Description

This ASHA continuing education online course is offered for 0.2 CEUs.

 

Course Format: Text - including examples, linked resource materials, & references.

 

The U.S. Census Bureau reports that there are nearly 50.5 million individuals in the United States who speak a language other than English at home (American Community Survey, 2002). Due to this ever-increasing linguistic and cultural diversity in the U.S. population, speech-language pathologists are faced with challenging issues as the many variables that impact communication are intensified. SLPs can no longer use merely the English language and America's cultural standards to assess the communication competency of those from other language and cultural backgrounds.

Written by a trilingual SLP, this e-course is designed to enable SLPs to incorporate a new working knowledge as it relates to bilingualism in the assessment and treatment of multicultural populations. The material presented will focus on working with bilingual children, though many of the principles presented are applicable for working with adults as well. (A special section is devoted to discussing differences in working with adult populations.) The material presented will allow participants to make appropriate placement and therapy decisions with greater confidence and expertise. Discussed will be:

• How cultural differences impact communication
• Assessing cultural language differences vs. actual language disorders
• List of phonologic, grammatical, and pragmatic differences between English and other highly encountered languages & cultures
• The use of interpreters and translators in assessment and intervention
• Obtaining comprehensive and reliable data for decision making
  
• Review of differences in first and second speech/language acquisition
• A proper referral process for bilingual children
• Developing appropriate intervention goals and determining optimal modes of service delivery
• Differences when working with bilingual children compared to adults

 

Please note:  This eCourse is set up to be flexible to accomodate all schedules.  You do not have to complete this program in one sitting.  You can access the course materials as many times as you need to in order to complete all the sections. 

Course Objectives

At e-course conclusion, participants will be able to:

1. Define bilingualism as it relates to speech-language pathology.
2. Explain various phenomena that occur.
3. Describe a good referral process.
4. Explain the use of interpreters and translators in assessment and intervention.
5. Describe how to obtain comprehensive and reliable data for decision-making.
6. Examine cultural differences as they impact communication.
7. Review differences in first and second speech/language acquisition.
8. List phonologic, grammatical, and pragmatic differences between English and other highly encountered languages & cultures.
9. Establish how to determine acceptable differences that do not constitute a disorder.
10. Discuss how to develop appropriate intervention goals and determine optimal modes of service delivery.
11. Explain differences when working with bilingual adults compared to children. 

A score of 80% or better must be received on the post-test in order to
receive a certificate of completion.

Author Profile

Ana Paula G. Mumy, MS, CCC-SLP, is a trilingual speech-language pathologist who has been working with children and adults for the past 10 years in a variety of settings, specializing in articulation strategies, language interventions through storybooks, and bilingual issues. She has developed many therapy tools for both English-speaking and Spanish-speaking children of all ages.  She works as a school-based SLP and also provides consulting services for school districts and organizations needing assistance with bilingual populations.

Location & Lodging

 

Intended Audience

• SLP

Accreditation

This program is offered for .2 CEUs (Intermediate level; Professional area).

 

Per our longstanding procedures with ASHA, we submit CEU information to ASHA quarterly, so your CEUs will be reflected as completed on the last day of that quarter.  For instance, if you complete a course on December 7th, 2011, it will be reported to ASHA in January 2012, and it will be reflected in your ASHA account as completed on December 31st, 2011.  However, for submitting to your state board or for your own records, you will receive a certificate of completion with the actual completion date.