Reconceptualizing practice with multilingual children with speech sound disorders

People, practicalities and policy

Research output: Contribution to journalArticle

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Abstract

Background: The speech and language therapy profession is required to provide services to increasingly multilingual caseloads. Much international research has focused on the challenges of speech and language therapists’ (SLTs) practice with multilingual children.Aims: To draw on the experience and knowledge of experts in the field to: (1) identify aspirations for practice, (2) propose recommendations for working effectively with multilingual children with speech sound disorders, and (3) reconceptualize understandings of and approaches to practice.Methods & Procedures: Fourteen members of the International Expert Panel on Multilingual Children's Speech met in Cork, Ireland, to discuss SLTs’ practice with multilingual children with speech sound disorders. Panel members had worked in 18 countries and spoke nine languages. Transcripts of the 6‐h discussion were analysed using Cultural–Historical Activity Theory (CHAT) as a heuristic framework to make visible the reality and complexities of SLTs’ practice with multilingual children.Outcomes & Results: Aspirations and recommendations for reconceptualizing approaches to practice with multilingual children with speech sound disorders included: (1) increased training for working with multilingual children, their families, and interpreters, (2) increased training for transcribing speech in many languages, (3) increased time and resources for SLTs working with multilingual children and (4) use of the International Classification of Functioning, Disability and Health (ICF‐CY).Conclusions & Implications: The reality and complexities of practice identified in this paper highlight that it is not possible to formulate and implement one ‘gold standard’ method of assessment and intervention for all multilingual children with speech sound disorders. It is possible, however, to underpin practice with a framework that ensures comprehensive assessment, accurate diagnosis and effective intervention. This paper proposes that by working towards the aspirations of the Expert Panel, SLTs can be empowered to facilitate appropriate services for multilingual children regardless of the context in which they live and the languages they speak.
Original languageEnglish
Pages (from-to)48-62
Number of pages15
JournalInternational Journal of Language and Communication Disorders
Volume50
Issue number1
Early online date2014
DOIs
Publication statusPublished - Jan 2015

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Language
Practice (Psychology)
Speech Sound Disorder
Language Therapy
International Classification of Functioning, Disability and Health
Speech Therapy
Ireland
Research
Aspirations (Psychology)

Cite this

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title = "Reconceptualizing practice with multilingual children with speech sound disorders: People, practicalities and policy",
abstract = "Background: The speech and language therapy profession is required to provide services to increasingly multilingual caseloads. Much international research has focused on the challenges of speech and language therapists’ (SLTs) practice with multilingual children.Aims: To draw on the experience and knowledge of experts in the field to: (1) identify aspirations for practice, (2) propose recommendations for working effectively with multilingual children with speech sound disorders, and (3) reconceptualize understandings of and approaches to practice.Methods & Procedures: Fourteen members of the International Expert Panel on Multilingual Children's Speech met in Cork, Ireland, to discuss SLTs’ practice with multilingual children with speech sound disorders. Panel members had worked in 18 countries and spoke nine languages. Transcripts of the 6‐h discussion were analysed using Cultural–Historical Activity Theory (CHAT) as a heuristic framework to make visible the reality and complexities of SLTs’ practice with multilingual children.Outcomes & Results: Aspirations and recommendations for reconceptualizing approaches to practice with multilingual children with speech sound disorders included: (1) increased training for working with multilingual children, their families, and interpreters, (2) increased training for transcribing speech in many languages, (3) increased time and resources for SLTs working with multilingual children and (4) use of the International Classification of Functioning, Disability and Health (ICF‐CY).Conclusions & Implications: The reality and complexities of practice identified in this paper highlight that it is not possible to formulate and implement one ‘gold standard’ method of assessment and intervention for all multilingual children with speech sound disorders. It is possible, however, to underpin practice with a framework that ensures comprehensive assessment, accurate diagnosis and effective intervention. This paper proposes that by working towards the aspirations of the Expert Panel, SLTs can be empowered to facilitate appropriate services for multilingual children regardless of the context in which they live and the languages they speak.",
keywords = "Bilingual, Cultural historical activity theory, Multilingual, Practice, Qualitative, Speech sound disorders",
author = "Sarah Verdon and Sharynne McLeod and Sandra Wong",
note = "Includes bibliographical references.",
year = "2015",
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doi = "10.1111/1460-6984.12112",
language = "English",
volume = "50",
pages = "48--62",
journal = "European Journal of Disorders of Communication",
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T1 - Reconceptualizing practice with multilingual children with speech sound disorders

T2 - People, practicalities and policy

AU - Verdon, Sarah

AU - McLeod, Sharynne

AU - Wong, Sandra

N1 - Includes bibliographical references.

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N2 - Background: The speech and language therapy profession is required to provide services to increasingly multilingual caseloads. Much international research has focused on the challenges of speech and language therapists’ (SLTs) practice with multilingual children.Aims: To draw on the experience and knowledge of experts in the field to: (1) identify aspirations for practice, (2) propose recommendations for working effectively with multilingual children with speech sound disorders, and (3) reconceptualize understandings of and approaches to practice.Methods & Procedures: Fourteen members of the International Expert Panel on Multilingual Children's Speech met in Cork, Ireland, to discuss SLTs’ practice with multilingual children with speech sound disorders. Panel members had worked in 18 countries and spoke nine languages. Transcripts of the 6‐h discussion were analysed using Cultural–Historical Activity Theory (CHAT) as a heuristic framework to make visible the reality and complexities of SLTs’ practice with multilingual children.Outcomes & Results: Aspirations and recommendations for reconceptualizing approaches to practice with multilingual children with speech sound disorders included: (1) increased training for working with multilingual children, their families, and interpreters, (2) increased training for transcribing speech in many languages, (3) increased time and resources for SLTs working with multilingual children and (4) use of the International Classification of Functioning, Disability and Health (ICF‐CY).Conclusions & Implications: The reality and complexities of practice identified in this paper highlight that it is not possible to formulate and implement one ‘gold standard’ method of assessment and intervention for all multilingual children with speech sound disorders. It is possible, however, to underpin practice with a framework that ensures comprehensive assessment, accurate diagnosis and effective intervention. This paper proposes that by working towards the aspirations of the Expert Panel, SLTs can be empowered to facilitate appropriate services for multilingual children regardless of the context in which they live and the languages they speak.

AB - Background: The speech and language therapy profession is required to provide services to increasingly multilingual caseloads. Much international research has focused on the challenges of speech and language therapists’ (SLTs) practice with multilingual children.Aims: To draw on the experience and knowledge of experts in the field to: (1) identify aspirations for practice, (2) propose recommendations for working effectively with multilingual children with speech sound disorders, and (3) reconceptualize understandings of and approaches to practice.Methods & Procedures: Fourteen members of the International Expert Panel on Multilingual Children's Speech met in Cork, Ireland, to discuss SLTs’ practice with multilingual children with speech sound disorders. Panel members had worked in 18 countries and spoke nine languages. Transcripts of the 6‐h discussion were analysed using Cultural–Historical Activity Theory (CHAT) as a heuristic framework to make visible the reality and complexities of SLTs’ practice with multilingual children.Outcomes & Results: Aspirations and recommendations for reconceptualizing approaches to practice with multilingual children with speech sound disorders included: (1) increased training for working with multilingual children, their families, and interpreters, (2) increased training for transcribing speech in many languages, (3) increased time and resources for SLTs working with multilingual children and (4) use of the International Classification of Functioning, Disability and Health (ICF‐CY).Conclusions & Implications: The reality and complexities of practice identified in this paper highlight that it is not possible to formulate and implement one ‘gold standard’ method of assessment and intervention for all multilingual children with speech sound disorders. It is possible, however, to underpin practice with a framework that ensures comprehensive assessment, accurate diagnosis and effective intervention. This paper proposes that by working towards the aspirations of the Expert Panel, SLTs can be empowered to facilitate appropriate services for multilingual children regardless of the context in which they live and the languages they speak.

KW - Bilingual

KW - Cultural historical activity theory

KW - Multilingual

KW - Practice

KW - Qualitative

KW - Speech sound disorders

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M3 - Article

VL - 50

SP - 48

EP - 62

JO - European Journal of Disorders of Communication

JF - European Journal of Disorders of Communication

SN - 1368-2822

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