Bilingual Supports for Clinicians: Where Do We Go from Here?

Autor/inn/en	Núñez, Giselle; Buren, Molly; Diaz-Vazquez, Liliana; Bailey, Tara
Titel	Bilingual Supports for Clinicians: Where Do We Go from Here?
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 4, S.993-1006 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Núñez, Giselle) ORCID (Buren, Molly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Bilingualism; Barriers; Speech Language Pathology; Allied Health Personnel; Urban Schools; School Districts; Grounded Theory; Communities of Practice; Professional Development; Stress Variables; Work Environment; Work Attitudes + Suchen Sie Ihr Suchwort? Bilingualismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Community; Arbeitsmilieu; Work attitude; Arbeitshaltung
Abstract	Purpose: The purpose of this study was to identify and define the support needs of bilingual speech-language pathologists working in one urban school district and to investigate the experiences of the clinicians engaged in a professional learning community (PLC) format within their public school system. Method: Twenty-three bilingual speech-language pathologists met in a PLC over the course of 5 months, with a total of four sessions that were a mix of in person and virtual. The participants engaged in group discussions and activities alongside their peers to address self-identified areas of support and need. Additionally, initial and final focus group and exit slip data following the PLC were collected to inform the discussion topics of the PLC and gather final impressions. Constant comparative analysis was utilized to analyze focus group and exit slip data. Results: When looking across the experiences of the clinicians in the district, the three themes that emerged from the data were systemic obstacles, professional obstacles, and supports. The three themes that emerged from the speech-language pathologists' experiences in the PLC included their positive experiences, the challenges with participation, and the positive outcomes from exposure to new techniques and earning platforms. Conclusion: The findings of this study suggest that bilingual clinicians benefit from a PLC model when addressing specific areas of need. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01