Working with bilingual children and interpreters: From research to clinical practice

Elaine Ashton, Christine Christine Jack, Carolyn Letts, Sean Pert, Helen Stringer, Cristina McKean

Research output: Contribution to conferencePosterpeer-review

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Abstract

Introduction
The majority of Speech and Language Therapists (SLTs) are monolingual English speakers and therefore need to work alongside interpreters when working with children who speak languages other than English (LOTE). There is clinical guidance available on the assessment of speech, language and communication needs in a bilingual context, and how to work with interpreters. However, there is limited research on delivering intervention in the child’s home language.

Method
Part of the Language Intervention in the Early Years (LIVELY) project involved an experienced SLT working with interpreters within education settings to deliver home language intervention for children speaking a LOTE. Reflections around the enablers and barriers to working successfully with bilingual children and interpreters were collated throughout the project.

Results
Despite thorough planning and preparation, implementing the recommended guidance and the practicalities of delivering home language intervention was challenging in practice. The children rarely spoke during intervention sessions and the pragmatics of the language situation may have influenced this. Although the interpreters received tailored training to work alongside the SLT, they benefitted from additional training to follow the intervention procedures more closely.

Conclusions
Reflections from the LIVELY project have identified practical ideas for SLTs working with bilingual children and interpreters. To encourage bilingual children to speak their home language more freely in educational settings it is important to work with members of their language community within familiar settings. SLTs may need to adapt their interaction styles and be more directive to reflect parental and community communication styles when working with bilingual children. Accredited speech and language training may be beneficial for interpreters working with SLTs.

Keywords
bilingualism, language intervention, interpreters

Original languageEnglish
Number of pages1
Publication statusAccepted/In press - 8 Jun 2024
EventThe Heather van der Lely Foundation Funded Research Conference: Language Disorders in Children - The Henry Wellcome Auditorium, Wellcome Collection, 183 Euston Road, London, NW1 2BE, London, United Kingdom
Duration: 8 Jun 20248 Jun 2024
https://www.hvdl.org.uk

Conference

ConferenceThe Heather van der Lely Foundation Funded Research Conference
Abbreviated titleHvdL Conference 2024
Country/TerritoryUnited Kingdom
CityLondon
Period8/06/248/06/24
Internet address

Keywords

  • Bilingualism
  • language intervention
  • Interpreters
  • Speech and Language Therapy

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