Narrative Identity Formation: Rethinking Speech-Language Pathologists' Impact Through a Critical Lens

Area of Science:

• Linguistics
• Child Development
• Cultural Studies

Background:

• Cultural variations in language and narrative structure are often overlooked.
• Previous research on universal narrative patterns had limited cultural scope.
• Linguistically minoritized populations are frequently pathologized.

Purpose of the Study:

• To critically examine how current narrative evaluation and intervention practices impact children's identity development across cultures.
• To explore the potential for cultural erasure through standardized narrative approaches.
• To advocate for a shift towards culturally responsive practices in speech-language pathology.

Main Methods:

• Critical pedagogy lens applied to narrative research.
• Synthesis of interdisciplinary research on narrative development.
• Analysis of existing assessment and intervention methods in speech-language pathology.

Main Results:

• Current narrative practices, often based on Western structures, may undermine children's identity formation.
• Imposing universal narrative structures risks cultural erasure.
• Speech-language pathologists' (SLPs) practices can inadvertently threaten a fundamental human right to identity.

Conclusions:

• SLPs must reconceptualize their role to support narrative language development in culturally sensitive ways.
• Recognizing and respecting cultural variations in narrative structure is essential.
• Adopting a co-constructive approach to narratives supports children's identity formation and aligns with ethical practice.