Unit 7: Bilingual & CLD clients

Culturally & Linguistically Diverse Clients

CLD

Cultural Responsiveness

Understanding/appropriately Including & responding to the combination of cultural variables and diversity that an individual brings to interactions

• value diversity

• Seek further cultural knowledge

• Create space where diversity is valued

Cultural Competence

Ongoing self-assessment, continuous cultural education, openness to others values & beliefs, and willingness to share ones own values & beliefs

Cultural Humility

Understanding one must begin with a person examination of their own beliefs and identity to understand the identities of others better

A bilingual/ multilingual person…

• Communicate in 2+ languages

• Exposed to 2+ languages

• May be learning English in addition to primary language

How much of the population speaks a language other than English at home

22%

Dual Language Learners

Individuals learning two languages from infancy OR learning a second language in early childhood (before 3)

• also known as simultaneous bilingualism

English Language Learners (ELL)

Children/ adults learning english as additional language for beneficial purposes (after establishing primary language)

• Also known as sequential bilingualism

Interpreters must be used if

Clients speak a language other than English and need services.

When working with an interpreter

• SLP remains in charge of session

• Interpreter assists SLP in gathering data & providing Language support

• Translator may be provided by administration/facility

Main Goal in assessing Bi/Multilingual child

differential diagnosis between a communication disorder & linguistic variations (language difference)

Background Information for Bilingual Assessment

• case history

• Standardized assessments

• Language sampling

• Dynamic assessments

Case History Considerations

• languages/dialect spoken

• Age + manner of acquisition

• Amount of exposure to language (home, school, etc)

• Choice of language

• Academic performance

Standardized assessment

Assessment that uses a standardization sample to measure language

• if client is not represented in population, scores are invalid and should not be reported

• Can still be used to collect descriptive info

• When possible, use culturally & linguistically adapted tests

Accomadations for standardized testing

• rewording

• Providing additional instructions/cues

• Allowing extra time

Dynamic Assessments

An alternative to standardized testing that examines clients current skills & learning process. Useful for clients who fail at tasks as they are unfamiliar with them. “If skill learned easily w/ no cues, not disorder”

• involves teaching phase & assessment

• Scaffolding, instructions

• Observes what client does with support/cues

Language Samples

Gives more functional picture of language skills

• should gather 50-100 words minimum

How to Identify L1 influence

• research L1

• Compare those linguistic patterns to assessment done

• In pattern different but follows rules for clients heritage Language, it is difference!

Signs of a language disorder will be seen across

ALL LANGUAGES/DOMAINS someone uses. Not just English!

Intervention for bilingual clients

• bilingual approach

• Cross linguistic approach

Bilingual Intervention Approach

Goal is to determine initial treatment (not to determine langauge of intervention)

• treats constructs/error patterns common to both languages

• Focuses on increases language skills common to both languages

Cross Linguistic Intervention Approach

Focuses on linguistic skills unique to each language and address areas of need in specific language.

• typically used alongside bilingual approach

Considerations for intervention

• Collab with client & family in treatment (& to determine languages of intervention)

• Support development of L1

• Consult & collab with multilingual + English language development teachers during assessment/ intervention