Tag Archives: bilingual learners

4 Benefits of Telepractice in Schools

 

With a growing multicultural population, the need for bilingual school professionals is increasing. This means that there is a high demand for expert speech-language pathologists, occupational therapists, sign language interpreters, and school psychologists and an even higher demand for those that are bilingual. Unfortunately, there are current shortages of speech-language pathologists and some areas do not have access to the professionals they need. The good news is Bilingual Therapies offers school districts the answer with our Teletherapy Services.

Read More »

Bilingual SLP Hiring Guide

As a school district, the primary goal is to see that your students succeed. Ensuring your students have the appropriate and necessary services is certainly a key component and our Bilingual Therapies team is here to help you by providing top notch professionals to achieve those goals. For students with speech and language disorders, one necessary professional is a speech-language pathologist (SLP). In areas with a growing multicultural community, having a bilingual SLP allows the district to complete evaluations in a student’s native language, as required by federal law and can reduce overidentification.  Once these students have been identified for services, the bilingual SLP can support  bilingual and English language learners  with the intervention they need to meet their speech and language goals. At Bilingual Therapies, we are here to help you serve your students with the crucial resources they need with qualified bilingual SLPs.

Read More »

Breaking the Back to School Blues with Books

back to school books Heading back to school can be tough for everyone involved. New routines, schedule changes, and demands can often make kids a little sad, nervous, and confused. Thanks to this, it is often nice to do some items that will help you to bond in individual and group sessions with the children you are working with. Read More »

Bilingual Therapies 2013 Symposium in San Jose, Costa Rica

Bilingual Therapies 2013 Symposium in San Jose, Costa Rica We at Bilingual Therapies hope that 2013 is filled much happiness and success.  We are excited to let everyone know about our 2013 symposium which will be held at the beautiful Costa Rica Marriot Hotel in San Jose.  We are very proud to announce our speakers and topics. Keynote Presentation: How to effectively address ethical concerns in the workplace Catherine J. Crowley, F-CCC-SLP, J.D., Ph.D. Bilingual SLPs find themselves at the forefront of a sea change in how to provide appropriate services. Traditional approaches to assessment and long-held beliefs on what is “best” for a person with communication disorders may no longer serve as communities become more diverse. Bilingual SLPs may be the first to raise ethical concerns in settings that continue to use traditional approaches to disability evaluations and to intervention approaches. This session takes an interactive, case study approach to identifying and finding effective and appropriate ways to address ethical challenges in the workplace. Workshop: SLP tools and strategies for Spanish-speakers with cleft lip and palate Catherine J. Crowley, F-CCC-SLP, J.D., Ph.D. In this session Dr. Cate Crowley shares her work in addressing the needs of Spanish speaking populations with cleft lip and palate. The session is geared to SLPs who may not be on hospital cleft palate teams, but who may have cleft lip and palate patients on their caseloads. Participants receive materials they can immediately apply including cleft palate phoneme-specific sentences for assessment and treatment of Spanish-speaking clients. They also learn strategies to identify whether post-palate surgery speech errors are due to insufficient velopharyngeal closure or the result of mislearned sound production patterns that can be appropriately addressed in speech therapy. In addition, participants acquire feeding techniques for babies with cleft lip and palate who are awaiting surgery. Outlining a Decision-Making Process in Planning Intervention for Bilingual Clients Henriette W. Langdon, Ed.D., F-CCC-SLP Planning intervention for Culturally- and Linguistically-Diverse clients requires assembling and analyzing data gathered from various sources. These sources include: The client’s experience and background, their performance on various tasks, the resources that are available to the client. In the case of bilinguals, the dual language component needs to be factored into decision-making. The process of selecting intervention practices that are evidence-based will be illustrated with case studies of bilingual clients of various ages and degrees of L1 and L2 performance. Clinical management of cognitive-communication impairments for bilinguals following Traumatic Brain Injury (TBI) Maria L. Muñoz, Ph.D., CCC-SLP The purpose of this session is to examine the relation between bilingualism and cognition to draw implications for the assessment and treatment of cognitive-linguistic impairments associated with traumatic brain injury. Cognitive processes, such as attention, memory, and executive functions, will be considered for bilinguals with and without brain injury with particular emphasis on Spanish/English speakers. Topics will include: the incidence of TBI in diverse populations, executive control associated with bilingualism, and cultural and linguistic factors impacting assessment and treatment of cognition and communication. Language development in English language learners: Comparisons to monolingual peers, sources of individual differences, and implications for clinical practice Johanne Paradis, Ph.D. The following topics will be covered in this session: (1) How long does it take for English language learners to become native speakers and what are their unique developmental profiles along the way? Particular reference will be made to English language learners’ performance on standardized tests. (2) How do individual difference factors impact children’s developmental trajectories in English? Individual difference factors include age of onset of English learning, first language background, language learning aptitude, length of exposure to English, home language use, and richness of the English environment. (3) Translating knowledge of English second language development into strategies for assessment and intervention, including discussion of the use of parent questionnaires in clinical practice. Spanish-speaking English language learners: The intersection of bilingual language growth and programs of language instruction Raúl Rojas, Ph.D., CCC-SLP This session will introduce the phenomenon of how the languages of Spanish-speaking English language learners (ELLs) grow over time in general, and specifically, the impact that distinct programs of language instruction have on bilingual language growth. Parameters of language growth will be discussed, including the relation between ELLs’ language skills at school entry and how these can predict future bilingual language growth. The background, mechanics, and geographical distribution of different programs of language instruction will be defined. This session will also demonstrate how language growth can be considered from a clinical perspective, and strategies for how speech-language pathologists can best function and advocate for their clients and families within the context of different programs of language instruction will be discussed. Registration Information can be found at www.bilingualtherapies.com.  Hope to see there!   Read More »

Bilingual Interest Inventory – Book About You

Bilingual Interest Inventory - Book About You Kids love to write, talk, and share items about themselves. Imagine how they will feel if they write their own mini-book about the person they know best. This mini-lesson will not only help them to work on their reading and language skills, it will help them to boost self-esteem, and provide a follow through activity for home. Read More »

Activities for Younger Language Learners…

I Spy at the Park – Activities for Younger Language Learners Language acquisition doesn’t have to end over the summer. Indeed, there are a number of activities that are perfectly suited to outdoor adventures such as a trip to the local park. Use these outings as a fun opportunity to play language building games such as I Spy and Simon Says. Colors Colors are one of the easiest concepts to incorporate into a game of I Spy. Explain to the children the only hint they are allowed to give is the color of the object they see. It is then up to you to figure out what the object is. Encourage them to be as specific as they can – they can use words like maroon, lime green, or cherry red. This will allow them to practice their color vocabulary, encourage creativity, and help them identify objects of similar colors as you make guesses. Be sure to guess a variety of objects each turn, taking care to point them out in case the student is unsure of what each word is referring to. For example, if the child spies something purple, that is probably a flower, but there is a purple car, shirt, or sign nearby; include the other objects as well. Read More »