The impact of linguistic bias upon speech-language pathologists’ attitudes towards non-standard dialects of English

Clark, Emma Louise; Easton, Catherine; Verdon, Sarah

doi:10.1080/02699206.2020.1803405

Cited by 17 publications

(3 citation statements)

References 37 publications

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“…James (2013) have already discussed it more than a decade ago. Within the last five years, Manjavacas et al (2019) and Clark et al (2021) has covered it. In the context of teaching Indonesian for speakers of other languages, Alifiani & Mujianto (2023) have mentioned the issue in their works.…”

Section: Preferred Learning Materialsmentioning

confidence: 99%

American Perceptions on Barriers of Learning Indonesian as a Foreign Language

Syahri,

Isnendes,

Muniroh

2024

IJE

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Foreign language acquisition is one of the important issues in the current era of globalization. Indonesian is not an exception because, within the last twenty years, the significance of Indonesian language has increased. This study aims to reveal the problem of the learning of Indonesian language as a foreign language. It focused on adolescent learners from the United States of America in a reputable language institution. More specifically, there are two questions in this study. First, what are the barriers of learning Indonesian that were found by the American learners? Second, what are the types of teaching materials that these learners like? This study is a case study with descriptive methods. It was conducted in a training institution focusing to train Christian preachers. Four learners from the United States of America were the informants in this study. The data were generated from the four American learners in obtained through (1) observation; (2) depth interviews with informants; and (3) relevant documents. This study concluded that (1) in general, the barriers faced by the American learners can be classified into four types: social, mental, phonological, and grammatical; and (2) the learners prefer various teaching materials but their common preference is the authentic learning materials that consider aspects of audiovisual media use, Indonesian cultural diversity, and language formality. Since the study only relied on four informants, the results cannot be generalized to all learners of Indonesian Language. However, they can provide a figure in the learning of Indonesian language involving non-native speakers, especially the Americans.

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Section: Preferred Learning Materialsmentioning

confidence: 99%

American Perceptions on Barriers of Learning Indonesian as a Foreign Language

Syahri,

Isnendes,

Muniroh

2024

IJE

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“…As a social symptom, language and language use are not only determined by linguistic factors [27], [28] but also by non-linguistic factors, including social and situational factors. With the existence of social and situational factors that influence the use of language [29], then language variations arise.…”

Section: Language Variationsmentioning

confidence: 99%

Politeness Strategies Employed in Communication with Santri and Ustadz in an Islamic Boarding School in Indonesia

Zakaria

Fakih

Saifuddin

et al. 2022

JOAW

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This study on politeness and morals is a learning strategy used in the interaction between santri and kyai/ustdaz in Pesantren Salaf Al-Qur'an Sholahul Huda Al-Mujahidin. This study examined the politeness strategies of both santri and kyai/ustadz in their daily interactions and the factors underlying their use of such systems. Furthermore, a case study qualitative approach by doing observation and interview was employed as the study method. To figure out the phenomenon, Brown and Levinson's (1987) theory of politeness strategies was applied in analyzing the data: Bald on Record, positive politeness, negative politeness, and off Record. From the analysis, it was figured out that all types of politeness strategies were realized in kyai/ustadz utterances. In contrast, only three politeness strategies were performed by santri. It was identified that some social factors of power and social distance triggered the santri and kyai/ustadz to execute such plans. However, another influential factor that was found to encourage the participants to employ those strategies was Pesantren Sholahul Huda Al-Mujahidin's culture of akhlak encompasses several values based upon Islamic values declared in Al Quran and Al Hadith. Maintaining and nurturing this akhlak and morality is believed to be the basis of the realization of peace.

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“…According to learning goals, students ‘need to optimize their own speech and voice in light of the future profession’, and their speech should become ‘free of any regional language or accents’ (Study program of the authors’ institution, author's translation). SLTs’ focus on perfect language and speech—or at least a normative stance towards language and speech—has resulted in discussions on SLTs’ biased assessment of dialectical varieties during language diagnostics (e.g., Clark et al., 2021; Easton & Verdon, 2021; Oetting et al, 2016; Patterson, 1994; Wolfram, 1992) and in studies on suboptimal speech patterns in preservice SLTs (D'haeseleer et al, 2016). In a study on the language proficiency of Flemish SLT students, the authors wrote: ‘In the master programs of SLTs in Flanders, the use of the standard language remains the norm’.…”

Section: Introductionmentioning

confidence: 99%

‘Talking Very Properly Creates Such a Distance’: Exploring Style‐Shifting in Speech‐Language Therapists

Rombouts

Fieremans

Zenner

2023

Intl J Lang & Comm Disor

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BackgroundIn the governmental delineation of the speech‐language therapist (SLT) profession and in preservice SLT education, Flemish SLTs are considered as gatekeepers of the standard language in Flanders. Yet, most Flemish clients typically use a colloquial language style. Following earlier research on how teachers' language style affects teacher–student interactions, an SLT's strict adherence to standard Dutch may potentially evoke perceptions of inequality in their clients. As a result, Flemish SLTs may find themselves torn between on the one hand adhering to the standard language and on the other hand adapting to the sociolinguistic style of their client and establishing trust. In the present study, we explored SLTs’ views on using standard/colloquial language varieties in their practice.Methods & ProceduresIndividual semistructured interviews were conducted with 13 Flemish SLTs who worked with children, adolescents and adults in special schools, private practices and hospitals. Interview transcripts were analysed with reflexive thematic analysis.Outcomes & ResultsAnalyses yielded three themes. Switching between styles was (1) triggered by client characteristics (age, style, therapeutic needs), and it was shaped by (2) the need for establishing trust and (3) a balance between the SLT's professional and personal identity. Notably, most SLTs described partially converging with their clients’ colloquial style, effectively reconciling their professional identity as expert speakers with their personal identity as a colloquial language user.Conclusions & ImplicationsDespite consensus on the role of the SLT as gatekeeper of standard language, many SLTs felt that colloquial language also plays an important role as it bolsters therapeutic alliance and rehabilitation of functional communication. By implementing reflective mixed methods and integrating the client perspective, future studies should further examine how authentic style‐switching occurs and how various styles used by the SLT are evaluated by clients in different contexts. These findings may guide the development of style‐switching as a communicative strategy that can be addressed in preservice education.What this paper addsWhat is already known on the subjectIn Flanders, the existence of various (non‐)standard varieties of Dutch may evoke some tension regarding the preferred variety in a given context. Flemish teachers switch between standard language and colloquial language (style‐shifting), depending on the foregrounding of the transactional or relational nature of the context. Moving towards students’ colloquial speech builds trust and perceptions of equality. Despite the importance of alliance in speech‐language therapy, little is known about how speech‐language therapists (SLTs) feel about using colloquial speech given that they are considered expert speakers.What this paper adds to existing knowledgeWhile ‘talking properly’ is part of the SLT's professional identity, many Flemish SLTs felt that strict adherence to the standard language variety hinders therapeutic alliance. While standard language was strongly associated with professionalism, strict adherence to standard language was used only when SLTs felt they had to prove their clinical competency or when language scaffolding was in the foreground. Partially converging with the clients’ language use allowed SLTs to reconcile their professional identity as expert speaker with personal identity and authenticity.What are the potential or actual clinical implications of this work?Both colloquial speech and standard speech serve a function in SLT practice. Therefore, switching between standard and colloquial speech needs further consideration as a communicative strategy rather than instilling in therapists an ideological, normative stance towards language.

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The impact of linguistic bias upon speech-language pathologists’ attitudes towards non-standard dialects of English

Cited by 17 publications

References 37 publications

American Perceptions on Barriers of Learning Indonesian as a Foreign Language

American Perceptions on Barriers of Learning Indonesian as a Foreign Language

Politeness Strategies Employed in Communication with Santri and Ustadz in an Islamic Boarding School in Indonesia

‘Talking Very Properly Creates Such a Distance’: Exploring Style‐Shifting in Speech‐Language Therapists

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