Tutorial: Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist (original) (raw)
Related papers
Multilingual children with speech sound disorders: Position paper
2012
Individuals and societies benefit when children are supported to become competent communicators. Most children learn to speak one, two, or multiple languages competently. However, not all children learn to communicate effectively and intelligibly, and some have speech sound disorders. Some children have difficulty communicating regardless of whether they speak one, two, or multiple languages. Families, communities, educators, and speech-language pathologists (SLPs) have critical roles to play in supporting children's speech and language acquisition. Early intervention can ameliorate speech sound disorders in children and can reduce the potentially adverse educational, social and occupational outcomes of communication impairment (Law, Garrett, Nye, & Dennis, 2012). Speech-language pathologists across the world report that they have insufficient skills and resources to provide culturally appropriate assessment and intervention for multilingual children with speech sound disorders (Jordaan, 2008; Skakan, Watson & Lof, 2007; Stow & Dodd, 2003; Williams & McLeod, 2012). This is largely due to a mismatch between the languages spoken by SLPs and the languages spoken by the children and families in their communities. This position paper was developed to provide direction and practical strategies for SLPs and related professionals working with children who are multilingual and/or multicultural, and to inform policy, in response to the need to "close the gap between the linguistic homogeneity of the profession and the linguistic diversity of its clientele" (Caesar & Kohler, 2007, p. 198).
18 Transcription of the Speech of Multilingual Children with Speech Sound Disorders
Multilingual Aspects of Speech Sound Disorders in Children, 2011
It goes without saying that our assessments of and interventions for children with speech sound disorder rest on the reliability and validity of our transcriptions of their speech. An examination of the literature on multilingual phonological acquisition makes it clear that there is a need for research to develop evidence-based best practices for phonetic transcription of multilingual children with typical development and those with speech sound disorders. The most common practice is for a bilingual speaker to phonetically transcribe ...
Assessing Multilingual Children - introduction
While the majority of work in communication disorders has focused on English, there has been a growing trend in recent years for the publication of information on languages other than English. However, much of this is scattered through a large number of journals in the field of speech pathology/ communication disorders, and therefore, not always readily available to the practitioner, researcher and student. It is the aim of this series to bring together into book form surveys of existing studies on specific languages, together with new materials for the language(s) in question. We also have launched a series of companion volumes dedicated to issues related to the cross-linguistic study of communication disorders. The series does not include English (as so much work is readily available), but covers a wide number of other languages (usually separately, though sometimes two or more similar languages may be grouped together where warranted by the amount of published work currently available). We have been able to publish volumes on Finnish, Spanish, Chinese and Turkish, and books on multilingual aspects of stuttering, aphasia, and speech disorders, with several others in preparation.
Communication Disorders Quarterly, 2012
This study describes the backgrounds, diversity training, and professional perspectives reported by 154 Colorado speechlanguage pathologists in serving children from culturally and linguistically diverse (CLD) backgrounds. The authors compare the results of the current survey to those of a similar survey collected in 1996. Respondents reported that they were comfortable working with racially and culturally diverse students, but they felt less competence when working with linguistic minorities. They also reported using standardized English assessment less frequently with CLD students and reported using professionals for interpretation more often than family members. However, respondents also reported less confidence when using interpreters and reported that they had challenges in accessing interpreters. Challenges included a shortage of appropriate assessment tools and a lack of normative information about language development in linguistically diverse children. Based on these results the authors describe implications and future directions to continue to improve services to children from CLD backgrounds.
Journal of Communication Disorders
The study investigated how Putonghua-Cantonese bilingual children differ from monolinguals in their acquisition of speech sound and phonological patterns. Fifty-four typically developing Putonghua-Cantonese bilingual children aged 3;6-6;0 were recruited from nurseries in the North District of Hong Kong. The Hong Kong Cantonese Articulation Test (Cheung et al., 2006) and a Putonghua picture-naming task (Zhu & Dodd, 2000) were used to elicit single-word samples of both languages. Acquisition of speech sound and phonological patterns exhibited by ≥20% of the children in an age group were compared to the normative data on children who were Cantonese native or Putonghua monolingual speakers. The bilingual children demonstrated smaller sound inventory in both languages and more delayed and atypical phonological processes. The atypical patterns could be explained by phonological interference between Putonghua and Cantonese. The findings serve as a preliminary reference for clinicians in differentiating language difference from true speech sound disorders in Putonghua-Cantonese bilingual children in Hong Kong.
South African Journal of Communication Disorders
Background: Bilingualism is common in South Africa, with many children acquiring isiXhosa as a home language and learning English from a young age in nursery or crèche. IsiXhosa is a local language, part of the Bantu language family, widely spoken in the country. Aims: To describe changes in a bilingual child’s speech following intervention based on a theoretically motivated and tailored intervention plan. Methods and procedures: This study describes a female isiXhosa–English bilingual child, named Gcobisa (pseudonym) (chronological age 4 years and 2 months) with a speech sound disorder. Gcobisa’s speech was assessed and her difficulties categorised according to Dodd’s (2005) diagnostic framework. From this, intervention was planned and the language of intervention was selected. Following intervention, Gcobisa’s speech was reassessed. Outcomes and results: Gcobisa’s speech was categorised as a consistent phonological delay as she presented with gliding of/l/in both English and isiXh...
Clinical Linguistics & Phonetics
A survey of speech and language therapists’ opinions of bilingualism and the advice they give to bilingual families of children with speech, language and communication needs – a comparative study between the UK and Singapore, 2023
There is emerging evidence that bilingualism is advantageous to children with speech, language and communication needs (SLCN), reflected in recommendations to promote maintenance of the home language. However, little is known about Speech and Language Therapists (SLTs)’ opinions on bilingualism and practices with bilingual families. To survey the opinions and practices of SLTs on this topic, a questionnaire was developed and delivered as an anonymous web-based survey. We recruited SLTs from Singapore, where bilingualism is the norm amongst the general population and enshrined in government policies, and the UK, where bilingualism is less prevalent and not embedded in government policy. Questions probed SLTs’ opinions, advice given to parents/carers, personal and professional experience of bilingualism, and knowledge of and opinions on official guidelines from the Royal College of Speech and Language Therapy (RCSLT). The survey revealed variability in opinions and practices of SLTs working with bilingual families. Amongst the UK-based respondents, the RCSLT bilingualism guidance was generally perceived positively, however, many were unfamiliar with its content, or found barriers to its implementation. Most SLTs reported recommending bilingualism to families of children with SLCN and suggesting that parents/carers speak in all languages they are proficient in, but a minority reported views and practice based on outdated assumptions: practitioners who believed bilingualism can cause or contribute to SLCN were less likely to recommend that parents/carers speak languages they are proficient in. These findings can help identify areas to target within training and continuing professional development to increase evidence-based advice given to bilingual families.
American Journal of Speech-Language Pathology, 2007
Purpose This study examined assessment procedures used by speech-language pathologists (SLPs) when assessing children suspected of having speech sound disorders (SSD). This national survey also determined the information participants obtained from clients' speech samples, evaluation of non-native English speakers, and time spent on assessment. Method One thousand surveys were mailed to a randomly selected group of SLPs, self-identified as having worked with children with SSD. A total of 333 (33%) surveys were returned. Results The assessment tasks most frequently used included administering a commercial test, estimating intelligibility, assessing stimulability, and conducting a hearing screening. The amount of time dedicated to assessment activities (e.g., administering formal tests, contacting parents) varied across participants and was significantly related to years of experience but not caseload size. Most participants reported using informal assessment procedures, or English...
Issues in the development of cross‐cultural assessments of speech and language for children
International Journal of Language & Communication Disorders, 2005
Background: There is an increasing demand for the assessment of speech and language in clinical and research situations in countries where there are few assessment resources. Due to the nature of cultural variation and the potential for cultural bias, new assessment tools need to be developed or existing tools require adaptation. However, there are few guidelines on how to develop 'culturally appropriate' assessment tools. Aims: To review the literature on cross-cultural assessment in order to identify the major issues in the development and adaptation of speech and language assessments for children and to illustrate these issues with practical examples from our own research programme in Kenya. Methods & Procedures: Five broad categories pertaining to cross-cultural assessment development were identified: the influence of culture on performance, familiarity with the testing situation, the effect of formal education, language issues and picture recognition. It was outlined how some of these issues were addressed in our research. The results of the review were integrated to produce a list of ten guidelines highlighting the importance of collaboration with mother tongue speakers; piloting; familiar assessment materials; assessment location; and practice items and prompts. Conclusions: There are few clinicians and assessors, whether in the UK or abroad, who do not assess or treat children from a culture different to their own. Awareness of cultural variation and bias and cooperative efforts to develop and