INTRODUCTION TO COMMUNICATION DISORDERS IN MULTICULTURAL

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• INTRODUCTION TO COMMUNICATION DISORDERS IN
  MULTICULTURAL
• POPULATIONS

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This semester, I will have some youtube videos
for you to demonstrate assessment and treatment
techniques

• Go to youtube and type in
• Celeste Roseberry
• This will get you to my youtube channel

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How many of you.

• Speak another language?
• Were born outside the U.S.?
• Spent more than a few weeks in a country outside
  the U.S.?

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My own story

• I was born in southern CA
• When I was 6, my family went to the Philippines
  where my parents served as Baptist missionaries
  for 10 years
• For several years in elementary school, I was the
  only White child
• I went to boarding school for grades 5 and 7-12
• We came back to the U.S. when I was a 17-year old
  college freshman

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Google earth
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• My parents and sisters and I spoke Standard
  American English at home
• We spoke Odionganon with our friends in the
  barrio of Odiongan
• Church services were preached in Hiligaynon
• I learned Tagalog formally in school
• Studied German in high school and college
• Learned Spanish later

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I have been blessed to visit

• Philippines (lived there ages 6-17 years)
• Guam
• Taiwan London Italy
• Hawaii Austria Fiji
• Japan Germany Australia
• Hong Kong Switzerland China
• Mexico France
• Canada Luxembourg
• Athens Venice
• New Zealand

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Now I work part time in San Juan Unified School
District at Grand Oaks Elementary School
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DEMOGRAPHICS (statistics on this slide not on
test) (www.census.gov) 2019

• In January 2019, the United States is expected to
  experience approximately one birth every 8
  seconds and one death every 11 seconds.
  Meanwhile, net international migration is
  expected to add one person to the U.S. population
  every 33 seconds. The combination of births,
  deaths and net international migration will
  increase the U.S. population by one person every
  17 seconds.

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I. DEMOGRAPHICS (s not on test)

• By 2055, the U.S. will not have a single racial
  or ethnic majority. Much of this change has been
  (and will be) driven by immigration. Nearly 59
  million immigrants have arrived in the U.S. in
  the past 50 years, mostly from Latin America and
  Asia. Today, a near-record 14 of the countrys
  population is foreign born compared with just 5
  in 1965. Over the next five decades, the majority
  of U.S. population growth is projected to be
  linked to new Asian and Hispanic immigration. 

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(new slide not on examjust for fun) NBC
News10 most diverse cities

• 1.Gaithersburg, Maryland
• Jersey City, New Jersey
• Oakland, California
• Silver Spring, Maryland
• Germantown, Maryland
• New York, New York
• San Jose, California
• Frederick, Maryland
• Anaheim, California
• 10. Sacramento, California

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California Dept. of Educationin our public
schools (this slide not on test)
Language Percent
Spanish 83.5
Vietnamese 2.2
Mandarin (Putonghua) 1.5
Filipino (Pilipino or Tagalog) 1.3
Arabic 1.3
Cantonese 1.2
Korean 0.8
Hmong 0.8
Punjabi 0.7
Russian 0.6
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Calif. Dept. of Education cont.

• A total of 2,664,921 students speak a language
  other than English in their homes. This number
  represents about 42.8 percent of the state's
  public school enrollment
• For the exam, please know that close to half of
  our public school students in California speak a
  language other than English at home

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• In the U.S., by 2025, one in every four
  school-aged children will be an ELL

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In my own district, San Juan Unified, in 2019
(this slide not on exam)

• The fastest-growing groups are speakers of Arabic
  and Farsi from the Middle East

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As of January, 2019, 6 most common languages in
my district (not on exam)

• 1. Arabic
• 2. Farsi
• 3. Pashto
• 4. Dari
• 5. Russian
• 6. Ukrainian

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• ? states promoting bilingualism by offering
  special recognition for high school graduates who
  demonstrate fluency in other langs
• In 11/16, Calif. repealed Proposition 227, which
  almost eliminated bilingual education from
  schools

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II. CHALLENGES FOR OUR PROFESSION

• 1. ? ELLs in U.S. schools, but not enough
  bilingual, bicultural professionals to serve them
• 2. Socioeconomic differences
• 3. Helping ELLs with lang impairments achieve
  Common Core State Standards
• 4. Keeping up with tech advances that can help
  these students learn faster and better

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In just one week in my job in the public schools,
I assessed students from these backgrounds

• African American
• Vietnamese
• Chinese
• Spanish
• Hindi
• Punjabi
• Ibo

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III. LEGAL CONSIDERATIONS

• IDEA 1997 and 2004 states that
• Testing procedures and materials must not be
  discriminatory
• Assessment instruments must measure a students
  ability in the area tested, not English
  proficiency

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ASHA under the current administration in
Washington D.C.

• Discussions about abolishing the U.S. Department
  of Education
• Increase tax dollars for private schools and
  voucher programs, diverting away from public
  schools
• Potentially affects SLP jobs in the public
  schools and services to public school children

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ASHAunder the current administration

• It is possible that the new administration will
  withdraw all the new regulations pertaining to
  the Every Student Succeeds Act, which was
  finalized and signed by President Obama in Dec.,
  2015
• This could dramatically reduce services to
  students with disabilities in public schools

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ASHAother impacts

• Health care changes may dramatically reduce
  insurance, especially for those in poverty
• Patients with neurological impairments, who need
  our services, may be deprived of intervention

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IV. DEVELOPING CULTURAL COMPETENCE

• View all students as individuals dont
  stereotype!
• Describe cultural tendencies
• Look at cultural variables that influence behavior

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V. VARIABLES INFLUENCING INDIV IDUAL BEHAVIOR

• 1. Educational level
• 2. Country of birth
• 3. Length of residence
• 4. Language(s) spoken
• 5. Urban vs. rural background
• 6. Gender
• 7. Age
• 8. Socioeconomic status
• 9. Religious beliefs and their impact
• 10. Peers, neighborhood
• 11. Generational membership

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VI. INCREASING CULTURAL COMPETENCE

• Team up with members of the community
• Read!!
• Be aware of your own values and beliefs
• Ask students to share with you
• Learn some basic vocab in other langs
• Attend churches, festivals, gatherings of other
  cultures

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We can conduct ethnographic interviews

• SLP asks broad, open-ended questions to find out
  more (e.g. Tell me about how Filipinos view
  communication disorders.)

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Terry, P., Connor, C., Thomas-Tate, S., Love,
M. Examining relationships among dialect
variation, literacy skills, and school context in
first grade. Journal of Speech, Language, and
Hearing Research, 53, 126-145.

• Meta-analysis of research--widely varying
  achievement among children in American schools
• When children enter school (kindergarten),
  achievement gaps are observable even before they
  start learning to read

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• The most salient ch characteristics that predict
  academic success are SES and race
• Low-SES, non-White ch tend to lag behind White,
  middle-SES ch

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According to Education Week (these s not on
exam)

• Nationwide, only 12 of students with limited
  English scored at or above proficient in
  mathematics in 4th grade compared with 42 of
  students not classified as ELLs. The gap was much
  wider in 8th grade math, where 5 of ELLs were
  proficient or above proficient in math, compared
  with 35 of non-ELLs.

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• On a national reading test, in 8th grade, only 3
  of ELLs scored at or above proficiency, compared
  with 34 of non-ELLs (not on exam)

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Meet Shilo
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Opportunities in our department

• Continue to donate books to Love Talk Read (as of
  January 2019, 201,000 books collected and
  donatedthank you!!)
• Donated locally and overseas Samoa, Ecuador,
  Philippines, El Salvador, Mexico, Dominican
  Republic, Nepal, United Kingdom, Kosrae (Pacific
  Islands), Thailand, Vietnam, Cambodia, Cuba,
  Guatemala, Argentina, Canada, Kenya, South Africa

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Go to Facebook and type in Love Talk Read

• You can like the page ?
• If you make a large donation, I will post your
  own name and picture!

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You can tutor through Reading Partners

• www.readingpartners.com
• You spend one hour a week with an at-risk student
• 26 hours of 11 work with an adult can boost a
  childs reading scores by a whole year

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In this class, we will emphasize

• Social justice and equal opportunities for
  everyone, regardless of race, SES, or primary
  language

Be woke!!