Working with Children Experiencing Speech and Language Disorders in a Bilingual Context: A Home Language Approach

Cover
Endorsement
Half Title
Title
Copyright
Dedication
Contents
List of contributors
List of tables
List of figures
Preface
Acknowledgements
List of acronyms and abbreviations
1 Introduction
	Introduction
		The impact of COVID-19
		Speech and language disorders
		The practicality of a home language first approach
		Mirpuri, a Pakistani-heritage language
		Acknowledging and valuing linguistic diversity in the profession
		Gaining confidence in working in Languages Other Than English (LOTE)
		Racism in the profession and internalised racism
		Diversity and families: LGBTQ+
		Professional power and privilege
		My personal perspective
2 Definitions and terminology
	Bilingualism, Language Disorder and Speech Sound Disorder
		Key learning points
		Identity and ownership of terminology
		Bilingualism and multilingualism
			Home language, mother tongue, and “our tongue”
			Mother tongue or mother language
			Additional language/Second language
		Language
		Speech
		Codeswitching
			Code, code switching, or codeswitching
		Developmental Language Disorder (DLD) versus the defunct “language delay” diagnostic label
		Language acquisition in bilingual children
		One Person One Language approach (OPOL)
		Potential bilingual/monolingual in a Language Other Than English (LOTE)
		Language acquisition versus formal language learning
		Sequential bilingualism
		Simultaneous bilingualism
		Heritage language
		High-status and low-status languages
		The impact of language status on the individual and bilingual family
		Pre-literate language versus illiteracy
		Accent and dialect
		The evolution of terminology and speaker’s preferences
		Language attrition
		Cross-linguistic transfer
		Populations and terminology
			People who are refugees and people seeking asylum
			Immigrants and migrants
3 Differentiating language disorder from language difference
	Differentiating language disorder from language difference
		Can children only have problems learning the additional language?
		Can children only have problems learning the home language, but not the additional language?
	Key components of assessment of bilingual children
		Pre-referral
		The referral form and conversations
	Speech and language therapy referral form
		Child or young person’s name
		Date of birth
		Language(s)
		Parent 1 (and parent 2)
		Parental or carer role
		Main carer
		Other carers
		Home language(s)
	The parent/carer interview (case history)
		Involving a professional interpreter
		Eating and drinking
	Language exposure and attitude questionnaire
		Assessment domains
	Decision making
		Language dominance
			Apparently dominant in the mainstream language due to pragmatics associated with the setting and/or person assessing
			Dominant in English and experiencing language attrition at home
		Family language policy
4 Working alongside interpreters
	Working alongside interpreters
		Advantages of working alongside an interpreter
		Locating a home language interpreter
		Matching an interpreter
		Three-way telephone interpreting and telehealth
		Difference between an interpreter and a translator
		Identifying the correct language and dialect
		Bilingual speech and language therapy assistants and bilingual co-workers
		Different types of literacy: language learning for religious purposes
		Myth: bilingual SLTs don’t need an interpreter
		Who should work as an interpreter?
		Who is the interpreter for?
			Cost of working with an interpreter
		“Getting by” and informed consent
		Child protection and interpreters
	A timetable for SLTs working alongside interpreters
		Double the time essential for equitable outcomes
		Translation of written materials
			Pre-literate languages (language with no written form)
			Low levels of literacy associated with deprivation
		Providing information, intervention, and reports via video format
		The use of computerised translation apps and services
		Seating position when working with an interpreter
		Tips for working alongside an interpreter
5 Translation protocol
	Translation styles
	Taking a language sample
	The use of transliteration to record home language responses
	A suggested protocol
		Source language
		Target language
		Prompts and strategies
	Areas to be considered during the translation process
	Differences between languages and codeswitching
	Setting therapy aims – simple utterances
	Summary
6 Language assessment and intervention in home language
	Which language(s) to assess and provide intervention?
		Case illustration – abandoning home language due to Speech Sound Disorder
		Case illustration – abandoning home language due to language disorder
		Why not have a bilingual approach to intervention?
		Shared language/NO shared language between the professional and the family
		Interpreter or bilingual SLT?
		When the shared language is not the home language
		Assessing language skills
		Assessing home language skills and then additional language skills
		Thematic roles
		Using thematic roles to analyse bilingual utterances
		Usage-based language acquisition
		Verbal comprehension
		Vocabulary and expressive language
		Comorbidity
		Pragmatic language skills
		Informal and formal assessments of language
		Language screen versus detailed language assessment
		Why informal home language assessments are superior to published standardised English language assessments
		Assessment of comprehension: early years
		Diagnosis of SLCN, Language Difficulties, and Developmental Language Disorder
			Codeswitching and the myth of word/phrase order errors
		Planning therapy in home language: dynamic assessment
		Delivering therapy in home language
		Therapy aims: examples
		Examples of therapy aims for basic spoken utterances in Mirpuri
			Syntactic targets
			Vocabulary targets
			Grammatical targets
		When to introduce English (or Welsh or Gaelic)
		Monitoring progress
		The impact of teachers’ attitude to home languages
7 Speech Sound Disorder in a bilingual context
	Speech Sound Disorder
		SSD and literacy
		Phonological awareness
		Literacy and phonological awareness in a bilingual context
		Suprasegmental phonology
		Diagnostic labels and categories
		Under-representation of bilingual children with SSD
			Home language speech sound assessments
		Low socioeconomic status as a risk factor for SSD
		Discrimination based on ethnicity/language other than English use
		Causes of Speech Sound Disorder
		Separate phonological systems for each language
		One vocal tract – one articulatory system
		Classification of Speech Sound Disorder
			Articulation disorder: distortion
			Articulation disorder: articulation disorder with phonological implications
			Phonological Delay
			Consistent (Atypical) Phonological Disorder
			Inconsistent (or atypical) Phonological Disorder (IPD)
	Assessment of Speech Sound Disorder
		Assessment of hearing
		Vocabulary assessment
			Word web: semantic features
			Word web: phonological features
		Adaptations to word webs for bilingual children
	Checklist for speech assessment of a bilingual child speaking at least one language not shared with the clinician
		Notes on the checklist
		Offer a choice of languages
		Identify the inventory and any developmental data for the language(s)
		Monolingual acquisition data is likely to differ from bilingual acquisition data and should not be applied to bilingual children unmodified
		Information on the phonology of languages other than English (LOTE)
		Features which may be unfamiliar to English monolingual therapists
			Contrast
	Speech systems examination
		Purpose
		Equipment
		Why the application of monolingual normative data, including phonological process age of elimination is misleading
		Applying phonological process age norms across languages
		Phonological processes are eliminated at different ages across languages
		Interaction of two languages and the impact on phonology
		Same phonological diagnosis, different surface patterns in each language
			Articulation disorder
			Phonological disorders
	Planning intervention for a bilingual child with Speech Sound Disorder
		Treatment intensity (Dose)
		Articulation disorder
		Phonological Delay and Consistent Phonological Disorder
		Inconsistent Phonological Disorder (IPD)
	Summary
8 Augmentative and Alternative Communication
	Augmentative and Alternative Communication (AAC) in a bilingual
context
	Introduction
	László’s story
	Language availability and need
	Equitable provision
	Jianyu’s story
	Availability of AAC
	Jolanta’s story
	Individual language needs
	Alina’s story
	Words versus phrases
	Features
		Language specific voices
	Culturally appropriate symbols
	Allocating appropriate time to ensure quality outcomes
	Time taken to create an AAC system
	Irtaza’s story
	Assumption of literacy
	Text-to-speech systems
	Working with bilingual professionals
	Meera’s story
	Considerations for long-term implementation of aac
	Ongoing support for personalisation
	Language-specific therapy input
	Things to consider when appraising an AAC resource in a language
you do not share with the service user and their family
9 Cultural inquisitiveness and bilingual service delivery checklist
	Defining the problem
	Becoming an ally
	Increasing diversity in the workforce and representation
	Intersectionality and LGBTQ+ people
	Intersectionality and people with a disability
	Socioeconomic status (social class)
	Student education
	Improving services by harnessing community power: Co-production
	Cultural inquisitiveness
	RCSLT checklist: essential Foundations for working successfully with bilingual children experiencing SLCN and their families
	Sign off
	Next steps
10 Barriers to working with bilingual children and how to overcome them
	Barriers to working with bilingual children and how to overcome them
		I’m not allowed the additional time needed
		There are too many languages spoken in the local area so I will just work in the mainstream language (such as English)
		We don’t have a specialist SLT in bilingualism
		The child needs X language for the education system so I have to deliver assessment and intervention in that language
		If there is more than one home language spoken, which language(s) should assessment and therapy be delivered in?
		I can’t find a bilingual SLT or bilingual assistant/co-worker to work with this particular family
			Recruiting bilingual assistants and teaching assistants
		I don’t know anything about this particular language
		I haven’t got any assessments
	Conclusion
	Resources
11 Resources
	Quizzes
		QUIZ 1: Language disorder in a bilingual context QUESTIONS
		QUIZ 1: Language disorder in a bilingual context ANSWERS
		QUIZ 2: Speech Sound Disorder (SSD) in a bilingual context QUESTIONS
		QUIZ 2: Speech Sound Disorder (SSD) in a bilingual context ANSWERS
	Case studies
		Case study 1 – Mehboob, aged 3;6
		Case study 1 – Mehboob – answers
			Outcome
		Case study 2 – Maria, aged 4;7
		Case study 2 – Maria – answers
			Outcome
		Case study 3 – Peter, aged 5;6
		Case study 3 – Peter – answers
		Case study 4 – Aleena, aged 3 years 2 months
		Case study 4 – Aleena – answers
		Case study 5 – Badal, aged 7;2
		Case study 5 – Badal – answers
		Case study 6 – Zeeshan, aged 4;4
		Case study 6 – Zeeshan – answers
		Case study 7 – Daniyal, aged 4;2
		Case study 7 – Daniyal – answers
		Case study 8 – Aadil aged 5;3
		Case study 8 – Aadil – answers
	Calculating the age of diverse children and young People for the application of normative data: When is it appropriate?
	Developing skills
	Converting the child’s performance on this assessment to a format in which we can compare their performance to other children of their age and cultural and linguistic background
	Cut-off below which the child’s performance is considered impaired or disordered
	Strengths and problems of this approach
	Calculating completed years, months (and days)
	Examples
	Reference
	Information leaflet:
	Speech Sound Disorder and the bilingual child
		What is speech?
		What is Speech Sound Disorder (SSD)?
		Has bilingualism/multilingualism caused the Speech Sound Disorder?
		Will the speech sound errors be the same in both/all languages?
		What is the best treatment?
		Other problems
		Ways you can help the speech and language therapist/pathologist
	Information leaflet:
	Bilingual children with speech, language, and communication needs
		Has using two or more language caused my child’s speech, language, or communication needs?
		Should I stop speaking my home language(s) to help my child?
		Won’t my child find learning two or more languages even harder because s/he has a speech, language, or communication need?
		Why should I speak my home language to my child?
		Will my child be confused by speaking two or more languages together?
		I have been told by a professional that using two or more languages is harmful
	Confidential Patient Information
	Speech and language therapy Assessment report: Bilingual/multilingual
child or young person
		Summary
			Language(s) of assessment
			Assessment scores
			Severity
		Diagnosis/Diagnoses by speech and language domain
			Language
			Speech
			Articulation: single sound (phone) production and imitation
			Phonology: word level production and above
			Motor speech
			Disorders of fluency
			No diagnosis is applicable
		Recommendations
		Actions
			Onward referrals
			Actions
		Background
		Vocabulary – listening vocabulary
		Vocabulary – naming vocabulary
		Speech sounds (articulation and phonology)
			Articulation
		English speech sounds
			Articulation: sound level
			Phonology: word level and above
			Delayed error patterns
			Phonological awareness skills
	Technical supplement
	Online resources
		Professional organisations’ bilingualism and multilingual pages
		Podcasts and videos
		Advice leaflets
		Books on bilingualism
		SLT web sites
		Bilingual assessments and interventions
		Computer tools for analysing expressive language automatically, such as Mean Length of Utterance (MLU)
		Information on languages
		The IPA chart and ear-training
Index