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4. Pourquoi est-il important de parler de la situation des sans-papiers ?

3. Quels sont les risques encourus par les sans-papiers ?

A mother comes to you with a child that is 3 years old, You evaluate the child for speech, language is not a concern.  The child is 75% intelligible and produces /m,b,j,n,w,d,p,h,d,t,k,g,f/.  However, this child does not produce /ʧ, ʤ, s,z, l, and r/ consistently.  Mom is concerned.  How do you counsel mom?

When considering implication universals, if a child produces /ʧ, ʤ/ it is implied that the child has the following sound types in his repertoire. 

You are evaluating a child who has the diagnosis of Down Syndrome. Her cognitive developmental age is around 18 months. You are hoping that her language skills have reached a similar level of development. Which set of skills would you hope to see this child demonstrate?

Which of the following statements is/are true about the More than Words (MTW) intervention?

During assessment a child produced /k^pt/ for /k^p/. This is an example of:

Children begin to use grammatical morphemes in the following order:

What is the term used to indicate that a speaker inserts characteristics of their native language (L1) into their use of the language that they are learning (L2)?

I observed a student working with a 15-month-old today using RE/PMT.  He did a great job.  He imitated the child’s actions and vocalizations.  As the child stacked the blocks, he snuck in a block between the child’s stacking. He then made a surprised face with big eyes, the child laughed.  He did this again. Then the child stacked another block and he immediately made his big eye surprised face. The clinician is: