("Areas covered" sections correspond to NYSED requirements)
Weekend I (May). Bilingual/Bicultural Language Development. Theories and Models of Bilingual Education. Using video case study models, learn about typical second language acquisition and how that compares with development of children/students with language disorder. Learn about various bilingual education models and how the language models used may impact the acquisition of English and maintenance of the first language. Integrate research on sociolinguistics and psycholinguistics as well as home/school cultural mismatch may affect performance in language and in the classroom. Videos and readings on dialect and code-switching.
Areas covered. Sociolinguistics and psycholinguistics. Bilingualism. Theories of bilingual education and bilingualism. Impact of home/school mismatch in meeting the StateLearning Standards. Multicultural perspectives in education.
Weekend II (June). Speech-language Assessment of Preschool Children and Bilingual Phonology. Using video case studies of four Spanish-English bilingual preschool children of the same age, all in Head Start, each doing the same activities such as nonword repetition tasks, fast word mapping, language elicitation and analysis, and play activities, identify the factors that lead to diagnosing the children as having typical language, mild delays, moderate delays, and severe delays. Learn how to write these findings up in a speech-language evaluation. Using video case studies of bilingual phonology, acquire skills to elicit and analyze the phonological features of different languages, including consideration of dialect and how to learn about the phonological features of the languages and dialects of the preschoolers being evaluated. Learn how to use the PreSchool Language Assessment Meausres (Pre-SLAM) and the School-age Language Assessment Measures (SLAM) language elicitation, analysis and quantification assessment tools.
Areas covered: Methods of teaching native language arts and English language arts to bilingual ELLs,including literacy and other content areas, for meeting the StateLearning Standards. Sociolinguistics and Psycholinguistics.Bilingualism and Bidialectalism.
Weekend III (September). Speech-Language Assessment of School-Age Students. Identify evidence-based factors that lead to distinguishing a difference from a disorder (or a disorder within a dialect). Review of how provide culturally- and linguistically-responsive evaluations that are valid and consistent with current approaches to identifying a language disorder. Receive SLAM materials for language elicitation and analysis with a special focus on acquiring the skills to analyze sentence structures and dialect neutral indices of a disorder in narratives. Focus on understanding how the federal and state laws and regulations mandate an approach to assessment that reflects evidence-based practice and is consistent with ASHA’s Code of Ethics. Includes some focus on evaluations of students with intense and complex needs and with ASD.
Areas Covered. Methods of teaching English language arts to bilingual English language learners, including literacy and other content areas and of using the native language andEnglish, for meeting the State Learning Standards. Sociolinguistics and Psycholinguistics. Bilingualism.
Weekend IV (October). Speech-Language Intervention for Preschool Children. Delivery of appropriate assessment to ensure optimal pre-academic success for ELLS and non-native speakers of General American English. Factors to consider when deciding the language of instruction, review of current research on impact of bilingualism on language development of children with language disorders. Review of research on effective approaches to developing social and academic English and how to implement these approaches in a preschool setting.
Areas covered. Methods of teaching English language arts to bilingual English language learners, including literacy and other content areas, using the native language andEnglish, for meeting the State Learning Standards. Multicultural perspectives in education.
Weekend V (November). Speech-language intervention for School-age Students. Review and analysis of research of most effective methods for developing social and academic language to meet the common core standards for children/students with identified speech and language disorders. Focus on current research and how to integrate that into IEP goals and clinical practice. Some focus on those students with more intensive and complex needs.
Areas covered. Methods of teaching English language arts to bilingual English language learners, including literacy and other content areas, using the native language and English, for meeting the State Learning Standards. Multicultural perspectives in education. Sociolinguistics.
Weekend VI (December). Ethical Considerations, Bilingual Phonology, Neuroscience of Bilingualism. Cultural issues re dysphagia across the lifespan. Cleft palate speech therapy for bilingual and multicultural populations. Ethical considerations in the provision of services.
Areas covered. Methods of teachingEnglish language arts to bilingual English language learners, includingliteracy, using the native language and English, for meeting the StateLearning Standards for students. Sociolinguistics andpsycholinguistics. Multicultural perspectives in education.
(May be done in groups)
(1) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a typically developing bilingual preschool child, between 2-4 years old.
(2) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a typically developing bilingual school-age child, preferably 9 yrs orolder.
(3) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a bilingual child who is suspected (or it is known) of having a language disorder.
(5) College-supervised field experience/Collaborative journal.This journal maintains a record of the 50 hours ofspeech-language services for clients from 3 through 21 years. These hours are done with the student’s mentor and are not like the ASHA knee-to-knee requierments for master’s students. All 1000 SLPs who have finished the Institute have completed these hours.
(6) Inservice: Give an in-service to colleagues about one aspect that the students learned from the Institute that is applicable to their current work situation. Students may work together on the in-service project in the same district.