Competencias profesionales para el trabajo con población multilingüe y multicultural en Españacreencias, prácticas y necesidades de los/las logopedas

  1. Silvia Nieva 1
  2. Eva Aguilar-Mediavilla 2
  3. Lidia Rodríguez 3
  4. Barbara T. Conboy 4
  1. 1 Universidad Complutense de Madrid, Madrid, España
  2. 2 Universitat de les Illes Balears, Palma, España
  3. 3 Universidad de Castilla-La Mancha, Toledo, España
  4. 4 University of Redlands, California, Estados Unidos
Show affiliations +
Journal:
Revista de logopedia, foniatría y audiología

ISSN: 0214-4603

Year of publication: 2020

Volume: 40

Issue: 4

Pages: 152-167

Type: Article

DOI: 10.1016/J.RLFA.2020.09.002 DIALNET GOOGLE SCHOLAR

More publications in: Revista de logopedia, foniatría y audiología

Sustainable development goals

Abstract

Background and aims The increase in the number of people who require bilingual and multilingual speech-language intervention justifies reviewing the current practices of Speech-Language Therapists (SLTs), who are ethically responsible for providing the best possible evidence-based intervention to the families with whom they work. There is, therefore, a clear need to competently serve populations with linguistically and culturally diverse backgrounds. The goal of this work was to document the beliefs, needs and practices of SLTs in Spain, as well as to obtain a deeper understanding of linguistic, cultural and professional competencies from the perspective of SLTs. Method Based on previous work in other countries, a questionnaire was designed to study multilingual and multicultural speech-language intervention in Spain. The sample consisted of 208 SLTs working with a diverse population across regions of Spain. Results Eighty-four percent of the survey respondents reported that they speak more than one language, but only 56% considered themselves bilingual; 77% reported having faced the challenge of working with multilingual people; 86% reported that they had not received training focused on this diversity and 92% reported that they lacked resources for conducting bilingual speech and language evaluations. Nevertheless, there were significant differences in the beliefs and practices when bilingual and monolingual SLTs were compared. Conclusions This work, with results similar to those of previous studies, provides a first step for designing methods, policies and resources to improve professional competencies and multilingual practices. Several challenges for SLTs facing this new social reality are discussed.

€ View funding

Funding information

Las autoras de este trabajo quieren mostrar su gratitud a Mar P?rez y a Marian Valmaseda, por sus aportaciones sobre la lengua de signos en la elaboraci?n del cuestionario, a las becarias de investigaci?n Leire Azconobieta y Mar?a Mart?n y a todos/as las/los logopedas que han participado en el estudio a trav?s de la cumplimentaci?n del cuestionario CILEM.

Bibliographic References

  • Aguilar-Mediavilla, E., Buil-Legaz, L., López-Penadés, R. y Adrover-Roig, D. (2017). Language development in bilingual Spanish-Catalan children with and without specific language impairment: A longitudinal perspective. En A. Auza Benavides y R. G Schwartz (Eds.), Language development and disorders in Spanish-speaking children (pp. 37-62). New York: Springer.
  • American Speech-Language-Hearing Association. (1985). Clinical management of communicatively handicapped minority language populations (Position statement). Recuperado de www.asha.org/policy
  • American Speech-Language-Hearing Association. (2016). Code of Ethics. Recuperado de https://doi.org/10.1044/policy.ET2016-00342
  • Anderson, R. T. (2012). First language loss in Spanish-speaking children. En B. A. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speakers (2.a ed., pp. 193-212).
  • Baltimore, Maryland: Paul H. Brookes Publishing. Arias, G. y Friberg, J. (2017). Bilingual language assessment: Contemporary versus recommended practice in American schools. Language, Speech, and Hearing Services in Schools, 48(1), 1-15.
  • Artiles, A. J., Rueda, R., Salazar, J. J. y Higareda, I. (2005). Withingroup diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71(3), 283-300.
  • Bunning, K. (2004). Speech and language therapy interventions: Frameworks and processes. Londres: Whurr Publishers Ltd.
  • Caesar, L. G. y Kohler, P. D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines. Language, Speech, and Hearing Services in Schools, 38(3), 190-200.
  • Constitución Espanola. ˜ (1978). Artículo 143. Cortes Generales (Spanish Parliament) (1978). Título VIII: De la organización Territorial del Estado.
  • Crowe, K. y McLeod, S. (2016). Professionals’ guidance about spoken language multilingualism and spoken language choice for children with hearing loss. Australasian Journal of Special Education, 40(2), 157-177.
  • D’Souza, C., Kay-Raining Bird, E. y Deacon, H. (2012). Survey of Canadian speech-language pathology services to linguistically diverse clients. Canadian Journal of Speech-language Pathology and Audiology, 36, 18-39.
  • Eberhard, D. M., Simons, G. F. y Fennig, C. D. (2019). Ethnologue: Languages of the world. Twenty-second edition. Dallas, Texas: SIL International online version: http://www.ethnologue.com.
  • Grosjean, F. (2010). Bilingual. Cambridge: Harvard University Press. Guiberson, M. y Atkins, J. (2012). Speech-language pathologists’ preparation, practices, and perspectives on serving culturally and linguistically diverse children. Communication Disorders Quarterly, 33, 169-180.
  • Hammer, C. S., Detwiler, J. S., Detwiler, J., Blood, G. W. y Qualls, C. D. (2004). Speech language pathologists’ training and confidence in serving Spanish-English Bilingual children. Journal of Communication Disorders, 37(2), 91-108.
  • Jackson-Maldonado, D. J. (2011). La identificación del trastorno específico de lenguaje en niños hispano-hablantes por medio de pruebas formales e informales. Revista Neuropsicología, Neuropsiquiatría y Neurociencias, 11(1), 33-50.
  • Jordaan, H. (2008). Clinical intervention for bilingual children: An international survey. Folia Phoniatrica et Logopaedica, 60(2), 97-105.
  • Keary, A. y Kirkby, J. (2017). ‘Language shades everything’: Considerations and implications for assessing young children from culturally and linguistically diverse backgrounds. TESOL in Context, 26(1), 27-44.
  • Kimble, C. (2013). Speech-language pathologists’ comfort levels in English language learner service delivery. Communication Disorders Quarterly, 35(1), 21-27.
  • King, K. A., Fogle, L. y Logan-Terry, A. (2008). Family language policy. Language and Linguistics Compass, 2(5), 907-922.
  • Klatte, I. S., Harding, S. y Roulstone, S. (2019). Speech and language therapists’ views on parents’ engagement in Parent-Child Interaction Therapy (PCIT). International journal of Language and Communication Disorders, 54(4), 553-564.
  • Kohnert, K., Kennedy, M. R., Glaze, L., Kan, P. F. y Carney, E. (2003). Breadth and depth of diversity in Minnesota: Challenges to clinical competency. American Journal of Speech-Language Pathology, 12, 259-272.
  • Kohnert, K. (2013). Language disorders in bilingual children and adults. San Diego: Plural Publishing.
  • Kraemer, R. y Fabiano-Smith, L. (2017). Language assessment of Latino English learning children: A records abstraction study. Journal of Latinos and Education, 16(4), 349-358.
  • Kritikos, E. P. (2003). Speech-language pathologists’ beliefs about language assessment of bilingual/bicultural individuals. American Journal of Speech-Language Pathology, 12, 73-91.
  • Langdon, H. W. (2020). Cómo lograr una colaboración óptima entre un intérprete y el logopeda o maestro de audición y lenguaje en la escuela. Revista de Logopedia, Foniatría y Audiología, 40, 187-193.
  • Law, J., McKean, C., Murphy, C. A. y Thordardottir, E. (2019). Managing children with depelopmental language disorder. Theory and practice across Europe and beyond. Londres: Routledge.
  • Marinova-Todd, S. H., Colozzo, P., Mirenda, P., Stahl, H., KayRaining Bird, E., Parkington, K. y . . . Genesee, F. (2016). Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study. Journal of Communication Disorders, 63, 47-62.
  • Maul, C. A. (2015). Working with culturally and linguistically diverse students and their families: Perceptions and practices of school speech-language therapists in the United States. International Journal of Language and Communication Disorders, 50(6), 750-762.
  • Mennen, I., Stansfield, J. y Johnston, S. (2005). Speech and language therapy services for bilingual children in England and Scotland: a tale of three cities. In ISB4: Proceedings of the 4 th International Symposium on Bilingualism. pp. 1578-1596. Sommerville, MA: Cascadilla Press.
  • Mennen, I. y Stansfield, J. (2006). Speech and language therapy service delivery for bilingual children: A survey of three cities in Great Britain. International Journal of Language and Communication Disorders, 41(6), 635-652.
  • McLeod, S., Verdon, S., Bowen, C., & International Expert Panel on Multilingual Children’s Speech. (2013). International aspirations for speech-language pathologists’ practice with multilingual children with speech sound disorders: Development of a position paper. Journal of Communication Disorders, 46(4), 375-387.
  • Nieva, S., Conboy, B., Aguilar-Mediavilla, E. y Rodríguez, L. (2016). A survey of Speech & Language Therapist (SLTs) beliefs and practices with bilinguals and multilinguals in Spain. Comunicación oral. In 30th World Congress of the International Association of Logopedics and Phoniatrics (IALP). Dublín.
  • Nieva, S. (2015). Orientaciones para la intervención logopédica con niños bilingües. Revista de Investigación en Logopedia. 71-111.
  • Nieva, S. (2016). Competencia cultural del logopeda con familias lingüística y culturalmente diversas. En M. T. Martín Aragoneses y R. López-Higes (Eds.), Claves de la Logopedia del Siglo XXI (pp. 55-72). Madrid: UNED.
  • Nieva, S., Roussel, S. y Rodríguez, L. (2017). Intervención en el lenguaje en ninos ˜ bilingües: Una revisión. Revista Chilena de Fonoaudiología, 16, 1-11.
  • Nieva, S. (2019). Apoyo en la elección de los usos bilingües familiares en entornos lingüística y culturalmente diversos. En C. T. Escorcia y L. Rodríguez (Eds.), Prácticas de atención temprana centradas en la familia y en entornos naturales (pp. 391-407). Madrid: UNED.
  • Nieva, S., Roussel, S. y Rodríguez, L. (2019). Intervención fonoaudiológica/logopédica en niños bilingües desde un enfoque naturalista. Revista de Logopedia, Foniatría y Audiología, 39, 182-191.
  • Nieva, S., Conboy, B. T., Aguilar-Mediavilla, E. y Rodríguez, L. (2020). Prácticas en logopedia infantil en entornos bilingües y multilingües. Recomendaciones basadas en la evidencia. Revista de Logopedia, Foniatría y Audiología, 40, 194-213.
  • Oxley, E., Cattani, A., Chondrogianni, V., Floccia, C., White, L. y de Cat, C. (2019). Assessing bilingual children: a survey of professional practices in the UK. OSF Preprints.
  • Paradis, J. (2016). The development of English as a second language with and without specific language impairment: Clinical implications. Journal of Speech, Language, and Hearing Research, 59(1), 171-182.
  • Pieretti, R. A. y Roseberry-McKibbin, C. (2016). Assessment and intervention for English language learners with primary language impairment: Research-based best practices. Communication Disorders Quarterly, 37(2), 117-128.
  • Rethfeldt, W. S. (2019). Speech and language therapy services for multilingual children with migration background: A crosssectional survey in Germany. Folia Phoniatrica et Logopaedica, 71(2-3), 116-126.
  • Romaine, S. (2001). Consecuencias de la investigación sobre las primeras etapas del desarrollo del bilingüismo en la política sobre educación bilingüe. Revista de Educación, 326, 13-24.
  • Rosa-Lugo, L. I., Mihai, F. M. y Nutta, J. W. (2017). Preparation of speech-language pathologists to work with English learners (ELs): Incorporating interprofessional education (IPE) and interprofessional collaborative practice (IPP) competencies. Perspectives of the ASHA Special Interest Groups, 2(14), 103-121.
  • Roseberry-McKibbin, C. A. y Eicholtz, G. E. (1994). Serving children with limited English proficiency in the schools: A national survey. Language, Speech, and Hearing Services in Schools, 25(3), 156-164.
  • Roseberry-McKibbin, C., Brice, A. y O’Hanlon, L. (2005). Serving English language learners in public school settings. Language, Speech, and Hearing Services in Schools, 36, 48-61.
  • Royal College of Speech and Language Therapists. (1998). Good Practice Guidelines for Speech and Language Therapists Working with Clients from Linguistic Minorities. London: RCSLT.
  • Royal College of Speech and Language Therapists. (2005). Good Practice Guidelines. Bicester: Speechmark.
  • Ruíz-Huerta Carbonell, J y Herrero Alcalde, A (2008). Fiscal equalization in Spain. En: Bosch, JM Duran (Eds). Fiscal Federalism and Political Decentralization: Lessons from Spain, Germany and Canada.pp, 147-168. Cheltenham, Glos: Edward Elgar Publishing.
  • Samson, J. F., y Lesaux, N. K. (2009). Language-minority learners in special education: Rates and predictors of identification for services. Journal of Learning Disabilities, 42(2), 148-162.
  • Scharff Rethfeldt, W., McNeilly, L., Abutbul-Oz, H., Blumenthal, M., Garcia de Goulart, B., Hunt, E. y . . . Thordardottir, E. (2020). Common questions by speech and language therapists/speechlanguage pathologists about bilingual/multilingual children and informed evidence-based answers. The MultilingualMulticultural Affairs Committee of the IALP. Recuperado de: https://ialpasoc.info/committees/multilingual-andmulticultural-affairs-committee/
  • Shön, D. (1983). The reflective practitioner. How professionals think in action. London: Temple Smith.
  • Simon-Cereijido, G. y Gutiérrez-Clellen, V. F. (2014). Bilingual education for all: Latino dual language learners with language disabilities. International Journal of Bilingual Education and Bilingualism, 17(2), 235-254.
  • Simon-Cereijido, G., Conboy, B. T. y Jackson-Maldonado, D. (2020). El derecho humano de ser multilingüe: recomendaciones para logopedas. Revista de Logopedia, Foniatría y Audiología, 40, 178-186.
  • Spolsky, B. (2012). Family language policy-the critical domain. Journal of Multilingual and Multicultural Development, 33(1), 3-11.
  • Stokes, J. (2015). Cultural and linguistic diversity issues in the profession. En J. Stokes y McCormick (Eds.), Speech and language therapy and professional identity. Challenging received wisdom (pp. 144-156). Guilford: J & R Press Ltd.
  • Stow, C. y Dodd, B. (2003). Providing an equitable service to bilingual children in the UK: A review. International Journal of Language y Communication Disorders, 38(4), 351-377.
  • Stow, C., y Dodd, B. (2005). A survey of bilingual children referred for investigation of communication disorders: A comparison with monolingual children referred in one area in England. Journal of Multilingual Communication Disorders, 3(1), 1-23.
  • Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), 317-334.
  • Thordardottir, E y Topbas¸, S (2019). The social and cultural context of intervention for children with developmental language disorder. En: Law, J., McKean, C., Murphy, C.-A., y Thordardottir, E. (2019). Managing Children with Developmental Language Disorder, pp. 110-129. Nueva York: Routledge.
  • Williams, C. J. y McLeod, S. (2012). Speech-language pathologists’ assessment and intervention practices with multilingual children. International Journal of Speech-Language Pathology, 14(3), 292-305.
  • Winter, K. (1999). Speech and language therapy provision for bilingual children: Aspects of the current service. International Journal of Language y Communication Disorders, 34(1), 85-98.
  • Winter, K. (2001). Numbers of bilingual children in speech and language therapy: Theory and practice of measuring their representation. International Journal of Bilingualism, 5(4), 465-495.
Data source: Dialnet