Module 5: Multicultural issues Flashcards
What do we know about second language acquisition:
children with profound hearing loss typically exhibit?
for this reason, clinicians have been reluctant to ?
in US parents of children with cochlear implants often were discouraged from using a
deficits/delays in mastering one spoken language
recommend bilingual language environments for children with cochlear implants
language other than english in the home
What are indicators for successful development for children learning more than one spoken language via a cochlear implant?
parent?
most implanted before?
excellent?
intensive
… opportunities
therapy or school in
mother tongue =
parent proficiency in both languages
most implanted before age 2
perception skills
auditory verbal therapy
cultural/religious opportunities
other language
-language of the heart
Parent proficiency:
parents fluent in the ?
children exposed too ?
most adults used
continuum of proficiency
languages they used
native speakers of the language
rich and complex forms in natural conversation
2nd language appears to mirror natural exposure
When to recommend bilingual/multilingual exposure for child in bilingual/multilingual home
early age of ? good? english skills? parent? child exposed to ? opportunities to use in ? all things being ?
CI (before 2 years)
speech perception skills with CI
progressing adequately
parent motivation
natural and complex models of the languages
meaningful situations
equal: the earlier the better
Possible contraindications for second language exposure:
late age at ?
late age at ? with limited ?
poor?
partial ?
child struggling with ?
family ?
additional?
other ?
ID/Intervention
CI (after 3/4 years) with limited hearing experience or benefit pre-CI
speech perception skills with CI
insertion of electrode
language acquisition
support issues
diagnosis
clinical findings
What tools do we have to assess parent proficiency and home environment?
Bilingual Family Interview - BIFI frankness from ? self-rate speaking ability of ? self-rate ? rate ability of others in? rate ability of others in ? .... network ?
family critical
each parent independently - in english and in 2nd language
understanding ability of each parent independently - in english and in second language
others in home - in english and in 2nd language
cultural/social/religious network - in english and then in 2nd language
Multicultural influences on the auditory rehabilitation process:
bilingual proficiency possible in
clinicians uninformed about
recommendation for non-fluent families to speak english to child is ?
professionals need training on special ways to ?
in early-implanted children
bilingualism
ill-advised
work with such families
What is cultural competence:
cultural competence involves … and … to the unique combination of?
including ?
that the professional and client/patient bring to
understanding and appropriately responding/ cultural variables
ability, age, beliefs, ethnicity, experience, gender, gender identity, linguistic background, national origin, race, religion, sexual orientation, and socieoeconomic status
interactions
Assessment and Intervention: - - - -
and now even ?
auditory skills
speech
language (receptive and expressive)
language proficiency
home environment, parent proficiency in second language, cultural considerations and parent motivation
ASHA -position paper acceptable interpreters: .. SLPs -professional ? -... professionals other than ? -.. and ... of the client all should have ?
bilingual SLPs professional interpreters bilingual professionals other than SLPs Family and friends of the clients native or near native proficiency in both languages
Briefing, interaction, debriefing:
briefing: clinician and interpreter ?
interaction: SLP and interpreter work ?
debriefing: clinician and interpreter review ?
meet before session to discuss intervention goals and make interpretation decisions
together with patient
outcomes of session and make follow follow-up plans
Responsibilities of the SLP .. skills and knowledge ... techniques .. consideration ... terminology objectives of ? sensitivity toward? tone of ? without training, interpreter might unintentionally change ?
interpreter interview confidentiality technical intervention culture and speech community intervention, diagnosis, recommendations, outcomes and follow follow-up care
results without monolingual SLP awareness
