Tutorial: Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist

Sharynne McLeod*, Sarah Verdon, Elise Baker, Martin J. Ball, Elaine Ballard, Avivit Ben David, B. May Bernhardt, Daniel Bérubé, Mirjam Blumenthal, Caroline Bowen, Françoise Brosseau-Lapré, Ferenc Bunta, Kathryn Crowe, Madalena Cruz-Ferreira, Barbara Davis, Annette Fox-Boyer, Christina Gildersleeve-Neumann, Helen Grech, Brian Goldstein, Anne HeskethSuzanne Hopf, Minjung Kim, Sari Kunnari, Andrea Macleod, Jane McCormack, Þóra Thora Másdóttir, Glenda Mason, Sarah Masso, Sandra Neumann, Martina Ozbič, Michelle Pascoe, Giang Pham, Rosario Román, Yvan Rose, Susan Rvachew, Tuula Savinainen-Makkonen, Seyhun Topbaş, Nancy Scherer, Jane Speake, Joseph P. Stemberger, Isao Ueda, Karla Washington , Carol Westby, A. Lynn Williams, Yvonne Wren, Krisztina Zajdó, Natalia Zharkova, International Expert Panel on Multilingual Children’s Speech

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

76 Citations (Scopus)
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Purpose: The aim of this tutorial is to support speech language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. Method: The tutorial was written by the International Expert Panel on Multilingual Children’s Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed tomore than 1 task). Results: This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This overview addresses referral, case history, assessment, analysis, diagnosis, and goal setting and the SLP’s cultural competence and preparation for working with interpreters and multicultural support workers and dealing with organizational and government barriers to and facilitators of culturally competent practice. Conclusion: The issues raised in this tutorial are applied in a hypothetical case study of an English-speaking SLP’s assessment of a multilingual Cantonese-and English-speaking 4-year-old boy. Resources are listed throughout the tutorial.

Original languageEnglish
Pages (from-to)691-708
Number of pages18
JournalAmerican Journal of Speech-Language Pathology
Issue number3
Publication statusPublished - 15 Aug 2017


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