International Expert Panel on Multilingual Children’s Speech (2012). Multilingual children with speech sound disorders: Position paper. Bathurst, NSW, Australia: Research Institute for Professional Practice, Learning and Education (RIPPLE), Charles Sturt University. Retrieved from http://www.csu.edu.au/research/multilingual-speech/position-paper
An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians) with specialist knowledge in multilingual children’s speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in their professional practice. Fourteen panel members met for a one-day workshop to discuss the challenges of working with multilingual children, and to develop guidelines and key points for inclusion in the first draft of the position paper. Subsequently, 42 panel members joined the group and participated online to make further contributions and comment on drafts of the position paper. Finally, a moderator with international expertise in children with speech sound disorders facilitated the incorporation of the panel’s recommendations. The resulting position paper provides guidelines for the provision of culturally competent services to multilingual children with speech sound disorders. It is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version (WHO, 2007) incorporates recommendations for (i) children and families, (ii) SLPs’ assessment and intervention, (iii) SLPs’ professional practice, and (iv) SLPs’ collaboration with other professionals.
Purpose of the position paper
“The position paper is an aspirational document for individuals who strive for the development of policies and best practices for multilingual and/or multicultural children with speech sound disorders. It is based on international understandings of professional practice. It suggests a foundation for speech-language pathologists (SLPs) working in health/medical, education, and community sectors, as well as professional associations, governments, and universities that prepare SLPs to promote speech and language competence for all children in the languages of their communities. It is also relevant for everyone involved with enhancing the communicative competence of multilingual children, including interpreters, educators, and other professionals, families and communities.” (International Expert Panel on Multilingual Children’s Speech, 2012, p.1)
“Within the position paper the International Expert Panel on Multilingual Children’s Speech:
- Acknowledges that children are competent, capable, and creative and have individual characteristics, interests, and circumstances.
- Recognizes, values, and promotes genuine, reciprocal and respectful partnerships between children, families, communities, SLPs, interpreters, educators, and all who support the acquisition of communicative competence.
- Acknowledges that recent technological advances have increased access to and availability of information about languages (including real-time international audiovisual linkages) that enable re-envisioning of best practice.
- Encourages critical reflection on established policies and practices and their underlying assumptions.” (International Expert Panel on Multilingual Children’s Speech, 2012, p.1)
“The International Expert Panel on Multilingual Children’s Speech recommends that:
- Children are supported to communicate effectively and intelligibly in the languages spoken within their families and communities, in the context of developing their cultural identities.
- Children are entitled to professional speech and language assessment and intervention services that acknowledge and respect their existing competencies, cultural heritage, and histories. Such assessment and intervention should be based on the best available evidence.
- SLPs aspire to be culturally competent and to work in culturally safe ways.
- SLPs aspire to develop partnerships with families, communities, interpreters, and other health and education professionals to promote strong and supportive communicative environments.
- SLPs generate and share knowledge, resources, and evidence nationally and internationally to facilitate the understanding of cultural and linguistic diversity that will support multilingual children’s speech acquisition and communicative competency.
- Governments, policy makers, and employers acknowledge and support the need
for culturally competent and safe practices and equip SLPs with additional time,
funding, and resources in order to provide equitable services for multilingual
children.” (International Expert Panel on Multilingual Children’s Speech, 2012,
p. 2)
Sharynne McLeod and Sarah Verdon (co-chairs) of the International Expert Panel
with the final version of the position paper
