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Practical Methodology of Cognitive Tasks Within a Navigational Assessment

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Published on: June 1, 2015

Speech-language pathologists' assessment and intervention practices with multilingual children.

Corinne J Williams¹, Sharynne McLeod

¹School of Psychology and Speech Pathology, Curtin University of Technology, GPO Box U1987 Perth Western Australia 6845, Australia. c.j.williams@curtin.edu.au

International Journal of Speech-Language Pathology

|April 5, 2012

Summary

Australian speech-language pathologists (SLPs) often work with multilingual children but have limited proficiency in languages other than English. This impacts assessment and intervention practices for diverse linguistic backgrounds.

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Area of Science:

Speech-Language Pathology
Linguistics
Cultural Diversity in Healthcare

Background:

English-speaking countries host significant multilingual populations.
Understanding the experiences of speech-language pathologists (SLPs) working with these populations is crucial.

Purpose of the Study:

To examine Australian SLPs' perspectives on multilingualism.
To investigate their assessment, intervention, and service delivery practices for children speaking languages other than English.
To identify challenges faced by SLPs in culturally and linguistically diverse caseloads.

Main Methods:

A questionnaire was administered to 128 SLPs attending a cultural and linguistic diversity seminar.
Data collected on SLPs' language proficiencies, caseload demographics, and assessment/intervention strategies.
Analysis of practices when working with multilingual children.

Main Results:

Only 9.4% of SLPs reported proficiency in a language other than English, despite a wide range of languages spoken by their clients.
Limited overlap existed between SLPs' and clients' languages.
Many SLPs conducted assessments and interventions primarily in English, often without interpreters, and relied on informal methods.

Conclusions:

Australian SLPs encounter significant linguistic diversity but possess limited multilingual skills.
Current practices may not adequately address the needs of children speaking languages other than English.
There is a need for improved resources and training to differentiate language difference from disorder in multilingual children.