Course Description
This course presents the basis for understanding language and
cultural variation and applications for the clinical process in
communication disorders.
Course Objectives
- Students will understand the basic foundations of language
variation and the relationship of culture and language.
- Students will identify relevant aspects of language and
cultural variables that affect clinical process.
- Students will apply sociolinguistic theory and cultural
variations to the development, assessment, and treatment of
communication disorders.
Learning Outcomes (Minimal Competencies)
Students must be able to do the following:
- Discuss the relationship between language and culture and
identify sociolinguistic correlates of language development and
disorders. (Standard III B)
- Define language differences and language disorders.
(Standard III C)
- Interpret the results of diagnostic tests and discriminate
language differences from disorders. (Standard III D)
- Define dialects and explain predictable language changes.
(Standard III B)
- Identify the origin and features of African American
English. (AAE) (Standard III B)
- Discriminate second language acquisition characteristics
from language learning disabilities. (Standard III B)
- Accurately diagnose language disorders in bilingual
populations using alternative instruments and strategies.
(Standard III D)
- Discuss the relationship between child rearing practices
and normal language development expectations. (Standard III
B)
- Relate specific child rearing practices of various cultural
populations to language development characteristics. (Standard
III B)
- Identify types of bias in selected diagnostic instruments
for various cultural populations. (Standard III C)
- Modify items or scoring procedures to minimize bias in
diagnostic instruments. (Standard III D)
- Identify cognitive style preferences in various cultural
groups and select treatment strategies to match cognitive style
variations. (Standard III C)
- Outline approaches to treatment of disorders for all
disorder types and for various cultural populations. (Standard
III D)
- Relate social, educational, and health characteristics of
various cultural populations to etiology and prevalence of each
disorder. (Standard III C)
- Identify problems of research with regard to multicultural
populations. (III F)
- Critique and evaluate research with regard to multicultural
populations. (Standard III F)
- Describe appropriate research methodologies that accurately
and fairly represent the behaviors and abilities of
multicultural populations. (Standard III F)
- Summarize the legal and ethical reasons for nonbiased
assessment and treatment of communication disorders in
multicultural populations. (Standard III E)
Required Texts
Coleman, T. (2000).
Clinical management of communication disorders in culturally
diverse children. Boston: Allyn & Bacon.
Roseberry-McKibbin, C. (1995).
Multicultural students with special needs. Oceanside, CA: Academic Communication Associates.
Recommended Readings
Goldstein, B. (2000).
Cultural and linguistic diversity resource guide for
speech-language pathologists. San Diego: Singular Publishing Group.
State of Wisconsin
Department of Public Instruction.
Linguistically Culturally Diverse (LCD): African American and
Hmong.
State of Wisconsin
Department of Public Instruction.
Linguistically Culturally Diverse II: American Indian and
Spanish Speaking.
Taylor, O. (1986a).
Nature of communication disorders in culturally and
linguistically diverse populations. San Diego: College-Hill Press.
Taylor, O. (1986b).
Treatment of communication disorders in culturally and
linguistically diverse populations. San Diego: College-Hill Press.
Grading
Attendance/Punctuality/Class Participation (5%)
Midterm (30%)
Project Presentation/Final Paper/Research Proposal (25%)
Final Examination (40%)
Class Outline
Class 1: Introduction and overview
Class 2: Sociolinguistic theory
- Roseberry-McKibbin-Part 1
- Coleman-Chapters 1 & 2
Class 3: Cultural Simulation Activity
Class 4: Language and Cultural Variation
- Payne, K., & Taylor, O. (1998). Communication
differences and disorders. In G. Shames & N. Anderson
(Eds.), Introduction to communication disorders. Boston, MA:
Allyn & Bacon
- Wolfram, W. (1986). Language variation in the United
States. In O.L. Taylor (Ed.),
Nature of communication disorders in culturally and
linguistically diverse populations
(pp. 73-115). San Diego: College-Hill Press.
Class 5: Language Acquisition in Multicultural Populations
- Taylor, O. (2000). Cultural issues in language
acquisition.
- Van Kleeck. (1994). Potential cultural bias in training
parents as conversational partners with their children who have
delays in language.
American Journal of Speech-Language Pathology, 3, 67-78.
Class 6: Issues in Assessment-Test Bias/Cognitive Style
- Hale-Benson. (1982). How culture shapes cognition.
- Taylor & Anderson. Communication behaviors that vary
from standard norms: Assessment.
- Taylor, O.L., & Payne, K.T. (1983). Culturally valid
testing: A proactive approach. Topics in Language Disorders, 3,
8-20.
- Vaughn-Cooke, A.F. (1986). The challenge of assessing the
language of nonmainstream speakers. In O.L. Taylor (Ed.),
Nature of communication disorders in culturally and
linguistically diverse populations. San Diego: College-Hill
Press.
Class 7: Issues in Assessment
- Coleman-Chapters 3 & 6
- Roseberry-McKibbin-Chapters 12 & 13
Class 8: Issues in Treatment-Language, Articulation
- Coleman-Chapters 8 & 9
- Roseberry-McKibbin-Chapters 15 & 16
- Mid-Term Due
Class 9: Issues in Treatment-Voice, Stuttering, Neurogenic
Disorders
- Coleman-Chapters 10, 11, & 12
- Harris, J.L. (1997). Reminiscence: A culturally and
developmentally appropriate language intervention for older
adults.
American Journal of Speech-Language Pathology,
6
(3), 19-26.
- Payne. (1997). Considerations for speech and language
assessment of multicultural populations following stroke.
- Seymour, H.N. (1986). Clinical intervention for language
disorders among nonstandard speakers of English. In O.L. Taylor
(Ed.).
Treatment of communication disorders in culturally and
linguistically diverse populations
(pp. 135-152). San Diego: College-Hill Press.
- Seymour, H.N. (1986). Clinical principles for language
intervention for language disorders among nonstandard speakers
of English. In O.L. Taylor (Ed.).
Treatment of communication disorders in culturally and
linguistically diverse populations
(pp. 115-134). San Diego: College-Hill Press.
Class 10: Research Issues
- Cole, L. (1986). The social responsibility of the
researcher. Concerns for minority groups in communication
disorders.
ASHA Reports, 16, 93-100.
Class 11: Bilingual Issues
- Roseberry-McKibbin-Chapter 11
- Goldstein, B. (2000). Core knowledge.
Cultural and linguistic diversity resource guide for
speech-language pathologists. San Diego: Thompson Learning.
Class 12: Bilingual Issues
- Goldstein, B. (2000). Procedures.
Cultural and linguistic diversity resource guide for
speech-language pathologists. San Diego: Thompson Learning.
Class 13: Class Presentations/Final Papers Due
Class 14: Final Exam Due
Assignments
Students will select either a final project, a final paper, or
a research proposal.
Final Project
Students who select the final project will choose one
commercial assessment tool or therapy regimen that is biased or
limited in its use with a selected multicultural population.
Students will-
- identify the bias or limitation,
- modify the instrument or procedure for appropriate use with
the identified population,
- demonstrate how the modification will be beneficial to the
population,
- prepare a 10-15 minute classroom demonstration.
Grading will be based on-
- appropriate selection of the instrument and relevance to
the selected cultural group,
- thoroughness in identifying bias,
- knowledge of the cultural group and appropriate
modification,
- discussion of how the modification will be beneficial,
- use of visuals in presentation,
- overall quality of presentation for accuracy of the
information, preparation and clarity.
Final Paper
Students who select the final paper will prepare a 10-15 page
research paper with at least 10 references on any topic involving
multicultural issues. Topics must be approved by the
instructor.
Final Examination
The final examination will be a take-home examination.