Reconceptualizing Practice with Multilingual Children with Speech Sound Disorders: People, Practicalities and Policy

Autor/inn/en	Verdon, Sarah; McLeod, Sharynne; Wong, Sandie
Titel	Reconceptualizing Practice with Multilingual Children with Speech Sound Disorders: People, Practicalities and Policy
Quelle	In: International Journal of Language & Communication Disorders, 50 (2015) 1, S.48-62 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12112
Schlagwörter	Multilingualism; Speech Therapy; Heuristics; Guidelines; Allied Health Personnel; Speech Impairments; Specialists; Meetings; Foreign Countries; Translation; Second Languages; Phonology; Classification; Disabilities; Intervention; Evaluation Methods + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Entwicklungsproximale Sprachtherapie; Logotherapie; Heuristik; Richtlinien; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Meeting; Tagung; Ausland; Second language; Zweitsprache; Fonologie; Classification system; Klassifikation; Klassifikationssystem; Handicap; Behinderung
Abstract	Background: The speech and language therapy profession is required to provide services to increasingly multilingual caseloads. Much international research has focused on the challenges of speech and language therapists' (SLTs) practice with multilingual children. Aims: To draw on the experience and knowledge of experts in the field to: (1) identify aspirations for practice, (2) propose recommendations for working effectively with multilingual children with speech sound disorders, and (3) reconceptualize understandings of and approaches to practice. Methods & Procedures: Fourteen members of the International Expert Panel on Multilingual Children's Speech met in Cork, Ireland, to discuss SLTs' practice with multilingual children with speech sound disorders. Panel members had worked in 18 countries and spoke nine languages. Transcripts of the 6-h discussion were analysed using Cultural-Historical Activity Theory (CHAT) as a heuristic framework to make visible the reality and complexities of SLTs' practice with multilingual children. Outcomes & Results: Aspirations and recommendations for reconceptualizing approaches to practice with multilingual children with speech sound disorders included: (1) increased training for working with multilingual children, their families, and interpreters, (2) increased training for transcribing speech in many languages, (3) increased time and resources for SLTs working with multilingual children and (4) use of the International Classification of Functioning, Disability and Health (ICF-CY). Conclusions & Implications: The reality and complexities of practice identified in this paper highlight that it is not possible to formulate and implement one "gold standard" method of assessment and intervention for all multilingual children with speech sound disorders. It is possible, however, to underpin practice with a framework that ensures comprehensive assessment, accurate diagnosis and effective intervention. This paper proposes that by working towards the aspirations of the Expert Panel, SLTs can be empowered to facilitate appropriate services for multilingual children regardless of the context in which they live and the languages they speak. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01