Clinical Implications for Working With Nonmainstream Dialect Speakers: A Focus on Two Filipino Kindergartners

The purpose of this clinical focus piece is to increase familiarity with Philippine English (PE) and highlight clinical implications for working with nonmainstream dialect speakers.

The clinical focus draws on descriptive case study data from 2 Filipino kindergarten boys who live in the United States. Multiple ethnographic data sources were subjected to contrastive analyses regarding nonmainstream features in the children's speech that might be consistent with PE.

The 2 boys demonstrated grammatical and phonological features consistent with their home dialect, PE, and individualized variation relative to one another. We utilize these findings to illustrate 2 key implications for providing culturally competent clinical services when working with nonmainstream dialect speakers: (a) validate and support all Mainstream American English Learners in the classroom and (b) recognize that variance within a dialect is not always indicative of disorder. Explicit recommendations for clinical practice are provided.

Understanding and validating the diversity of nonmainstream dialect speakers within the U.S. schools are critical to providing culturally competent speech-language services.