McLeod Sharynne, Verdon Sarah, Bowen Caroline
Charles Sturt University, Bathurst, Australia.
J Commun Disord. 2013 Jul-Aug;46(4):375-87. doi: 10.1016/j.jcomdis.2013.04.003. Epub 2013 May 7.
A major challenge for the speech-language pathology profession in many cultures is to address the mismatch between the "linguistic homogeneity of the speech-language pathology profession and the linguistic diversity of its clientele" (Caesar & Kohler, 2007, p. 198). This paper outlines the development of the Multilingual Children with Speech Sound Disorders: Position Paper created to guide speech-language pathologists' (SLPs') facilitation of multilingual children's speech. An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians, and speech scientists) with knowledge about multilingual children's speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in professional practice. Fourteen panel members met for a one-day workshop to identify key points for inclusion in the position paper. Subsequently, 42 additional panel members participated online to contribute to drafts of the position paper. A thematic analysis was undertaken of the major areas of discussion using two data sources: (a) face-to-face workshop transcript (133 pages) and (b) online discussion artifacts (104 pages). Finally, a moderator with international expertise in working with children with speech sound disorders facilitated the incorporation of the panel's recommendations. The following themes were identified: definitions, scope, framework, evidence, challenges, practices, and consideration of a multilingual audience. The resulting position paper contains guidelines for providing services to multilingual children with speech sound disorders (http://www.csu.edu.au/research/multilingual-speech/position-paper). The paper is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version (World Health Organization, 2007) and incorporates recommendations for (a) children and families, (b) SLPs' assessment and intervention, (c) SLPs' professional practice, and (d) SLPs' collaboration with other professionals.
Readers will 1. recognize that multilingual children with speech sound disorders have both similar and different needs to monolingual children when working with speech-language pathologists. 2. Describe the challenges for speech-language pathologists who work with multilingual children. 3. Recall the importance of cultural competence for speech-language pathologists. 4. Identify methods for international collaboration and consultation. 5. Recognize the importance of engaging with families and people within their local communities for supporting multilingual children in context.
在许多文化中，言语语言病理学专业面临的一个重大挑战是解决“言语语言病理学专业的语言同质性与其客户群体的语言多样性之间的不匹配”（凯撒和科勒，2007年，第198页）。本文概述了《患有语音障碍的多语言儿童：立场文件》的制定过程，该文件旨在指导言语语言病理学家（SLP）促进多语言儿童的言语发展。一个国际专家小组由57名研究人员（言语语言病理学家、语言学家、语音学家和言语科学家）组成，他们了解多语言儿童的言语或患有语音障碍的儿童。他们总共在33个国家工作过，并在专业实践中使用过26种语言。14名小组成员参加了为期一天的研讨会，以确定纳入立场文件的关键点。随后，另外42名小组成员在线参与，为立场文件的草稿做出贡献。使用两个数据源对主要讨论领域进行了主题分析：（a）面对面研讨会记录（133页）和（b）在线讨论工件（104页）。最后，一位在处理语音障碍儿童方面具有国际专业知识的主持人促进了小组建议的纳入。确定了以下主题：定义、范围、框架、证据、挑战、实践以及对多语言受众的考虑。由此产生的立场文件包含了为患有语音障碍的多语言儿童提供服务的指导方针（http://www.csu.edu.au/research/multilingual-speech/position-paper）。该文件采用《国际功能、残疾和健康分类：儿童和青年版》（世界卫生组织，2007年）进行构建，并纳入了针对以下方面的建议：（a）儿童和家庭，（b）言语语言病理学家的评估和干预，（c）言语语言病理学家的专业实践，以及（d）言语语言病理学家与其他专业人员的合作。
读者将1. 认识到在与言语语言病理学家合作时，患有语音障碍的多语言儿童与单语言儿童有相似和不同的需求。2. 描述与多语言儿童合作的言语语言病理学家所面临的挑战。3. 回忆文化能力对言语语言病理学家的重要性。4. 确定国际合作和咨询的方法。5. 认识到与家庭和当地社区的人合作以在实际环境中支持多语言儿童的重要性。
