Multilingualism and augmentative and alternative communication : examining language ideology and resulting practices

Although the literature suggests that multilingual augmentative and alternative communication (AAC) interventions hold benefits for children from multilingual backgrounds, there is little guidance on how such interventions can be implemented. While various barriers to this process have been noted, language ideology has not received much attention in the AAC literature. This paper aims to highlight multilingualism as both a linguistic and a sociopolitical phenomenon. An awareness of the influence of language ideology on AAC practice may lead to more considered and reflective approaches when supporting multilingual clients and their families. A description of the multilingual experience is followed by a discussion of language ideologies and views of multilingualism and how these may translate into AAC practices. Through a series of questions, AAC practitioners are encouraged to reflect on the influence of language ideology on their practices. The influence of language ideology on the legal and policy context, service models, and family language practices and choices is then explored. By situating AAC interventions for children from multilingual backgrounds within a macrosystemic and ideological framework, researchers and practitioners may be able to identify not just constraints on but also opportunities for providing person- and family-centered intervention.http://www.tandfonline.com/loi/iaac202021-10-06hj2020Centre for Augmentative and Alternative Communication (CAAC

Language Switching using Augmentative and Alternative Communication: An Investigation of Spanish-English Bilingual Children with and without Language Impairments

Children with severe speech and language impairments may rely on augmentative and alternative communication (AAC) for a variety of communicative functions. Despite the availability of bilingual AAC devices that allow the user to communicate in more than one language and alternate between languages, little research has addressed assessment and intervention concerns for bilingual children who use AAC. This study investigated the ability of bilingual children with and without language impairments to discriminate between languages using a bilingual AAC app during a cued language switching task. Participants included 58 English-Spanish bilingual children ages 4;0 – 6;11 (23 with language impairments). Children received standardized language assessments in English and Spanish as well as assessment of nonverbal IQ and processing speed. All participants completed an experimental language switching task in which they were asked to locate images of vocabulary words in Spanish and English using a Spanish and English speech-generating device (SGD). Parents of child participants completed a demographic information form and participated in an interview about their child’s language environments. Results of a series of hierarchical linear regressions indicated that when controlling for age, processing speed significantly predicted children’s ability on the experimental language switching task. Nonparametric tests showed no evidence of increased response times on trials where participants were required to switch between languages compared to trials where they did not switch. Further analysis indicated that language dominance, nonverbal IQ, and language abilities were not significant predictors of bilingual language switching ability using AAC. Results from this study indicated that in addition to age, processing speed ability may be an important predictor of children’s ability to language switch using AAC. This study contributes to the understanding of how young bilingual children conceptualize and discriminate between language systems. This research paves the way for further assessment and intervention studies to investigate how best to support bilingual children with language impairments and developmental disabilities who may benefit from AAC

Measures for Comparing an Augmentative and Alternative Communication Application for Use within a Kindergarten Curriculum

The purpose of this study was to measure the influence of augmentative and alternative communication (AAC) with symbol-supported communication applications (apps) on stimulating kindergarten students to increase expressive language in the general education setting in an elementary school located in Washington, DC. The study sample size was 31 students. The research aimed to identify these tools as an effective strategy to assist kindergarten students in using more verbal language, thereby lowering the risk of communication frustration and increasing the expression of learned knowledge. Language data usage was collected by viewing speech acts as operators in a planning system, then integrating speech acts into plans by comparing the independent variable of the use of the symbol-supported communication app to the dependent variables of knowledge of words and word combinations, knowledge of grammar, supralinguistics (inferencing), pragmatics, and practical use without exposure to the AAC device with a dynamic display and symbolic symbols. The Comprehensive Assessment of Spoken Language tool measured expressive language growth. A quantitative quasi-experimental, pretest-posttest, nonequivalent comparison group design and a multivariate analysis of covariance using the pretests as the covariates measured the outcome. There was a statistically significant difference in the growth of posttest scores in the areas of knowledge of words and word combinations and knowledge of grammar. However, the students’ performance in the areas of supralinguistics and pragmatics did not experience any measurable growth. Future research should continue to validate and build upon the results of this investigation

Exploring Communication Strategies used by Speech-Language Pathologists in Multilingual Contexts in Malaysia

Exploring Communication Strategies used by Speech-Language Pathologists in Multilingual Contexts in Malaysia Abstract: Communication is critical to the work of speech-language pathologists (SLPs). In highly multilingual societies like Malaysia, the complexity of communication is distinct from SLP practices in more monolingually-oriented jurisdictions, especially in terms of professional discourse. The issue of unshared or limited overlapping linguistic repertoires between professionals and clients is common in Malaysia. This may contribute to a high risk of misinterpretation and miscommunication, which could lead to misdiagnosis and improper management. Therefore, research on how to systematically manage SLP-client interactions where participants lack a language variety in common is essential. Currently, there is no documentation as to what kinds of strategies Malaysian SLPs use to compensate for the communication gap between them and their clients when they have limited or no shared language. Hence, the aim of this study is to gather such information and to recommend broad policy guidelines in relation to multilingual SLP-client interactions. Data were collected through semi-structured interviews with 10 SLPs across Malaysia from diverse practice backgrounds. Qualitative content analysis was used to analyse transcribed data and generate themes. Findings include 1) current practices and recommendations relating to assessment and intervention when there is limited or no shared language between clients and SLPs, 2) strategies that can be used to facilitate effective communication with these clients, and 3) recommended practices when working with ad hoc and professional translators.The significant of this study is that it offers some important insights into multilingualism issue present in Malaysia, regarding the professional discourse in the healthcare contexts and provides an opportunity to advance our knowledge on language proficiency management, particularly in the SLP profession

A Study of Dual-Language Preschoolers with Moderate to Severe Autism: Perspectives and Practices of Professionals in Boston-area Massachusetts School Districts

Abstract The rate of autism continues to increase globally across cultures and languages. Inequities exist in early access to an autism diagnosis and necessary evidence-based education and related services for dual-language children in the U.S. This qualitative dissertation study investigated the perspectives and practices of 10 educators and therapists working in the Boston area of Massachusetts with dual-language preschoolers with moderate to severe autism. Data was collected via semi-structured interviews on Zoom. Practitioners described their commitment to their students and families. Using a social constructivist phenomenological approach, the data analysis of the practitioners’ responses resulted in seven main findings. Assessment procedures for special education eligibility determination, monitoring progress, or 3-year-reevaluations did not address the required practice of assessment in the home language. Instructional practices described included early childhood and monolingual special education with little mention of cultural and language factors. Barriers to dual-language instruction were highlighted, leading to the use of primarily monolingual practices in special education and related services. Challenges identified included accessing competent interpreters, the limited availability of early childhood bilingual special education professional development, and rare support from English as a second language (ESL) teachers. Parents’ language barriers impacted their understanding of the special education process for their children and led to a delayed start of evidence-based autism services. Priorities for language instruction did not address the social communication needs of dual-language students with autism across settings. Additional barriers were identified regarding student access to appropriate online education and therapy for dual-language preschoolers during the COVID-19 pandemic. A limitation of this study is the research context of the pandemic lockdown, making it challenging to access practitioners and collect data. Recommendations include the development of state standards for teacher preparation and professional development, policy change from monolingual to bilingual early childhood special education, and further research that includes dual-language preschoolers with autism. Using a bilingual special education approach with continuation of the native language and a focus on social communication development across home, school, and communities can support the most significant progress in learning and best quality of life outcomes for dual-language preschoolers with autism and their families