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. Google earth

8. My parents and sisters and I spoke Standard American English at home**
We spoke Odionganon with our friends in the barrio of Odiongan
Church services were preached in Hiligaynon
I learned Tagalog formally in school
Studied German in high school and college
Learned Spanish later

9. 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

10. Now I work part time in San Juan Unified School District at Grand Oaks Elementary School**

17. DEMOGRAPHICS (statistics on this slide not on test). (www. census
DEMOGRAPHICS (statistics on this slide not on test)** ( 2019:
In January 2019, 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.

18. 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 Over the next five decades, the majority of U.S. population growth is projected to be linked to new Asian and Hispanic immigration. 

19. (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

20. California Dept. of Education—in our public schools (this slide not on test)**
Language
Percent
Spanish
83.5%
Vietnamese
2.2%
Mandarin (Putonghua)
1.5%
Filipino (Pilipino or Tagalog)
1.3%
Arabic
Cantonese
1.2%
Korean
0.8%
Hmong
Punjabi
0.7%
Russian
0.6%

21. 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

22. In the U.S., by 2025, one in every four school-aged children will be an ELL

23. In my own district, San Juan Unified, in 2019 (this slide not on exam)**
The fastest-growing groups are speakers of Arabic and Farsi from the Middle East

24. As of January, 2019, 6 most common languages in my district (not on exam)**
1. **Arabic
2. Farsi
3. Pashto
4. Dari
5. Russian
6. Ukrainian

25. ↑ states promoting bilingualism by offering special recognition for high school graduates who demonstrate fluency in other langs
In 11/16, Calif. repealed Proposition 227, which almost eliminated bilingual education from schools

26. II. CHALLENGES FOR OUR PROFESSION
1. ↑ ELLs in U.S. schools, but not enough bilingual, bicultural professionals to serve them
2. Socioeconomic differences
3. Helping ELLs with lang impairments achieve Common Core State Standards
4. Keeping up with tech advances that can help these students learn faster and better

27. 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

28. III. LEGAL CONSIDERATIONS
IDEA 1997 and 2004 states that:
Testing procedures and materials must not be discriminatory
Assessment instruments must measure a student’s ability in the area tested, not English proficiency

29. 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

30. 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

31. ASHA—other impacts:**
Health care changes may dramatically reduce insurance, especially for those in poverty
Patients with neurological impairments, who need our services, may be deprived of intervention

32. IV. DEVELOPING CULTURAL COMPETENCE
View all students as individuals; don’t stereotype!
Describe “cultural tendencies”
Look at cultural variables that influence behavior

33. V. VARIABLES INFLUENCING INDIV IDUAL BEHAVIOR
1. Educational level
2. Country of birth
3. Length of residence
4. Language(s) spoken
5. Urban vs. rural background
6. Gender
7. Age
8. Socioeconomic status
9. Religious beliefs and their impact
10. Peers, neighborhood
11. Generational membership

34. VI. INCREASING CULTURAL COMPETENCE
Team up with members of the community
Read!!
Be aware of your own values and beliefs
Ask students to share with you
Learn some basic vocab in other langs
Attend churches, festivals, gatherings of other cultures

36. We can conduct ethnographic interviews:
SLP asks broad, open-ended questions to find out more (e.g. “Tell me about how Filipinos view communication disorders.”)

37. Terry, P. , Connor, C. , Thomas-Tate, S. , & Love, M
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, **
Meta-analysis of research--widely varying achievement among children in American schools
When children enter school (kindergarten), achievement gaps are observable even before they start learning to read

38. The most salient ch characteristics that predict academic success are SES and race
Low-SES, non-White ch tend to lag behind White, middle-SES ch

39. 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.

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

41. Meet Shilo:

42. Opportunities in our department:**
Continue to donate books to Love Talk Read (as of January 2019, 201,000+ 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

43. Go to Facebook and type in Love Talk Read**
You can like the page 
If you make a large donation, I will post your own name and picture!

44. You can tutor through Reading Partners: **
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

45. In this class, we will emphasize**
Social justice and equal opportunities for everyone, regardless of race, SES, or primary language
Be woke!!