Alan Seitel, Ph.D., CCC-SLP aseitel@tamiu.edu Melissa P. Garcia, M.S., CCC-SLP mpgarcia@tamiu.edu Texas A&M International University Communication Disorders Program 2009 ASHA CONVENTION Presentation Date: November 20, 2009 Session Time: 3:30pm-4:30pm
According to 2000 Census projection, 11.1% of U.S. residents were either foreign born or first generation. 17.9% of people reported speaking a language other than English at home Hispanics accounted 14.8% of the population It is predicted that by 2050 the Hispanic group will constitute 25% of the total U.S. population
Percentage of people ages five and older whose home language is Spanish and report they speak English less than very well. 1. Houston 21.7% 2. San Antonio 14% 3. Dallas 23% 4. Austin 12.8% 5. El Paso 27% 6. Corpus Christi 11% 7. Lubbock 4.3% 8. Laredo 48.2% 9. Irving 21.3%
Must be able to speak their L1 and at least one other language with native or near native proficiency in lexicon, semantics, phonology, morphology/syntax and pragmatics. Ability to describe the process of normal acquisition for both languages in monolingual and bilingual individuals.
Ability to administer and interpret formal and informal assessment procedures to distinguish between communication differences and disorders. Ability to apply intervention strategies for treatment of communication disorders in the client s language. Ability to recognize cultural factors which affect the delivery of services to the client s language community.
Language Differences are a result of the normal process of second language development and its impact on L2 development. L1 is developing normally. Language Delays suggest that language is developing in a sequential manner, however at a slower pace. Language Disorders are characterized by deficits in the comprehension and/or production (content, form, use) of both L1 and L2. The language disorder is present in both languages the child uses.
A dialect is a variation of a language spoken in a geographic region. Spanish dialects do differ significantly from each other even within the same country. ASHA (2003) issued a position paper on social dialects, which stated that no dialectal variety of English is a disorder or a pathological form of speech or language. Dialects exist in every language.
Phonology: the linguistic rule system dealing with speech sounds and their characteristics Morphology & Syntax: the grammatical structure of a language Semantics: the relationship of symbols to objects and events to represent meaning Pragmatics: how communication is used in a social context Van Riper & Erickson, 1996
Addition of eh before the /s/ in /s/ blends Affrication: substitution of /ʧ/ for /ʃ/ and /ʤ/ for /j/ Stopping: substitution of /b/ for /v/, /t/ for /Ɵ/ and /d/ for the voiced th Substitution of tense vowel for lax vowel (Spanish has 5 vowels and English 19 vowels/diphthongs) Placement of adjective after the noun Lack of possessive s in Spanish Placement of negative no before the verb Omission of subjective pronouns when subjects has been previously stated
Simultaneous: a child initiates the development of two languages before the age of three Sequential: a child begins to develop a second language after three years of age
BICS (Basic Interpersonal Communication Skills) vs. CALP (Cognitive Academic Language Proficiency)
1. Bilingual child has one lexical system with words from both languages. 2. The child will use mixed language utterances but a single language system forming the basis for acquisition and storage/retrieval of L1 and L2. The child has two lexical systems but continues mixing utterances, thus two linguistic codes with differentiated lexicon and syntax. 3. The child has two languages with separate grammars. Influence of the language environment (Additive vs. Subtractive). Damico & Hamayan, 1992
1. Early childhood (after age three) either informal or formal; school-age (after age five) usually in school. 2. Factors affecting L2 development include cognition, personality, social/environmental factors and first language proficiency. 3. Sequence of development Silent period Language loss Language transfer Interlanguage Codeswitching
Silent period- The child is comprehending (listening) to language with limited output (expressive communication). Period may last from three to six months. Language loss- As a child acquires a second language and he/she begins to use L1 less frequently, the child will begin to loose language skills in L1. Language transfer- A process in which syntax, morphology, pragmatics and/or semantics from L1 is carried over to L2. Interlanguage- During L2 development as the child begins to communicate more, inconsistent errors may continue. The errors are part of the L2 learning process. Codeswitching- It is the alteration of two languages within a single constituent, sentence, or discourse. The child may substitute structures, forms, or lexical items from L1 for forms in L2 that have not been learned.
Involves language that is cognitively undemanding and context embedded. It is the use of language to carry on basic conversations. For example, basic vocabulary, following simple directions, and understanding common phrases These skills can take up to 2 years to develop. Cummins, 1984
Language that is cognitively demanding and context reduced. It is the use of language to learn academic information. For example, abstract concepts, understanding complex academic vocabulary, formal testing/writing, and creating narratives. These skills typically take 5 to 7 years to develop. Cummins, 1984
Communication difficulties at home & with peers Inappropriate use of pragmatic (social) language Reliance on gestures to communicate Developing slower than siblings Imprecise vocabulary and grammar; poor sequencing skills Difficulty paying attention; asks for repetitions Overall communication skills are substantially poorer than those of peers
Short attention span Distractible Daydreams Appears confused Uses gestures Speaks infrequently Speaks in single words and/or phrases Comments inappropriately Has poor recall Has poor comprehension Has poor vocabulary Has poor syntax Has poor pronunciation Confuses similar sounding words Has difficulty sequencing ideas and events Adapted from Ortiz & Maldonado,1986 (as cited in Kayser, 1998) and Roseberry-McKibben, 1995
For ELLs without disabilities, these characteristics will appear only when the second language is being used. All these characteristics noted are typical in the second language acquisition process.
Nonverbal aspects of language are culturally inappropriate Does not express basic needs appropriately Rarely initiates verbal interaction with peers Responds inappropriately when peers initiate interactions Gives inappropriate responses Peers give indications that they have difficulty communicating with the student Replaces speech with gestures Show poor topic maintenance Perseverates on a topic Needs to have information repeated often, even with the information has been modified
For second language learners with speech-language disorders, these characteristics will appear in both languages.
Frequent uses gestures not words Uses short utterances Speaks in choppy sentences Mispronounces words Gives responses that are related but not on target Uses overly general words Cannot call forth exact words when vocabulary is known Asks for repetitions Complains that the teacher talks too fast Rarely asks questions Does not participate in class discussions Does assignments incorrectly or not at all
Case History Choosing Tests-Instruments and Bias Modifying (Adapting) Formal Instruments Language Sampling Environmental Affects on L1 and L2 Use
Therapy must be linguistically appropriate both the language community and the client s environment. Therapy should take into consideration the client s culture and reflect that culture. When working with groups the language dynamics of the bilingual individuals must be accounted for and be reflected in the therapy plan. Dual language vs. concurrent bilingualism during therapy.
RTI makes this a necessity. Be conscious of calling on students who do not regularly volunteer. Arrange the classroom to promote peer interaction. Allow and encourage bilingual interaction. Understand the importance of giving all students the opportunity to practice various forms of language (requests, negotiation, problem solving, and explaining concepts.) Share materials between the SLP and teacher. Use common topics in the classroom and in during intervention. Consider doing intervention in the classroom.
Altarriba, J. & Heredia, R. R. (2008). An Introduction to Bilingualism: Principles and Processes. New York, NY: Lawrence Erlbaum Associates. American Speech-Language-Hearing Association (2003). Technical report: American English Dialects. ASHA Supplement, 23, pp. 45-46. American Speech-Language-Hearing Association (1989). Bilingual Speech-Language Pathologists and Audiologists: Definition. ASHA, 31, p.93. Brice, A.S. (2002). The Hispanic Child: Speech, Language, Culture and Education. Boston, MA: Allyn & Bacon. Cummins, J. (1984). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon, United Kingdom: Multilingual Matters Ltd. Goldstein, B. (2000). Cultural and Linguistic Diversity Resource Guide for Speech- Language Pathology. San Diego, CA: Singular Publishing Group, Inc. Kayser, H. (1998). Assessment and Intervention Resource for Hispanic Children. San Diego, CA: Singular Publishing Group, Inc. Kohnert, K. (2008). Language Disorders In Bilingual Children and Adults. San Diego, CA: Plural Publishing. Roseberry-McKibbin, C. (2007). Language Disorders In children: A Multicultural and Case Perspective. Boston, MA: Allyn& Bacon. Roseberry-McKibbin, C. (1995). Multicultural Students with Special Language Needs: Practical Strategies for Assessment and Intervention. Oceanside, CA: Academic Communication Associates.