Celeste Roseberry-McKibbin

Nonbiased Assessment of English Language Learners A Tutorial

In 1990, public school speech—language pathologists (SLPs) all over the United States were surveyed regarding service delivery to English language learner (ELL) students. In 2001, the survey was replicated with a larger national sample (N = 1736). Results from surveys in both decades showed that one of the most frequently encountered service delivery problems indicated by respondents was “lack of nonbiased appropriate assessment instruments.” In 2001, respondents indicated that in terms of continuing education training, their greatest area of interest was in the topic of “Less biased methods and materials for distinguishing language differences from language disorders.” Thus, the purpose of this tutorial is to describe current principles and methods for nonbiased, appropriate assessment of ELL students with potential language-learning disabilities.

Choice of Languages in Instruction: One Language or Two?.

This article explores the ins and outs ofbilingual instruction and helps teachersknow (a) whether to use the native lan-guage versus English in instruction and(b) the role that code switching (i.e.,language alternation or languageexchange between two languages) playsin instruction. In addition, the articlesuggests strategies for using the nativelanguage and using code switching. We have followed a model,Jacobson’s New Concurrent Approach(Faltis, 1989), for bilingual special edu-cators. This model relies on the follow-ing assumptions: (a) the teacher andstudents have some abilities in both lan-guages, (b) use of code switching is tooccur only between sentences and notwithin a sentence, and (c) it can be inte-grated into any program of bilingualeducation (maintenance or transitional)or general education.

Assessment and Intervention for English Language Learners With Primary Language Impairment Research-Based Best Practices

Speech-language pathologists (SLPs) are experiencing the exciting challenge of serving increasing numbers of English Language Learners (ELLs) in U.S. schools. When ELLs struggle in school, they may be overreferred for speech-language services. SLPs are routinely expected to differentiate a language difference based on cultural, linguistic, and environmental characteristics from an underlying primary language impairment (PLI). This tutorial is designed to guide researchers and practicing professionals in the selection of research-based best practices for assessment and intervention for ELLs with potential PLI.

Mirror, Mirror On The Wall: Reflections Of A "Third-Culture" American

As mainstream speech pathologists in the United States, we are providing services to increasing numbers of multicultural clients. We need to be aware of our unconscious mainstream attitudes and values that might be affecting our service delivery to these clients. In this column, eight basic mainstream American values/beliefs are examined and discussed: the importance of time; the need for directness in communication; the appropriateness of informality in communication; the belief in equality of all people (regardless of age or gender); the necessity and efficacy of rehabilitation, including use of technology; the impor tance of independence and self-reliance; the necessity of family involvement in therapy/rehabilitation; and controlling ones own destiny.

The Perception of Vocal Cues of Emotion by Spanish-Speaking Limited English Proficient Children.

There is a paucity of data comparing the abilities of bilingual children to distinguish nonverbal, emotional cues of speech in their first language (L1) and their second language (L2). This study, conducted with 9 Spanish-speaking bilingual children with limited English proficiency, addressed two questions: (a) is there a difference in the accuracy with which normally-developing bilingual children judge vocal cues of emotion in their L1 and L2, and, (b) is their ability to accurately judge these cues in L2 related to their degree of L2 proficiency? The subjects listened to a tape-recorded sentence, in English and Spanish, which conveyed the emotions of happiness, sadness, and anger. A MANOVA with repeated measures two by two factorial design (language by gender) revealed that there was a significant difference between the childrens responses to the English and Spanish sentences. Results yielded higher accurate responses in L1. This result could be attributed to the English-speaking male speaker, who did not convey the amount of emotion that the other three speakers did. The subjects did respond quite accurately to the emotions portrayed by the female English speaker and the male and female Spanish speakers. Implications for distinguishing potential language differences from language-learning disabilities are discussed.

Effective Pedagogical Strategies for Millennial University Students in Communication Sciences and Disorders Student Survey Results

University instructors nationwide have been recognizing the increased importance of updating classroom teaching strategies to accommodate the needs of the millennial student generation. This article shares results of surveys of 323 university students in communication sciences and disorders and what they view as effective pedagogical strategies that meet their needs in university classrooms.