Educating Students to Serve Multilingual-Multicultural Populations

José G. Centeno, Ph.D., CCC-SLPSt John's University

Raquel T. Anderson, Ph.D., CCC-SLPIndiana University

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Demographic Information

• Linguistic and cultural diversity are frequent in today’s world.

• Globalization coupled with new media and

communication technologies (internet and mobile phones) has intensified social, cultural and linguistic diversity all over the world

(Blommaert, & Rampton, 2011)2

Demographic Information• Bilingualism and multilingualism are common

outcomes of multicultural-multilingual diversity.

• Many languages co-exist in a large number of countries because there are about 6,912 languages and 200 sovereign states.

• Thus, many individuals must necessarily be bilingual (speakers of two languages) or multilingual or polyglots (speakers of more than 2 languages) for daily interaction in many societies.

(Centeno & Ansaldo, 2013; Gordon, 2005).3

Demographic Information

The United States: An illustrative case of cultural and

linguistic diversity

•Ethnic/racial minorities

Presently about 34% (102.5 million) of the total

population (301. 6 million)

Expected to be the majority by 2042 and reach

54% (235.7 million) by 2050

(U.S. Census Bureau, 2002, 2008b). 4

Currently…

Hispanics - the largest minority - 15 % (45.5 MM)

Blacks 13.4% (40.7 MM)

Asians 5% (15.2 MM)

American Indians-Alaska Natives 1.5 % (4.5 MM)

Native Hawaiians-Other Pacific Islanders 0.33% (1

MM)

White majority 66% (199.1 MM) 5

Currently…

• Many of these individuals may be bilingual

About 47 million (17.9%) persons are

estimated to speak a language other than

English at home, an increase of 15 million

people since 1990.

(U.S. Census Bureau, 2006; 2008b).

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Spanish-English Bilingualism in the U.S.: An Extensive Case of Bilingualism.

• Spanish (used by about 34 million of the total U.S.

population 5 years old and over) - the second most

frequently used language in the country after English

(used by 283 million individuals)

(U.S. Census Bureau, 2008a).

• 11 million (46%) of the Hispanic adults in the U.S.

consider themselves to be Spanish-English bilinguals

(Pew Hispanic Center, 2004). 7

Serving Bilingual Clients• Clinical Goals

Like in monolingual contexts, experiential background and research evidence must be systematically considered for clinical decisions.

Yet, in the case of bilingual persons…

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Clinical Goals

1. Accurate assessment - Language difference vs. Language disorder

2. Personalized intervention - Effective linguistic/communicative contexts and

realistic cultural norms

(Centeno, 2009, 2010, in press; Centeno & Eng, 2005; Centeno & Ansaldo, 2013; Martin, 2009).

Fig. 1 – see attachment 9

Figure 1. Diagnostic framework for language assessment of bilingual persons (adapted from Centeno, 2010; Centeno & Eng, 2005).

First Language (L1) Second Language (L2)

Individual Language Acquisition Variables Frequency and Intensity of Linguistic Input

Contexts of Language Practices Age of Onset of Language Use

Socioeconomic and Educational Factors Acculturative Variables

L1-L2 Experiences and Gains Exposure and Use

Linguistic Mastery/Proficiency

Diagnostic Process Informants’ Reports

Background Information Bilingualism History Questionnaire

Assessment Procedures Formal and Informal Assessment

Diagnosis Language Difference vs. Language Disorder

Personalized Intervention Linguistically-/culturally realistic techniques

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Professional Needs

• SLPs serving children and adults from multicultural/ multilingual backgrounds continue to experience limitations in the competencies to serve these individuals.

Realistic training and post-graduate resources needed!

(ASHA, 2004; Centeno, 2009; Kohnert et al., 2003; Roseberry- Mckibbin et al., 2005).

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Serving Bilingual Spanish-English Clients

Linking Research with Professional Training

A. Children

B. Adults with Aphasia

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A. Bilingual Spanish-English Children

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Some facts about ELL/dual language children in the United

States• 2009 – 55% of all schools enrolled children

who were ELL.• dual language background

Year # of children form dual language backgrounds

% of school age population

1980 4.7 million 10.0

2009 11.2 million 21.0

Source: nce.ed.gov/fastfacts/display.asp?id=96 14

Focus on Latino Children

• Latino children make up 22% of all children under 18 years of age.

• Poverty rates highest for Latino children– 37% of all children living in poverty (2011)

• Most Latino children are second generation– 52% children of first generation immigrants (2007)– 10% first generation foreign born

Pew Hispanic Center (2009, 2011)15

Implications

• Probability is high that clinicians working with children will have in their caseloads dual language learners.

• Important – knowledge base• language learning among diverse learners• socio-cultural factors that impact clinical services

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Curricular Models

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Model 1: Specific Course• Sample content (Goldstein, 2011; Paradis et al., 2011)

- patterns of dual language acquisition• BFLA• SLA

- dual language learning phenomena- educational issues- cultural issues- assessment- Intervention- working with families- collaboration with other professionals

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Model 2: Integration of Content• Two approaches

– course content

– case – based

– (both incorporated into the course)19

Some ExamplesCourse Content/topics Activities

Child Language Development dual language acquisition BFLA SLA

language samples for analysiscase studiesreadings

Language Disorders in Children Cross-linguistic patterns of language disabilityAssessment of dual language learnersBest practices – intervention with dual language learners

comparison of language samples of typical and atypical dual language learnerscase studies for planning assessment and/or interventionreadings

Phonological Development and Disorders

Development in dual language learnersCross-linguistic patterns of phonological acquisitionBest practices – assessment and intervention of dual language learners

comparison of language samples of typical and atypical dual language learnerscase studies for planning assessment and/or interventionreadings

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Model 3

• Integration:– specific course– integration of content + activities throughout

the curriculum• Best practice– validation of need to acquire the necessary

knowledge– presents multilingualism not as an exception,

but as an integral component of academic content. 21

Clinical Experience

• Provide opportunities for clinical practica with linguistically diverse children

– in house (departmental clinic)

–externships/outside placements

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In House

• Remove linguistic and cultural barriers for target clientele- examples• language line• trained interpreters• marketing within the community

- visibility• clinic hours

• Collaboration of academic and clinical faculty- faculty training- information exchange

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Externships

• Identify agencies/clinics/schools that serve dual language learners

• Establish collaborations

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Essential

• Integration– within the curriculum

– academic + clinical experience

– target community + academic program

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B. Bilingual Spanish-English Adults with Aphasia

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Adults with Aphasia

• Hispanic adults are the most frequently encountered minority group in many neurorehabilitation programs in the U.S.

(Centeno, 2009; in press)

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Teaching Strategies

• Approaches for content coverage

I. Section in Aphasia course

II. Section in Bilingualism/Diversity course

III. Section in Clinical Assessment course (ASHA, 2012; Lubinski & Matteliano,

2008)28

Content to cover

Adapt to teaching strategies I, II, or III Demographic Info: Bilingualism as a local and

worldwide phenomenon

General overview of aphasia

General principles of aphasia in bilingual individuals

(Centeno & Ansaldo, 2013; Fabbro, 1999; Gitterman et al., in press; Goral et al., 2002; Roberts, 2008; Paradis, 2004)

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Content to cover

Impact of pre-morbid linguistic, communicative, cognitive, and social background on post-stroke profile (Fig. 1)

Significance of research on Spanish-English bilinguals with aphasia:Factors - Language dominance, expressive routines, educational background, etc.

(Centeno, in press; Centeno & Ansaldo, 2013; Juncos-Rabadán, 1994; Muñoz et al., 1999)

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Content to cover

Clinical procedures: Assessment & diagnosisIntervention

(Brozgold & Centeno, 2007; Centeno, 2007a, 2007b; 2010; Centeno & Ansaldo, 2013; Juncos-Rabadán, 1994; Kiran & Edmonds, 2004; Kohnert, 2008, 2009; Muñoz & Marquardt, 2008; Paradis, 2004, 2012; Roberts, 2008)

Sociocultural and administrative factors: attitudes, motivations, and healthcare issues

(Centeno, 2007b; Salas-Provance et al., 2002; Zunker & Cummins, 2004)

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Clinical Experiences

• Direct clinical practiceIn-house practicumExternal practica

• Indirect experience: videos, observations of other clinicians

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Conclusions

• Linking of research to clinical training to serve minority groups is important

• Implementation of training models to accurately and sensitively work with minority individuals may only be possible with both professional and institutional support.

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