School of Psychology, Speech and Hearing, University of Canterbury, Christchurch, New Zealand.
New Zealand Institute of Language, Brain and Behaviour, University of Canterbury, Christchurch, New Zealand, and.
Int J Speech Lang Pathol. 2020 Oct;22(5):571-582. doi: 10.1080/17549507.2020.1712476. Epub 2020 Feb 13.
This study aimed to identify the current practices of New Zealand speech-language pathologists (SLPs) working with multilingual children, to compare these with best practice guidelines and make recommendations for training and service development. An online survey was sent to SLPs working with children in New Zealand, asking questions about their training, languages spoken and management of multilingual children. Responses from 146 SLPs were analysed. While 28% reported over 25% of children on their caseloads were multilingual, most SLPs felt under-trained to work with these clients. In accordance with best practice guidelines, SLPs supported retention of home languages for their multilingual children. Half of the children seen were assessed and treated in all languages, despite the majority of SLPs being monolingual English speakers. However contrary to best practice recommendations, parents were used as interpreters more frequently than professional interpreters. The SLPs reported a lack of resources for assessment and treatment of multilingual children. Informal assessments were frequently used, but dynamic assessment and peer-child comparisons were under-utilised. There were marked differences between SLPs' current practice with multilingual children and best practice guidelines. Increased training opportunities along with resource development in languages commonly spoken in New Zealand are required.
本研究旨在确定新西兰从事多语言儿童工作的言语治疗师（SLP）的当前实践情况，将这些实践与最佳实践指南进行比较，并为培训和服务发展提出建议。我们向在新西兰从事儿童工作的 SLP 发送了一份在线调查，询问他们的培训、使用的语言以及管理多语言儿童的情况。对 146 名 SLP 的回复进行了分析。虽然 28%的 SLP 报告称其病例中有 25%以上的儿童是多语言的，但大多数 SLP 认为自己在为这些客户提供服务方面的培训不足。根据最佳实践指南，SLP 支持保留其多语言儿童的家庭语言。尽管大多数 SLP 是母语为英语的单语者，但仍有一半的儿童接受了所有语言的评估和治疗。然而，与最佳实践建议相反，更多地使用了父母作为口译员，而不是专业口译员。SLP 报告称，他们缺乏评估和治疗多语言儿童的资源。他们经常使用非正式评估，但动态评估和同伴儿童比较的使用不足。SLP 目前对多语言儿童的实践与最佳实践指南之间存在明显差异。需要增加培训机会，并开发在新西兰常用语言方面的资源。
