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Resourcing speech-language pathologists to work with multilingual children.

Sharynne McLeod1

  • 1Charles Sturt University , Bathurst, NSW , Australia.

International Journal of Speech-Language Pathology
|May 17, 2014
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Summary

Speech-language pathologists (SLPs) face challenges serving multilingual children due to language mismatches. Developing culturally appropriate resources is crucial for effective communication support and inclusion.

Keywords:
Multilingualbilingualchildrenchildren's speechcommunicationcross-culturalhearinglanguagespeech sound disorder

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Area of Science:

  • Linguistics
  • Speech-Language Pathology
  • Sociolinguistics

Background:

  • The majority of the global population is multilingual, yet speech-language pathologists (SLPs) often do not share the languages of the children they serve.
  • In Australia, despite a multilingual preschool population, there's a gap between available services in languages other than English and the linguistic needs of children.
  • Current practices often rely on informal or English-based tools, highlighting a need for culturally and linguistically appropriate resources for multilingual children.

Purpose of the Study:

  • To provide insights into service provision for multilingual children in English-dominant settings.
  • To highlight the need for accessible, culturally, and linguistically appropriate resources for speech-language pathologists working with multilingual populations.
  • To present practical strategies and resources developed through international collaboration to support SLPs.

Main Methods:

  • Review of population studies on Australian preschool children's languages.
  • Analysis of service provision data from Speech Pathology Australia members.
  • Development of practical strategies and resources through international collaborations, including the International Expert Panel on Multilingual Children's Speech.

Main Results:

  • Common languages spoken by Australian preschool children (other than English) include Arabic, Cantonese, Vietnamese, Italian, Mandarin, Spanish, and Greek.
  • A significant mismatch exists between the languages of services offered by SLPs and the languages spoken by children in similar communities.
  • The Multilingual Children's Speech website offers free resources for over 45 languages to aid SLPs.

Conclusions:

  • There is a critical need for culturally and linguistically appropriate assessment and intervention tools for multilingual children.
  • International collaborations have produced practical strategies and resources, such as the Multilingual Children's Speech website, to support SLPs.
  • Framed within the WHO ICF-CY, these initiatives aim to enhance the participation of multilingual children in society.