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Speech-language pathologists' training and confidence in serving Spanish-English bilingual children.

Carol Scheffner Hammer1, Jill S Detwiler, James Detwiler

  • 1Department of Communication Sciences and Disorders, The Pennsylvania State University, 110 Moore Building, University Park, PA 16802, USA. cjh22@psu.edu

Journal of Communication Disorders
|March 12, 2004
PubMed
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Speech-language pathologists often lack training and confidence in serving Spanish-English bilingual children, particularly those whose primary language is Spanish. Further training is needed to address these gaps in the profession.

Area of Science:

  • Speech-language pathology
  • Bilingual education
  • Multiculturalism in healthcare

Background:

  • Speech-language pathologists (SLPs) play a crucial role in the development of bilingual children.
  • Serving Spanish-English bilingual children requires specialized training and cultural competence.
  • Existing literature highlights a need to assess the preparedness of SLPs for diverse linguistic populations.

Purpose of the Study:

  • To determine the extent of training received by speech-language pathologists (SLPs) regarding Spanish-English bilingual children.
  • To evaluate the confidence levels of SLPs when serving this population.
  • To compare training and confidence across different geographic and demographic areas.

Main Methods:

  • A survey was administered to 213 speech-language pathologists (SLPs) working in public schools.

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  • Responses were analyzed and compared based on geographic location (non-diverse rural, non-diverse urban, diverse urban).
  • Data collected included information on undergraduate, graduate, and continuing education training related to multicultural/multilingual issues.

    • Main Results:

    • Approximately one-third of SLPs reported no formal training in multicultural/multilingual issues during their studies.
    • A significant portion (18-25%) received limited information via course lectures.
    • SLPs from non-diverse urban areas reported more specific training and continuing education than those from diverse urban or non-diverse rural areas.
    • No significant differences in confidence levels were found across groups.
    • SLPs expressed lower confidence in assessing Spanish-dominant bilingual children and working with non-English speaking parents.

    Conclusions:

    • Current training programs inadequately prepare speech-language pathologists (SLPs) for serving Spanish-English bilingual children.
    • There is a disparity in training opportunities, with SLPs in non-diverse urban areas reporting more access.
    • Confidence levels do not correlate with training, indicating a need for improved clinical skills and cultural humility in the profession.