Q1. Name 2 common misconceptions about students from culturally and linguistically diverse backgrounds.
Q2. Describe a scenario where funds of knowledge would apply. Be specific.
Q3. Describe the developmental sequence for personal narratives. Follow Westby; Culatta.
Q4. Explain the practice of reminiscing in relation to elaborationigh autonomy and question-asking/low-autonomy styles.
Q5. Describe deficits in event narratives in students with language impairment.
Q6. Describe deficits in event narratives in students with autism spectrum disorders.
Q7. Describe deficits in event narratives in students with language impairment.
Q8. Describe deficits in event narratives in students with emotional/behavioral or conduct disorders.
Q9. Explain the difference between macrostructure and microstructure in language sample analysis.
Q10. What is autobiographical reasoning in life stories?
Q11. Describe the relationship between identity and lifestory.
Q12. Name the components of temporal coherence in a lifestory.
Q13. Name the components of causal coherence in a lifestory.
Q14. Name the components of thematic coherence in a lifestory.