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Thai hotel undergraduate interns’ awareness and attitudes towards English as a lingua franca
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 704-714 (2020) (2020)
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| 102 |
Meta-communication Devices Used in a Multilingual EFL Telecollaboration for Secondary School Students
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In: Applied Linguistics Research Journal, Vol 4, Iss 3, Pp 24-36 (2020) (2020)
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| 103 |
Critical Literacy Approach in the teaching of literary appreciation using Indonesian short stories
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 84-94 (2020) (2020)
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| 104 |
THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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| 105 |
THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 1-14 (2020) (2020)
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| 106 |
Improving Students’ Awareness of Functional Literacy
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In: English Language Teaching Educational Journal, Vol 2, Iss 2, Pp 79-89 (2020) (2020)
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| 107 |
Metalinguistic Awareness of Multilingual First Graders: An Exploratory Study
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In: English Language Teaching Educational Journal, Vol 2, Iss 3, Pp 102-111 (2020) (2020)
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| 108 |
Critical ‘intercultural awareness’ enhancement: Effects of using asynchronous online discussion with Thai tertiary students
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 118-131 (2020) (2020)
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| 109 |
The Process of Becoming Multilingual: Individual Language Biographies of Poles in Bukovina
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In: Cognitive Studies | Études cognitives; No 20 (2020) ; 2392-2397 (2020)
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| 110 |
Work Integrated Learning: A Case Study of Chinese Students in an Australian University
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| 111 |
Opinar sobre um tema: padrões linguísticos e complexidade do self /Opine on a theme: linguistic Patterns and Self Complexity
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In: Revista de Estudos da Linguagem, Vol 28, Iss 3, Pp 1373-1402 (2020) (2020)
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| 113 |
Importance of Cultural Awareness in Speech Language Pathology Education
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In: Honors Program Theses and Projects (2019)
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Abstract:
Cultural awareness is a necessity when providing services to a culturally and linguistically diverse population. Culture influences a family’s’ values, religion, language preference, kin structure, child-rearing practices, roles and responsibilities of family members, and perception of health and behavior; specifically, the perception of disability (McLeod, Verdon et. al 2017). Cultural beliefs can also influence which therapy assessments are used and whether a parent chooses to access services (McLeod et. al, 2017). Cultural awareness includes knowledge and understanding of the values and norms of different cultural groups, recognition of culturally based assumptions and biases and demonstrating skills that meet the need of clients from a diverse background (Lemmon& Jackson-Bowen,2013). In order to serve diverse students, professionals should be able to recognize how their own identity has influenced their learning opportunities. Professionals must be able to assess their own attitudes towards issues of diversity and be willing to transform views that create difficulty. Being a culturally sensitive clinician is vital in establishing trust and open communication with patients and in order to effectively diagnose and treat an individual (Lemmon& Jackson-Bowen,2013). An intervention that is not relevant to the client and not functional for their participation in daily life is not valuable (Verdon, McLeod, & Wong, 2015). Culturally and linguistically diverse children and families may not speak the dominant language or share the same culture within their social context. This also includes those exposed to multiple linguistic and cultural influences. Both of these groups have limited cultural and linguistic services available in speech language pathology services (Verdon, McLeod, Wong, 2015). The prevalence of speech sound disorders is similar in monolingual and multilingual populations; however, multilingual children are at greater risk for being both over-referred and under-referred for speech language pathology (SLP) and special education services (McLeod et. al, 2017). As of 2010, The American Speech Language Hearing Association (ASHA) Code of Ethics holds licensed and practicing speech language therapists accountable for maintaining multicultural competence (The American Speech Language Hearing Association, 2017). Although it was implied prior to 2010, it was not explicitly required. Multicultural competencies are now incorporated throughout each of the nine content areas of knowledge and skill acquisition that are needed to obtain a Certificate of Clinical Competence in Speech Language Pathology (CCC-SLP). The Multi-Cultural Issues Board also increases cultural awareness for ASHA by developing policies and procedures that are responsive to cultural and linguistic influences, particularly those present in underrepresented populations (Lemmon& Jackson-Bowen,2013).
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Keyword:
Communication; Communication Sciences and Disorders; Cultural Awareness; Speech Language Pathology; Thesis
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URL: https://vc.bridgew.edu/cgi/viewcontent.cgi?article=1353&context=honors_proj
https://vc.bridgew.edu/honors_proj/353
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| 114 |
An exploratory study of foreign accent and phonological awareness in Korean learners of English
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| 115 |
Yabancı dil olarak Fransızca öğretiminde öğrencilerin Fransız kültürüne ilişkin görüşleri
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In: 6th International Symposium on Academic Studies in Eductional and Social Sciences ; https://hal.archives-ouvertes.fr/hal-02377759 ; 6th International Symposium on Academic Studies in Eductional and Social Sciences, Jun 2019, Ankara, Turkey (2019)
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| 116 |
Diagnose von Sprachbewusstheit und Bildungssprache in der Lehrerinnen- und Lehrerausbildung ... : Evaluation of subject-related language awareness as a diagnostic task in teacher education ...
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| 117 |
Diagnose von Sprachbewusstheit und Bildungssprache in der Lehrerinnen- und Lehrerausbildung ; Evaluation of subject-related language awareness as a diagnostic task in teacher education
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In: Beiträge zur Lehrerinnen- und Lehrerbildung 37 (2019) 1, S. 69-82 (2019)
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| 118 |
From grammar to reading ; A study on referential dependencies
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| 119 |
The influence of phonological awareness on EFL pronunciation acquisition ...
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| 120 |
The influence of phonological awareness on EFL pronunciation acquisition ...
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