cognitively undemanding lang that can be more automatic
• provides situational sufficiency to interact effectively using persuasion, basic humor and insults
•    -vocab=2500 words
•    -phonology-ability to produce individual sounds
•    -morphology-ability to build simple words
•    -syntax-ability to build and produce simple sentences using correct grammatical structures

2-3 years to develop the skills equal to native speakers (2 years has expanded to 3 as more studies done)

• Cognitive Academic Language Proficiency 
• Cognitively demanding, context reduced forms of communication 
• 5-7 years to develop competency equal to native speakers in literacy and speaking
•     -enriched environments more likely to develop in 5 years
•     -academic and higher functioning skills 
•     -lang abiltiy required for formal learning and literacy activities

• application-blending sounds into words
• analysis-character analysis
• synthesis-predicting outcomes
• evaluation-forming opinions on content

• participants can actively negotiate meaning
• have a shared reality
• typically found outside the classroom in everyday life
• the language is supported by meaningful situational cues and paralinguistic gestures
• gestures and facial expressions facilitate communication

• does not rely on reality
• may rely only on linguistic cues for meaning
• proficiency in context reduced communication requires ability to make complex meaning clear by only using lang (no visuals)
• genesee says: success requires ability to read about or express verbally or in writing, abstract ideas without past experience or contextual cues

• don't require thinking, are automatic
• greetings
• name, social, 
• abc's 
• counting

• How much info must a student process simultaneously or in close succession
• presence/absence of visual cues
• experience with l2
• formal assessment
•    -make sure apporpriate tests are used
•    -ensure they have context embedded and cognitively undemanding situations
•    -l1 profi and experience (subtractive bilingualism?)

• personality: will impact learning of l2 by how quickly and how well it is learned
• self esteem (to maximise learning)
•    -need positive attitude
•    -positive self concept
•    -if l1 and culture are rejected, may impact learning rate and competency