Multicultural Issues in Speech Language Pathology 2011 Fall
2011 Multicultural Issues in Speech Language Pathology
CSD 5334 Section 01
GENERAL INFORMATION:
 Instructor: Jungjun Park, Ph.D (email: jungjun_park@baylor.edu).
 Classroom Location: Neil Morris (#127)
 Office Location: Neil Morris (#226) Office Phone: 710-3289
 Class Hours: 11:00-12:15(T/R)
 Office Hours: 12:15-2:00 (T/R after class).
 Email appointment is recommended.
 Semester Hours: 3 (credits)
TEXTBOOKS AND READINGS
REQUIRED TEXTBOOK:
 Celeste Roseberry-McKibbin (2007). Language Disorders in Children: A Multicultural
and Case Perspective, Allyn and Bacon (ISBN: 0-205-39340-3)
RECOMMENDED:
 Celeste Roseberry-McKibbin (2008). Multicultural Students with Special Language
Needs: Practical Strategies for Assessment and Intervention. Academic Communications
Association.
 Baker, C. (2001a). Foundations of bilingual education and bilingualism. (3rd ed.).
Clevedon, UK: Multilingual Matters Ltd.
 Baker, C. (2001b) A parents' and teachers' guide to bilingualism. (2nd ed.) Clevedon,
UK: Multilingual Matters, Ltd.
COURSE DESCRIPTION AND OBJECTIVES:
This course provides a foundational and application framework in the
clinical approach to Multicultural and Multilingual Issues (MMI) in SLP. The
main goal is to learn how to practice best known strategies in conducting
fair speech and language service for individuals from diverse linguistic and
cultural backgrounds. The results of this process will enable clinicians to
plan appropriate intervention strategies to enhance those individuals'
communication skills and success in the mainstream educational and work
settings.
1.
Describe normal second language acquisition and bilingual development in children.
o Knowledge of theories and variables associated with successful second language
acquisition (Bilingualism)
o Understanding of research on bilingualism and its applications to intervention and
bilingual education practices and options
o Standard III-B
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Multicultural Issues in Speech Language Pathology 2011 Fall
o
o
Understanding of the scope of practice and role of speech-language pathologists with
bilingual/bicultural students/clients with and without speech and language disorder
Contrast communication differences and communication disorders in CLD populations.
2.
Identify cultural and linguistic variables that may impact speech-language pathology
services to members of specific culturally and linguistically diverse (CLD) groups.
o Standard III-B, III-C
3.
Summarize cross-cultural differences in communication styles of various cultural
groups, and critically evaluate how these differences impact speech-language services.
o Standard III-B, III-C
4.
Describe potential limitations of standardized tests with CLD clients.
o Standard III-D
5.
Explain how to use alternative, nonstandardized methods for nonbiased assessment
(interviews, dynamic assessment, descriptive analysis, classroom observations, other
professionals and families, as well as collaboration with interpreters/translators)
o Standard III-D
6.
List and describe appropriate treatment techniques for CLD children with different types
of speech-language disorders.
o Standard III-D
7.
Understand professional ethics and issues, reviews regulations and requirements for
professional practice for CLD populations.
o Standard III-C, III-D
8.
Most importantly, to experience basic clinical issues by meeting real CLD children and
families (multicultural group projects).
o Standard III-D (related with your CLD practicum)
This course also provides background knowledge and skills that are a central requirement for
graduate student clinicians who are pursuing clinical certificates (comp exam, praxis).
BAYLOR BLACKBOARD:
Syllabus, lecture notes, handouts, special announcements, and other class material will be posted on
the Blackboard or distributed in the class. The students should also become familiar with the
Baylor Library system for downloading articles. Inability to retrieve course information will not be
an acceptable excuse for failure to acquire/master the information. If you are registered for the
class then you are automatically linked to the course.
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Multicultural Issues in Speech Language Pathology 2011 Fall
LEARNING OUTCOMES
Link to American Speech, Language, and Hearing Association (ASHA) Knowledge and
Skills Acquisition (KASA): http://www.asha.org/uploadedFiles/certification/KASASummaryFormSLP.pdf
The ASHA KASA document details the Standards for the Certificate of Clinical Competence
for Speech Pathologists (CCC-SLP). This document is utilized to demonstrate compliance with
accreditation standards related to preparing students to meet ASHA certification
requirements.
It includes nine main knowledge areas (articulation, fluency, voice and resonance,
receptive/expressive language, hearing, swallowing, cognitive aspects, social aspects,
and communication modalities) across five clinical parameters (etiology, characteristics,
prevention, assessment, and intervention). Because of the importance of the KASA
standards in tracking and documenting the student’s achievement related to these knowledge
areas and clinical parameters, they are directly related to the Learning Outcomes.
Accordingly, the relevant Standards for this course are noted under each
Learning Outcome as listed below:
1. Standard III-B. The applicant must demonstrate knowledge of basic human
communication and swallowing processes, including their biological, neurological, acoustic,
psychological, developmental, and linguistic and cultural bases.
2. Standard III-C. The applicant must demonstrate knowledge of the nature of speech,
language, hearing, and communication disorders and differences and swallowing disorders,
including their etiologies, characteristics, anatomical/physiological, acoustic, psychological,
developmental, and linguistic and cultural correlates.
3. Standard III-D: The applicant must possess knowledge of the principles and methods of
prevention, assessment, and intervention for people with communication and swallowing
disorders, including consideration of anatomical/physiological, psychological,
developmental, and linguistic and cultural correlates of the disorders.
4. Standard IV-G: The applicant for certification must complete a program of study that
includes supervised clinical experiences sufficient in breadth and depth to achieve the
following skills outcomes (in addition to clinical experiences, skills may be demonstrated
through successful performance on academic course work and examinations, independent
projects, or other appropriate alternative methods):
o IV-G. Item 1. Evaluation
o Item 3. Interaction and Personal Qualities:
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STUDENTS WITH SPECIAL NEEDS
If you have any special learning needs, please see me during the first week of class so we can be
sure you get the proper accommodations. However, before seeing me you must first register with
the Office of Access and Learning Accommodation (OALA) (http://www.baylor.edu/oala). OALA:
254-710-3605
ACADEMIC INTEGRITY
Students in this course are expected to firmly abide by the Baylor University Student Honor Code
as outlined in the Student Handbook. Students who violate the Honor Code will suffer the
consequences:
Any evidence of dishonorable conduct (i.e., cheating in and out of the class for class
activities such as exams and projects) as outlined in the Baylor Honor Code will result
in at least an "F" in this course (http://www.baylor.edu/honorcode/index.php?id=44060).
All Honor Code violations will be reported to Baylor University’s Office of Academic
Integrity right away throughout the semester and will follow the student through
their entire time at the university. Please guard your ethical reputation beginning
now. All books/notes/electronic devices must be out of sight during exams. All hats must
be removed.
1) Class participation:
COURSE REQUIREMENTS AND ORGANIZATION
a. According to the attendance policy of the Collage of Arts and Sciences “to earn course
credit in the College of Arts and Sciences, a student must attend at least 75% of all
scheduled class meetings. Any student who does not meet this minimal standard will
automatically receive a grade of “F” in the course. Any University-related activity
necessitating an absence from class shall count as an absence when determining whether a
student has attended the required 75% of class meetings.” (Please visit
http://www.baylor.edu/artsandsciences/ for more information.)
b. As a CSD Graduate Student, you are basically expected to attend all classes. In the event
you are unable to attend a class session, it is your responsibility to obtain (a) class notes
and/or handouts from another student, and (b) any changes in the class schedule.
c. Excused absence: Contact the instructor through email prior to class if you are unable to
attend a class meeting. You are required to verify the nature of an absence before or
after the class meeting that you missed (e.g., doctor’s note). Excused absences will be
decided on a case-by-case basis by the instructor based on the documents and
situational consideration.
d. You are also expected to take tests on time. If you are ill, it is your responsibility to
notify the instructor prior to the time of the test. If you miss a test without prior
approval from your instructor, you will be subject to receiving a zero for the test.
When returning from the illness, it is the student’s responsibility to take the makeup
exam within 3 days or the student will automatically receive a zero for the test.
e. Each student is expected to read assigned material prior to class, attend, and actively
participate in class lectures, discussions, and activities. Please be respectful of your
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classmates and your instructor by arriving on time and remaining throughout the entire
class session. All electronics should be turned off in the class.
2) 2 in-class Exams (600 pts: each will have a total of 300 pts):
a. Exams will be based on assigned readings and class discussions/activities.
b. Format: multiple choice, true-false, short essays, article-based questions.
3) Projects (350 pts):
a. Article presentation (50 pts): Each group of 2 students will be assigned an article for an
in-class presentation as the semester progresses (a total of 12 articles).
 Each group needs to create ppt slides for the presentation, which will take 15 minutes
and 5 minutes of Q & A.
 Your presentation will be graded based on the accuracy of information delivered and
the quality of ppt slides, and fluency of presentation.
 Hard copies of your presentations should be handed out to the class.
 A sample template of the PPT slides is available at the BB.
 Articles will be available at the BB.
 Students are required to read all articles.
b. Multicultural assessment project (300 pts):
 A group of five students will be assigned to and meet a CLD child and his/her family,
respectively for a mock assessment project using their L1 and L2. A basic ethnographic
interview and a language/literacy-related assessment (standard/non-standard
tests) will be done for the child.
 Detailed schedule will be provided.
 For each assessment, bilingual interpreters will help you.
 On Nov 15 (Thursday) and Nov 29(Tuesday), each group will present the result of
assessment. Final Assessment paper is due by Nov 29 (Tuesday)
 Ethonographic interviews: You will obtain information from the point of view of a
cultural informant using a questionnaire form and submit a summary paper.

Make sure you include the notes from the interview in the report.

Do not include any real names, specific demographic information.

Indicate what you learned from the project, and how you will implement
this knowledge in your future work as a speech-language pathologist with clients
with CLD background.

Detailed materials will be provided such as questionnaire form and
linguistic development checklist.
 Mock language/literacy-related assessment : You will administer a battery of tests
of language and literacy and submit a mock evaluation report. A mock assessment
report will be provided (areas to be tested: phonological processing skills, word reading
accuracy, writing analysis, spelling test, syntactic-morphological ability,
expressive/receptive vocabulary, etc.).
4) Course portfolio (50 pts): Due by November 29 (Thesday)
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 The course portfolio will be your own personal handbook to help you in your career
after you have completed the course.
a. The portfolio must include all of the Powerpoint slides, assignments, actual exams, handouts, and additional study materials created/collected by you.
b. Criterion
i. 50: excellent (no material is missing, all materials are ordered in a timely manner,
extra materials for study are richly added)
ii. 40: good (no material is missing, a few extra materials are added, not all materials
ordered in a timely manner)
iii. 30: fair (some materials are missing, no extra materials are seen, etc.)
5) Grading Policy:
Final grades will be determined according to the following scale:
Grade
A
AB+
B
C+
C
D+
D
F
Actual point range for each grade
(out of 1000)
950 – 1000
900 – 949.99
850 – 899.99
800 – 849.99
750 – 799.99
700 – 749.99
650 – 699.99
600 – 659.99
Below 600
%-ile
95.0 - 100%
90.0 – 94.99%
85.0 – 89.99%
80.0 - 84.99%
75.0 – 79.99%
70.0 – 74.99%
65.0 – 69.99%
60.0 – 65.99%
Below 60.0%
FALL SEMESTER 2011 (http://www.baylor.edu/content/services/document.php/123151.pdf)
1. August 22:
Classes Begin (Monday)
2. September 5:
Labor Day – University Holiday
3. September 23-24
Parents Weekend
4. October 14-16:
Fall Break (Friday through Sunday)
5. November 5(Sat):
Homecoming
6. November 23-27:
Thanksgiving Holidays (Wednesday through Sunday)
7. December 5:
Last Day of Classes (Monday)
8. December 8-14
Final Examinations
(Thursday through Wednesday, including Saturday)
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Multicultural Issues in Speech Language Pathology 2011 Fall
CLASS OUTLINE (contents are subject to change, but NOT the dates for exams/ project)
Week
Date
1
Aug 23, 25
Contents
AP(Thur) * Exam
*AP = article presentation
Book
Ch 3
AP Group 1
AP Group 2
AP Group 3
AP Group 4
Ch 3
Ch 4
Ch 4
Ch 5
Assessment of LCD students with Language Impairments 2
Assessment of LCD students with Language Impairments 3
Assessment of LCD students with Language Impairments 4
Intervention for LCD students 1
Intervention for LCD students 2
School-aged CLD students
AP Group 5,
Exam 1 (Oct 4)/AP Group 6
AP Group 7
Ch 5
Ch 5
Ch 5
Ch 6
Ch 6
Ch 8
Syllabus
Bilingual Language Acquisition
Bilingual Language Acquisition
Factors Impacting Language Development in CLS children
Factors Impacting Language Development in CLS children
Assessment of LCD students with Language Impairments 1
2
3
4
5
Aug 30, Sep 1
Sep 6,8
Sep 13,15
Sep 20,22
6
7
8
Sep 27,29
Oct 4,6
Oct 11, 13
9
Oct 18, 20
10
11
12
Oct 25, 27
Nov 1,3
Nov 8, 10
Language/Literacy Intervention for CSD students
Language in Children with Developmental Disabilities
Language in Children with Developmental Disabilities
AP Group 9
AP Group 10
Exam 2: Nov 10
13
Nov 15, 17
Legal and ethical issues
14
15
Nov 22, 24
Nov 29, Dec 1
TG Holidays: Nov 23(Wed)-27(Sun)
Rest of the Story (praxis, comp, etc.)
Project PPT (Group A,B)-Nov15
Group 11
No class
Project PPT (Group C,D)-Nov29
Group 12
*No Class: Nov17 (ASHA)
AP Group 8
Ch 8
Ch 9
Final assessment report * Course portfolio due by November 29 (Tuesday)
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My Group #:
 Article presentation (number):
________________.
 Assessment Project (letter):
________________.
Groups for Article Presentation
Group 1 - Chelsea, Lauren
Group 2 – Kristen, Kendra
Group 3- Elisha, Melody
Group 4 – Jordan, Eva
Group 5 – Melissa, Katelyn
Group 6 – Emily, Carissa
Group 7 – Rachel, Jennifer
Group 8 – Katherine, Carissa
Group 9 – Allison, Alex
Group 10 – Anna, Shannon
Group 11 – Thomas, Julie
Group 12 – Janie, Sherry
Groups for Assessment project
Group A: Groups 1,2, 3
Group B: Groups 4,5,6
Group C: Groups 7,8,9
Group D: Groups 10,11,12
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