Multicultural/Multilingual Instruction in Educational Programs: A Survey of Perceived Faculty Practices and Outcomes

Autor/inn/en	Stockman, Ida J.; Boult, Johanna; Robinson, Gregory C.
Titel	Multicultural/Multilingual Instruction in Educational Programs: A Survey of Perceived Faculty Practices and Outcomes
Quelle	In: American Journal of Speech-Language Pathology, 17 (2008) 3, S.241-264 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2008/023)
Schlagwörter	Educational Strategies; Audiology; Multilingualism; Speech Language Pathology; Program Effectiveness; Questionnaires; Teaching Methods; Cultural Pluralism; Multicultural Education; Administrators; Teachers; Teacher Effectiveness; Supervisors; Teacher Competencies; Consciousness Raising + Suchen Sie Ihr Suchwort? Lehrstrategie; Audiologie; Mehrsprachigkeit; Multilingualismus; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Kulturpluralismus; Multikulturelle Erziehung; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Bewusstseinsbildung
Abstract	Purpose: To describe the instructional strategies reported for multicultural/multilingual issues (MMI) education at programs in speech-language pathology and audiology and the perceived ease and effectiveness of doing so. Method: A 49-item questionnaire elicited anonymous responses from administrators, faculty, and teaching clinical supervisors at educational programs accredited by the American Speech-Language-Hearing Association in the United States. The data were provided by 731 respondents from 79.6% of 231 accredited U.S. programs. They included instructors who taught courses dedicated to MMI and those who did not. Results: Respondents were generally committed to multicultural instruction, but they varied in their reported instructional practices and perceived levels of preparedness, effectiveness, and needs. General curricular infusion without an MMI-dedicated course was the most common instructional model used. Students were judged to be at least modestly prepared to deal with diversity issues as a result of their multicultural instruction, although current instructional approaches were not viewed as optimal. More positive outcomes were reported by instructors of MMI-dedicated than MMI-nondedicated courses. Conclusion: The instructional models and strategies used for MMI education vary, and programs are challenged by multiple issues in complying with the mandate for MMI curricular infusion. (Contains 2 tables, 2 figures and 2 footnotes.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10