|Venue:||UCL Chandler House, Bloomsbury, London|
This course aims to enable participants to
- Have a better understanding about underlying theories of bilingual language development
- Understand the requirements of working with children with speech, language and communication needs (SLCN) who are from bi/multilingual families within diverse communities
- Adapt their working practice to better meet the needs of these children and their families.
- Give participants an opportunity to explore clinical problems using case studies.
- Provide references for further reading and study
At the end of this course, participants should
- Know about collecting demographical information about their area;
- Understand basic theories of simultaneous and sequential bilingual language development;
- Understand factors that may affect second language acquisition and learning English as an additional language (EAL);
- Understand why a child may mix and switch their languages;
- Be able to identify formal and informal assessments suitable for bilingual clients;
- Be able to distinguish between ‘less than perfect or slower learning of L2’ vs ‘possible symptoms of a potential language disorder in a child learning 2 languages;
- Be able to take an additional case history to gather more information on language use at home and at school;
- Know more about working with families;
- Know more about working with interpreters;
- Know how to identify components of delivering a ‘cultural competent’ service.
|9.30 - 9.45 Registration|
9.45 – 11.15 Getting to know your patch
Laying the foundations for understanding bilingual language development
Advantages of bi/multilingualism
Acquisition of an additional language and EAL
|11.15 - 11.30 Coffee Break|
|11.30 - 13.00 Identification and assessment of SLCN|
|13.00 - 13.45 Lunch|
13.45 – 15.00 Intervention
Working with interpreters
Working with families
Achieving Cultural Competency
|15.00 – 15.15 Tea Break|
15.15 – 16.30 Barriers and limitations/problem solving
Management & policy
Questions and Reflections
At the end of the course participants will receive a Certificate of Attendance.
DR. MERLE MAHON Associate Professor, Division of Psychology & Language Sciences, UCL.
Merle’s research focuses on bi/multilingualism, on deaf children's spoken language development and in particular, on how children learn spoken English when English is an additional language at home. Merle speaks English and Afrikaans. See UCL BiLingo for a current project.
SUNITA SHAH BSc (Hons) MRCSLT, HPC, MASLTIP Specialist SLT working with bilingual clients.
Sunita has been involved with developing practical resources for working with bilingual children and their families www.londonsigbilingualism.co.uk and has written books for children about Hinduism http://www.thejaijais.com . She is an advisor on Bilingualism for the Royal College Speech and Language Therapists. Sunita speaks Gujarati and English and is semi-fluent in Hindi, Urdu and Punjabi.
This programme is provisional and subject to change. Participants will receive the final programme before the course begins.