Recently, I joined the Thai Students Association FaceBook group at a nearby university. To be honest, this is often the biggest challenge, and we’ve had to get pretty creative. Bilingual Interpretersįinding an interpreter is another important piece of the puzzle for this process.
For example, if a native French-speaking student struggles with the English possessive form but marks possessive information in French fashion, we will attribute that to native language influence and not to a language impairment.
That’s a bit of a simplified version of the process, but that is the gist of it. If they are struggling with sounds that do exist in their native language, and those sounds are in the range expected for the student’s age (see developmental norms chart below), then we are going to be concerned. If a student from a French-speaking home is having difficulty only with /ʤ//ð//θ/ /ʧ/ and /ɹ/, we aren’t going to be concerned because those are all sounds that exist in English that do not exist in the native language. Take a look at the Venn Diagram of French-English consonants below: We can evaluate errors based on where we would expect influence from the student’s native language. When armed with the information we mentioned above, it is relatively easy to make those decisions and classify errors as typical developmental errors, errors that can be explained by the student’s native language, or errors that are indicative of a speech or language impairment. Indicative of a speech or language impairment. Now for a brief introduction to the framework: The hard part about evaluating students from other language backgrounds is knowing which of their errors are due to influence from their native language, and which ones are The languages we did cover in the book include Arabic, Czech, Farsi, French, German, Hebrew, Japanese, Korean, Mandarin, Russian, Spanish, and Vietnamese. The four languages I mentioned above are languages we’ve been asked to cover since our book was published in November of 2014, so you’ll find those in the next edition. If you are working with one of the 12 languages we covered in Difference or Disorder: Understanding Speech and Language Patterns in Culturally and Linguistically Diverse Students, we’ve already done this work for you. I thought, ‘…take the day off, the Bilinguistics group just saved you lots of searching and organizing time for this semester and many to come.’” Mary Ruth Fernandez, Ph.D., CCC-SLP
“I received a copy of the Difference or Disorder text this morning. We want to make this easier for you, and SLPs have used and benefitted. And third, you need information about the cultural customs for communication (like appropriate initiation of conversation between adults and children). Second, you need information about the structure of the language-things like word order, sentence structure, noun-adjective order, how the verb system works, whether articles and gender are used, what the pronoun rules are, …and so on). You need to know what sounds exist in the native language along with phonotactic constraints (like, you can’t start words with s-clusters in Spanish). Understanding the Native Language and Cultureįirst, you need information about the student’s native language and culture. Over the years, we’ve put together a solid framework for evaluating students who speak a native language other than English. Unlike many of the SLPs I talk to about this topic, I actually get excited when one of these evaluations shows up in my in-box. I’m a bilingual SLP, but when it comes to evaluating students who speak Kenyarwanda, Pashto, Tosk, and Thai, I am just as monolingual as the 95 percent of our field who self-report themselves as monolingual. Reduce Your Caseload (District Optimization)Ĭategories: English Language Learners - Evaluation and Therapy.Speech and Language School Therapy Services.Communication Disorder Resources for Parents.Spanish Translations for IEP/ARD Meetings.Teletherapy Speech Language Evaluations.
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