Transcribing and transforming: Towards inclusive, multilingual child speech training for South African speech-language therapy students

Michelle Pascoe, Olebeng Mahura, Kate Rossouw

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

Objective: Phonetic transcription may encourage engagement with language diversity in multilingual settings. We describe how transcription can be used to help South African speech-language therapy (SLT) students engage with the many languages spoken in their country. Objectives were to describe (a) the local context, (b) transcription in the curriculum, and (c) participant observations from staff facilitating the Child Speech course.

Method and Materials: A case study approach was used to investigate teaching and learning transcription in a real-life context, the undergraduate second-year Child Speech course in an SLT programme. Document review of curriculum and university documents, national policies, and international best practice guidelines took place, together with participant observations from facilitators.

Results: We describe 4 activities that show how transcription skills can be developed while introducing local languages into the curriculum. These activities give students the opportunity to develop transcription skills for a range of local languages, while at the same time encouraging them to learn the languages, construct communal resources, and promote a problem-solving attitude to their practice.

Conclusion: Calls to transform higher education in South Africa and “decolonise” curricula are key drivers underpinning this work. Transcription may be a useful tool in preparing students to practise in a multilingual context.
Original languageEnglish
Pages (from-to)108-119
Number of pages11
JournalFolia Phoniatrica et Logopaedica
Volume72
Issue number2
Early online date12 Jun 2019
DOIs
Publication statusPublished - Apr 2020

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