Assess the role of input in second language acquisition according to at least two different learning theories covered in this module.

Assignment question:

Assess the role of input in second language acquisition according to at least two different learning theories covered in this module.

Choose two theories from the PowerPoint, and discuss accordingly. Kindly, include sources other than the ones in the PowerPoint.

The PDF file, in an example of the structure of the assignment. It should be 2,500 words and no more please.

The Effect of Racial Profiling on Access to Affordable Housing

Injustice: The Effect of Racial Profiling on Access to Affordable Housing

 

 

 

 

Name

Professor

Class

April 10, 2022

 

 

 

 

 

 

 

 

 

Introduction

Racism, both systemic and institutionalized, is profoundly established in the culture of the United States and other parts of the world. Whereas racial profiling relies on visual signals to confirm or speculate on a person’s ethnicity, linguistic profiling relies on aural leads that may comprise ethnic association. Still, it can be equally applied to pinpoint other linguistic smaller groups within a particular lexical group. Baugh’s (1983) early studies on African American Vernacular English (AAVE) was heavily centered on “style-shifting” between African Americans. Baugh noted that most African American grown-ups would alter their talk to meet their current social surroundings during years of fieldwork. (1)

“Linguistic profiling,” or determining an individual’s ethnicity based on the tone of their articulation and using that knowledge to show prejudice based on ethnic background, has been reported in the house lease market. This paper looks at how this happens in the housing sector. According to an examination of matched-paired tests carried out by fair-housing corporations, home insurance brokers can nose out someone one`s race over phone, and this detail influences the services rendered to person who ask about buying a home coverage policy. While adopting “non-standard” or distinct from typical American English accents when enquiring about a property for rent, the property becomes unavailable for no apparent reason. This is due to property owners detecting characteristics of specific languages and linking them with unfavorable racial stereotypes.

Discriminatory Linguistic Profiling

Linguists have long researched linguistic stereotypes. Lippi-Green (1997) presents self-sufficient proof of dialect or accent bias against speakers of varying ethnic accents, racial, and regional in the U.S. During the O. J. Simpson trial, public attention was drawn to racial identification based on speech. Mr. Cochran, Simpson’s African American counsel, vehemently denied that one could infer racial identification from words (California v Orenthal James Simpson, 1995). In the matter of Clifford v Kentucky (1999), the Kentucky Supreme Court used language profiling to condemn an appellant of African American origin who a white police officer overheard. So far, this matter has upheld the admissibility of ethnic profiling on the basis of the words of a lay attestor. The matter is obscure for apparent grounds in comparison to the Simpson trial’s worldwide exposure, yet the practice of linguistic profiling was no less severe.

Baugh (2005) became aware of linguistic profiling when he relocated to Palo Alto in pursuit of housing that could accommodate his whole household. Throughout all phone calls to prospective landlords, he presented his situation as a visiting professor at CASBS, consistently using his “professional voice,” which he is informed, “sounds white.” Although no potential property owner ever inquired about his ethnicity, he was unexpectedly denied access to housing four times when he arrived for his arranged interview. Although he suspected that these refusals were directly related to his ethnic background, which was proven via visible ethnic profiling, his typical English eloquence was (and still is) sufficient that linguistic profiling was avoided since he sounded white.

Anita Henderson went to a major home unit to ask about flats while looking for an apartment in Philadelphia. She was shown to the costliest suite in the premises and informed that it was the only one accessible for the coming month and that no other flats would be obtainable. Nonetheless, the following day, when she was on the phone using her finest Standard American English and asking about flats in the same building, Henderson found out that numerous cheaper suites were suddenly accessible, and she was more than welcome to check them out (Henderson, 2001).

 

Discrimination in the Housing Market

When challenged with proof that indicates that linguistic profiling was applied to refuse housing, insurance, or leases to minority ethnic groups, litigants frequently fell back to Cochran’s claim that one cannot draw any ethnic or racial inference on the basis of talk heard over the phone, or, in Mr. Cochran’s matter, via an intercom network.

Discrimination in the housing market manifests itself in various ways and has a lengthy record in our nation and the Bay Area. As a result of this issue, the percentage of Black Americans who own their own home is frighteningly low. According to Redfin, only 44 percent of Black Americans would purchase a home in 2020, representing a nationwide lag. When compared to white Americans, this figure is 74%. Systemic racism has perpetuated disparities in homeownership rates throughout the Bay Area, and Black households who can buy a home frequently face discrimination (Glover, 2021). In accordance to the National Association of Realtors, only 34% of Black Californians own a property. These figures are even lower in the Bay Area. According to Redfin, only 33% of Black residents of San Francisco own a home in comparison to 61% of white San Franciscans. In San Jose, the black homeownership rate is 31 percent, while the white homeownership rate is 65 percent (Glover, 2021). And black applicants for mortgage loans are declined at three times the rate of white candidates (National Association of Realtors, 2021).

Another factor restricting Black property ownership is a burdensome debt due to the wealth inequality perpetuated by systematic racism. Minority home seekers continue to face subtle discrimination, according to HUD User (2022). Researchers discovered that, when all three stages of the paired-testing procedure are included, the marginalised are at a drawback in comparison to whites, mainly in two of the three stages: Hispanic, Asian, and Black renters were just as possibly as white renters to have meetings with rental brokers during the rental inquiry process. During these encounters, renters of color took in about 11.4 percent fewer homes and were offered 4.2 percent negligible units than similarly competent white renters. Hispanic renters were informed of 12.5 percent negligible units and established 7.5 percent small number of units than white renters. Asians were shown 9.8 percent negligible accessible units and were informed about 9.8 percent negligible obtainable units than whites.

Hispanic and Asian homebuyers were equally likely to secure a meeting with a sales representative during the inquiry process; nevertheless, colored homebuyers were marginally less likely than white homebuyers to do so. Black purchasers learned approximately 17% fewer homes and were shown 17.7% negligible number of properties than similarly eligible white homebuyers. Asian purchasers were offered 18.8 percent fewer properties and knew about 15.5 percent fewer available homes than whites. Hispanics and whites did view or learn about remarkably contrasting units of residences (HUD User, 2022).

Minority home seekers with easily recognizable ethnicities faced higher prejudice than minorities who may be taken for white. Concerning guiding, most available homes for rent and buying presented to the testers were in majority-white districts; nevertheless, the distinction in the ethnic mix of the communities displayed to minority home seekers and white home seekers was not substantial. Likewise, there were no statistically outstanding contrasts in the occurrence and intensity of prejudice by urban region or area. Generally, having their searches constrained by discriminatory tactics of deals and rental brokers raises the expense and time the marginalised must expend on locating a decent house and limits the options accessible to them and their households (HUD User, 2022).

The NFHA realised that (2) numerous potential renters and home buyers were ignorant of the illegitimacy of linguistic profiling, so they created a string of adverts warning Latino and African American populace to be cautious of these subtle kinds of bias, as shown in Figures 8.1 and 8.2. (https://web.stanford.edu/~jbaugh/Black%20Linguistics.pdf)

Testers for the National Fair Housing Alliance (NFHA) typically strive to establish the reality of linguistic profiling related to varied kinds of housing prejudice without the assistance of linguistic studies. According to Horwitz (1999), the scenario is as follows: Testers for the non-profit organization (the Fair Housing Council of Greater Washington) reached out to more than 60 insurance companies to inquire about renters’ cover. Feedback to Latino and Black caller-ups were contrasted to reactions to white callers in 150 cases, and 45 percent demonstrated bias.

There have been federal laws enacted by the Unite States Housing and Development (HUD) Department, such as The Fair Housing Act in 1968, that ban discrimination against home searchers. The act’s success was that it reduced segregation to some measure. Despite this, underprivileged communities continue to face subtle racial bias and discrimination. One of the impediments is the regulatory changes implemented under Trump’s presidency, one of which is a provision that makes it more difficult for anyone to submit a complaint against housing discrimination alleging “disparate impact” (McQueen, 2022).

In conclusion, I am of the opinion that linguistic profiling will continue as long as human language persists, owing to our superior aural abilities as a species. The task for Americans is to be wise, patient, and tolerant of individuals whose linguistic origin vary significantly from our own. This will emphasize the advantages of favorable language profiling while rejecting the practice of biased linguistic profiling, which stokes the smoldering remains of ethnic strife.

 

 

References

Baugh, J. (2005). Linguistic profiling. In Black linguistics (pp. 167-180). Routledge.

Baugh, J. (1983). Black Street Speech: Its History, Structure, and Survival, Austin, TX: University of Texas Press.

California v Orenthal James Simpson (1995). Los Angeles District Court.

Clifford v Kentucky (1999). 7 SW 3d 371, Supreme Court of Kentucky.

Glover J. (2021). Black California couple lowballed by $500K in-home appraisal, believe race was a factor. Retrieved from https://abc7news.com/black-homeowner-problems-sf-bay-area-housing-discrimination-minority-homeownership-anti-black-policy/10331076/

Henderson, A. (2001). “Put your money where your mouth is: hiring managers` attitudes toward African American-Vernacular English, “Ph.D. Dissertation, University of Pennsylvania.

Horowitz, S. (1999) “Minority renters face insurance bias, “ Washington Post. Retrieved from https://www.washingtonpost.com/wp-srv/WPcap/1999-09/29/074r-092999-idx.html

HUD User (2022). Subtle Forms of Discrimination Still Exist for Minority Homeseekers. Retrieved from https://www.huduser.gov/portal/pdredge/pdr_edge_research_062813.html

Lippi-Green, R. (1997). English with an Accent: Language, Ideology, and Discrimination in the United States. London: Routledge.

McQueen, M. P. (2022). Housing discrimination: What is it, and what can you do about it? Retrieved from https://www.investopedia.com/housing-discrimination-what-can-you-do-5074478

 

COMMENTS:

(1) This idea is disconnected from the overall paragraph. Make the connection more explicit. -0.5

(2) This seems to be a different subsection – Current interventions

Reflection on Justice

LING 472: Reflection on Justice

due on Thursday, April 28, 8:00 am, Discussion Post

Preparation

 Think about your original definition of justice from the first short writing. Now that this whole class is over, it is time to reflect back on it. Bring in a well-argued page of writing (400 words) in which you address the following two questions:

o How was your definition of justice changed?

o What does your understanding of justice have to do with language?

Feel free to bring examples of (linguistic) discrimination from your personal life to strengthen your argument

Make sure that your claims are well supported by linguistic evidence and examples

Readings: (Available on Perusall)

Go to perusall.com > Login > Enroll in course > Course code: RODRIGUEZ-9VZZ4.

Note: even if your definition hasn’t changed much, do not copy paste your original first assignment.

Guidelines

· For your initial post, try to restrict yourself to 400 words. Someone else will need to be able to read your full argument fairly quickly.

· Your piece does not have to include references to sources, but you may refer to sources if you wish. You can assume that the reader is familiar with everything we have read together in this class, as well as all topics that we have covered in lecture and section.

· Show up early or on time. If you miss the first set of comments, this will mess up your exam and part of what you were supposed to contribute will be missing.

· Bear in mind that you may choose to write about any of the class material pertaining to the topic (as well as material from other modules) — so it would be a good idea to review your notes and the lecture slides before Wednesday.

Input and Interaction in SLA

Input and Interaction in SLA

LING6005

How does the (linguistic) environment contribute to the language learning process?

    • What kind of language is available to learners?
    • What are the theoretical consequences?
    • What is the significance of language use?

 

What do learners need to construct L2 grammars?

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Learners need input and interaction to construct L2 grammar, somewhat of output

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Starting out…

  • Do learners come to learning task with innate knowledge of language (UG)…

 

  • Is language development inspired and conditioned by the environment…

 

  • What are the implications of these views for SLA?

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Language learning as stimulus-response

‘every member of the social group must upon suitable occasion utter the proper speech-sounds and, when he hears another utter these speech sounds, must make the proper response’ (Bloomfield, 1933:29)

  • Language ‘habits’(e.g. Bloomfield, 1933; Skinner, 1957)
  • Input was hypothesised to form the basis of what was imitated

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Input – different types of evidence

  • Positive evidence

Basically the input, ‘language’, that learners are exposed to.

 

  • Negative evidence

NNS: There’s a basen of flowers on the bookshelf

NS: A basin?

NNS: base

NS: a base?

NNS: a base

NS: oh, a vase

NNS: vase

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Negative evidence is information that concerns the incorrectness of an utterance. This may be explicit such as telling someone it’s wrong.

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Why distinguish between positive and negative evidence?

    • Different evidence types have theoretical ramifications for LA

 

  • negative evidence is questioned in SLA (e.g. Schwartz, 1993)
  • Is it consistently available?
  • Do learners engage with it/notice it?

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Theorising input in SLA

    • From the 1980s Stephen Krashen attempted to conceptualize the role of input and language use in SLA.

 

    • As regards input, Krashen claimed that learners move along a developmental continuum by receiving comprehensible input.

 

  • Comprehensible input = L2 input just beyond the learner’s current language competence.

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    • ‘Speaking is a result of acquisition and not its cause. Speech cannot be taught directly but ‘emerges’ on its own as a result of binding competence via comprehensible input’

 

  • ‘If input is understood, and there is enough of it, the necessary grammar is automatically provided. The language teacher need not attempt deliberately to teach the next structure along the natural order’

(Krashen, 1985:02)

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Input Hypothesis (Krashen, 1982, 1985, 1998)

  • Humans acquire language in only one way – by understanding messages, or by receiving ‘comprehensible input’.

 

  • We move from i, our current level, to i + 1, the next level along the natural order, by understanding input containing i + 1.

(Krashen 1985)

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    • Does the input hypothesis make sense?
    • Is it a testable hypothesis?
    • How could you test it?

 

  • How do we determine level i and level i+1?
  • Is it circular?

-> acquisition takes place if the learner receives comprehensible input, but comprehensible input is only provided through acquisition…

  • What is comprehensible input?

(see McLaughlin, 1987)

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Interaction

    • Krashen’s investigations encouraged other researchers to examine the role of input in SLA.

 

    • Long (1985) proposed a more systematic approach to the link between input and L2 development:

 

1. show that (a) linguistic/conversational adjustments promote (b) comprehension of input.

 

2. Show that (b) comprehensible input promotes (c) acquisition.

 

3. Deduce that (a) linguistic/conversational adjustments promote (c) acquisition

(Long, 1985:378)

 

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    • What is the role of conversation in SLA (Long, 1980; Wagner-Gough and Hatch, 1975)?

 

  • Confirmation checks.

 

  • Clarification requests.

 

    • Comprehension checks.

 

  • Other repetitions and paraphrase (Pica 1994).

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The interaction hypothesis (first version: Long, Pica and others)

  • Modification of the interactional structure of conversation… is a better candidate for a necessary (not sufficient) condition for acquisition. The role it plays in negotiation for meaning helps to make input comprehensible while still containing unknown linguistic elements, and, hence, potential intake for acquisition.

(Larsen-Freeman and Long 1991, p. 144)

(Pica et al., 1987:74)

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NSNNS
And right on the roof of the truck place the duck. The duck.  I to take it? Dog? [Confirmation check]
Duck.Duck.
It’s yellow and it’s a small animal. It has two feet.  I put where it? [Clarification request]
You take the duck and put it on top of the truck. Do you see the duck?  Duck? [Confirmation check]
Yeah. Quack, quack, quack. That one. The one that makes that sound.  Ah yes. I see in the – in the head of him.
OK. See?Put what? [Clarification request]
OK. Put him on top of the truck.Truck? [Confirmation check]
The bus. Where the boy is.Ah yes.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Do interactional adjustments promote L2 comprehension?

First trial (Gass and Varonis 1994)

Jane: All right now, above the sun place the squirrel. He’s right on top of the sun

Hiroshi: What is … the word?

Jane: OK. The sun.

Hiroshi: Yeah, sun, but …

Jane: Do you know what the sun is?

Hiroshi: Yeah, of course. Wh – what’s the

Jane: Squirrel. Do you know what a squirrel is?

Hiroshi: No.

Jane: OK. You’ve seen them running around on campus. They’re little furry animals. They’re short and brown and they eat nuts like crazy.

continued

  • Second trial:

Hiroshi: The second thing will be … put here. This place is … small animal which eat nuts.

Jane: Oh, squirrel?

Hiroshi: Yeah (laughter)

Do interactional adjustments promote L2 acquisition?

Pretest (Mackey 1999)

 

55 NNS: The meal is not there?

56 NS: No it’s gone, what do you think happened?

57 NNS: Happened? The cat?

58 NS: Do you think the cat ate it?

59 NNS: The meal is the is the cat’s meal?

60 NS: It’s not supposed to be the cat’s dinner. I don’t think so.

61 NNS: But although this, this cat have eaten it.

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Treatment

4 NNS: What the animal do?

5 NS:They aren’t there, there are no bears.

6 NNS:Your picture have this sad girl?

7 NS:Yes, what do you have in your picture?

8 NNS: What my picture have to make her crying? I don’t know your picture.

9 NS:Yeah ok, I mean what does your picture show? What’s the sign?

10 NNS: No sign? … No, ok, what the mother say to the girl for her crying?

11 NS: It’s the sign ‘no bears’ that’s making her cry. What does your sign say?

12 NNS:The sign? Why the girl cry?

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Posttest 1

NNS: What do your picture have?

 

Posttest 2

NNS: What has the robber done?

NNS: Where has she gone in your picture?

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NNS previously used canonical word order with question intonation in order to ask questions. During the treatment the learner produced wh-fronting, but still with canonical word order. However, by the time of the 2nd post test, the learner was correctly placing an axillary verb in the 2nd position.

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    • Mackey (1999:565) concludes: ‘taking part in interaction can facilitate second language development’

 

  • However, researchers were drawing links between attention, noticing and L2 development leading to a rethinking of the Interaction Hypothesis.

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Feedback, recasts and negative evidence

  • Student: Why does the aliens attacked earth?
  • Teacher: Right. Why did the aliens attack earth? (Mackey et al 2000)
  • Teacher: What did you do in the garden?
  • NNS student (child): Mm, cut the tree
  • Teacher: You cut the trees. Were they big trees or were they little bushes?
  • NNS student (child): Big trees

(Oliver 2000)

The Interaction Hypothesis
(revised version)

It is proposed that environmental contributions to acquisition are mediated by selective attention and the learner’s developing L2 processing capacity, and that these resources are brought together most usefully, although not exclusively, during negotiation for meaning. Negative feedback obtained during negotiation work or elsewhere may be facilitative of L2 development, at least for vocabulary, morphology and language-specific syntax, and essential for learning certain specifiable L1-L2 contrasts.

(Long 1996, p. 414)

What’s different?

  • Contribution of negative evidence is highlighted

 

  • Attempts to clarify the processes by which input becomes intake (through selective attention)

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Output

  • Swain (1985, 1995) and Swain and Lapkin (1995, 1998) argue that language use/production is required for ‘successful second language learning’

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The output hypothesis
(Swain 1995)

  • Swain (1995, p 128) proposes three functions for learner output:
  • the ‘noticing/ triggering’ function, or what might be referred to as the consciousness- raising role
  • the hypothesis-testing function
  • the metalinguistic function, or what might be referred to as its ‘reflective’ role.

The role of ‘feedback’

  • ‘Interactionist’ approach to SLA
  • If acquisition is a process of ‘skill acquisition’ then feedback is crucial for establishing ‘declarative knowledge’ (Ranta & Lyster 2007)
  • Ellis (2007):
  • Scaffolding→ learner attention → explicit knowledge → explicit memory → implicit learning → implicit memory, automatization and abstraction

Attention, consciousness-raising and ‘focus on form’

  • Noticing is the necessary and sufficient condition for the conversion of input to intake for learning … more noticing leads to more learning.

(Schmidt 1994, pp. 17-18)

  • Recasts in L2 classrooms are effective if they are accompanied by some additional cue, telling learners that it is the form and not only the meaning of their utterance that is in focus.

(Nicholas et al 2001, p. 748)

(see Philp 2003 and Leeman 2003 for recent empirical studies)

Input Processing Theory
(VanPatten 2002)

Intake is defined as the linguistic data actually processed from the input and held in working memory for further processing. As such, Input Processing attempts to explain how learners get form from input and how they parse sentences during the act of comprehension while their primary attention is on meaning.

(VanPatten 2002, p. 757)

Some IP suggestions accounting for ‘inefficient’ L2 learning:

  • Learners process content words in the input before anything else
  • Learners prefer to extract semantic information from lexical items rather than grammatical items (such as inflections)
  • Learners prefer to process ‘meaningful’ morphology rather than ‘nonmeaningful’ morphology.

Conclusions

  • NS and NNS work actively to achieve mutual understanding
  • Negotiations involve both linguistic and interactional modifications
  • NNS in ‘negotiating for meaning’ and interactions can attend to, take up and use language items made available by NS
  • In some circumstances negative feedback can advantage learners

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Readings for this week

  • M,M & M: Chapter 6
  • Mackey (1999): available in BB.

References

Carroll, S. 2000: Input and evidence: The raw material of second language acquisition. Amsterdam: John Benjamins.

Carroll, S. 2007: Autonomous induction theory. Chapter 9 in VanPatten, B and Williams, J. eds Theories in Second Language Acquisition: An introduction. Lawrence Erlbaum, 155-176.

Gallaway, C. and Richards, B. J. (eds) 1994: Input and interaction in language acquisition. Cambridge: Cambridge University Press.

Gass, S. M. and Mackey, A. 2007. Input, interaction and output in second language acquisition. Chapter 10 in VanPatten, B. and Williams, J. eds Theories in Second Language Acquisition: An introduction. Lawrence Erlbaum, 175-201.

Gass, S. M. and Varonis, E. M. 1994: Input, interaction and second language production. Studies in Second Language Acquisition 16/3, 283-302.

Izumi, S., Bigelow, M., Fujiwara, M. and Fearnow, S. 1999: Testing the output hypothesis: effects of output on noticing and second language acquisition. Studies in Second Language Acquisition 21, 421-52.

Izumi, S. and Bigelow, M. 2000: Does output promote noticing and second language acquisition? TESOL Quarterly 34, 239-78.

Krashen, S. D. 1985: The input hypothesis: Issues and implications. Harlow: Longman.

Larsen-Freeman, D. and Long, M. H. 1991: An introduction to second language acquisition research. Harlow: Longman.

Leeman, J. 2003 Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition 25, 37-64.

Long, M. H. 1996: The role of the linguistic environment in second language acquisition. In Ritchie, W. C. and Bhatia, T. K. (eds), Handbook of second language acquisition. San Diego: Academic Press, 413-68.

Mackey, A. 1999: Input, interaction and second language development: an empirical study of question formation in ESL. Studies in Second Language Acquisition 21, 557-88.

Mackey, A., Gass, S. and McDonough, K. 2000: how do learners perceive implicit negative feedback? Studies in Second Language Acquisition 19, 37-66.

Nicholas, H., Lightbown, P.M. and Spada, N. 2001: Recasts as feedback to language learners. Language Learning 51, 719-58.

Oliver, R. 2000: Age differences in negotiation and feedback in classroom and pairwork. Language Learning 50, 119-51.

Philp, J. 2003: Constraints on ‘noticing the gap’: Nonnative speakers’ noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition 25, 99-126.

Pica, T. 1994: Research on negotiation: what does it reveal about second-language learning conditions, processes and outcomes? Language Learning 44, 493-527.

Pica, T., Young, R. and Doughty, C. 1987: The impact of interaction on comprehension. TESOL Quarterly 21, 737-58.

Pienemann, M. and Johnston, M.: 1987. Factors influencing the development of language proficiency. In Nunan, D. (ed.) Applying second language acquisition research. Adelaide, Australia: National Curriculum Resource Centre, 45-141.

Schmidt, R. 1994: Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review 11, 11-26.

Snow, C. E.1994: Beginning from baby talk: twenty years of research on input and interaction. In Gallaway, C. and Richards, B.R. (eds) Input and interaction in language acquisition. Cambridge: Cambridge University Press, 3-12.

Swain, M 1995: Three functions of output in second language learning. In Cook, G. and Seidlhofer, B. (eds) Principle and practice in applied linguistics: studies in honour of H. G. Widdowson. Oxford: Oxford University Press, 125-44.

VanPatten, B. 2002: Processing instruction: an update. Language Learning 52, 755-803.

VanPatten, B 2007. Input processing in adult second language acquisition. In VanPatten, B and Williams, J. eds Theories in Second Language Acquisition: An introduction. Lawrence Erlbaum, 115-136.

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What are the long-term goals for the family as a whole in order of importance?

The Sanchez family is a large extended family living in a Latino community in the midwest. You are their social worker, having just been hired at the local social service agency. Your job is to provide a psychosocial assessment, develop a case plan, and then execute that plan. This is a complex case that will require you to apply everything you are learning in your social work program! To get started, click on the button below, and begin your tasks.http://routledgesw.com/sanchez/home

Review the information on the case and respond to the questions in the post. Be sure to read the posts of other students and respond to at least 2 other students. Your responses must reflect critical thinking and engagement in the content. Ask thoughtful questions and leave comments about your agreement or different viewpoint. Write a few sentences to answer each question. See the attached rubric for details about grading.
Intervene

  1. What are the long-term goals for the family as a whole in order of importance? (Note: focus on goals for the entire family, not individual members).
  2. Identify one SMART objective for the family that will help them accomplish the goal. “PLEASE USE THE SMART GOALS”
  3. What resources will be required? Include both the formal and informal resources you defined earlier, as well as additional resources that do not appear on the town map or in the case files.
  4. What can you do to help the family accomplish the goals?

Evaluate

  1. After reviewing your notes about your intervention plan, identify the measures that you could use to determine whether the family’s goals have been reached or not.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!SAMPLE OF THE CORRECT WAY!!!!!!!!!!!!!!!!!!!!!!!!!

Intervene

  1. What are the long-term goals for the family as a whole in order of importance? (Note: focus on goals for the entire family, not individual members).

The long-term goals for the family, in order of importance, are communication, finances, immigration, and housing. Communication between the family is almost non-existent, and Mrs. Sanchez has to get food from their church without her husband, Mr. Sanchez knowing. The family struggles financially with the head of the household, Mr. Sanchez, not working as much and not regularly eating to save money. The immigration issue is a problem because it affects Mr. and Mrs. Sanchez’s relationship, and the house is not big enough for the family.

Identify one SMART objective for the family that will help them accomplish the goal.

The family, though very close-knit, is very disconnected, so having a weekly game day will help bridge the disconnect.

The family will have a game day once a week, on Sunday after lunch, to improve their listening skills and interaction with each other, and it will be completed by April 22, 2023.

S:  Game Day

M: One time a week

A:  Every Sunday after lunch

R:  Will help improve their listening skills and interaction with each other

T:  To be completed by April 22, 2023.

  1. What resources will be required? Include both the formal and informal resources you defined earlier, as well as additional resources that do not appear on the town map or in the case files.

Formal resources required for the Sanchez family with the buy-in of Mr. Hector Sanchez are Family and Social Services, where they can receive benefits such as Temporary Assistance for Needy Families (TANF), CalFresh, and Medi-cal. The Sanchez family can also receive Kinship Guardianship Assistance Payment and additional income for Vicki and Carmen if they qualify for SSI. Other formal resource would be the Office of Vocational Rehabilitation and Community Group Home for Disabled citizens, School for the Hearing Impaired, Drug Rehabilitation, 2-1-1, Shelter for Battered Women, Immigration lawyers, Martin Luther King Jr. High School, and Central Junior High School. Informal supports would be Mercado Grocery Store, our Lady of Guadalupe Church, and friends Alicia Lopez and Luisa Gonzalez. Additional informal resources would be the community center, library, thrift stores, Swap Meets, and outdoor markets.

  1. What can you do to help the family accomplish the goals?

According to Kirst-Ashman and Hull (2017), homework assignments and role playing are two ways of engaging the family. I can give the family homework assignments based on their SMART goal for communication and also do role play in the office with the family; I can also call the different resources and get information on what resources they have that could benefit the Sanchez family. I could then pass them on to the Sanchez family, write down which ones they want to pursue, and then connect them to those resources by providing them with the necessary information. I could also provide bus passes to assist with transportation. I can then set up the specifics about the identified SMART goal and ask if they have games and what type of games they each like and check with my agency if we have a budget to get games for them. If not, I can check thrift stores or other agencies, such as 2-1-1, to get funding to purchase the games for them.

Evaluate

  1. After reviewing your notes about your intervention plan, identify the measures that you could use to determine whether the family’s goals have been reached or not. 

Tools to use based on Kirst-Ashman and Hull (2017) would be check on the families progress on meeting their set goals, doing a check-in with each family member to determine their understanding of the problem/s and how they think they have progressed. Discussing with the family what the future looks like if problems and issues occur again and give them positive reinforcement on how far they have come and answer any questions, concerns or clarifications they may have.

I can also follow up with the Sanchez family on their SMART goal at our weekly meeting on how Sunday ‘game-day’ went and ask specific questions, such as:

Did everyone participate?

What type of game was played?

Has a game been chosen for next Sunday?

Who picked the game for the following Sunday?

Analyzing and researching social welfare policies

Chapter 4

Analyzing and researching social welfare policies

© 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

 

© 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

 

1

What is policy analysis?

Investigation and inquiry into the causes and consequences of public policies (Dye, 1998)

The study of public policies, which reflect the social and political consensus of policy-makers and voters

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The development of social welfare policy – underlying dynamics

Rationalism – form of public policy development that stresses knowledge of all values, possible policy alternatives, and consequences of those alternatives when making policy

How realistic is this approach?

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Incrementalism

Public policy is developed through small changes to existing policies

History is full of examples of social welfare policy being developed as a collection of small changes implemented over time

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Window of Opportunity

The time period in which political or social events or changes in personnel open the way for a policy to be adopted

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Magnitude in policy making

Dramatic events create openings for the development and passage of public policies

For example, the Great Depression was the catalyst for major government intervention and the creation of numerous programs, particularly Social Security

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Implementation of Policies

What develops as policy and what actually gets implemented as a program or service goes through a process, and that process shapes the outcome of the policy

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Street-level Bureaucrats

After policy is implemented, it goes through the delivery process

The influence and impact on the delivery of social welfare services by those who are directly responsible for its delivery is known as street-level bureaucracy (Lipsky, 1980)

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Street-level Bureaucrats

Critical analysis of social welfare policy

Social welfare policy is created in the context of power struggles

Critical analysis takes into account who has power, who does not, who makes decisions, and for whom those decisions are made

Based on Critical Theory

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How is social policy created?

Legislative action – Congress

Executive Orders – presidential edicts

Judicial decisions

Influence of advocacy groups – lobbying and voting

Tribal governance

Campaigns – public forums for discussion of social welfare issues

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Models of Social Welfare Policy Analysis

Typical Model – follows a logical pathway

Critical Theory Model – follows pathway and includes analysis of power and impact of forces of discrimination

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Critical Theory Model

Identify a social issue or social problem

Identify the balance or imbalance of power

What is the public reaction to the issue?

What policy or legislation was developed in response to this issue?

How was the policy implemented?

What were:

The public’s expectations?

The actual impact? The Intended impact?

The affected population?

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Rationalism in Policy Making

Policy making does not follow a rational course, rather is greatly influenced by values and beliefs

How do we create social welfare policies that promote social justice and respond to the wide array of values and beliefs?

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Social Welfare Policy Research

The best way to stay informed is:

To track public policy resources

To follow current events

Today the internet can provide access to excellent policy research sources

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Sources

Data and statistics – consider U.S. Census Bureau; CDC

Government agencies and research offices – e.g. HHS; CBO; GAO; CRS

Legislative information – gov.com; Thomas; Lexis Nexis

Advocacy groups

State and local agencies and groups

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A U.S.-based social problem of interest and then answer the following questions: 

A U.S.-based social problem of interest and then answer the following questions:

  • Using scholarly citations, describe the social problem you have chosen in a sentence or two.
  • Based on your research, what population(s) is/are negatively impacted by this social problem?
  • Provide 2-3 reasons why the problem is thought to exist. (Give examples of different points of view and include your sources).
  • Statistically, how widespread is the problem in the U.S.?
  • Is there a federal or state definition that describes the problem?
  • Name at least 2 stakeholders that have been publically involved in the social problem in some way. Describe their involvement (e.g. the National Rifle Association (NRA) is a stakeholder in the epidemic of gun violence that opposes stricter gun laws).
  • What does the Bible have to say about the problem (directly or indirectly)? Use scripture(s) to support your response.
  • Think about some of the competing functions (i.e. personal failure vs. system failure) of the policy discussed in the Segal text (see pages 6-23). Identify at least two examples that you think are relevant to the policy and describe how they are relevant.

Section one should be a page two pages, not more than three. Please use APA 7 formatting. APA formatting will be strictly enforced.

Personal Assessment & Worldview

Personal Assessment & Worldview

APA style 

The assignment should include,your thoughts/beliefs and experiences with:

  • Christian faith, life commitment, and service
  • Social and political action
  • Poor, oppressed and at-risk populations
  • Discrimination, racism, prejudice (both overt and covert)
  • Cultural competence and diversity training
  • Lifestyles and values that are different from oneself

SOCIAL WORK WITH INDIVIDUALS AND FAMILIES

Watch the news or bring a newspaper/magazine/article report about either oppression, discrimination or sexism.

Submission Instructions:

  • Submit your summary of your report/news. A page.
  • Respond to at least two of your classmates’ discussion posts/summaries.

Section Two: Description and Analysis of a Policy that Addresses the Social Problem

Section Two: Description and Analysis of a Policy that Addresses the Social Problem  Identify one existing State or Federal legislative policy that has been ratified to address the problem.

  1. Describe the goals of the policy.
  2. Describe the legislative history of the policy? When did the policy originate and how (law, court decision, executive order, etc.)?
  3. Describe the policy including as relevant:
    • Who will be covered by the policy and what are the criteria for inclusion?
    • What are the social programs, interventions, or regulations that have (or will be) implemented as a result of the policy?
    • Does the social policy you are discussing align with Biblical principles or is it in conflict with God’s word? Please cite scripture(s) to support your claim.
    • Identify who administers the policy (e.g. non-profit, government agency, etc.)
  • Which NASW Code of Ethics values are consistent with this policy?
  • Are there side effects or unintended outcomes of the policy that are likely to cause other social problems? Please describe at least one.
  • In your research, did you identify any barriers to full implementation of the policy (e.g. lack of funding, resistance from State, politics)? If so, please explain.