Intelligibility Enhancement Assessment and Intervention: a single-case experimental design with two multilingual university students

Blake, Helen L.; McLeod, Sharynne; Verdon, Sarah

doi:10.1080/02699206.2019.1608470

Cited by 8 publications

(6 citation statements)

References 37 publications

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“…Fourthly, the ICS has been used to compare perspectives about intelligibility (e.g., mothers and fathers: Piazzalunga, Salerni, Limarzi, Fassina, & Schindler, 2019;Washington, McDonald, McLeod, Crowe, & Devonish, 2017;parents and teachers: Tomić & Mildner, 2014); showing high correlations between adult raters. Finally, the ICS also has been used as an outcome measure in research with preschool children with speech sound disorders McLeod et al, 2019), children with cleft lip and palate (Seifert, Wren, Davies, & McLeod, 2019), and adults who speak languages other than English (Blake, McLeod, & Verdon, 2020).…”

Section: Intelligibility In Context Scale (Ics): Descriptionmentioning

confidence: 99%

Intelligibility in Context Scale: cross-linguistic use, validity, and reliability

McLeod

2020

Speech, Language and Hearing

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Section: Intelligibility In Context Scale (Ics): Descriptionmentioning

confidence: 99%

Intelligibility in Context Scale: cross-linguistic use, validity, and reliability

McLeod

2020

Speech, Language and Hearing

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“…In terms of family language policy, it is believed that there is a great benediction of multilingualism, such as better career offers, more excellent familial union, enhanced comprehension and objectiveness of diverse cultures, sense of identity, cultural engagement, and improved brainwork (Blake et al, 2020). Most families who successfully cultivate the home language can deliberately explain the language rules to their children.…”

Section: Family Language Policymentioning

confidence: 99%

The parental language policy on children's language acquisition: a case of international family

Istighfaroh,

Elfiyanto,

Ubaidillah

2023

J. Eng. Foreign. Lang.

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Discussing second language acquisition (SLA) from the perspective of one same-nationality family has been massively conducted. However, the recent study regarding SLA in toddlers in mixed-marriage families, especially with Indonesian mothers, has not been previously observed. Directed to the study demonstrated by Li (2007), this present study aimed to examine the three essential marks of family roles on their children's acquisition, such as the parent's literacy accomplishment, the daily occupation choice and opportunity, and adaptation as well as integration into the local country. Two families with Sudan-Indonesia and America-Indonesia backgrounds participated as research subjects. The narrative inquiry method through interviews (see Duff, 2019) was employed to gain the data. Then, the data were analyzed by using Braun and Clarke’s (2006) six thematic analysis stages. The results revealed that the parental academic records of accomplishment, the family's occupation, and the socialization to the domestic environment positively affected family language policy (FLP), shaping the stairs of children's SLA. Moreover, this study may contribute to Indonesian families, school stakeholders, and EFL teachers in teaching the foreign language to their children and EFL students in gaining new languages.

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“…Differences in multilingual speakers' intelligibility that are perceived as an accent are influenced by a speaker's home language or dialect and do not reflect a disorder (American Speech-Language-Hearing Association, 2019). Intelligibility Enhancement uses nonmedical terminology to ensure multilingual speakers are not pathologized (e.g., clients or speakers rather than patients, telepractice rather than telehealth, and substitutions, deletions, and distortions rather than errors; Blake et al, 2020).…”

Section: Intelligibility Enhancementmentioning

confidence: 99%

“…Australia is the third most popular destination country for students wishing to improve their English behind the United States and the United Kingdom (Training Council for International Education, 2016). The Intelligibility Enhancement Assessment and Intervention Protocols (Blake, 2019a(Blake, , 2019bBlake et al, 2020) were designed to support the English intelligibility of multilingual university students, and the provision of services in the university clinic described here adhered to these protocols. Four graduate student SLPs provided assessment and intervention under the supervision of a qualified SLP, who is the author of the protocols.…”

Section: Intelligibility Enhancementmentioning

confidence: 99%

Intelligibility Enhancement via Telepractice During COVID-19 Restrictions

Blake

2020

Perspect ASHA SIGs

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Purpose Speech-language pathologists (SLPs) may be approached by multilingual speakers seeking to improve their intelligibility in English. Intelligibility is an essential element of spoken language proficiency and is especially important for multilingual university students given their need to express complex ideas in an additional language. Intelligibility Enhancement is an assessment and intervention approach that aims to improve the intelligibility of consonants, vowels, and prosody with multilingual speakers who are learning to speak English. This article describes the student-led delivery of Intelligibility Enhancement with multilingual clients in a university clinic using a telepractice model after restrictions were imposed due to the COVID-19 pandemic. Conclusions Telepractice offered an appropriate mode of service delivery that facilitated a high-quality, best practice, and continuous service to Intelligibility Enhancement clients while also permitting student SLPs' ongoing clinical education employing an increasingly utilized technology. Previous research demonstrated the effectiveness of the Intelligibility Enhancement Assessment and Intervention Protocols in increasing English intelligibility in multilingual university students. The modifications necessary to provide this intervention via telepractice in a student-led clinic not only offer a possible solution to supporting multilingual university students' English intelligibility during the COVID-19 pandemic but also will inform the understanding of SLPs providing similar interventions in the future.

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Intelligibility Enhancement Assessment and Intervention: a single-case experimental design with two multilingual university students

Cited by 8 publications

References 37 publications

Intelligibility in Context Scale: cross-linguistic use, validity, and reliability

Intelligibility in Context Scale: cross-linguistic use, validity, and reliability

The parental language policy on children's language acquisition: a case of international family

Intelligibility Enhancement via Telepractice During COVID-19 Restrictions

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