Speech-Language Pathologists’ Perceived Competence in Working With Culturally and Linguistically Diverse Clients in the United States

Parveen, Sabiha; Santhanam, Siva priya

doi:10.1177/1525740120915205

Cited by 16 publications

(12 citation statements)

References 15 publications

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“…SLPs also must be provided with opportunities to consider the role of language proficiency in their work with ELs in language/literacy development. Parveen and Santhanam's (2020) study pointed out that bilingual SLPs had more perceived competence than monolingual SLPs in working with ELs on assessment and intervention outcomes. Hence, providing monolingual SLP GSs with opportunities to better understand and implement instructional approaches with ELs reinforces the importance of collaborative work of bilingual and monolingual professionals.…”

Section: Pedagogical and Clinical Implicationsmentioning

confidence: 97%

“…Many of the SLPs reported that they were not comfortable with assessing and/or providing services to EL students. Parveen and Santhanam (2020) examined the perceived competence of 337 monolingual and bilingual SLPs who were working with ELs within the United States. Their survey consisted of three sections: background information, training received on serving ELs, and SLPs' perceived competence in their service delivery to this population.…”

Section: Working With Els: Perceived Knowledge Competencies and Self-...mentioning

confidence: 99%

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Speech–Language Pathology Graduate Students' Questioning Strategies for English Learners in a Simulation Environment

Peker

Rosa-Lugo

2021

Topics in Language Disorders

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The purpose of this pilot study was to examine TeachLivE simulation used by speech-language pathology graduate students (SLP GSs) to practice questioning strategies with English learners (ELs) at various language proficiency levels. Using a communities of practice theoretical framework, data were collected through an assignment in a core graduate-level course that focused on assessment/intervention of ELs with communication disorders. The SLP GSs were required to prepare leveled questions prior to a simulation experience, respond to a survey, modify questions, and apply leveled questions during the simulation. Their self-efficacy in questioning strategies before and after the simulation was quantitatively measured, and their lived experiences were examined in the qualitative part of the data analysis. Findings suggest that the SLP GSs demonstrated more confidence or self-efficacy in using leveled questions with advanced level ELs and needed further practice adjusting their questions for ELs across other language proficiency levels. Recommendations for using simulation to practice evidence-based strategies are provided.

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Section: Pedagogical and Clinical Implicationsmentioning

confidence: 97%

Section: Working With Els: Perceived Knowledge Competencies and Self-...mentioning

confidence: 99%

Speech–Language Pathology Graduate Students' Questioning Strategies for English Learners in a Simulation Environment

Peker

Rosa-Lugo

2021

Topics in Language Disorders

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“…Recommendation: Foster and systematically develop linguistic differences. SLP curricula in the United States primarily focus on the linguistic aspects of communication disorders in English with little to no exposure to linguistically diverse client populations (Guiberson & Atkins, 2010;Hammer et al, 2004;Kohnert et al, 2003;Parveen & Santhanam, 2021). Students who speak languages other than English, who are much needed in our profession, should be given opportunities to integrate knowledge of their languages with the clinical skills they are acquiring in school (Kritikos, 2003;Santhanam & Parveen, 2018).…”

Section: Barrier: Access To the Graduate School Curriculummentioning

confidence: 99%

Considerations for Addressing the Needs of Culturally and Linguistically Diverse Speech-Language Pathology Praxis Test Takers

Medina

Alfano

Moore

2022

Am J Speech Lang Pathol

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Purpose: The primary purpose of this article is to explore the speech-language pathology (SLP) Praxis test, a barrier to culturally and linguistically diverse (CLD) individuals entering the profession, by investigating first-time pass rates and mean scores by test taker race/ethnicity. Other potential barriers to licensure and certification, as well as solutions for mitigating these barriers, will also be addressed. Method: SLP Praxis test data from two windows of time, 2008–2011 and 2014–2020, were compared for the following: (a) proportions of test taker race/ethnicity relative to U.S. demographic estimates of racial/ethnic group proportions overall, (b) proportions of racial/ethnic groups, and (c) trends in test-taker mean scores by race/ethnicity. First-attempt pass rates by racial/ethnic groups were also calculated for the 2014–2020 testing window. Results: The percentage of some CLD SLP Praxis test-taker groups increased since the 2008–2011 testing window but is still not representative of U.S. racial/ethnic demographics. The first-attempt pass rates and overall mean scores of CLD test-taker groups remained substantially lower than White non–Hispanic/Latinx test takers. Conclusions: Despite the encouraging trends in SLP Praxis test-taker racial/ethnic diversity, disparities persist between the racial/ethnic makeup of SLP Praxis test takers and the demographic makeup of the United States. Consequently, these disparities have implications for the continued lack of cultural representativeness seen in our workforce.

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“…Although this is a mandate, the lack of bilingual and multilingual SLPs creates a situation where many families have lack of information and communication due to the initial language barrier. Given this, when the SLP and client/ student speak the same language, there is a greater probability of more success as there is a greater ability to work and communicate with these students (Parveen & Santhanam, 2020).…”

Section: Diagnosing and Treating Bilingual Studentsmentioning

confidence: 99%

“…SLPs may believe that students are unmotivated to work on speaking in their L2; however, many times this is not the case. It has been found that students are less willing to talk and collaborate when they cannot relate to, or communicate entirely with, their provider (Parveen & Santhanam, 2020). These aspects play an essential role in the diagnosis process as well as in the therapy provided to students.…”

Section: Diagnosing and Treating Bilingual Studentsmentioning

confidence: 99%

Speech Language Pathologists and Teachers Perceptions of Bilingual Students

2021

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Prior research has focused on speech language pathologists (SLPs) and teachers and their ability to work with bilingual students. It has been found that both teachers and SLPs struggle to work with bilingual students as they do not have the prior knowledge necessary to work efficiently with these students (Teoh, Brebner, & McAllister, 2017). Additionally, speech therapy and other necessary resources for students to succeed may only be given in one language, potentially not their L1, making it difficult for students and teachers to work in the L2 language (Hammond, Mitchell, & Johnson, 2009). There has been a lack of research that has explored SLPs and the ways in which they treat and work with students who are bilingual and multilingual compared to those who are monolingual. Studying these groups simultaneously will provide information from different learning environments as well as give insight on the amount of or lack of one-on-one attention given to bilingual students in those respective environments. The purpose of this research is to understand how SLPs’ and teachers perceive and work with students who are bilingual versus how they work with and perceive students who are monolingual. Results have shown that there is a significant difference in the level of preparedness of and in the perceptions that teachers and SLPs hold when it comes to working with students who are bilingual and multilingual.

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Speech-Language Pathologists’ Perceived Competence in Working With Culturally and Linguistically Diverse Clients in the United States

Cited by 16 publications

References 15 publications

Speech–Language Pathology Graduate Students' Questioning Strategies for English Learners in a Simulation Environment

Speech–Language Pathology Graduate Students' Questioning Strategies for English Learners in a Simulation Environment

Considerations for Addressing the Needs of Culturally and Linguistically Diverse Speech-Language Pathology Praxis Test Takers

Speech Language Pathologists and Teachers Perceptions of Bilingual Students

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