CLD Corner

The Cultural and Linguistic Development (CLD) Corner was created in an effort to respond to questions on cultural and linguistic diversity. Questions are answered by members of the TSHA Task Force on Cultural and Linguistic Diversity. Members for the 2008 year include Lynette Austin, Gina Glover, Katsura Aoyama, Roxanna Ruiz-Felter, Ellen Stubbe Kester, Nelcy L. Cardenas, Catherine Carrasco-Lynch, Beningo Valles, and Julia Pena. Submit your questions to slaustin@cebridge.net. Look for responses from the CLD Task Force on TSHA’s website and in the Communicologist.

Topics

1. Early Childhood
2. Professional Issues
3. Assessment
4. Working with Families
5. Intervention

Early Childhood

1. I am a bilingual speech-language pathologist in the public schools. I have a Spanish-speaking fourth grade student whom I believe has strong characteristics of Childhood Apraxia of Speech. I am seeking advice on selecting testing materials to help conduct his assessment, in particular Spanish materials for parents of children with Childhood Apraxia of Speech.

Back to Top

Professional Issues

1. Exciting news from the TSHA CLD Task Force.
2. I am a bilingual speech-language pathologist (SLP) originally from Houston, and I was fascinated by the document on the TSHA website (www.txsha.org) regarding cultural and linguistic diversity (CLD) issues. I’m the only bilingual SLP in my office, and from what I hear, the only one in the county. I just finished school where I received minimal training on bilingual assessment and intervention, and I find myself lost. In your document you listed “bilingual SLP trained in CLD,” and I was hoping there were a couple courses or books you can recommend for me.
3. Can I treat a bilingual child in therapy for an articulation disorder if I only assess his English articulation skills?
4. Does the CELF Spanish over-identify kids as having a problem?

Back to Top

Assessment

1. Can I supervise a bilingual Clinical Fellowship (CF) if I speak only English? If so, how do I ensure that I am providing appropriate/adequate supervision?
2. My bilingual child was diagnosed with a speech and language disorder. The speech-language pathologist recommended we use one language when speaking to our child. My husband speaks Spanish, but I speak English and Spanish at home. What should we do?
3. What are some suggestions for conducting a speech and language assessment for a bilingual student who will not speak if s/he does not perceive the speech-language pathologist to be a speaker of his/her native language?
4. I only speak English.  How can I serve my children who don't speak English?
   
5. Can I take a child into therapy if he doesn't have a language disorder, but just has poor English?
6. Where can I get appropriate norms for a child who speaks Spanish at home and English at school?
7. Can I treat a bilingual child in therapy for an articulation disorder if I only assess his English articulation skills?
8. Does a child need to be tested in both languages if they qualify for speech from the Spanish testing?  What does the law say?
9. Is there a law that states if the therapy needs to be given in the student's native language or in their educational language?

Back to Top

Working with Families

1. I’ve been told that it is important to use dynamic assessment when I’m trying to determine if a child demonstrates a language difference or a language disorder. What is dynamic assessment, and how do you use it in a speech-language evaluation?

Back to Top

Intervention

1. In our district, the Woodcock-Munoz is used for many purposes. How are you using it or recommending it to be used?
2. I only speak English.  How can I serve my children who don't speak English?
3. Where can I get appropriate norms for a child who speaks Spanish at home and English at school?
4. Does the CELF Spanish over-identify kids as having a problem?

Back to Top