EXAM # 1

Multilingual & Multicultrual issues in Speech Language Pathology

Bilingualism

Bilingualism

• refer to individuals who demonstrate some level of proficiency/ability in more than one language

• Functional/ needs DEF: Individuals who have a past, present, or future need for two or more languages are considered bilingual

• broad and inclusive: emphasizing the language environment in which individuals live: encompasses varying levels of proficiency in two or more languages

• for class purposes: the term bilingual will be used to describe people who communicate in 2 or more languages

United States is considered by many to be the bastion (stronghold) of ______.

monolingualism

More than half the population in Europe can hold a conversation in ________ or more languages.

2

In south Africa, there are ______official languages and the standard is _______

• 11

• multilingualism

Current U.S. data indicates that _____ % of the population over the age of 5 in the U.S. speaks a language other than English at home.

21%

In 2017, about _____ % of students (5 million) in the U.S. were classified as English-Language Learners (ELL)s.

10.1 %

It is estimated that by 2050, the number of ELLs will increase to ____% of all U.S.

40%

3 Theoretical Perspectives on Language

• Social constructivism

• general interactive processing

• dynamic system theory

• 4. (ALL 3 above included) - Dynamic Interactive processing Perspective

Social Constructivism

• emphasizes the social essence of language and the collaborative nature of learning

• From this perspective; engagement in frequent, positive reciprocal social interaction is critical for language development (the basis of many early intervention programs)

• Zone of Proximal Development: learner’s current level of independent functioning or achievement and his/her potential level of functioning is mediated by a competent communication partner (level where new learning takes place)

General Interactive Processing Theories

• more cognitive

• Considers basic cognitive mechanisms to be integral to efficient language acquisition and use

• Basic Cognitive mechanisms include

  • Perception

  • memory

  • emotions

  • the speech or efficiency with which information is acted upon

• Language is linked to cognitive occurrences

• Rooted in the idea that LANGUAGE and COGNITION are LINKED at some very basic level; specific linguistic functions may be acquired and maintained through the application of these general cognitive mechanisms

Dynamic System Theory (DST)

• EMERGENTISM

• Inherent in Dynamic Systems Theory (DST) is the notion of emergentism:

  • Emergent systems are self-organizing and re-organizing without a “built-in” or “prewired” goal

  • Emergent systems are not additive; resulting entity is more/different than the sum of its parts

• Language is a complex, dynamic system; it’s composed of multiple variables and subsystems (sounds/words/meanings/grammar/discourse) which interact with each other as well as other learner systems

• Language and learner systems are in continuous interaction with the environment (also multilayered and dynamic); this includes their cultural/social world / physical and acoustic environment

• Language (learning) is dynamic a dynamic process (never stagnant); it can change over time (e.g., periods of rapid acceleration/periods of slow or steady change/plateau / regression

The basic premise of the theories we discussed in class (constructivism, general interactive processing, and Dynamic System Theory) applied to an explicit conceptualization of______which is intended to support and guide assessment/intervention of ______individuals.

• Language

• Bilingual

Dyamic Interactice Processing Perspective

• basic premise of the other theories (i.e., constructivism, general interactive processing, and DST) applied to an explicit conceptualization of language which is intended to support and guide assessment/intervention of bilingual individuals

• Language is a dynamic system that emerges within a SOCIAL CONTEXT through INTERACTIONS of cognitive (basic perception/attention/emotion/memory mechanisms) neurobiological (complex motor / sensory[hearing and vision] / neurological subsystems) and environmental systems and subsystems across nested timescales (social/cultural/physical/acoustic/ visual contexts)

  *each subsystem is diverse and complex

Language Proficiency

• Refers to a skill/ ability in any linguistic code (no prior benchmark or standard)

• General Language Performance

  • Proficiency in a language may be high, low, or anywhere in between along the language ability continuum (KNOW)

• language specific performance

  • Linguistic levels

  • modes of communication

Linguistic levels include: ______

• phonological

• Lexical

• Syntactic

• Pragmatic

Modes of Communication include: ______

• Comprehension (Receptive)

• Production (Expressive)

The MOM framework explains patterns of ________ proficiency in ______]speakers with/without ______ disorders and provides ________ framework for ______ plans to meet the needs of bilingual clients and their families. (KNOW)

• Language

• bilingual

• Language

• conceptual

• assessment/intervention

What does MOM stand for? What does each one mean?

• Means: relates to one’s general proficiency in language

  • cognitive skills

  • neurological skills

  • sensorimotor skills

• Opportunities: the opportunities to learn, use, and practice language(s)

  • home

  • Classroom

  • work

  • community

• Motives: A bilingual’s motivation to preference to use one language over another depends on the contexts, partners, and purposes of communication

Why is the MOM framework important?

• explains patterns of language proficiency in bilingual speakers with/ without language disorders

• provides conceptual framework for assessment/ intervention plans to meet the needs of bilingual clients and their families.

Classifications of Language Disorders

• Presumed etiology or cause (e.g., neurobiological, trauma, exposure to toxins during gestational period, severe neglect during early childhood)

• Time of onset: developmental language disorders vs. acquired language disorders

• Primary systems affected: when the most obvious area of deficit is the acquisition or use of language

  • secondary language disorders: those occur with other major conditions such as progressive dementia, congenital hearing loss, intellectual disability etc.

• Considerations for Identification:

  • comparisons to typically developing children of the same age learning the same language(s)

  • skills in each language prior to injury

  • functional need for each language during daily life

In research on language and communication disorders, the term ______ is used to describe _____ in culture, language, race, or socioeconomic circumstances relative to ______ "mainstream" or majority standards.

• Diversity

• Variations

• Implicit

T or F

No culture is more or less diverse than any other culture.

True

Acculturation: The degree to which individuals from the minority group acquire aspects of the _______ (host) culture

Majority

Acculturation: The degree to which individuals [_______] aspects of the culture of origin.

Retain

T or F

not all cultures are equally valid.

False, all cultures are equally valid.

Tools that can help facilitate Cross-Cultural Informational Exchanges

• Collaboration with Interpreters & Translators

• Skilled Dialogue

• Ethnogrpahic Interview

T or F

Bilingualism means biculturalism.

False, bilingualism does not mean biculturalism.

Culture

• shared, accumulated, and integrated set of learned beliefs, values, habits,
  attitudes, and behaviors of a group of people

  • The context in which language is developed and used

Cultural Communities

traditionally identified by common histories, geographic origins, religions, or ethnicity

T or F

All people have culture/culturally imbedded values that shape their behavior (whether they are cognizant of it or not

True

Diversity *KNOW*

• In research on language and communication disorders, the term diversity
  is used to describe variations in culture, language, race, or socioeconomic circumstances relative to implicit "mainstream" or majority standards

T or F

An individual person can be diverse.

False, An individual person cannot be diverse, diversity is defined by context

Cultural Continua of Responsibility, Relationships, and Risk management

• Responsibility

  • Who is responsible for whom?

  • Individualism (Independence, Self-Reliance) vs Collectivism (interdependence)

• Relationships

  • How is power distrusted?

  • Equal Power (Informal) vs Hierarchy (Formal)

• Risk Management

  • Risk-taking (trial & error learning) vs Risk Aversion (Observe and memorize)

Cultural variation

• Variation between different cultural groups

• Variations within any group include:

  • gender identity

  • neurobiological status

  • educational level

  • economic status

  • place of birth

  • immigration history

  • length of residency in a given country or community

  • travel to other countries; and affiliations with different professional

  • political

  • community service organizations as well as other personal experiences, preferences, and abilities

T or F

Psychological outcomes are most negative when individuals are oriented toward two cultures, achieving integration and biculturalism

False; they are most positive

Acculturation

process of changing values, beliefs, and behaviors that occurs in immigrant or minority cultural groups due to prolonged contact with the majority culture.

2 dimensions in which Acculturation is measured

• degree to which individuals from the minority group acquire aspects of the majority (host) culture

• degree to which individuals retain aspects of the culture of origin

Psychological outcomes are most positive when individuals are oriented towards two culture, achieving integration and __________.

biculturalism

T or F

The level of acculturation may influence an individual’s access to health care an interactions with educators or medical professionals, including SLPs

True

Acculturation profiles can change over time and influenced by different sociocultural
factors: ______

• neighborhood composition

• discrimination

• discrepancy between origin

• host environments

• discrepancy between heritage

• host cultures

• attitudes toward assimilation by the minority and majority cultures

• the social hierarchy of the host culture into which different immigrant groups enter

• public policy

• resources

T or F

Some individuals who are proficient in two different languages have values, beliefs, and behaviors more consistent with one culture

True + Others who demonstrate less ability in a second language may have a deeper understanding and greater comfort with cultural variations in attitudes, beliefs, and behaviors

T or F

An individual’s proficiency, identification, or comfort in more than one culture doesn’t vary across situations or with respect to particular cultural dimensions

False, it does vary

T or F

The languages and dialects individuals speak are instrumental in forming and maintaining these cultural identities.

True

Cultural Competence

• DEFINITION: set of behaviors, attitudes, and policies that come together in a system, organization, or individual that enables professionals to work effectively in cross-cultural situations

• Culturally competent professionals are able to think, feel, and act in ways that acknowledge, respect, and build upon social, cultural, and linguistic diversity.

  • The goal is to establish positive helping relationships, engage the client and his or her family, and maximize the quality of services provided

• characterized by respecting these differences, assessing and appreciating their own biases, and integrating this information effectively into clinical practice

Professional cultural competency is built on three fundamental knowledge domains

• Knowledge of self

• knowledge of others

• knowledge of theoretical and empirical literature and dual-language development, use, and disorders

Characteristics of Culturally Competent SLP

1. Simultaneously appreciates cultural patterns and individual variation

2. Engages in cultural self-scrutiny

3. Seeks to understand language disorders within the client’s social context through the application of specific skills.

Characteristics of Culturally Competent SLP: Simultaneously appreciates cultural patterns and individual variation

Demonstratives, the ability to recognize and appreciate patterns of behavior associated with different cultural beliefs and values as well as the unique set of individual differences that are always present.

• "This ability to at once recognize the forest and appreciate the individual
  trees..."

Characteristics of Culturally Competent SLP: Engages in cultural self-scrutiny

• Scrutinizes his or her own thoughts and behaviors for cultural biases prior to their
  unchecked manifestation in behavior with clients.

  • Self-awareness and self-vigilance are part of the ongoing process...

  • When this close examination reveals the inevitable cultural misstep, the
    culturally competent SLP seeks to correct it. In so doing the SLP reveals his or her own learning process to clients. (build's trust*)

  • Reflective discourse: professionals evaluate their own effectiveness in relation to the particular needs of clients and their families

Characteristics of Culturally Competent SLP (3) : What do they seek to understand about their clients/ families?

• seeks to understand the communication contexts and needs of clients and their families;

  • people and relationships (e.g., parents, spouse, children, grandchildren, siblings, religious leaders, coaches, teachers, friends, paid care providers, SLP, social workers, physicians)

  • the frequency of contact with these individuals (e.g., daily, weekly, often,
    occasionally)

  • the languages used in these interactions (e.g., English, Spanish, Arabic)

  • the ways languages are used in each of these social relationships and the purposes they fulfill are also considered (e.g., book reading with a grandchild in English daily to fulfill emotional needs; conversing in Spanish on the telephone several times a day in a professional sales position to fulfill financial needs..

Interpreting vs. Translating

• Interpreting: oral transmission of meaning from one language to another

• Translating: written/ text transmission of meaning from one language to another

Collaboration with interpreters and Translators

• knowing the difference between translation and interpreting

• In the U.S., there is a critical shortage of SLPs available to conduct clinical activities in languages other than English:

  • 6.5% of the more than 172,000 nationally certified SLPs are self-described as bilingual (in this case, bilingual is defined as having near-native proficiency in a language other than English

• When collaborating with interpreters/translators, a primary goal is to preserve meaning
  as the professional’s message moves from one linguistic code to another.

What is the 3 part process for collaborating with translators and interpreters.

• BID: Briefing, interaction, debriefing

• During the briefing step, the clinician and interpreter meet to discuss the reason for
  the meeting or assessment, relevant background, areas of concern, and areas of
  potential focus.

• During the interaction step (scheduled meeting), the SLP retains primary professional responsibility for all interactions with the client and family.

• During the debriefing step, the two professionals confer to review responses, resolve any potential miscommunications, and discuss their impressions. The SLP may also ask for assistance in analyzing collected language data or obtain more general information about the client’s language or culture that will help to interpret gathered information.

T or F

An interpreter/ translator has an effect on how a session plays out.

False, Interpreters and Translators are not supposed to have an effect

Skilled Dialogue

• Skilled Dialogue is a model for respectful, reciprocal, responsive cross-cultural and interpersonal interactions

• The process of Skilled Dialogue uses “anchored understanding” to move toward the development of “third space.”

• Anchored understanding refers to an appreciation of differences that is grounded both experientially and cognitively.

  • Experiential understanding comes from personal interactions;

  • cognitive understanding is the belief that others’ behaviors make as much sense as our own.

Ethnographic Interviews

• Ethnographic interviews: qualitative, rather than quantitative, and are used in cultural anthropology to gain a detailed understanding of the circumstances of a particular culture or group of people.

  • allows SLPs/Clinicians to better understand the family’s viewpoint, preferences, and life circumstances

    • What is their situation like?

    • What are their values?

    • you find out how it works in their house

  • crucial to valid assessment with bilingual children or adults

  • Responses to these descriptive, open-ended questions allow the clinician to discover what is important to clients and family members.

3 factors needed to master and maintain a language

• means

• opportunities

• motives

Know what things change constantly from interacting with its environment.

• Language and learner systems are in continuous interaction with the environment (which is also multilayered and dynamic); this includes their cultural and social world and their physical and acoustic environment

What is important/ instrumental in forming and maintaining your client’s cultural identities

An individual’s proficiency, identification, or comfort in more than one culture may vary across situations or with respect to particular cultural dimensions. The languages and dialects individuals speak are instrumental in forming and maintaining these cultural identities.