Earn 1 Hour of Continued Education

How to Support Bilingual and Multilingual Children in Speech Therapy

This course explains how to support bilingual and multilingual language development. It goes over myths and defines ways that multilingual learners develop language. This course gives examples of how we can support bilingualism and multilingualism in speech therapy. Earn 1 clock hour of continuing education credit (Introductory Level, Professional Area).
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HOW IT WORKS

Listen, take a quiz, and earn a certificate of completion! 
Listen to this podcast episode course on your favorite podcast listing platform (Spotify, Apple Music, etc.). 
This program has been approved for 1 clock hour of continuing education credit by the Texas Speech-Language-Hearing Association (TSHA). TSHA approval does not imply endorsement of course content, specific products, or clinical procedures. TSHA continuing education (CE) hours can be used toward renewal of your Texas SLP license (and most other states too) and for professional development hour(s) for the maintenance of your ASHA Certificate of Clinical Competence (CCC). Simply save your certificate of completion, these CE courses are not ASHA CEUs and will not be sent to the optional ASHA CEU registry. CLICK HERE to learn more about ASHA CUEs vs PDHs.

  Learner Objectives:

As a result of this presentation the participant will be able to:

1. List 2 common myths of bilingualism/multilingualism
2. Define code-mixing and code switching and state why it happens
3. Give an example of how we can support bilingualism

         Outline:

5 min: Introduction, bio, disclosures, learner objectives
10 min: myths of bilingual and multilingual language development
10 min: code mixing and code switching
10 min: ways we can support children with language delays and disorders
15 min: language support for bilingualism
10 min: Summary, closing points

      Disclaimers:

The contents of this episode are not meant to replace clinical advice. Pep Talk Podcast, its host, and guests do not represent or endorse specific products or procedures mentioned during episodes unless otherwise stated. TSHA approval does not imply endorsement of course content, specific products, or clinical procedures.

Presenters

Michelle Andrews M.S., CCC-SLP

Founder and Managing Director of Pep Talk LLC
Michelle has been a speech-language pathologist since 2014. She has worked in the schools, private clinics, and home health. She started creating speech therapy materials for SLPs years ago and founded Pep Talk LLC. She discovered her passion for education and developed this continuing education podcast for SLPs everywhere. She desires to help SLPs feel confident and to produce the best treatment by increasing knowledge and skills.

Monica Shiena Sagad-Molmisa, CSP-PASP

Guest Speaker
Monica Shiena Molmisa is a bilingual Speech and Language Pathologist in the Philippines certified under the Philippine Association of Speech and Language Pathologists. She graduated BS in Speech Pathology from the University of the Philippines Manila in 2012 and has been practicing since then with the pediatric population from PreK to 12. She also took an AAC Certification Course in 2017 and had been practicing as an AAC Specialist since 2018.Presenter Name 3

Disclosures

Michelle Andrews’ financial disclosers: She has a Teachers pay Teachers, Boom Learning, and Teach with Medley store under Pep Talk LLC. She is also the founder and manager of the Pep Talk Podcast. 
Michelle Andrews’ non-financial disclosures: Speech Arcade is an in-kind sponsor for this podcast.
Amy’s financial disclosures: Amy is owner of Graham Speech therapy and the creator of the Graham Speech Therapy Oral-Facial Exam and the Bjorem Speech Sound Cues Decks for Lateralization and Phonology Targets for Cycles.   
Amy’s non-financial disclosures: no non-financial disclosures. 

References & Resources

Bautista, M.L.S. (2004). Tagalog-English Code Switching as a Mode of Discourse. Education Research
InstitutE. Asia Pacific Education Review. 2004, Vol. 5, No. 2, 226-233.
Byers-Heinlein K, Lew-Williams C. Bilingualism in the Early Years: What the Science Says. Learn Landsc.
2013 Fall;7(1):95-112. PMID: 30288204; PMCID: PMC6168212.
Grech, H., & McLeod, S. (2012). Multilingual speech and language development and disorders. In D. E.
Battle (Ed.), Communication disorders in multicultural and international populations (4 ed., pp. 120-
147). United States: Elsevier.
Hambly C, Fombonne E. The impact of bilingual environments on language development in children
with autism spectrum disorders. J Autism Dev Disord. 2012 Jul;42(7):1342-52. doi: 10.1007/s10803-
011-1365-z. PMID: 21938563.
International Association of Logopedics and Phoniatrics Multilingual Affairs Committee. (n.d.).
Frequently asked questions. Retrieved from https://ialpasoc.info/faqs/faqs-from-the-multilingual-
affairs-committee/
Kremer-Sadilk, T. (2005). To be or not to be bilingual: autistic children from multilingual families. In:
Cohen J, McAlister KT, Rolstad K, et al., (eds) Proceedings of the 4th International Symposium on
Bilingualism. Somerville, MA: Cascadilla Press, pp. 1225-1234.
Nicoladis, E. (2007). The effect of bilingualism on the use of manual gestures. Applied
Psycholinguistics, 28(3), 441-454. doi:10.1017/S0142716407070245
Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders: A handbook
on bilingualism and second language learning. Baltimore, Md: Paul H. Brookes Pub. Co.
Valicenti-McDermott, M., Tarshis, N., & Schouls, M. (2012). Language differences between
monolingual English and bilingual English-Spanish young children with Autism Spectrum Disorders.
Journal of Child Neurology, 28(7), 945–948. https://doi.org/10.1177/0883073812453204
Waris, A. M. (2012). Code Switching and Mixing: Communication In Learning Language. Jurnal Dakwah
Tabligh, Vol. 13, No. 1, JunE 2012 : 123 - 135.

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I will definitely be using this information starting tomorrow in therapy sessions. There is more to learn, but it definitely opened my eyes to why certain kids I have or have had were not progressing like their other peers.
— Hailey P.
I love this podcast! What a fun way to earn continuing education. I have learned new skills that I will be using going forward.
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I have been listening to this podcast on my way to work and so far I have earned 3 CEU hours! I will be back for more!
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