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Working with Bilingual AAC Users

por Liliana Diaz febrero 05, 2019

Working with Bilingual AAC Users

Working with a Bilingual AAC user for the first time could be a little overwhelming, especially if you are not quite sure where to start. Perhaps you have questions about language choice, modeling, or how to incorporate both languages with your student’s system. Do not panic, here are some helpful tips to remember when working with bilingual AAC users.

  1. All AAC modeling rules still apply. This means that you will still model language for your student and anyone working with the student should continue to provide models throughout the day.
  2. Aided language stimulation still applies. You will still need to be using the AAC system and “touching” the system while you are communicating with the student.
  3. The chain of cues will still apply as well. Use whatever cues work best for the student.
  4. We must remember that adding another language to a student’s device will not confuse the student.
  5. If we want the the student to be a successful AAC user across all environments and with all communication partners then we must embrace the student’s method of communication in all its forms. Yes, that means using both languages in therapy.
  6. Utilizing the student’s home language during your therapy sessions is important in order to teach carry-over of skills into all settings. Otherwise, how will the student’s family communicate with the student if they are speaking another language other than English?
  7. It is important to realize the sociocultural and communicative nature of literacy. This means that you will have to use both the home language and English in the student’s pictures for low tech users or have another language page on if the student is utilizing a dynamic device

Liliana Diaz
Liliana Diaz

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por Liliana Diaz enero 12, 2023

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.

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por Liliana Diaz diciembre 12, 2022

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. 

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Language of Intervention: Which language should speech therapy be in?
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por Liliana Diaz agosto 31, 2022 1 Comentario

So you have a bilingual student on your speech caseload and you are unsure which language intervention should be in. Perhaps the student is exposed to (insert any language here) at home and is receiving English-only instruction at school.Should speech/language intervention be in the home language or the language of instruction? Should speech therapy be in the child's most dominant language? Should speech therapy be in both languages?

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  • Bilingual Speechie - Liliana Diaz

    ¡Bienvenidos! ¡Soy Bilingual Speechie y este es mi blog de logopedia! ¡Aquí encontrará recursos y actividades bilingües (inglés y español) para la terapia del habla y lenguaje! ¡Estoy aquí para hacerles la vida más fácil!

    Mi nombre es Liliana Díaz-Vázquez y obtuve mi licenciatura en trastornos de la comunicación en 2012 y mi maestría en patología del habla y lenguaje en la Universidad Saint Xavier en 2014.  

    Soy patóloga del habla y lenguaje bilingüe certificada (SLP) y actualmente trabajo en Chicago, Illinois. ¡Me apasiona trabajar con la población bilingüe! Me especializo en pediatría con niños de edades 1 a 18 años y principalmente trabajo con estudiantes bilingües y hispanohablantes en programas de educación general, programas preescolares y programas de educación especial.

    Actualmente trabajo a tiempo completo en las escuelas públicas y a tiempo parcial en intervención temprana. También tengo mi propio blog y creo todo tipo de recursos / actividades bilingües que utilizo con mis propios clientes. Tengo una amplia experiencia en el tratamiento y la evaluación de una variedad de trastornos. He trabajado con niños con autismo, síndrome de Down, deficiencias cognitivas, discapacidades de aprendizaje, apraxia, trastornos de fluidez, trastornos del lenguaje y retrasos en el desarrollo. 

    Mis áreas de especialización incluyen comunicación aumentativa / alternativa (CAA), desarrollo del lenguaje bilingüe y la evaluación y tratamiento de retrasos / trastornos del lenguaje en niños bilingües.

    Soy miembro de la American Speech-Language and Hearing Association (ASHA) desde el 2014, miembro de la Illinois Speech and Hearing Association (ISHA) desde el 2014 y tengo mi licencia en el estado de Illinois. 

    Además de trabajar con familias y niños, ¡soy un "foodie" de medio tiempo! ¡Sígueme en las redes sociales para ver todas mis aventuras gastronómicas en Chicago!

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