SPED 501 Week 2 I Learned Discussion Chart
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Lamar University *
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Course
501
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
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2
Uploaded by vestall
I-LEARNED CHART
(Adapted from Johnson, 2008)
TOPIC: Things I learned about assessing non-native English and non-standard English speakers
for speech and language disorders
This week’s reading assignment: ONE thing that impacted my learning/understanding of how being culturally sensitive to students affects assessment eficacy. I learned that there are factors that may influence the results of a non-native English speaking student’s speech and language assessment. For example, “[t]he testing situation itself may be particularly stressful for a student who is not a native English speaker” and “the assessment [itself] may violate some students’ cultural norms.” (Friend, 2018, p. 274). The thought that I kept
coming back to revolves around what can schools do to get appropriate speech and language services to non-native English speakers and are schools under serving non-
native English speakers and Emergent English
Learners (ELLs) due to implicit bias and a shortage of multi-lingual teachers and speech pathologists.
Searching the internet: One website
I discovered a tutorial that had been published
in the American Journal of Speech-Language Pathologists. This tutorial was created for speech pathologists and provided support to “
speech-language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP.”
(McLeod et al., 2017)
My own experience, observation, or idea(one)
My district has a significant bilingual population, approximately 29%. (Bryan ISD, 2015) And my elementary school has 2 pre-K bilingual, Spanish/English, classrooms and 2 monolingual English classes. The teachers in the bilingual classes are bilingual, native Spanish speakers who are able to refer their students for speech assessment. The students who are at risk of not getting early intervention are the students who know just enough English and are placed in a monolingual English class where the teacher may not be familiar with the cultural mores of
the child’s home culture and, therefore, miss the opportunity to RTI that student for speech.
Ideas or knowledge of another person
I spoke with a colleague who teaches in a bilingual classroom and asked about the likelihood of an EEL in our district not being identified as needing a speech and language assessment. In my colleague’s experience, some of the barriers that could prevent a student from being assessed are inaccurate home language surveys filled out by family members, a flawed assessment, or a teacher who is not fluent in the EEL’s native language.
References
Bryan ISD. (2015, December 8). Texas Public Schools.
https://schools.texastribune.org/districts/bryan-isd
Marilyn Penovich Friend. (2018). Special education : contemporary perspectives for school professionals
(5th ed.). Pearson.
McLeod, S., Verdon, S., Baker, E., Ball, M. J., Ballard, E., David, A. B., Bernhardt, B. M., Bérubé, D., Blumenthal, M., Bowen, C., Brosseau-Lapré, F., Bunta, F., Crowe, K., Cruz-
Ferreira, M., Davis, B., Fox-Boyer, A., Gildersleeve-Neumann, C., Grech, H., Goldstein, B., & Hesketh, A. (2017). Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist. American Journal of Speech-Language Pathology
, 26
(3), 691–708. https://doi.org/10.1044/2017_ajslp-15-0161
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