Bilingual Children & the SLP

Bilingual Children & the SLPBilingual Children & the SLP

Providing Appropriate Treatment & Intervention for Bilingual Children Intervention for Bilingual Children

Presented by:Presented by:

Amy Faith, MS, CCC-SLP

Bilingual Speech-Language PathologistBilingual Speech-Language Pathologist

Rogers Public Schools

[email protected]

479-631-3630479-631-3630

How many Spanish speakers?How many Spanish speakers?How many Spanish speakers?How many Spanish speakers?How many Spanish speakers?How many Spanish speakers?How many Spanish speakers?How many Spanish speakers?� 50.5 million

� The Hispanic population of the United States as of April 1, 2010, making people of � The Hispanic population of the United States as of April 1, 2010, making people of Hispanic origin the nation's largest ethnic or race minority. Hispanics constituted 16.3 percent of the nation's total population. In addition, there are 3.7 million residents of Puerto Rico, a U.S. territory.

� 43%� 43%� Percentage increase in the Hispanic population between April 1, 2000, and April 1,

2010.

� 132.8 million� The projected Hispanic population of the United States on July 1, 2050. According to � The projected Hispanic population of the United States on July 1, 2050. According to

this projection, Hispanics will constitute 30 percent of the nation's population by that date.

� 2nd Ranking of the size of the U.S. Hispanic population worldwide, as of 2010. Only Mexico (112 million) had a larger Hispanic population than the United States (50.5 million) 2(112 million) had a larger Hispanic population than the United States (50.5 million)

Census website: see references slides

How many Bilingual SLP’s?How many Bilingual SLP’s?How many Bilingual SLP’s?How many Bilingual SLP’s?How many Bilingual SLP’s?How many Bilingual SLP’s?How many Bilingual SLP’s?How many Bilingual SLP’s?

�According to ASHA:�According to ASHA:�5.1% of SLP’s are bilingual

�2.2% of SLP’s are Spanish-�2.2% of SLP’s are Spanish-speaking

�55% of SLP’s have English-�55% of SLP’s have English-Language Learners on their caseloadcaseload

WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?� “Individuals shall not discriminate in the delivery of

professional services”(ASHA Principles of Ethics I, Rule C)professional services”(ASHA Principles of Ethics I, Rule C)� “Individuals shall engage in only those aspects of the

profession that are within the scope of their competence, profession that are within the scope of their competence, considering their level of education, training, and experience.” (ASHA Principles of Ethics II, Rule B)

� “…this ethical principle essentially mandates that clinicians � “…this ethical principle essentially mandates that clinicians continue in lifelong learning to develop those knowledge and skills required to provide culturally and linguistically appropriate services, rather than interpret Principles of appropriate services, rather than interpret Principles of Ethics II, Rule B as a reason not to provide the services.” (ASHA, 2004)(ASHA, 2004)

WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?� “Assessment and intervention of speech and language disorders of limited

English proficient speakers should be conducted in the client's primary English proficient speakers should be conducted in the client's primary language.” (ASHA 1985)

� Consistent with the World Health Organization (WHO) framework, assessment is conducted to identify and describe —assessment is conducted to identify and describe —� underlying structural/functional strengths and deficits in language (and

literacy) knowledge and skills within the individual's primary language that affect communication performance with others who speak the same language;language;

� effects of speech-language and communication impairments on the individual's activities (capacity and performance in everyday curricular/communication contexts) and participation within the individual's curricular/communication contexts) and participation within the individual's community;

� contextual factors that serve as barriers to or facilitators of successful communication and participation.

(ASHA, 2004, Preferred Practice Patterns)

WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?WHAT DOES ASHA SAY?“Providing Culturally Competent Services —With the ever-

increasing diversity in the schools, SLPs make important increasing diversity in the schools, SLPs make important contributions to ensure that all students receive quality, culturally competent services. SLPs have the expertise to distinguish a language disorder from “something else.” That “something else” might include cultural and linguistic differences, socioeconomic language disorder from “something else.” That “something else” might include cultural and linguistic differences, socioeconomic factors, lack of adequate prior instruction, and the process of acquiring the dialect of English used in the schools. This expertise leads to more accurate and appropriate identification of student leads to more accurate and appropriate identification of student needs. SLPs can also address the impact of language differences and second language acquisition on student learning and provide assistance to teachers in promoting educational growth.”assistance to teachers in promoting educational growth.”

American Speech-Language-Hearing Association. (2000). Guidelines for the roles and responsibilities of the school-based speech-language pathologist [Guidelines]. Available from www.asha.org/policy.www.asha.org/policy.

IDEAIDEAIDEAIDEAIDEAIDEAIDEAIDEA� “Each local educational agency shall ensure that-”

� (A) assessments and other evaluation materials used to � (A) assessments and other evaluation materials used to assess a child under this section-� “(i) are selected and administered so as not to be � “(i) are selected and administered so as not to be discriminatory on a racial or cultural basis;

� (ii) are provided and administered in the language and form most likely to yield accurate information on what the child most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administer;”administer;”

(Public Law 108-446)

TRUE OR FALSE QUIZTRUE OR FALSE QUIZ1. Bilingualism is an equal knowledge of two languages.

2. According to biological views of language, both hemispheres of the brain are involved in language development.

3. Humans are genetically predisposed to acquiring language from 3. Humans are genetically predisposed to acquiring language from birth.

4. Globally, children acquire language within a short period of 4. Globally, children acquire language within a short period of time and at the same rate, whether or not children are encouraged to initiate and participate in conversations with adults.

5. Imitation and reinforcement are not necessary to acquire language.language.

TRUE OR FALSE QUIZTRUE OR FALSE QUIZ6. Some cultures expect children to learn language by listening

and observing adult language.and observing adult language.7. Girls typically have a larger vocabulary than boys and acquire

words more quickly than boys.words more quickly than boys.8. Bilingual children are capable of learning the same number of

words at the same time as children from single-language families.families.

9. Metalinguistic awareness is not required for language development.development.

10. Syntax is not yet perfected when adolescents enter high school.11. Teachers can encourage language development in the

classroom by encouraging the development of listening skillsclassroom by encouraging the development of listening skills

How does culture impact therapy?How does culture impact therapy?How does culture impact therapy?How does culture impact therapy?How does culture impact therapy?How does culture impact therapy?How does culture impact therapy?How does culture impact therapy?� Visit with a partner or in a small group at your table

regarding the following questions:regarding the following questions:

1. Does culture play any role in treatment?

2. If so, what is the role?2. If so, what is the role?

3. Can you share with your group any life experience you have had relating to experience you have had relating to culture?

What does ASHA say?What does ASHA say?� http://www.asha.org/policy/KS2004-00215/

� American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speech-language pathologists and Knowledge and skills needed by speech-language pathologists and audiologists to provide culturally and linguistically appropriate services [Knowledge and Skills]. Available from services [Knowledge and Skills]. Available from www.asha.org/policy.

Hispanic vs. LatinoHispanic vs. Latino� What’s in a name?

Hispanic is a term created by the U.S. government in the � Hispanic is a term created by the U.S. government in the 1970’s. It refers in general to anyone of Spanish descent.

� Latino is short for ‘latinoamericano’ and refers more specifically � Latino is short for ‘latinoamericano’ and refers more specifically to people from Latin America.

� Latino is gaining in acceptance and is currently preferred strongly by some groups.strongly by some groups.

How do we define culture?How do we define culture?� There are nine parameters that can be used to characterize cultures:

1. The value placed on individualism versus collectivism1. The value placed on individualism versus collectivism

2. Views of time and space

3. Roles of men and women

4. Concepts of class and status

5. Values

6. Language6. Language

7. Rituals

8. The significance of work

Beliefs about health 9. Beliefs about health

(Tomoeda, Cheryl K. & Bayles, Kathryn A., (2002, April). Asha Leader, 7, p 4-5. )

Individualism vs. CollectivismIndividualism vs. Collectivism� This is used to describe how much value is placed on the

individual vs. the whole.individual vs. the whole.

� Mainstream American culture is very individualistic.

� Hispanic culture is collectivist.� Hispanic culture is collectivist.� This means the entire family is valued above the individuals.

� The entire family is often involved in the rearing of children.� The entire family is often involved in the rearing of children.

� It is common for extended families to live together under one roof.

How this impacts treatment:How this impacts treatment:� Collectivism feeds into Hispanic families’ tendency to

nurture and placate children.nurture and placate children.

� Children are often not ‘pushed’ as in mainstream American families to develop more quickly.families to develop more quickly.

� Positive feelings are encouraged; negative feelings are discouraged.discouraged.

� Also, as children are often raised by a large family, there are often a lot of opinions about whether children are truly delayed.

Views of Time & SpaceViews of Time & Space� This refers to how much emphasis is placed on scheduling

and being punctual.and being punctual.

� The Hispanic culture views time as relative. It is more important to finish what you are currently doing than to be important to finish what you are currently doing than to be on time to start something new.

� Mainstream Americans are very rigid with time. It is � Mainstream Americans are very rigid with time. It is considered rude to be late.

� Many Hispanics do not consider it rude to be late.

� Many Hispanics also require less personal space to feel comfortable.

How this impacts treatment: How this impacts treatment: � Obviously, it is often seen to impact treatment in regards to

arriving on time.arriving on time.

� Also seen in arriving on time for school in general.

� Personal space has more flexibility in Hispanic culture. � Personal space has more flexibility in Hispanic culture. Remember this when judging social skills in these children, particularly if you notice the parents with the same behavior. particularly if you notice the parents with the same behavior.

Gender RolesGender Roles� Within the traditional Latino culture, the role of the male is

much more ‘macho’ and the role of the female is often to put much more ‘macho’ and the role of the female is often to put the needs of the family before herself. Females are often seen as primary caregivers for children. Females are often in as primary caregivers for children. Females are often in charge of the home.

� In my experience, this varies from family to family, often In my experience, this varies from family to family, often depending on the education level of the family – specifically the education level of the mother.

How this impacts treatment: How this impacts treatment: � Depending on the family, the mother may be the best person

with which to relate therapy needs. Dad may be the final with which to relate therapy needs. Dad may be the final decision-maker regarding consent, payment, etc.

� Also do not be surprised if a woman in this type of family � Also do not be surprised if a woman in this type of family requests to take information home to review with her husband.husband.

Concepts of Class & StatusConcepts of Class & Status� Wealth is a large determiner of class in Latino cultures. � College degrees are also seen as a great source of pride.� College degrees are also seen as a great source of pride.� Employment outside of the home can be seen as important

for a man; however, employment for a woman can be seen as for a man; however, employment for a woman can be seen as a source of shame. That said, again, this varies largely family to family.

� Advancing social class is important to many Latinos and this � Advancing social class is important to many Latinos and this is the driving force behind immigration.

� It is also the reason many Latinos are nicely dressed and can � It is also the reason many Latinos are nicely dressed and can value material possessions, as they are outward evidence of advancing social class.

How this impacts treatment: How this impacts treatment: � Because social class is important to Latinos, they often value

expertise – in school, in the medical professions, etc.expertise – in school, in the medical professions, etc.

� This can cause Latino families to be less inclined to ask questions and/or challenge a professional. They often take questions and/or challenge a professional. They often take what you say as definite and absolute.

ValuesValues� Hispanic families value:

� Family� Family� Religion – A great majority are Catholic� Respect� Personalism� Personalism

Mexican-Americans maintain this Latino perspective as well. In a survey of Mexican-American and Anglo-American mothers, the Mexican-American Mexican-American and Anglo-American mothers, the Mexican-American mothers placed higher value on characteristics of conformity than self-direction or social traits, desiring to teach their children to be polite to adults and to obey parents and teachers. By comparison, Anglo-American mothers placed higher value on self-direction and social traits and mothers placed higher value on self-direction and social traits and believed it important to teach children to express curiosity about many things (Rodriguez & Olswang, 2003).

How this impacts treatment: How this impacts treatment: � Values are important to remember when planning treatment

and also when holding discussions with children. It is easy to and also when holding discussions with children. It is easy to offend a family by implicating their values are not important.

LanguageLanguage� This parameter involves how pragmatics influence the

overriding language behavior of the group. And also how overriding language behavior of the group. And also how important the native language is to the identify of the group.

� Hispanic culture is considered to be high-context culture. � Hispanic culture is considered to be high-context culture. This means that nonverbal communication is very important.

How this impacts treatment: How this impacts treatment: � For Latino families, nonverbal communication is important.

This means they place a lot of importance on your facial This means they place a lot of importance on your facial expressions, handshakes, and other nonverbal cues.

� It is often important to chat with Latino families in order for � It is often important to chat with Latino families in order for them to be comfortable. For example, they may wish to begin conferences with a brief chat to catch up on how your begin conferences with a brief chat to catch up on how your children are doing, etc. Whereas a mainstream American family would view this as ‘nosy’ or a waste of your time, to the Hispanic family this is view as being ‘polite’ and the Hispanic family this is view as being ‘polite’ and acknowledging your family and life as a whole before getting down to business. down to business.

RitualsRituals� This refers to holidays and other important days.

� Some important Latino holidays that we do not celebrate include:� Dia de los Reyes� Dia de los Reyes

� Dia de los Muertos

� Feast of our Lady of Guadalupe� Feast of our Lady of Guadalupe

� Noche Buena (Christmas Eve)

� Cinco de Mayo

� Mexican Independence Day (Sept 15)

How this impacts treatment: How this impacts treatment: � It is important to know that these days may be important to

your student/client. It is a good opportunity to build your student/client. It is a good opportunity to build rapport with them if you acknowledge these days and understand why they are important to them. understand why they are important to them.

Significance of WorkSignificance of Work� This refers to how work is seen by the culture.

How this impacts treatment: How this impacts treatment: � Mainstream American individuals are often defined by their

work. Latinos are defined by their role within a group effort.

� For example, in Latino families, it is often seen as expected for children to have work roles within the family – this may for children to have work roles within the family – this may be as translator, babysitter, etc.

Beliefs about HealthBeliefs about Health� Beliefs about health vary greatly among cultures. In some

cultures, people with disabilities are seen as ‘holy.’ In other cultures, people with disabilities are seen as ‘holy.’ In other cultures, they are seen as ‘cursed.’

� Within the Latino culture, disability is commonly accepted as ‘God’s will.’ Children are seen as being created exactly the way ‘God’s will.’ Children are seen as being created exactly the way God intended.

� Many Latinos are also prone to natural cures, home remedies, Many Latinos are also prone to natural cures, home remedies, ‘Old Wives’ Tales’ for cures, and might believe prayer will make a huge impact in their child’s well-being.

� Some Hispanics also believe in ‘mal ojo’ which refers to a child’s � Some Hispanics also believe in ‘mal ojo’ which refers to a child’s disability being a punishment to the mother or father for bad behavior (jealousy).

How this impacts treatment: How this impacts treatment: � Parents belief about the cause of the problem can greatly

influence their outlook on treatment for a problem. influence their outlook on treatment for a problem.

� For example, if they believe a child’s stuttering problem is the will of God, they might not be too likely to work hard to the will of God, they might not be too likely to work hard to fix what they do not see as fixable.

� http://speechpathologyceus.net/wp-content/uploads/2011/03/abad_1011.pdf

A few other things . . . . A few other things . . . . � ‘Simpatía’: a term used to describe Hispanics’ preference for

smoother social interactions, based on respect. Overt smoother social interactions, based on respect. Overt disagreement is often not considered appropriate behavior.

� Many Hispanics, particularly if not raised in the U.S., will � Many Hispanics, particularly if not raised in the U.S., will avoid eye contact with authority figures.

� Many Hispanics will not in affirmation, but not necessarily � Many Hispanics will not in affirmation, but not necessarily mean agreement.

� Modesty & privacy are valued.

General Factors to Regarding Culture:General Factors to Regarding Culture:� What is cultural assimilation?

� “Cultural assimilation is the process by which a person or a � “Cultural assimilation is the process by which a person or a group's language or culture come to resemble those of another group.” (Wikipedia)

� What is acculturation?� What is acculturation?� “Acculturation explains the process of cultural and psychological

change that results following meeting between cultures.[1]The effects of acculturation can be seen at multiple levels in both interacting of acculturation can be seen at multiple levels in both interacting cultures. At the group level, acculturation often results in changes to culture, customs, and social institutions. Noticeable group level effects of acculturation often include changes in food, clothing, and language. At the individual level, differences in the way individuals language. At the individual level, differences in the way individuals acculturate have been shown to be associated not just with changes in daily behavior, but with numerous measures of psychological and physical well-being.” (Wikipedia)

Factors to consider:Factors to consider:1. Wishes of the family

2. Language fluency of the SLP

3. Language fluency and/or dominance of the child

Child’s environment4. Child’s environment

5. Child’s wishes

6. The demands and expectations of your setting6. The demands and expectations of your setting

7. The expected and/or desired outcome for the child

Language DominanceLanguage Dominance� This is really not something I like to focus on personally.

� However, for the purposes of this training we will definite language dominance as “the language in which a bilingual has greater grammatical proficiency, more vocabulary, and greater grammatical proficiency, more vocabulary, and greater fluency than the other language,” (Genesee, et al, 2004). 2004).

� Goldstein (2004) refers to language dominance as an ever-moving target.

� Dominant language can change throughout the lifespan.

Language Dominance, cont.Language Dominance, cont.� The ‘preferred language’ is not always the dominant

language. language. � My personal experience is that it is sometimes difficult to

determine language dominance and not every child (or adult) determine language dominance and not every child (or adult) has a clearly dominant language.

� If you are going to determine language dominance, the only way to do so is to assess the child in both languages.way to do so is to assess the child in both languages.

� Do not rely on parent report for determining language dominance.dominance.

� Do not rely on one-word vocabulary tests for determining language dominance.

Language Dominance, cont.Language Dominance, cont.� Also, just a side note . . . .

Determining language dominance does not get you an easy pass � Determining language dominance does not get you an easy pass for not assessing in the second language.

� A thorough language (or articulation) assessment or a bilingual � A thorough language (or articulation) assessment or a bilingual individual should always include assessments of any and all language the child speaks.

A Bilingual Approach:A Bilingual Approach:� A number of researchers have advocated a bilingual approach

to intervention where both languages are targeted within the to intervention where both languages are targeted within the therapy sessions (Gutierrez-Clellan, 1999; etc.)

� These authors argue that bilingual intervention is the best � These authors argue that bilingual intervention is the best way to see progress in both languages.

List of Assessments Currently in

Publication:Publication:

� ARTICULATION:ARTICULATION:�Contextual Probes of Articulation Competence –Spanish (CPAC-S)

� Spanish Articulation Measures (SAM) – does not yield a standard score

� Spanish Preschool Articulation Test (SPAT)� Spanish Preschool Articulation Test (SPAT)

Spanish Phoneme DevelopmentSpanish Phoneme Development� http://lakegeneva.groupfusion.net/modules/groups/home

pagefiles/cms/45449/File/Speech%20Pathologist/Spanish_pagefiles/cms/45449/File/Speech%20Pathologist/Spanish_Sound_Dev_Chart.pdf

Spanish Phoneme DevelopmentSpanish Phoneme Development

EnglishEnglishEnglishEnglish SpanishSpanishSpanishSpanishEnglishEnglishEnglishEnglish SpanishSpanishSpanishSpanish

� Has 13 vowels

� Has 26 consonant

� Has 5 vowels

� Has 18 consonant � Has 26 consonant phonemes

� Has vowel diphthongs

� Has 18 consonant phonemes

� Has vowel diphthongs� Has vowel diphthongs

� Dominated by CVC structure

� Has vowel diphthongs

� Dominated by CV structure

Spanish ArticulationSpanish Articulation� Words can end in only 10 different sounds: /a/, /e/, /i/,

/o/, /u/, /l/, /r/, /n/, /s/, /d//o/, /u/, /l/, /r/, /n/, /s/, /d/

� Frontal /s/- Spanish is produce more frontally than English /s//s/

� /t/, /d/, /n/ may be dentalized and not considered in error

� /ch/ and /sh/ substitutions are common� /ch/ and /sh/ substitutions are common

� /b/ and /v/ substitutions are also common

Spanish DialectsSpanish Dialects� Speakers of a Caribbean dialect (Puerto Ricans, Dominicans) may

substitute trill /r/ for /l/ or /d/ as a dialectical variation. For substitute trill /r/ for /l/ or /d/ as a dialectical variation. For example, amor would be pronounced amol.

� Speakers of a Caribbean dialect may also leave off final consonants � Speakers of a Caribbean dialect may also leave off final consonants as a dialectical variation. For example, ‘los amigos’ will often be pronounced as ‘lo amigo.’

� Speakers of some South American dialects (Venezuelans, Bolivians) � Speakers of some South American dialects (Venezuelans, Bolivians) may exhibit cluster reduction as a dialectical variation

� Castilian Spanish (which you will probably never see) has a very � Castilian Spanish (which you will probably never see) has a very distinct /th/ pronunciation of /s/ sounds. This follows a very regulated pattern.

Interesting to Note . . . Interesting to Note . . . � Spanish is a syllabic language. This means that all syllable

have the same duration, regardless of stress. To a non-native have the same duration, regardless of stress. To a non-native Spanish speaker, this causes Spanish to be perceived as a ‘quick’ language. ‘quick’ language.

� By contrast, English is an accentual language. This means that syllables with an accent have a longer duration. This causes syllables with an accent have a longer duration. This causes English to be perceived as a ‘slower spoken’ language.

Just because I’m a nerd . . . Just because I’m a nerd . . . � Spanish has accents to mark stress in their words. The

general rule in Spanish is that for words that end in a vowel, general rule in Spanish is that for words that end in a vowel, /n/, or an /s/, the accent falls in the 2nd to last syllable in the word – this means words have penultimate stress. If that the word – this means words have penultimate stress. If that syllable is stressed, there’s no accent. For example, ‘casa,’ ‘amigo,’ ‘enchilada.’

� If a word ends in another letter, stress falls on the last syllable. For example, ‘hotel’, ‘verdad,’ etc.

� If the rule is broken, the word requires an accent. For � If the rule is broken, the word requires an accent. For example, ‘está,’ ‘común,’ ‘lápiz,’ etc.

Spanish Phoneme DevelopmentSpanish Phoneme Development� In both languages:

First acquired is –

stops

nasals

fricatives and affricates

liquidsliquids

Phonological AssessmentPhonological AssessmentPhonological AssessmentPhonological AssessmentPhonological AssessmentPhonological AssessmentPhonological AssessmentPhonological Assessment� Research tells us that phonological development across

languages is not consistent, as articulation development is languages is not consistent, as articulation development is more likely to be

� Languages have different structures which impact � Languages have different structures which impact phonological development� For example, Spanish has very few final consonants and English � For example, Spanish has very few final consonants and English has lots of words with final consonants

What is Spanish-Influenced

English? � Spanish-Influenced English is a term used � Spanish-Influenced English is a term used

to describe predictable articulation and language patterns of a person learning both English and Spanish. English and Spanish.

� Refer to Super Duper Handy Hand-out for examples of articulation patterns of SIE. examples of articulation patterns of SIE.

� Articulation errors due to SIE are considered language difference and not language disorder. language disorder.

� I typically include an adjusted score ‘for informational purposes only’ and do not informational purposes only’ and do not include these errors in adjusted score

Characteristics of Spanish-Influenced

English – CONSONANTS English – CONSONANTS

� /ch/ and /sh/ substitutions are common

� /b/ and /v/ substitutions are also common

� /th/ does not exist in Spanish in voiced or voiceless form� /t/, /d/, and /f/ are common substitutions for this sound� /t/, /d/, and /f/ are common substitutions for this sound

� Trill /r/ may be commonly substituted with alveolars such as /d/ or /l/ /d/ or /l/

� /s/ and /z/ substitutions are common

Characteristics of Spanish-Influenced

English – VOWELS English – VOWELS � There are major differences between the vocalic phonemes in

Spanish and English. In Spanish, there are five vowels that Spanish and English. In Spanish, there are five vowels that consistently represent the single tense vowel sounds /a/, /e/,/i/, /o/, and /u/. In contrast, English vowels represent many tense and lax vowel sounds including /a/, represent many tense and lax vowel sounds including /a/, /ah/, ‘a’ in at, /aw/, /e/, /eh/, /i/, /I/, /o/, /u/, and /uh/. English language learners may use forward transfer by /uh/. English language learners may use forward transfer by substituting tense vowels from L1 for lax vowels in English. For example, a student might pronounce the word “man” with the tense /a/ as in “mahn” instead of the lax vowel ‘a’ in with the tense /a/ as in “mahn” instead of the lax vowel ‘a’ in at.

(Gorman & Kester, Spanish-Influenced English)

Articulation treatment of bilinguals:Articulation treatment of bilinguals:

1. Always start with the phonemes the two languages share. This will make your therapy the most effective.This will make your therapy the most effective.

2. Once those phonemes have been mastered, move on to the phonemes that exist individually in each language. You phonemes that exist individually in each language. You might choose to focus on one phoneme from each language if you are treating your child in a bilingual fashion.if you are treating your child in a bilingual fashion.

3. Remember that native language support is always helpful for the child, depending on their proficiency in both languages. languages.

Articulation Treatment within the Public

SchoolsSchools

� This is a tricky question; however, it is my opinion that public school-based SLP’s are only appropriate when treating school-based SLP’s are only appropriate when treating articulation problems impacting English. Our therapy is intended to support students academically. How can you intended to support students academically. How can you explain that not being able to produce a trill /r/ is impacting a student’s ability to participate in an English-based curriculum and classroom. We must verify the problem we curriculum and classroom. We must verify the problem we are treating is a language disorder (not difference).

� Articulation problems occurring within the Spanish language � Articulation problems occurring within the Spanish language only should be referred to a private clinic.

The SIOP ModelThe SIOP Model

A few slides from a presentation made by Metropolitan School District of Washington Metropolitan School District of Washington

Township (Indiana)

What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?� S = Sheltered� I = Instructional � I = Instructional � O = Observation� P = Protocol� P = ProtocolSIOP was started by Echevarria & Short to assist teachers in

improving their adaptations for ELLs in L2 taught classes.improving their adaptations for ELLs in L2 taught classes.

What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?

� Sheltered instruction is � Sheltered instruction is � one of the instructional models that uses English only.� Not a set of additional or replacement instructional techniques for the content area classroom with native speakers.for the content area classroom with native speakers.

� An instructional form to extend time ELLs have for language support services while providing content area information support services while providing content area information required for graduation.

� Wide-spread and exists in many variations

What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?What is SIOP?

� SIOP includes specific lesson planning and delivery suggestions � SIOP includes specific lesson planning and delivery suggestions and teacher observation protocols

� Sheltered instruction includes strategies such as � Cooperative learning,� Cooperative learning,� Explicit, targeted vocabulary development� Slower speech with clear enunciation and fewer idiomatic expressions� Visuals, demonstrations and hands-on learning� Visuals, demonstrations and hands-on learning� Text adaptations� Homework adaptations� Supplementary materials� Supplementary materials

SIOP Components or FeaturesSIOP Components or Features

� (1) Content objectives must be clearly stated, displayed and reviewed with studentsdisplayed and reviewed with students

� (2) Language objectives must be clearly stated, displayed and reviewed with students.displayed and reviewed with students.

� (3) Content concepts must be appropriate for age and educational background of ELLs.educational background of ELLs.

� (4) Supplementary materials must be used to a high degree.� Manipulatives, realia, pictures, visuals, multimedia, � Manipulatives, realia, pictures, visuals, multimedia, demonstrations


� (5) Adaptations of content to all levels of student proficiency must be providedmust be provided� Graphic organizers� Outlines (culture-sensitive for linearly and circularly processing students)� Leveled study guides� Leveled study guides� Highlighted texts� Taped texts� Adapted texts (Dr. Costner’s presentation)� Adapted texts (Dr. Costner’s presentation)� Jigsaw text reading� Marginal notes� Texts in ELLs’ L1� Texts in ELLs’ L1


� (6) Provide Meaningful activities that integrate Lesson concepts with language practice opportunities. Here the SIOP protocol and lesson planning language practice opportunities. Here the SIOP protocol and lesson planning guides are helpful.

� (7) Concepts are explicitly linked to to students’ background experiences� (7) Concepts are explicitly linked to to students’ background experiences� Provide background and discuss orally (video, read aloud� Partner reading that includes checking off a list to indicate what you know

and do not know or what is confusingand do not know or what is confusing

� (8) Provide explicit links between past learning and new concepts


� (9) Emphasize key vocabulary and make it a multisensory learning experience (see, say, write, act)learning experience (see, say, write, act)� Highlight word patterns and their meanings (Ida Ehrlich (2001). Instant Vocabulary,

Penguin Books)� Differentiate between function/processing words and content words� Differentiate between function/processing words and content words� Word sorts with and without pictures for content vocabulary� preselect key vocabulary (5 by 5)� Personal dictionaries (multilingual0� Word walls with content vocabulary and images� Concept definition maps� Generate words that carry a particular pattern (groups)� Self-assessment of word knowledge� Self-assessment of word knowledge� Vocabulary games (see website: www.linguisystems.com)� Word study books


� (10) Use speech that is appropriate for students’ proficiency levelslevels� Sentence complexity� Vocabulary� Gestures� Pace� Enunciations� Enunciations� Repetitions supported with gestures� Idiom use

(11) Provide clear explanations of academic tasks in simple � (11) Provide clear explanations of academic tasks in simple language


� (12) Use a variety of techniques to make content concepts clear� Gestures� Gestures� Model task, process or assignment (do what you say students are to do)� Preview material for optimal learning� Allow alternative forms for expressing understanding of informationAllow alternative forms for expressing understanding of information� Use multimedia and other technologies� Repeated exposure to words, concepts, and skills� Sentence strips to review events/facts/ problems solving steps with and without

imagesimages� Concrete, realistic models and hands-on working in small increments� Graphic organizers� Audiotapes for comprehension as oral language usually develops faster than written � Audiotapes for comprehension as oral language usually develops faster than written

language

SIOP Components or Features

� (13) Provide ample opportunities for students to use/apply learning strategies: metacognitive, cognitive, and social/affective strategies, social/affective strategies, � Mnemonic devices� Acronyms for test taking, study and writing tasks� Graphic organizers� Directed- Reading Thinking activities (DRTA)� Listening and reading comprehension strategies

Rehearsal strategies� Rehearsal strategies� See also CALLA (O’ Malley & Chamot, 1987;1994)


� (14) Consistently use scaffolding techniques to assist and support student understanding and information and support student understanding and information retention � Paraphrasing� Think-alouds� Think-alouds� Reinforce contextual definitions� Provide correct pronunciation by repeating student responsesProvide correct pronunciation by repeating student responses� Slow down speech, increase pauses, speak in phrases


� (15) Use a variety of questions or tasks that promote HOTSHOTS

� (16) Provide frequent opportunities for discussion and interaction(16) Provide frequent opportunities for discussion and interaction� Games� Communication through technology� Communication through technology� Performing, acting� Pair dialogue and sharing of informationShow and tell� Show and tell


� (17) Support language and content objective through grouping configurations.

� (18) Provide sufficient wait time for student responses.� 50-50 television show model� 50-50 television show model� Phone a friend

� (19) Provide ample opportunity for students to clarify key concepts in L1


� (20) Provide hands-on materials and manipulatives for students to practice using the new content in context.

� (21) provide activities that allow students to apply content and language knowledge together.language knowledge together.

� (22) Integrate all language skills into content area instruction.

� (23) Content objectives must be clearly supported by lesson delivery.delivery.


� (24) Language objectives must be clearly supported by lesson delivery.by lesson delivery.

� (25) Students are engaged 90-100% of the time.(25) Students are engaged 90-100% of the time.

� (26) Pace lesson delivery according to students’ ability levels.ability levels.


Publication:Publication:

� LANGUAGE – STANDARDIZED:�CELF-3 Spanish�CELF-4 Spanish�CELF-P2 Spanish�PLS-4 Spanish�PLS-5 Spanish/English Bilingual Version�TELD-3 Spanish�Wiig Assessment of Basic Concepts Spanish (WABC)


Publication:Publication:� LANGUAGE – STANDARDIZED, CONT:

� Test of Phonological Awareness – Spanish� Test of Phonological Awareness – Spanish� EOWPVT/ROWPVT – Bilingual Version (just currently revised in

an up-dated version)� Boehm Test of Basic Concepts – Spanish� Boehm Test of Basic Concepts – Spanish� Test de Vocabulario en Imagines Peabody (TVIP) – Spanish version

of PPVT� DIAL/RAPIDIAL – screener for young children, yields a

percentile rankpercentile rank� Test of Auditory Processing Skills – Bilingual (TAPS-Bilingual)

� LANGUAGE – CRITERION-REFERENCED:� Spanish Language Assessment Procedures (SLAP)� Spanish Language Assessment Procedures (SLAP)� Spanish test for Assessment of Morphologic Production (STAMP)

THERAPYTHERAPY� Plan activities with LOTS of visual support

� Make continuous eye contact with the child� If they don’t understand your language, they will get a lot from your facial expressions and nonverbal interactionsyour facial expressions and nonverbal interactions

� Involve parents and/or siblings in your sessions

� Empower the parent to continue therapeutic � Empower the parent to continue therapeutic intervention at home

� Provide information to parent in their native language if � Provide information to parent in their native language if possible

THERAPY STRATEGIES – Vocabulary THERAPY STRATEGIES – Vocabulary

1. Build Background with vocabulary.1. Build Background with vocabulary.


2. Be very specific with vocabulary – this means Be very specific with vocabulary – this means pick a list of words to target.

3. Be repetitive.3. Be repetitive.

4. Provide a lot of visual support.� I often keep my iPad on my table so we can look � I often keep my iPad on my table so we can look

up pictures of words.

� Create or borrow vocabulary slideshows from the � Create or borrow vocabulary slideshows from the internet – Pinterest, SmartExchange, etc.


5. Provide pre-reading and post-reading activities.(will talk more about this later)

6. Provide students with opportunities to use 6. Provide students with opportunities to use words themselves

7. Provide students opportunities to manipulate wordswords

Language Therapy – Using Story BooksLanguage Therapy – Using Story Books

I use a LOT of storybooks in my room. Why? I use a LOT of storybooks in my room. Why? � They can be used to target just about any goal.

� They teach within a context.

� Are high-interest for children.

� Help students toward AR goals within the classroom.

� Require little preparation time.

� Provide an easy structure for therapy.

� Provide a LOT of visual support for students.

Provide Pre- and Post-Reading

ActivitiesActivities

Good pre-reading activities include: Good pre-reading activities include:

1. Graphic organizers

2. Discussion2. Discussion

3. Music

4. Word webs 4. Word webs

5. Allow students to tell a story related to what will happen in the bookwill happen in the book

Provide Pre- and Post-Reading

ActivitiesActivities

Good post-reading activities include: Good post-reading activities include:

1. Discussion

2. Narrative story practice2. Narrative story practice

3. Targeted vocabulary recall.

Involving Families in TherapyInvolving Families in Therapy� Be specific about things they can do.

� Give examples.

� Repeat over and over how much of an impact parents can make.make.

� Send home materials in the home language if possible.

� If you have access to a translator, have the translator call � If you have access to a translator, have the translator call periodically and check in with the family to see if they have questions. questions.

Fluency in a foreign languageFluency in a foreign language� Refers to overall spoken language proficiency

� Rate, continuity, rhythm, and effort with which the language is produced.

� Half of all children go through developmental stuttering. � Half of all children go through developmental stuttering.

� 75% of these children have their onset between 2 ½ and 3 ½.

� Boys have a 3:1 ratio with girls as preschoolers; 5:1 ratio as � Boys have a 3:1 ratio with girls as preschoolers; 5:1 ratio as school age.

Factors for Persistent StutteringFactors for Persistent Stuttering� If children start later, they are at higher risk for long-term

problemproblem

� Boys have a greater risk for long-term problem

� Family history� Family history

� Language ability (children with weaker language abilities are at a greater risk for a long-term problem)at a greater risk for a long-term problem)

� Longer duration = greater risk of long-term problem

Is stuttering more prevalent among

bilinguals?bilinguals?

� Research is beginning to indicate that younger children might be more vulnerable to stuttering if they are exposed to 2 be more vulnerable to stuttering if they are exposed to 2 languages sequentially, during the period developmental stuttering is more commonstuttering is more common

� Bilingualism identified as 1 of 6 risk factors to begin stuttering (Ajdacic-Gross et al. 2009)stuttering (Ajdacic-Gross et al. 2009)

� Similar prevalence found (internet survey – AuYeung, 2000)

� No evidence that early bilingualism may be a cause of abnormal disfluency

Can stuttering occur in just one

language?language?

� Pretty much . . . . No.

� Perhaps in an individual that is far more dominant in one language than the other

� Or if the fluency has a weird neurologic basis� Or if the fluency has a weird neurologic basis

� True stuttering should occur in both languages, but patterns in each language can be different.in each language can be different.

Does language proficiency affect

severity of stuttering?severity of stuttering?

� Yes.

� You should see more stuttering in the weaker language (Bernstein Ratner, 2011) due to increased stress and more motoric planningmotoric planning

Does introducing a 2nd language

increase the possibility of stuttering in increase the possibility of stuttering in

a person already at risk?a person already at risk?

� No evidence if this at this point.

� Consider other risk factors and the presence of a language � Consider other risk factors and the presence of a language delay

� Evidence that eliminating bilingual input to preschool children increases their fluency is limited and highly disputed within the academic community (Bernstein Ratner, 2004; Van Borsel et al, 2001)Borsel et al, 2001)

What is similar in assessment

compared to monolinguals?� Atypical dysfluencies� Atypical dysfluencies

� Duration

� Secondary behaviors� Secondary behaviors

� Child’s feelings

� History� History

� Parents attitudes

� Disruption in the typical forward flow of speech� Disruption in the typical forward flow of speech

What’s different compared What’s different compared

to monolinguals regarding

assessment?assessment?� Need to take into account the time of exposure to each

languagelanguage

� Level of proficiency in each language

� Is stuttering occurring in both languages?� Is stuttering occurring in both languages?

� How much is occurring in each language?

Stuttering & The Bilingual ExperienceStuttering & The Bilingual Experience

� Code-switching can be used to avoid a block.

� Hesitations, filler words, revisions, word and phrase repetitions can be used as a normal part of bilingual word-finding.finding.

� Cultural factors may impact how often speakers use these tools.tools.

� Bilinguals can also exhibit prolongations, blocks, and occasional repetitions.

Stuttering & The Bilingual Experience --

How do we know it’s stuttering?How do we know it’s stuttering?

� Presence of secondary featuresPresence of secondary features

� Presence of low self-esteem

� Stuttering in both languages� Stuttering in both languages

How do we treat?How do we treat?� If therapy is given in one language, can we count on

generalization to the other language?generalization to the other language?

� Research indicates yes, but transfer may vary depending on the client.the client.

� Treatment from the Lidcombe Program indicates that fluency increased in both languages regardless of whether the fluency increased in both languages regardless of whether the 2 languages were treated sequentially or simultaneously.

� Both bilingual and monolingual treatment seem to work in bilinguals who stutter.

How do we treat?How do we treat?� Some research to indicate gains are better maintained for

treatment that occurs in both languages.treatment that occurs in both languages.

� For dismissal from therapy, both languages should demonstrate fluency. demonstrate fluency.

� Feeling of fluency control across languages.

� Emotional demands and stressful environments may be � Emotional demands and stressful environments may be different for bilinguals, so when making your hierarchies for treatment – remember this.

What can the interpreter do?What can the interpreter do?� Obtaining the case history

� Test administration

� Test interpretation

Report Writing – either directly or supporting your report � Report Writing – either directly or supporting your report writing through verbal information

� Offering therapy services� Offering therapy services

� Important to have your interpreter sign your evaluation � Important to have your interpreter sign your evaluation report if they have played an important part in the evaluation described in your report.evaluation described in your report.

Using an Interpreter in AssessmentUsing an Interpreter in AssessmentUsing an Interpreter in AssessmentUsing an Interpreter in AssessmentUsing an Interpreter in AssessmentUsing an Interpreter in AssessmentUsing an Interpreter in AssessmentUsing an Interpreter in Assessment

� Refer to ASHA ‘Tips for working with an Interpreter’

Refer to 10 Tips for Working � Refer to 10 Tips for Working with an Interpreter

� If possible, use the same � If possible, use the same interpreter frequently so that they become familiar with they become familiar with assessments

Using an Interpreter in TherapyUsing an Interpreter in Therapy� Some tips:

1. Visit briefly with the interpreter beforehand about your � 1. Visit briefly with the interpreter beforehand about your expectations for the session and what you think will be going on that day.that day.

� 2. Think about where to position the interpreter.� The interpreter should be in a neutral location during therapy, so as not

to distract the child or the SLP.to distract the child or the SLP.

� 3. Use the 3rd person when dealing with children. � They become confused with use of the 1st person, as you would use with

adults.

Therapy Materials & AppsTherapy Materials & Apps

Spanish & Bilingual AppsSpanish & Bilingual Apps� http://spanglishbaby.com/finds/9-handpicked-apps-for-

bilingual-children/ 9 apps for bilingual childrenbilingual-children/ 9 apps for bilingual children

� http://blog.garanimals.com/2012/01/26/9-apps-for-bilingual-children/ 9 apps for bilingual childrenbilingual-children/ 9 apps for bilingual children

� http://nbclatino.com/2012/08/01/7-bilingual-iphone-and-ipad-apps-for-kids/ipad-apps-for-kids/

� http://youtu.be/mDfnBQ-lsZg App Video

Spanish & Bilingual AppsSpanish & Bilingual Apps� http://www.youtube.com/watch?v=ftZIfRWFQBU Artic

Lab YouTube videoLab YouTube video

� Many materials available through Super Duper catalog:� http://www.superduperinc.com/search/search.aspx� http://www.superduperinc.com/search/search.aspx

� You can also turn to Pinterest:� http://www.superduperinc.com/search/search.aspx� http://www.superduperinc.com/search/search.aspx

REFERENCESREFERENCES� http://factfinder2.census.gov� http://www.census.gov/newsroom/releases/archives/population/cb08-123.html� http://www.census.gov/newsroom/releases/archives/population/cb08-123.html� http://www.asha.org/practice/multicultural/issues/cb.htm = Tips for Working with

Interpreters� ASHA.org: 2008 School Surveys Report: Caseload Characteristics� American Speech-Language-Hearing Association. (2004). Knowledge and Skills Needed � American Speech-Language-Hearing Association. (2004). Knowledge and Skills Needed

by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services [Knowledge and Skills].Available from www.asha.org/policy.

� American Speech-Language-Hearing Association. (2003). Code of Ethics� American Speech-Language-Hearing Association. (2003). Code of Ethics� American Speech-Language-Hearing Association. (1985). Clinical Management of

Communicatively Handicapped Minority Language Populations [Position Statement]. Available from www.asha.org/policy.

� Bennett, M.J. (1993). Towards ethnorelativism: A developmental model of intercultural � Bennett, M.J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R.M. Paige (Ed.), Education for the Intercultural Experience (2nd ed.). (109–135). Yarmouth, ME: Intercultural Press.

REFERENCESREFERENCES� Cornish, N., Carias, S. “Not Speaking their Language? Providing

Appropriate Services to Bilingual Students.” Given as a presentation at Appropriate Services to Bilingual Students.” Given as a presentation at the 2008 ASHA Convention. Available at http://www.asha.org/Events/convention/handouts/2008/2570_Cornish_Nate/

� Cummins, J. (1979) Cognitive/academic language proficiency, linguistic � Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129.

� Cummins, J. (1984) Bilingualism and Special Education: Issues in Assessment � Cummins, J. (1984) Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevendon: Multilingual Matters, Ltd.

� Genessee, F. (1989). Early bilingual development: One language or two: Journal of Child Language, 6, 161-179. two: Journal of Child Language, 6, 161-179.

� Genesee, F., Paradis, J., Crago, M. (2004). Dual Language Development and Disorders. Baltimore: Paul H. Brookes Publishing.

REFERENCESREFERENCES� Goldstein, B., (2004) Bilingual Language Development & Disorders in Spanish-English

Speakers. Baltimore: Brookes Publishing.� Grosjean, F. (1989) Neurolinguists, beware! The bilingual is not two monolinguals in one

person. Brain and Language 36, 3-15.� Gutiérrez-Clellen, V. (1999). Language Choice in Intervention with Bilingual Children.

American Journal of Speech-Language Pathology (pp. 291-302).American Journal of Speech-Language Pathology (pp. 291-302).� Gutiérrez-Clellen, V. (2004). Narrative development and disorders in bilingual children.

In B. Goldstein, (Ed.), Bilingual language developmentand disorders in Spanish-English speakers (pp. 235-356). Baltimore: Brookes.

� Lynch, E.W., & Hanson, M.J. (2004). Developing cross-cultural competence: A guide for � Lynch, E.W., & Hanson, M.J. (2004). Developing cross-cultural competence: A guide for working with children and their families (3rd ed.). Baltimore: Brookes.

� Oller, K., & Eilers, R. (2002). Language & Literacy in Bilingual Children. Towanda, NY: Multilingual Matters Ltd.

� Paradis, J. (2001). Do bilingual two-year-olds have separate phonological systems? � Paradis, J. (2001). Do bilingual two-year-olds have separate phonological systems? International Journal of Bilingualism, 5(1), 19-38.

� Public Law 108-446, Individuals with Disabilities Education Improvement. Act of 2004. (Dec. 3, 2004).

REFERENCESREFERENCES� Tomoeda, Cheryl K. & Bayles, Kathryn A., (2002, April).

Asha Leader, 7, p 4-5. Asha Leader, 7, p 4-5.

� Volterra, V., Taeschner, T., (1978). The acquisition and development of language by a bilingual child. Journal of development of language by a bilingual child. Journal of Child Language, 5, 311-326.

Bilingual Children & the SLP

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