9/23 - Multicultural Considerations Flashcards
What are the pragmatic social rules that guide communicative behaviors in a culturally sensitive manner? – BOOK
- Cultural groups have differing views of disability and intervention
- Cultural groups hold diverse views of a woman’s role in society
- Cultural groups hold different views of familial authority
- Names and titles you will use during communicative exchanges may vary among different cultures.
- Certain cultural groups may be uncomfortable with many of the case history and interview questions that are often asked in some settings in the U.S.
- Certain cultural groups may be uncomfortable with some of the testing practices we traditionally use.
- Individual achievement is viewed differently among cultural groups
- Cultural groups hold differing views about a child’s behavior in the company of adults
- Cultural groups maintain different views about the use of eye contact in communication.
- Cultural groups view time differently
- Different cultural groups express disapproval in varying ways
- Perceptions of personal space vary across cultures
- Certain cultural groups expect varying amounts of small talk before engaging in the business at hand
- Some cultural groups harbor generalized mistrust of other cultural groups
What are the pragmatic social rules that guide communicative behaviors in a culturally sensitive manner? – LECTURE
- Differing veiws of disability/intervention
- Women’s role in society
- Familial history
- Names & titles used
- Case history may be uncomfortable
- Testing practices may be uncomfortable
- Individual achievement viewed differently
- Child’s behavior in the company of adults
- Use of eye contact
- Time
- Disapproval
- Personal Space
- Small talk
- Be aware that here is a mistrust of others’ cultures
What are the sources that can be used in determining the normal speech-language patterns & development of a given language?
- Other professionals
- Interpreters
- Teachers
- Community members from the same culture
- Knowledge of dialects
What are the normal patterns of second language acquisition?
- Interference/transfer: Information from the first language transfer to second language
- Fossilization: Specific second language errors become ingrained even after the speaker has achieved a high level of second language proficiency.
- Interlanguage: Develops a personal linguistic system while attempting to produce the target language. It is consistently changing as the speaker becomes more proficient in the second language.
- Silent period: Period of time when a second language learner is actively listening and learning but speaking little
- Code-switching: Unknowingly alternates between two languages (Harms says it is also knowingly)
- Language loss: Decline in a speaker’s first language proficiency while a second language is being learned
What is normal acquisition of second language dependent on?
Continued development and proficiency of the first language
What is a desirable alternative to a standardized test?
Authentic Assessment
What are the two types of tests used in planning and completing the assessment?
- Standardized tests
- Authentic assessment
Why are standardized tests always inappropriate to use for culturally and linguistically diverse clients?
- They are culturally biased
- Favor the mainstream, white culture
- Inappropriate to modify a standardized test by directly translating the assessment tasks
- There may not be direct translation for certain words or concepts or salient words from client background
Why is the authentic assessment such a favorable tool?
It allows for evaluation of behaviors in real-life situations contexts
What does the authentic assessment allow clinicians to determine?
Whether a client’s functional communicative abilities are adequate to meet the demands of different communication situations.
What are the steps when planning and administering an evaluation?
- Us culturally appropriate assessment material
- Test in the clients dominant language and in English
- Collect multiple speech-language samples
- Use narrative assessment
- Focus on the client’s ability to learn rather than focusing on what that client already knows
- Be prepared to modify your assessment approach as you learn more about the client’s abilities
- Consult with other professionals such as physicians and teachers
- Consult with an interpreter
- Be sensitive when meeting with a client or caregiver in an interview situation
While making a diagnosis what is important to determine a difference between?
- Communicative disorder/delay
- Communicative difference
What are some behaviors that may indicate actually a disorder vs a difference?
- Nonverbal aspects of language are appropriate
- Not adequately able to express their needs
- No verbal interaction with peers
- Sporadic responses to a peer
- Replace speech with gestures
- Peers can’t understand client
- Difficulty conveying and organizing thoughts
- May give inappropriate responses
- Poor topic maintenance
- Word finding difficulties
What are some guidelines to follow when selecting an interpreter?
- Choose one who won’t deviate from whats being said
- Choose one proficient in English & language of client
- Avoid using family/ family friends as interpreters
- Look at parent/client when asking questions or giving information & when interpreter is translating
- Use brief sentences while using normal rate of speech…. then pause
