Check out our Bilingual Articulation Collection! More sounds coming soon!
Have a client on your caseload that is demonstrating difficulty producing the CH sound? Perhaps you're a parent whose child is in speech therapy working on the CH sound? The CH sound can be a tricky sound to teach because it's hard to visually see what's going on inside the mouth when saying the sound. But no worries, here are some tips to help achieve that tricky CH sound.
Perhaps you recently got assigned to a new school or site that consists of a large bilingual and/or multilingual caseload, and perhaps you're not bilingual. Not speaking the student's language can be quite overwhelming and stressful (trust me, I've been there!). I know the feeling of not quite knowing where to start in intervention, or not knowing how to support your students. Well luckily, bilingual SLP, Ingrid Owens-Gonzalez has some important tips to share with all SLPs. Here are 3 things Monolingual SLPs can do to support bilingual populations today.
Finding good CEUs can be difficult especially when you want to find relevant courses that are affordable and applicable to your current job setting. If you are coming towards the end of your ASHA CEU cycle, or if you simply want to learn more about best practices when working with culturally and linguistically diverse students then keep reading because I have compiled a list of great CEU courses/providers that every bilingual (& monolingual) SLP should look into.
The trilled R is a very common phoneme in a variety of languages and probably one of the hardest sounds to produce and teach. In Spanish, trilled R is a high occurrence phoneme and a simple misarticulation can easily change the meaning of a word (Example: Carro vs. Caro / Car & Expensive). For that reason, I am here to help you! I am going to break down the steps that I take when teaching my students how to trill the R sound.
I learned several tips and other information as I began to work with an interpreter for the first time. For the very first time, I knew exactly how it felt like to be a monolingual SLP. I took this opportunity as a learning experience and reflected on how I can improve my family communication skills, cultural awareness and humility while working with these families. Continue reading to learn about some of the key points I took away while working with interpreters.
As speech language pathologists, we need to be able to determine exactly where our bilingual student falls on the bilingual continuum by measuring the his/her language dominance in both languages. Why is this important and how do we do this you may ask? I will answer your questions down below:
As the new school year starts, I cannot help but think about my bilingual students and how their language proficiency might have shifted over the summer vacation. You may be wondering, what do you mean shifted? Well, before I can explain how my students’ language proficiency might have shifted, we need to talk about the complexity of bilingualism and the bilingual continuum.
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