SIG 14 Perspectives Vol. 18, No. 2, June 2011

You have accessPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) PopulationsCE Questions1 Jul 2011SIG 14 Perspectives Vol. 18, No. 2, June 2011Earn 0.2 CEUs on This Issue Edgarita Long, and Alyssa Drevniak Edgarita Long Google Scholar and Alyssa Drevniak Google Scholar https://doi.org/10.1044/cds18.2.1-ce SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In "Reaching a Milestone: 25 Years of the Native American Caucus," Long & Drevniak 1. The purpose of the Native American Caucus is to: hold meetings at the ASHA Convention each year represent indigenous tribes and reserve communities hold meetings with indigenous tribes and reserve communities serve the unique speech, language, and hearing needs of indigenous populations 2. The great diversity in indigenous populations presents a particular challenge to service providers because, in the United States and Canada combined, there are approximately: 100 federally recognized tribes and reserve communities 1,100 federally recognized tribes and reserve communities 50 indigenous languages spoken 500 indigenous languages spoken 3. In ASHA publications, the number of articles that focus on serving indigenous populations has increased from: 4 in the 1980s to 19 in the 2000s 4 in the 1980s to 13 in the 2000s 0 in the 1980s to 4 in the 2000s 0 in the 1980s to 13 in the 2000s 4. The progress in meeting the clinical service delivery needs of indigenous communities is reflected in: an increased proportion of indigenous SLPs and audiologists relative to total ASHA membership an adequate number of indigenous professional role models to attract prospective indigenous students to personnel preparation programs an increase in culturally based resources accessible to SLPs and audiologists serving indigenous communities the adequate research base specific to indigenous populations that exists 5. The Native American Caucus membership includes: only professionals and students from indigenous communities in the United States only professionals and students from indigenous communities in Canada professionals and students who are of indigenous heritage and/or provide services to indigenous communities only professionals "Indigenous Language Revitalization: Role of a Bilingual Speech-Language Pathologist," Nahwegahbow 6. In Canada: in 2011, 50% of the 1 million aboriginal people who spoke or understood an aboriginal language spoke it as a second language in 2001, 20% of the 1 million aboriginal people who spoke or understood an aboriginal language spoke it as a second language in 2001, 40% of the 250,000 aboriginal people who spoke or understood an aboriginal language spoke it as a second language in 2011, 20% of the 150,000 aboriginal people who spoke or understood an aboriginal language spoke it as a second language 7. The states and/or provinces that have aboriginal language immersion programs are: New Jersey, Minnesota, Ontario, and Hawaii New York, Nunuvuk, Wisconsin, and Michigan Wisconsin, Hawaii, British Columbia, and Minnesota Minnesota, Wisconsin, New York, and Hawaii 8. In an aboriginal language immersion program, the bilingual SLP's role may encompass: evaluating only English speech and language skills, providing an overall evaluation of the immersion program, and providing ongoing classroom consultative and collaborative support to the teachers creating appropriate test materials, evaluating bilingual speech and language skills, and providing speech-language therapy providing speech-language therapy in one language only telling administrators that learning a second language can be advantageous 9. The results of qualitative speech and language testing of the Biidaaban Kinoomaagegamik Immersion Program (BKIP) students found that the students: have a higher incidence of articulation disorders because they are overloaded by having to learn dual phonetic inventories are learning to speak only Anishnaabemowin because there is no writing system are learning to read and write Anishnaabemowin because it is, phonetically speaking, a very simple language are learning to speak, read, and write Anishnaabemowin in a structured school setting 10. The development of an Anishnaabemowin articulation test was challenging because the language possesses the following linguistic characteristic(s): a phonetic inventory that includes liquids complex consonant clusters, polysynthetic morphology, and the occurrence of reduplicated syllables a phonetic inventory that excludes nasalized vowels a simple morphology "A Language and Literacy Program for Indigenous Kindergartners: Preliminary Findings," Frome Loeb, Redbird, & McConnell 11. In this article, the area of phonological awareness that improved from pre-test to post-test was: identifying ends of words identifying beginning of words rhyming blending 12. The following statement is true of indigenous children: they easily learn sight words but struggle with decoding they enter kindergarten with some of the weakest reading skills of all ethnic groups their reading skills are difficult to measure because of their strong compensatory skills their reading skills improve once they learn to rhyme 13. Children in this study made the least gains in: vocabulary phonological awareness reading narration 14. According to the cultural difference theory, indigenous children may have difficulty with reading and language because: teachers think children are different children think teachers are different a difference between home and school expectations exists there are few indigenous teachers from different tribes 15. A feature of the language- and literacy-based program is that it: was administered by teachers lasted one hour each time it was administered included nine storybooks about indigenous children allowed children to write about their own tribes "Multiliteracies: An Approach for Framing Service Delivery With Indigenous Children," Inglebret, CHiXapkaid (Pavel), & Pavel 16. A multiliteracies framework: involves students as passive participants in the learning process involves adults and students in reciprocal sharing of the roles of teacher and learner positions SLPs and educators as authority figures positions students as novices 17. The multiliteracies approach aligns with indigenous pedagogies because: there is a focus on breaking down tasks into parts teachers take primary responsibility for evaluating student work there is a focus on print media student learning builds the capacity to "give back" to the community 18. The sequence guiding a multiliteracies approach involves: overt instruction, critical framing, situated practice, and transformed practice situated practice, critical framing, overt instruction, and transformed practice situated practice, overt instruction, critical framing, and transformed practice critical framing, situated practice, overt instruction, and transformed practice 19. Learning activities associated with a multiliteracies approach focus on: completion of worksheets in a one-to-one pullout session repetitive drill in a one-to-one pullout session completion of tasks that address real-life concerns of a community computer-assisted instruction 20. The need to add a design mode to the multiliteracies framework was identified by a student with a hearing loss. This additional design mode was: emotional gestural spatial audio Additional Resources FiguresReferencesRelatedDetails Volume 18Issue 2July 2011Pages: C1-C4 History Published in issue: Jun 1, 2011 Get Permissions Add to your Mendeley library Metrics Topicsasha-topicsasha-sigsasha-article-typesCopyright & Permissions© 2011 American Speech-Language-Hearing AssociationPDF downloadLoading ...

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