Key Principles for Providing Speech-Language Services to English Language Learners. Presentation by Sarah Abbott TE 845/ Fritzen November 14, 2010. Key Principles for Providing Speech-Language Services to English Language Learners.
Presentation by Sarah Abbott
TE 845/ Fritzen
November 14, 2010
The roles and responsibilities of school-based speech language pathologists are numerous, especially for clinicians who have English language learners (ELLs) on their caseloads.
This presentation outlines the Knowledge and Skills for Cultural and Linguistics Services (ASHA, 2004) and provides critical information for SLPs working with ELLs.
The American Speech-Language and Hearing Association (ASHA) requires specific knowledge and skills of clinicians providing cultural and linguistic services clearly outlined in the Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services [Knowledge and Skills].
American Speech-Language-Hearing Associations (2010) SLP Caseload Characteristics, 2010 Schools Survey
2. Work collaboratively with translators/interpreters
Ensure that translators/interpreters will provide accurate translation
“4.0 Role: Obtain knowledge base needed to distinguish typical and disordered language of clients/patients.”
At the 2009 ASHA Convention, Karen Harris presented her research on the current assessment practices for English Language Learners. During this presentation she reminded colleagues that it is an SLP’s responsibility to distinguish a disability from cultural differences (Harris, 2009)
SLPs must also be able to determine students’ typical speech and langauge development in their community and communication environment. They must also understand how sociolinguistic and cultural components impact second language learning.
School administrators are legally responsible for providing a translator for family members when necessary.
In 2005, Michale immigrated with her family to the United States from Turkey. She was placed a gen ed, whole-English classroom and ESL support was provided. In 2006 she was tested and diagnosed with a speech and language impairment after which she began receiving services from the school’s SLP. Turkish and Russian are spoken in Michale’s home and her parents do not speak English. During conferences and IEP meetings, Mikale’s older brother serves as the translator at her parents request.
Why might this be a concern?
“5.0 Role: Identification/Assessment of typical and disordered language. This includes knowledge and skills related to: Assessment materials/tests/tools
Appropriate use of published test materials in language assessment including standardized norm-referenced tests and criterion- referenced tests, including analyzing normative sampling limitations, general psychometric issues especially related to validity and reliability, and inherent cultural and linguistic biases in these test materials.
Application of appropriate criteria so that assessment materials/ tests/tools that fail to meet standards be used as informal probes, with no accompanying scores.
Inherent problems in using translated tests so that translated tests are used only as informal probes, with no accompanying scores
Appropriate use of alternative approaches to assessment including dynamic assessment, portfolio assessment, structured observation, narrative assessment, academic and social language sampling, interview assessment tools, and curriculum-based procedures, including analysis of validity, reliability, and inherent cultural and linguistic biases.
How cultural and linguistic biases in assessment tools impact on an appropriate differential diagnosis between a language disorder and a language difference.
The following tasks that need to be completed in order to begin providing speech-language services:
“1.0 Role: Sensitivity to cultural and linguistic differences that affect the identification, assessment, treatment and management of communication disorders/differences in persons.”
“In the clinical setting, SLPs and audiologists are challenged to accurately diagnose clients’ problems, establish appropriate treatment, and motivate them to comply with the recommended course of treatment. Yet, our clients’ cultural beliefs will affect how they describe their health problems, the manner in which they present their symptoms, who they seek for health care, how long they remain in care, and how they evaluate the care provided,” (Tomoeda & Bayles, 2002).