Tutorial:Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist

Purpose: The aim of this tutorial is to support speech language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. Method: The tutorial was written by the International Expert Panel on Multilingual Children’s Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed tomore than 1 task). Results: This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This overview addresses referral, case history, assessment, analysis, diagnosis, and goal setting and the SLP’s cultural competence and preparation for working with interpreters and multicultural support workers and dealing with organizational and government barriers to and facilitators of culturally competent practice. Conclusion: The issues raised in this tutorial are applied in a hypothetical case study of an English-speaking SLP’s assessment of a multilingual Cantonese-and English-speaking 4-year-old boy. Resources are listed throughout the tutorial.Australian Research Council: FT0990588United States Department of Health & Human Services National Institutes of Health (NIH) - USA NIH National Institute on Deafness & Other Communication Disorders (NIDCD

Phonological assessment and analysis tools for Tagalog: Preliminary development

<p>Information and assessment tools concerning Tagalog phonological development are minimally available. The current study thus sets out to develop elicitation and analysis tools for Tagalog. A picture elicitation task was designed with a warm-up, screener and two extension lists, one with more complex and one with simpler words. A nonlinear phonological analysis form was adapted from English (Bernhardt & Stemberger, 2000) to capture key characteristics of Tagalog. The tools were piloted on a primarily Tagalog-speaking 4-year-old boy living in a Canadian-English-speaking environment. The data provided initial guidance for revision of the elicitation tool (available at phonodevelopment.sites.olt.ubc.ca). The analysis provides preliminary observations about possible expectations for primarily Tagalog-speaking 4-year-olds in English-speaking environments: Lack of mastery for tap/trill ‘r’, and minor mismatches for vowels, /l/, /h/ and word stress. Further research is required in order to develop the tool into a norm-referenced instrument for Tagalog in both monolingual and multilingual environments.</p