Multicultural and bilingual assessment considerations and dialect versus disorder distinctions tested on the Praxis SLP exam.
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- A dialect is best defined as
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A rule-governed variation of a language shared by a group of speakers, not a disorder- A key principle distinguishing a language difference from a language disorder
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A dialect or second-language feature is not a disorder, since it reflects normal linguistic variation, not impairment- A communication disorder is present when
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Impairment occurs across all of a person's languages or dialects, not just one- African American English (AAE) copula deletion, as in 'She happy,' is an example of
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A dialectal feature, not a grammatical error or disorder- Simultaneous bilingualism refers to
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Learning two languages from birth or early infancy at the same time- Sequential bilingualism refers to
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Learning a second language after the first language is already established- Code-switching in bilingual speakers refers to
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Alternating between two languages within a conversation or utterance, which is a normal bilingual language phenomenon- Language interference (transfer) refers to
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Features of one language influencing the production of another language a person speaks- A silent period in second language acquisition refers to
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A typical phase where a child listens and absorbs the new language before beginning to produce it- The typical time frame to develop basic interpersonal communication skills (BICS) in a second language
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Approximately 1 to 2 years- The typical time frame to develop cognitive academic language proficiency (CALP) in a second language
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Approximately 5 to 7 years- Best practice for assessing a bilingual child's language ability
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Assessing both languages, since a disorder must be present across all languages to be diagnosed- A key limitation of using standardized, norm-referenced tests with culturally and linguistically diverse clients
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Norms are often based on monolingual, mainstream populations and may not reflect the client's language experience- Dynamic assessment is useful with bilingual or culturally diverse clients because it
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Evaluates learning potential through a test-teach-retest format rather than relying solely on static, culturally biased norms- Using a family member as an interpreter during assessment is generally
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Discouraged, since it can introduce bias, breach confidentiality, or affect the accuracy of results
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