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.

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.

Equity, Equality, and Standardization: Expanding the Conversations

2017 ◽  
Vol 50 (5) ◽  
pp. 483-501 ◽  
Author(s):  
Elizabeth Cramer ◽  
Mary E. Little ◽  
Patricia Alvarez McHatton
Keyword(s):  
Students With Disabilities ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Board Of Education ◽  
Educational Equality ◽  
Marginalized Groups ◽  
Diverse Backgrounds ◽  
Critical Issues ◽  
Opportunity Gaps

In the more than 60 years since the Brown v. Board of Education ruling, the United States has been struggling to assure educational equality for all learners. This article will review how attempts at equality such as accountability and standardization movements have failed to close opportunity gaps for vulnerable and marginalized groups, particularly for students with disabilities from culturally and linguistically diverse backgrounds. Critical issues are raised about current reforms, in order to broaden educational conversations for a deeper analysis, recognizing the implications for sustained, comprehensive solutions.

The Impact of Culture on Parental Perceptions about Autism Spectrum Disorders: Striving for Culturally Competent Practices

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Brenda L. Barrio ◽  
Yun-Ju Hsiao ◽  
Nydia Prishker ◽  
Callie Terry
Keyword(s):  
Linguistically Diverse ◽  
The United States ◽  
Autism Spectrum ◽  
Culturally And Linguistically Diverse ◽  
Culturally Competent ◽  
Number Of Children ◽  
Wide Range ◽  
Diverse Backgrounds ◽  
Parental Perspectives ◽  
The Impact

AbstractDespite the increasing number of children from culturally and linguistically diverse (CLD) backgrounds in the United States, limited research exists synthesizing what is known about the prevalence and diagnosis of autism spectrum disorder (ASD) in these communities. Children from culturally and linguistically diverse backgrounds are disproportionately diagnosed with ASD and, there is a need for practitioners and educators to be culturally competent at addressing challenges and practices related to ASD for children and youth. The purpose of this paper is to review the literature related to parental perspectives on ASD, in children from a wide range of culturally diverse backgrounds to provide information and resources to practitioners about the importance to strive for cultural competence in practice-related work.

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.

Revisiting the “Decline” in Asian American and Pacific Islander Teachers

2021 ◽  
pp. 089590482110125
Author(s):  
North Cooc ◽  
Grace MyHyun Kim
Keyword(s):  
United States ◽  
Asian American ◽  
English Proficiency ◽  
Pacific Islander ◽  
Linguistically Diverse ◽  
The United States ◽  
Diverse Backgrounds ◽  
Teachers And Students ◽  
Recent Trends ◽  
K 12

More than two decades since the first study to document the shortage of Asian American and Pacific Islander (AAPI) teachers, this paper examines recent trends and factors related to AAPI teacher career choice using the American Community Survey 2013-2017. The results show a continued underrepresentation of AAPI teachers relative to AAPI students at the local and national levels, a pattern similar to Black and Hispanic teachers and students. AAPIs born in the United States with reported higher levels of English proficiency are also more likely to become teachers than AAPIs not born in the United States or those with reported lower levels of English proficiency. The study has implications for attracting and supporting AAPIs from immigrant and linguistically diverse backgrounds into K-12 teaching.

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).

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