INTRODUCTION TO COMMUNICATION DISORDERS IN MULTICULTURAL POPULATIONS

1. INTRODUCTION TO COMMUNICATION DISORDERS IN MULTICULTURAL • POPULATIONS

2. This semester, I will have some youtube videos for you to demonstrate assessment and treatment techniques** • Go to youtube and type in Celeste Roseberry • This will get you to my youtube channel

3. How many of you….** • Speak another language? • Were born outside the U.S.? • Spent more than a few weeks in a country outside the U.S.?

4. My own story…** • I was born in southern CA • When I was 6, my family went to the Philippines where my parents served as Baptist missionaries for 10 years • For several years in elementary school, I was the only White child • I went to boarding school for grades 5 and 7-12 • We came back to the U.S. when I was a 17-year old college freshman

5. I have been blessed to visit:** • Philippines (lived there ages 6-17 years) • Guam • Taiwan London Italy • Hawaii Austria Fiji • Japan Germany Australia • Hong Kong Switzerland China • Mexico France • Canada Luxembourg • Athens Venice • New Zealand

6. DEMOGRAPHICS (statistics on this slide not on test)** (www.census.gov) 2020: • In January 2020, the United States is expected to experience approximately one birth every 8 seconds and one death every 11 seconds. Meanwhile, net international migration is expected to add one person to the U.S. population every 33 seconds. The combination of births, deaths and net international migration will increase the U.S. population by one person every 17 seconds.

7. I. DEMOGRAPHICS (#s not on test)** • By 2055, the U.S. will not have a single racial or ethnic majority. Much of this change has been (and will be) driven by immigration. Nearly 59 million immigrants have arrived in the U.S. in the past 50 years, mostly from Latin America and Asia. Today, a near-record 14% of the country’s population is foreign born compared with just 5% in 1965. Over the next five decades, the majority of U.S. population growth is projected to be linked to new Asian and Hispanic immigration. 

8. (new slide not on exam—just for fun): NBC News—10 most diverse cities: • 1.Gaithersburg, Maryland • Jersey City, New Jersey • Oakland, California • Silver Spring, Maryland • Germantown, Maryland • New York, New York • San Jose, California • Frederick, Maryland • Anaheim, California • 10. Sacramento, California

9. California Dept. of Education—in our public schools (this slide not on test)**

10. Calif. Dept. of Education cont.:** • A total of 2,664,921 students speak a language other than English in their homes. This number represents about 42.8 percent of the state's public school enrollment • For the exam, please know that close to half of our public school students in California speak a language other than English at home

12. In my own district, San Juan Unified, in 202 (this slide not on exam)** • Two of fastest-growing groups are speakers of Arabic and Farsi from the Middle East • Dari is our #1

13. As of January, 2020, 6 most common languages in my district (not on exam)** • 1. **Dari • 2. Farsi • 3. Pashto • 4. Arabic • 5. Russian • 6. Ukrainian

15. II. CHALLENGES FOR OUR PROFESSION

16. In just one week in my job in the public schools, I assessed students from these backgrounds:** African American Vietnamese Chinese Spanish Hindi Punjabi Ibo

17. III. LEGAL CONSIDERATIONS

18. ASHA: under the current administration in Washington D.C.:** • Discussions about abolishing the U.S. Department of Education • Increase tax dollars for private schools and voucher programs, diverting $$ away from public schools • Potentially affects SLP jobs in the public schools and services to public school children

19. ASHA—under the current administration: ** • It is possible that the new administration will withdraw all the new regulations pertaining to the Every Student Succeeds Act, which was finalized and signed by President Obama in Dec., 2015 • This could dramatically reduce services to students with disabilities in public schools

20. ASHA—other impacts:

21. Be sure to vote in November!!!** • Vote for candidates who you think support health and education • Vote for candidates who care for those in poverty

22. IV. DEVELOPING CULTURAL COMPETENCE

23. V. VARIABLES INFLUENCING INDIV IDUAL BEHAVIOR

24. VI. INCREASING CULTURAL COMPETENCE

26. We can conduct ethnographic interviews:

27. Terry, P., Connor, C., Thomas-Tate, S., & Love, M. Examining relationships among dialect variation, literacy skills, and school context in first grade. Journal of Speech, Language, and Hearing Research, 53, 126-145.

29. According to Education Week:** (these #s not on exam) • Nationwide, only 12% of students with limited English scored “at or above proficient” in mathematics in 4th grade compared with 42% of students not classified as ELLs. The gap was much wider in 8th grade math, where 5% of ELLs were proficient or above proficient in math, compared with 35% of non-ELLs.

30. On a national reading test, in 8thgrade, only 3% of ELLs scored at or above proficiency, compared with 34% of non-ELLs** (not on exam)

31. Opportunities in our department:** • Continue to donate books to Love Talk Read (as of January 2020, 240+ books collected and donated—thank you!!) • Donated locally and overseas: Samoa, Ecuador, Philippines, El Salvador, Mexico, Dominican Republic, Nepal, United Kingdom, Kosrae (Pacific Islands), Thailand, Vietnam, Cambodia, Cuba, Guatemala, Argentina, Canada, Kenya, South Africa, Mauritius

32. Go to Facebook and type in Love Talk Read** • You can like the page • If you bring a large donation, I’ll post your picture on my Instagram with your permission • @lovetalkread

33. You can tutor through Reading Partners: ** • www.readingpartners.com • You spend one hour a week with an at-risk student • 26 hours of 1:1 work with an adult can boost a child’s reading scores by a whole year

34. In this class, we will emphasize