1. Ellen Kester, Ph.DScott Prath, M.A.BilinguisticsRegion 13 Education Service CenterAustin, TXApril 19, 2011

2. Bilingualism 101 Series1. 1/28/11 Speech Development in CLD Populations2. 2/16/11 Language Development in CLD Populations3. 3/30/11 Evaluating Students from SecondLanguage Backgrounds4. 4/19/11 Providing Therapy for Students from Second Language Backgrounds 3. Learner Objectives Participants will list, identify, describe Important cultural factors that can play a part inassessment and intervention Ten tips for working with interpreters Selection of the language of intervention Appropriate intervention goals Culturally appropriate intervention materials 4. The development of culturalcompetence within a frameworkof effective early interventiontreatment is more easilydemanded than practiced.R. L. Withrow (2008) 5. Texas Public SchoolDemographics: 2009 Snapshot 6. Cultural Make-Up of Texas The Latino population is the fastest growingsegment in the United States. In Texas, the Latino growth is increasing morethan in any other state 7. ASHA on Cultural Competence Clinicians must recognize how a clientscultural and linguistic characteristics willinfluence the clinical decision- making process Our first question? How do we look at a report and determine what tofocus on? Clinicians are ethically obligated to provideculturally sensitive services to clients. Our second question? When we intervene, what should we do in therapythat is culturally 8. Cultural Parameters Individualism versus collectivism Views of time and space Roles of men and women Concepts of class and status Values Language Rituals Significance of work Beliefs about health 9. Cultural Parameters Checklist 10. Selecting Personnel to Conduct the Evaluation and Intervention Source: ASHA Level 1: trained (in CLD issues) bilingual speech-language pathologist fluent in the native language Level 2: trained (in CLD issues) monolingual speech-language pathologist assisted by trained bilingualancillary examiner. Level 3: trained (in CLD issues) monolingual speech-language pathologist assisted by trained interpreter 11. The Top Ten Tips Establish and agree to ground rules How to run the session Number of sentences at a time Confirmation of jargon/idioms Avoid it! When to take breaks Brief the interpreter prior to the session Who, what, why Specific terminology Format Your job and what you are looking for 12. The Top Ten Tips (continued) Familiarize them with the topic Best if your interpreter has some experience ineducation, special education, speech-language Important for interpreter to know what you need Avoid humor Plan your time carefully(twice the time) Do not rush, speak slowly and clearly andprovide pauses for the interpreter 13. The Top Ten Tips (continued) An interpreter should never translateemotions, body language works for that An interpreter should never answer questionson your behalf. An interpreter shouldnever alter what you say. 14. Interpreter bias It is human nature to want a member of yourculture to perform well An interpreter should: Maintain Neutrality Translate verbatim statements Maintain confidentiality 15. Types of Interpretation Consecutive Interpreting The interpreter listens to asection and then the speakerpauses to give time tointerpret Used in one-to-one and small group meetings Simultaneous Interpreting The interpreter attempts to relay the meaning in realtime. Used more for conferences and speeches to largegroups 16. How to find an interpreter The family Extended members preferred The Professional Community Nurses, healthcare professionals Community Volunteers Cultural centers Religious groups On-line resources www.professionalinterpreters.com 17. How to work with an interpreter Talk to the family, not to the interpreter Sit across from client and interpreter takes amediating positionNote: An inexperienced interpreter may talk more orless than you do. 18. Debriefing and writing the report Debriefing Ask the interpreter their impressions of the interaction and client after the interaction Reporting Annotate that an interpreter was used Suppliment testing with other data observations Teacher/family input 19. Questions? 20. A Bilingual Approach Decision for language of intervention isindividualized but somewhat systematic. Language of intervention needs to match thechilds environment. Need for different languages in differentsettings (Grosjean) Good language models are critical 21. A systematic approach to bilingualism Languages of intervention should mirror languages of communication needs. Home School Other Target goals that can generalize but may needspecific instruction in each language. Specifically teach language structures that areunique to one language or the other. 22. Developmentally AppropriateLinguistically Appropriate Not errors influenced by another languageStart with problems affecting both languages 23. Difference vs. Disorder SECOND-NORMALLANGUAGEATYPICALERRORSINFLUENCEERRORS 24. Initial Intervention Targets ATYPICAL ERRORS 25. SPANISH ENGLISH 26. SPANISHENGLISH // /d/// /b/ /d/ // /p/ /t/ /k/ /h/ // //// /m/ /n//s/ /t/ /r/ ///R/ /j/ /l//f//v/ /w//x//z/ // 27. SPANISH ENGLISH//// // ///e/ /i/ /u/ // ///o//u/// /i/ 28. SPANISH Cluster reductionENGLISHStoppingTap/Trill FrontingDeviationAssimilation Vocalization GlidingFinal consonant deletionDeaffrication 29. Linguistic Appropriateness Remember differences between languageswhen selecting intervention targets Examples Word Initial S-clusters do not exist in Spanish Z is not a sound that exists in Spanish Spanish words cannot end in [p] 30. Case Study withthe Goldman Fristoe 31. GFTA Exercise 32. GFTA Exercise: Key 33. Questions? 34. Developmentally AppropriateLinguistically Appropriate Not errors influenced by another languageStart with problems affecting both languages 35. Difference vs. Disorder SECOND-NORMALLANGUAGEATYPICALERRORSINFLUENCEERRORS 36. Initial Intervention Targets ATYPICAL ERRORS 37. SPANISH ENGLISH 38. Cumulative not ComparativeLanguage and Content of Intervention Select based on what is appropriate in each language andwhat is appropriate for childs and familys situation. e.g.SpanishEnglishGenderBothPronounsVerbs People PrepositionsArticle+nouns FunctionsNounsFoodCategorization ColorsClothingPart-Whole NumbersHousehold items Shapes Pea & Kester, 2004 39. Early Language Milestones Language Milestones English Spanishusing gestures 9-12mo9-12 mofollowing simple 12-15mo 12-15mocommandssymbolic play 18mo18moepisodic play 36mo36morecognizes familiar 7-12mo7-12moobjects when named 40. Toddler Language Skillscombine 2 words1-2yrs 1-2yrspoint to named items in 1-2yrs 1-2yrsbook/picturecombine 2-3 words2-3yr2-3yrfollow 2-step directive2-3yr2-3 yrpresent progressive verb 2-3yr2-3yrformplural use 2-3yr2-3yr 41. Preschool Language Skillspossessives3-4yr3-4yrnegatives3-4 yr 3-4 yranswer simple WH?s 3-4yr3-4yrcombine 4+ words 3-4yr3-4yrtells story related to topic 4-5yr4-5yruse of adjective and 4-5yr4-5yrdescriptors in sentences 42. School-Age Language Skillstell and re-tell stories in alogical order using 6-7yr 6-7yrcomplete sentencesuses more complex7-8yr 7-8yrsentence structureswhen not understood canreclarify and explain their 7-8yr 7-8yrideas 43. LANGUAGE CASE STUDY 44. Questions? 45. Developmentally Appropriate Linguistically AppropriateCulturally Appropriate Variable 46. Why use storybooks? Storybooks provide structure for addressing goals can be used with all ages and cultures can be used to address goals across semantics, syntax,comprehension, pragmatics, and discourse. can decrease preparation time are fun and interesting for students make homework programs more relevant for parents allow for programmatic collection of intervention data 47. Theory and Research Research (evidence-based practice) Scaffolding techniques Zone of Proximal Development 48. Scaffolding techniques Support provided in a creative and adaptivemanner that enable the student to learn a skillat the most independent level possible Used during shared reading activities toaddress intervention goals at a comfortablelevel for the student Used to engage students in shared readingactivities 49. Zone of Proximal Development ZPD is a range of skill level for each student The bottom of the range is what the student isable to do independently The top of the range is what the student cando with maximal assistance As the student learns, their ZPD moves tohigher levels 50. Application Book selection Pre-reading activities Story-reading activities Post-reading activities 51. Book Selection Age-appropriate Interesting and relevant Related to goals Simple Good illustrations Resources School librarians Classroom teachers Internet 52. Pre-Reading Activities Designed to bridge gap between studentscurrent skills and the targeted skills Examples Music Semantic map/graphic organizer Pre-reading discussion Illustration discussion 53. Graphic organizer - ex.Bear on a Bike Say: We are going to read about a bear who goes onan adventure. On his adventure, he uses differenttypes of transportation. Ask: What are ways we get from one place to another? How do you get to school? How do others get to school? What do you use to travel in your neighborhood? What do you use to travel in the water? 54. Graphic OrganizerPre and Peri-reading 55. Post reading activitiesstory recall template 56. Post-reading activitiessequence recall 57. Other Common LanguagesUrdu Hindi Vietnamese ArabicRomanian 58. Take Away Points Language of intervention should mirror the childsenvironment Initial therapy targets should be elements that existin both language 59. CULTURAL AND LINGUISTIC DIVERSITYWORKSHOPBilingualism 101A Comprehensive 3- Austin, TX day Seminar for Difference vs. Difference vs. July 11-13Disorder Speech Disorder Language Speech Pathologists Development DevelopmentAugust 1517Working withThe Nine Parameters of CulturalEthicalConsiderations withConsiderations CLD Populations Diverse PopulationsCLD and Early Childhood Intervention CLD and School-Age ChildrenEvaluation of YoungTherapy for YoungEvaluating StudentsCollaborating with Children from Second Children from Second from SecondTeachers to make Language Language Language Great Referrals BackgroundsBackgroundsBackgrounds Language Therapy forIncreasing Parent Students from Success with Speech Involvement Second LanguageSound Disorders Backgrounds512.480.9573 60. Questions? 61. Visit us atbilinguistics.com 62. Thank you!