American Speech-Language-Hearing Association

Multicultural/Multilingual Issues Infused Courses:
Sample Syllabi

Applied Sociolinguistics

Course Description | Course Objectives | Learning Outcomes | Required Texts |
Recommended Readings | Grading | Class Outline | Assignments

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.

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