Transcription of Vietnamese Adults’ and Children’s Consonants by English-Speaking Speech-Language Pathologists

2019 ◽  
Vol 72 (Suppl. 2) ◽  
pp. 92-107
Author(s):  
Sarah Masso ◽  
Sharynne McLeod ◽  
Anna Cronin ◽  
Ben Phạm
Keyword(s):  
Speech Language Pathologists ◽  
English Speaking

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

Speech-Language Pathologists’ Perceived Competence in Working With Culturally and Linguistically Diverse Clients in the United States

2020 ◽  
pp. 152574012091520
Author(s):  
Sabiha Parveen ◽  
Siva priya Santhanam
Keyword(s):  
United States ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
The United States ◽  
Perceived Competence ◽  
Culturally And Linguistically Diverse ◽  
English Speakers ◽  
Speech Language Pathologists ◽  
Preservice Training ◽  
English Speaking

A clinician’s perceived competence determines his or her ability to attain clinical outcomes and persevere through challenging situations. This study examined the perceived competence of 337 speech-language pathologists (SLPs), including monolingual and bilingual, working with culturally and linguistically diverse (CLD) clients within the United States. Results indicated comparable competence levels of both monolingual and bilingual SLPs in their service delivery to monolingual English-speaking clients. However, bilingual SLPs reported significantly higher competency than monolingual SLPs while working with non-English-speaking clients in different areas of service delivery, including speech and language assessment, dealing with challenging clinical situations, and responding to questions regarding intervention outcomes. It is likely that language concordance, awareness, and understanding of linguistic and cultural expectations of non-English-speakers help surpass communication barriers leading to increased perceived competence among bilingual SLPs. This study summarizes persisting challenges in service delivery of CLD populations and possible recommendations for preservice training of SLPs.

A Clinical Hypothesis for Intermittent Unintelligibility in Two English Language Learners

2008 ◽  
Vol 15 (3) ◽  
pp. 82-91
Author(s):  
Deborah Rhein
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Speech Language Pathologists ◽  
Speech Pattern ◽  
English Only ◽  
School Based ◽  
Academic Settings ◽  
English Speaking

Abstract Purpose: This article reports an unusual speech pattern produced by two English Language Learners (ELLs), who developed intermittent unintelligibility shortly after placement in English-only academic settings. Method: In order to determine if this speech pattern had been observed by other speech-language pathologists (SLPs), 123 school-based speech language pathologists (SLPs) were surveyed as to their experience with the pattern in both monolingual English-speaking and bilingual (languages unspecified) students aged 3-21 years. Results: The majority (76%) of SLPs reported having observed the pattern in school-age monolingual and bilingual children. Conclusions: A theoretical framework to explain the sudden development of intermittent unintelligibility in the two children in the case study as well as other children who produce the speech pattern as reported by the survey respondents is presented. Different clinical implications are suggested for different clinical populations and areas in need of further study are also discussed.

Use of Monolingual English Guidelines to Assess Stuttering in Bilingual Speakers:

2020 ◽  
Vol 2 (1) ◽  
pp. 1-23
Author(s):  
Courtney Byrd ◽  
Danielle Werle ◽  
Geoffrey A. Coalson ◽  
Kurt Eggers
Keyword(s):  
Systematic Review ◽  
Diagnostic Criteria ◽  
Speech Language Pathologists ◽  
Bilingual Speakers ◽  
Poor Understanding ◽  
English Speaking ◽  
Multiple Languages ◽  
Present Systematic Review

Speech-language pathologists can identify stuttering in multiple languages,even if they do not speak the language. However, due to differences in languagedevelopment, multilingual speakers have been documented with higherlevels of typical disfluencies in their speech than monolingual speakers. Thesehigher levels of disfluency put multilingual speakers at greater risk of misdiagnosis as individuals who stutter, due to poor understanding of the nature of the manifestation of stuttering in two or more languages and reliance on monolingual-English diagnostic criteria. The purpose of the present systematic review is to explore how stuttering is identified in multilingual speakers who are described as participants who stutter, and whether monolingual English-speaking guidelines were the most commonly used reference for determining the presence of stuttering.

Profiles of Linguistic Multicompetence in Vietnamese–English Speakers

2021 ◽  
pp. 1-17
Author(s):  
Cen Wang ◽  
Sarah Verdon ◽  
Sharynne McLeod ◽  
Van H. Tran
Keyword(s):  
Language Proficiency ◽  
Culturally Responsive ◽  
First Generation ◽  
Multinomial Logistic Regression ◽  
Self Report ◽  
English Speakers ◽  
Speech Language Pathologists ◽  
Factors Associated ◽  
English Speaking ◽  
First Generation Migrants

Purpose Speech-language pathologists work with increasing numbers of multilingual speakers; however, even when the same languages are spoken, multilingual speakers are not homogeneous. Linguistic multicompetence (aka multi-competence) considers competency across all languages and is associated with multiple demographic, migration, linguistic, and cultural factors. Method This article examines the linguistic multicompetence of adults with Vietnamese heritage living in Australia ( n = 271) and factors associated with varying profiles of multilingualism. Participants completed a self-report questionnaire (available in English and Vietnamese) regarding their language proficiency and associated factors. Results Participants were largely (76.6%) first-generation migrants to Australia. Three distinct profiles of linguistic multicompetence were statistically identified using a cluster analysis: (a) Vietnamese proficient ( n = 81, 31%), (b) similar proficiency ( n = 135, 52%), and (c) English proficient ( n = 43, 17%); that is, half were proficient in both languages. Multinomial logistic regression analyses compared participants profiled as having similar proficiency with those who were more dominant in one language. Factors associated with the Vietnamese proficient group (compared with the similar proficiency group) were that the participants used Vietnamese much more than English with different people across different situations, were more likely to believe that maintaining Vietnamese helped them communicate in English, and earned less. Participants in the English proficient group used English more than Vietnamese with different people across different situations, were more likely to have lived in English-speaking countries longer, were younger in age, and were less likely to believe that maintaining Vietnamese helped improve academic study than those with similar proficiency. Conclusion Undertaking a comprehensive language profile is an important component of any multilingual assessment to enable speech-language pathologists to develop an understanding of different presentations of linguistic multicompetence, engage in culturally responsive practice, and acknowledge that high levels of competence can be achieved across multiple languages. Supplemental Material https://doi.org/10.23641/asha.14781984

Tongue-Palate Contact during Bilabials in Normal Speech

2007 ◽  
Vol 44 (1) ◽  
pp. 87-91 ◽  
Author(s):  
Fiona E. Gibbon ◽  
Alice Lee ◽  
Ivan Yuen
Keyword(s):  
Cleft Palate ◽  
Normative Data ◽  
Clinical Work ◽  
Speech Language Pathologists ◽  
Vowel Context ◽  
Lateral Contact ◽  
English Speaking ◽  
Normal Speech

Objective: Previous research using electropalatography (EPG) identified a compensatory articulation called bilabial-lingual double articulations. These double articulations were produced for bilabials by some speakers with cleft palate and involved closure at the lips occurring simultaneously with complete tongue-palate constriction. However, no normative English EPG data exist to confirm the abnormal status of these double articulations. Design: This study reports normative data for EPG contact during bilabial closure. Acoustic and EPG data were recorded for bilabials in different vowel contexts. Participants: Eight normal English-speaking adults. Measures: One measure identified complete tongue-palate constriction, and a second measure calculated percent contact. Results: There were no instances of complete tongue-palate constriction, though some EPG contact occurred in the lateral regions of the palate. The vowel context significantly affected the amount of contact present, with /i/ having the most and /a/ having the least amount of contact. Conclusion: Complete tongue-palate constriction during bilabials of the type found in bilabial-lingual double articulations is not a feature of normal English speech and can therefore be considered an abnormal articulation pattern. Speech-language pathologists who use EPG in their clinical work should be aware that some lateral contact during bilabial closure is normal.

Writing Funding Proposals for Speech-Language Staff Development Projects

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws
Keyword(s):  
Staff Development ◽  
Development Project ◽  
Project Manager ◽  
State Funding ◽  
Service Needs ◽  
School Environments ◽  
Speech Language Pathologists ◽  
Service Programs ◽  
Speech Language Pathologist ◽  
Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

Language Test Content

1983 ◽  
Vol 14 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Robert E. Owens ◽  
Martha J. Haney ◽  
Virginia E. Giesow ◽  
Lisa F. Dooley ◽  
Richard J. Kelly
Keyword(s):  
Test Item ◽  
Language Assessment ◽  
Assessment Tools ◽  
Language Test ◽  
Speech Language Pathologists ◽  
Diagnostic Aid ◽  
Item Content

This paper examines the test item content of several language assessment tools. A comparison of test breadth and depth is presented. The resultant information provides a diagnostic aid for school speech-language pathologists.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

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