Training of bilingual school psychologists in the United States: A culturally and linguistically responsive approach

2019 ◽  
Vol 40 (3) ◽  
pp. 235-250 ◽  
Author(s):  
Yi Ding ◽  
Su-Je Cho ◽  
Jiayi Wang ◽  
Qiong Yu
Keyword(s):  
United States ◽  
School Psychologists ◽  
Professional Training ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Relevant Research ◽  
The Us ◽  
Bilingual School ◽  
Local Levels

The aim of this paper is to discuss the need for high-quality professional training of bilingual school psychologists and to describe the structure of a bilingual training program housed at Fordham University in the US. This paper discusses the shortage of school psychologists at national and local levels in the United States and then addresses the acute shortage of bilingual school psychologists in culturally and linguistically diverse urban schools. The article provides a review of relevant research and practice for bilingual school psychologists through the perspective of Fordham University's curriculum, competencies, fieldwork, and internship. The authors identify challenges and potential opportunities to enhance culturally and linguistically responsive training of school psychologists. Applications for global school psychology practice are discussed, and limitations are addressed.

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang
Keyword(s):  
United States ◽  
School Psychology ◽  
Graduate Students ◽  
School Psychologists ◽  
Quantitative Data ◽  
The United States ◽  
Future Directions ◽  
Recruitment And Retention ◽  
Urban University ◽  
Bilingual School

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

Cultural/Linguistic Variation in the United States and its Implications for Assessment and Intervention in Speech-Language Pathology

1996 ◽  
Vol 27 (4) ◽  
pp. 385-387 ◽  
Author(s):  
Hortencia Kayser
Keyword(s):  
United States ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Linguistic Variation ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Diverse Children

The authors in this forum have presented innovative assessment and intervention approaches with culturally and linguistically diverse children. This epilogue summarizes and discusses several issues concerning assessment and intervention with this population.

Interactions with Asians in Higher Education: Beyond Multicultural Myths

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Festus E. Obiakor
Keyword(s):  
Higher Education ◽  
United States ◽  
African Americans ◽  
Native Americans ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Model Minorities ◽  
Critical Issues ◽  
Education Today

AbstractOne of the critical issues in education today is how to help all students to maximize their fullest potential. Achieving this goal seems to be difficult for many people who come from culturally and linguistically diverse (CLD) backgrounds. At all levels, they endure direct and indirect disenfranchisements, disadvantages, and disillusionments, especially if they learn differently, are racially different, demonstrate different behavioral patterns, have different personal idiosyncrasies, or come from different countries. Despite these apparent impediments, Asians are viewed by many as “model” minorities when compared to African Americans, Latinos, and Native Americans. This view has continued to affect how Asians view themselves and how the society as a whole views them. Coming originally from Nigeria to the United States, I have had myriad interactions with Asians as student, professor, scholar, leader, and professional. In this article, I share my experiences with Asians and how these experiences have exposed multicultural realities and myths.

Speech-Language Pathologists’ Perceived Competence in Working With Culturally and Linguistically Diverse Clients in the United States

2020 ◽  
pp. 152574012091520
Author(s):  
Sabiha Parveen ◽  
Siva priya Santhanam
Keyword(s):  
United States ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
The United States ◽  
Perceived Competence ◽  
Culturally And Linguistically Diverse ◽  
English Speakers ◽  
Speech Language Pathologists ◽  
Preservice Training ◽  
English Speaking

A clinician’s perceived competence determines his or her ability to attain clinical outcomes and persevere through challenging situations. This study examined the perceived competence of 337 speech-language pathologists (SLPs), including monolingual and bilingual, working with culturally and linguistically diverse (CLD) clients within the United States. Results indicated comparable competence levels of both monolingual and bilingual SLPs in their service delivery to monolingual English-speaking clients. However, bilingual SLPs reported significantly higher competency than monolingual SLPs while working with non-English-speaking clients in different areas of service delivery, including speech and language assessment, dealing with challenging clinical situations, and responding to questions regarding intervention outcomes. It is likely that language concordance, awareness, and understanding of linguistic and cultural expectations of non-English-speakers help surpass communication barriers leading to increased perceived competence among bilingual SLPs. This study summarizes persisting challenges in service delivery of CLD populations and possible recommendations for preservice training of SLPs.

scholarly journals Hispanic Youth/Young Adults with Disabilities: Parents' Visions for the Future

2002 ◽  
Vol 27 (3) ◽  
pp. 204-219 ◽  
Author(s):  
Martha Blue-Banning ◽  
Ann P. Turnbull ◽  
Lourdes Pereira
Keyword(s):  
United States ◽  
Young Adults ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Diverse Populations ◽  
Hispanic Parents ◽  
Adults With Disabilities ◽  
Group Interviews

The rapid increase of culturally and linguistically diverse populations in the United States has important implications for service delivery. Addressing the needs of individuals transitioning from adolescence to adulthood and their families requires that outcomes of service recognize the cultural differences of people with disabilities. The Hispanic population is one of the fastest growing of the culturally and linguistically diverse populations in the United States. To provide effective support services, a clearer understanding is needed of the perspectives of Hispanic parents of youth/young adults with disabilities concerning their hopes and expectations for their child's future. To address this issue, focus group interviews were conducted with 38 Hispanic parents of youth/young adults with developmental disabilities. The findings suggest that Hispanic parents have a diversity of hopes and expectations concerning future living, employment, and free-time options for their children with disabilities. Key recommendations focus on the implications for education and human service systems as well as directions for future research.

Linguistically responsive professional development: An apprenticeship model

2017 ◽  
Vol 21 (1) ◽  
pp. 32-47 ◽  
Author(s):  
Amy Heineke ◽  
Aimee Papola-Ellis ◽  
Sarah Cohen ◽  
Kristin Davin
Keyword(s):  
Professional Development ◽  
United States ◽  
Student Achievement ◽  
Urban Schools ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Dominant Language ◽  
Diverse Backgrounds ◽  
Apprenticeship Model

Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.

SOCIOCULTURAL CONTEXTS OF LANGUAGE AND LITERACY.Bertha Péacrez (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. xiii + 354. $36.50 paper.

1999 ◽  
Vol 21 (4) ◽  
pp. 668-668
Author(s):  
Björn Jernudd
Keyword(s):  
United States ◽  
Linguistically Diverse ◽  
Classroom Community ◽  
Literacy Learning ◽  
The United States ◽  
Community Relations ◽  
Culturally And Linguistically Diverse ◽  
Community Of Learners ◽  
Sociocultural Context ◽  
American Teacher

This book is for teachers who instruct “the culturally and linguistically diverse learner” (p. ix, et passim) in the United States; it reflects American community relations today. The editor's intention is to “assist you [the American teacher] in creating a sociocultural context for literacy learning within your classroom community of learners” (p. xi).

scholarly journals Critical Entanglement: Research on Culturally and Linguistically Diverse Parental Involvement in Special Education 2000-2010

2014 ◽  
Vol 23 (1) ◽  
Author(s):  
Cam Cobb
Keyword(s):  
United States ◽  
Special Education ◽  
Parental Involvement ◽  
Cultural Capital ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse

If parental involvement in a child’s education is generally viewed in positive terms, then it is important to understand what sorts of barriers might hinder it. This article reviews literature on culturally and linguistically diverse parental in-volvement in special education in the United States and Canada. In analyzing 20 articles published in eight prominent journals between 2000 and 2010, the author considers what research has to say about what influences culturally and linguisti-cally diverse parental involvement. Applying the lens of social-cultural capital led the author to examine three core themes in the literature, namely perceptions, people, and systems. Because these three themes interlock so tightly, the author devised the overarching metaphor of critical entanglement, which is vital to the process of recognizing and addressing barriers that culturally and linguistically diverse parents potentially face. Implications for research are discussed in the recommendation and conclusion segments of this article.

scholarly journals Comparative characteristics of future theater art specialists’ professional training in Ukraine and the USA

2021 ◽  
pp. 37-45
Author(s):  
Sergei Nabatov
Keyword(s):  
United States ◽  
Vocational Education ◽  
Professional Training ◽  
The United States ◽  
Research Area ◽  
University Education ◽  
Quality Of Higher Education ◽  
The Us ◽  
The Usa ◽  
Methodological Principles

The article provides a comparative analysis of the training of future theater professionals at universities in Ukraine and the United States. The author reviews modern scientific works on the problem of professional training in general and optimal approaches to the selection of criteria for comparative research. On the basis of a comparative comparison, common and different aspects of professional training of future theater professionals at universities in Ukraine and the United States were clarified. The author determined that the peculiarities of the methodological principles are that in the United States they are presented more widely and more thoroughly in legislative documents; the concept of professional training of future specialists in theater art, approaches and principles in general determine the vector of further development of the system of professional training in the research area; standards in the United States are also comprehensive and specific, which provides better control over the quality of higher education in the theater; qualification requirements in the United States and Ukraine largely coincide (qualifications, features of vocational education - terms and institutions where it is possible to get a profession); content structure and list of disciplines is characterized by flexibility, diversity and differentiation in the US, which provides a wider range of individual trajectory of vocational education, while in Ukraine the list of disciplines and their content is much narrower); forms, methods and tools that are also component components of organizational and methodological principles in the system of university education in the United States and Ukraine are characterized by variability and generally provide quality training for future theater professionals in both countries

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