SIG 14 Perspectives Vol. 21, No. 3, December 2014 Earn 0.15 CEUs on This Issue CE Questions
CE Questions  |   December 01, 2014
SIG 14 Perspectives Vol. 21, No. 3, December 2014
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Cultural & Linguistic Diversity / ASHA News & Member Stories / CE Questions
CE Questions   |   December 01, 2014
SIG 14 Perspectives Vol. 21, No. 3, December 2014
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, December 2014, Vol. 21, C1-C4. doi:10.1044/cds21.3.C1
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, December 2014, Vol. 21, C1-C4. doi:10.1044/cds21.3.C1
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Cultural and Linguistic Considerations in Language Assessment and Intervention for Levantine Arabic Speaking Children, by Reem Khamis-Dakwar and Ghada Khattab
1. The following sound variation may potentially be produced by an Arab American as a result of Arabic interference effect (i.e., is not a sign of a disorder):
2. Salma is a 6-year-old Arab American girl who has just entered an all English kindergarten. She has primarily been exposed to Syrian Arabic at home. Salma showed rapid learning of English within the first six months of kindergarten. Despite her: (a) good use of compound and complex sentences in English, (b) expanded English lexicon, and (c) high intelligibility with an appropriate “New Yorker” accent, Salma was referred for an assessment due to her difficulty generating narratives. Specifically, her language was more implicit and non-linear and focused more on the relationship between her and the listener, rather than the more direct, sequential, factual presentation of singular themes expected in English narratives. Based on Salma's background, you should assume that:
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