Training of Bilingual School Psychologists in the United States: A Culturally and Linguistically Responsive Approach

Autor/inn/en	Ding, Yi; Cho, Su-Je; Wang, Jiayi; Yu, Qiong
Titel	Training of Bilingual School Psychologists in the United States: A Culturally and Linguistically Responsive Approach
Quelle	In: School Psychology International, 40 (2019) 3, S.235-250 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034319827347
Schlagwörter	Bilingualism; School Psychologists; Counselor Training; Program Descriptions; English (Second Language); Second Language Learning; Cultural Awareness; Counselor Characteristics; Internship Programs; School Psychology; Elementary Secondary Education; Specialization; Counseling Techniques; New York (New York) + Suchen Sie Ihr Suchwort? Bilingualismus; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Cultural identity; Kulturelle Identität; Berufspraktische Ausbildung; Schulpsychologie; Arbeitsteilige Spezialisierung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	The aim of this paper is to discuss the need for high-quality professional training of bilingual school psychologists and to describe the structure of a bilingual training program housed at Fordham University in the US. This paper discusses the shortage of school psychologists at national and local levels in the United States and then addresses the acute shortage of bilingual school psychologists in culturally and linguistically diverse urban schools. The article provides a review of relevant research and practice for bilingual school psychologists through the perspective of Fordham University's curriculum, competencies, fieldwork, and internship. The authors identify challenges and potential opportunities to enhance culturally and linguistically responsive training of school psychologists. Applications for global school psychology practice are discussed, and limitations are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01