What It Takes to Call Yourself a Bilingual Practitioner

Cornish, N.

doi:10.1044/leader.ftr2.16152011.16

Leader

2011

DOI: 10.1044/leader.ftr2.16152011.16

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What It Takes to Call Yourself a Bilingual Practitioner

N. Cornish¹

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Bilingual Supports for Clinicians: Where Do We Go From Here?

Núñez

Buren

Diaz-Vazquez

et al. 2021

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Purpose The purpose of this study was to identify and define the support needs of bilingual speech-language pathologists working in one urban school district and to investigate the experiences of the clinicians engaged in a professional learning community (PLC) format within their public school system. Method Twenty-three bilingual speech-language pathologists met in a PLC over the course of 5 months, with a total of four sessions that were a mix of in person and virtual. The participants engaged in group discussions and activities alongside their peers to address self-identified areas of support and need. Additionally, initial and final focus group and exit slip data following the PLC were collected to inform the discussion topics of the PLC and gather final impressions. Constant comparative analysis was utilized to analyze focus group and exit slip data. Results When looking across the experiences of the clinicians in the district, the three themes that emerged from the data were systemic obstacles, professional obstacles, and supports. The three themes that emerged from the speech-language pathologists' experiences in the PLC included their positive experiences, the challenges with participation, and the positive outcomes from exposure to new techniques and earning platforms. Conclusion The findings of this study suggest that bilingual clinicians benefit from a PLC model when addressing specific areas of need.

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Bilingual Supports for Clinicians: Where Do We Go From Here?

Núñez

Buren

Diaz-Vazquez

et al. 2021

LSHSS

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Preparation of Speech-Language Pathologists to Work With English Learners (ELs): Incorporating Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP) Competencies

2017

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Speech-language pathologists (SLPs) are required to acquire critical knowledge, skills, and clinical experience to serve English learners (ELs) in school settings with disabilities in language, learning, and literacy. To provide students with appropriate academic and clinical preparation, three colleges at the University of Central Florida (Health & Public Affairs, Education and Human Performance, and Arts and Humanities) collaborated to create a new interdisciplinary specialization in school speech-language pathology. This specialization focused on English Speakers of Other Languages (ESOL) standards and competencies to address the needs of ELs and provide educationally relevant experiences for students. Interprofessional education (IPE) and collaborative practice (IPP) frameworks guided the development of clinically oriented academic coursework and internships to prepare SLPs to integrate evidenced-based training with practice. This qualitative study examined the perceptions of 40 graduate students, who participated in a personnel preparation program focused on preparing SLPs to work with ELs and ELs with a communication disorder.

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What It Takes to Call Yourself a Bilingual Practitioner

Cited by 2 publications

References 1 publication

Bilingual Supports for Clinicians: Where Do We Go From Here?

Bilingual Supports for Clinicians: Where Do We Go From Here?

Preparation of Speech-Language Pathologists to Work With English Learners (ELs): Incorporating Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP) Competencies

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