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Assessment and treatment of multilingual children with communication disorders is a real challenge for speech language therapists.
First of all the theoretical framework will be highly discussed in order to understand the language development in children with a multilingual exposure.
Secondly we will provide an in depth diagnostic scheme for assessing language problems. Dynamic assessment procedures, the collaboration with interpreters and different evaluation measures are some of the topics that will be covered.
The last point to consider will be the intervention approach in multilingual children with communication disorders. We will discuss different decision criteria for treatment by using case studies and video data.
Competences
Generic competences
The students:
- have demonstrated knowledge and understanding in the field of multilingualism
- have the ability to gather and interpret relevant data within Speech Language Therapy to inform judgements that include reflection on relevant social, scientific or ethical issues;
- can communicate (in English) information, ideas, problems and solutions to both specialist and non-specialist audiences;
- have the ability to gather and interpret relevant data to inform judgements that include reflection on relevant social, scientific or ethical issues in multilingualism;
- have a appreciation of diversity and multiculturality
- have the ability to work in an international context
- have the understanding of cultures and customs of other European countries
- have developed those learning skills that are necessary for them to continue to undertake further study with high degree of autonomy
Specific Competences
| Area of competence |
Roles |
Competences |
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The student is able to: |
| Prevention |
Therapist |
1. detect language problems at an early stage, by means of screening.
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2. contribute to the development of a (multiprofessional) plan of prevention.
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3. offer information in a conscious, efficient, well-founded and systematic manner (in a multiprofessional context).
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| Assessment and treatment |
Therapist |
1. carry out logopaedic anamnesis and assessment, and to diagnose in accordance with logopaedic methodology.
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2. draw up a therapy plan, to carry out the therapy plan and to assess it in accordance with logopaedic methodology.
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3. act on the basis of evidence
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| Training and Advice |
Trainer and advisor |
1. draw up an intervention plan with respect to all communicative aspects in order to improve clients communicative skills.
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2. advise a client with respect to all aspects of communication.
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3. carry out training to improve communicative skills.
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| Developing professional qualities |
Professional practitioner |
1. act in accordance with professional ethics, and to assess personal professional practice by means of testing and reflection.
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Preparatory activities
In-depth knowledge on language development in monolingual children is required.
Educational tools
- Articles and books (English)
- Online exercises
- Ppt presentations
- Blackboard
- Course material
- Compulsory:
- Genesee, F.& Paradis, J.& Cargo, M.B (2004).Dual lLanguage Development& Disorders. A Handbook on Bilingualism and Second Language Learning. Baltimore Paul H.Brookes Publishers.
- Blackboard: ppt presentations, excercises, links, articles.
- Recommended:
- McLeod, S. (2007).The International Guide To Speech Acquisition.
ThomsomDelmar Learning.
- Cheng, L.R. (1991).Assessing Asian Language Performance. Guidelines for Evaluating Limited-English-Proficient Students. Academic Communication Associates.
- Romaine, S. (1995, second edition).Bilingualism.Blackwell
Publishing.
- Subject specific articles
Learning activities
This course consists of key lectures (theoretical)and interactive workshops with excercises and assignments (practical).
Students can ask questions during and after lecture.
In the library they have access to journals, books,... .
- Lectures
- Digital self-study packages
- Seminars
- Discussion groups
Evaluation
1st exam period (January)
Students will take a written exam on the theoretical framework of bilingualism (50%- during exam period)
Students also need to fulfill some assignments during the course period(50%).
2nd exam period (June)
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3rd exam period (August/September)
Students will take a written exam on the theoretical framework of bilingualism (50%) and some (written) excercises (50%).
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- ECTS: 3
- Semester: 1
- Language: English
- Teacher: Schraeyen Kirsten
- Coordinator: Schraeyen Kirsten
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