This text-based course is a transcript of the webinar, “Multilingualism for Monolinguals: Ethnographic Interviewing and Dynamic Assessment,” presented by Teresa M. Signorelli, PhD, CCC-SLP.
>> Dr. Teresa Signorelli: Today we are talking about multilingualism for monolinguals and the focus will be on ethnographic interviewing and dynamic assessment. This is essentially part two in a series. I did part one last year and it is online on SpeechPathology.com (TXT 5806). You do not need to have had that training before this one. It might be helpful, but I do touch on some of the similar themes. I do recommend you go back and look at that.
Overview
First, I will briefly discuss the federal perspective with IDEA and the CLAS, which is the National Standards for Culturally and Linguistically Appropriate Services, out of the Department of Health and Human Services.
We will look at the professional perspective, specifically monolingual versus multilingual communication, ASHA knowledge and skills we need to have, and then an in depth view of ethnographic interviewing and dynamic assessment. I also have some cases and resources for you from the literature.
Individuals with Disabilities Education Act (IDEA, 2004)
Let's start with the Individuals with Disabilities Education Act and the considerations we need for multilingual/multicultural students. You are probably familiar with this law and ASHA has a nice brief for speech language pathologists.
ASHA IDEA Part B Issue Brief
This brief is a nice resource for you. In regards to assessment, we all know that they should not be racially or culturally discriminatory. Assessment should be provided in the child's native language, unless it is not clearly feasible. The child should not be considered to be disabled because they do not speak enough English.
An interpreter should always be provided to parents during an IEP meeting if they are needed. IEPs should also be developed with sensitivity towards the language needs that the child may have regarding their proficiency in English. Even though this is an education law, even for those of us working with adults these are still best practices that we should consider. The following is the link to the ASHA website where you can get the brief:
Depending on what state you are in, there might be certain regulations you need. I am in New York state and in order to practice bilingually with children in the schools, I have to have special training called the Bilingual Extension of our Teachers of Students with Speech and Language Disabilities certificate.
