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Registration Options

This course is related to diversity, equity, and inclusion. We offer a free registration for those who are experiencing hardship. If you are able, please support our work and register for $6.

Course Description and Learning Objectives

In this week’s episode, guest expert and researcher Chelsea Privette helps us get real about language ideology and our responsibilities to shift the “standard” as language professionals.  There was more than one “ah-ha” moment across this Nerdcast as Chelsea helps us consider tangible strategies to shift our thinking and practice around core issues in the field.  There’s also a healthy dose of challenging the status-quo, urging us to question many of our long-standing speech-language pathology paradigms.  Come along with us on the journey - you might get a little uncomfortable - but open your mind, fill up your wine glass, and tune in to learn about language ideology in the United States and what it has to do with you as an SLP.

Chelsea is a doctoral candidate at the University of Arizona researching bilingualism and the interactions of Spanish and African American English in preschoolers.   You can learn more about Chelsea here.


Learning Outcomes

  1. Define the dominant language ideology in the United States.

  2. Describe linguistic environment in inclusive terms.

  3. Distinguish between inclusive and anglocentric terminology in clinical documentation and professional meetings.





Course Presenters

Chelsea Privette, PhD., CCC-SLP

Chelsea Privette earned her doctorate e at the University of Arizona in Speech, Language, and Hearing Sciences with a minor in Public Health (Health Behavior/Health Promotion). She received her Masters of Education in Communication Disorders from North Carolina Central University in 2015. Her research is heavily influenced by her background in applied and sociolinguistics. Her research addresses health and educational disparities among bilingual children and children who speak nonmainstream dialects with a specific focus on the use of African American English by monolingual and bilingual Spanish-English speakers. She works to develop culturally responsive assessment practices through interdisciplinary collaborations and community-based participatory research.

SLP/BCBA; SLP Kate Grandbois (she/her) & Amy Wonkka (she/her

Kate and Amy are co-founders of SLP Nerdcast. Kate is a dually certified SLP / BCBA who works primarily as an "AAC Specialist." She owns a private practice with a focus on interdisciplinary collaboration, augmentative alternative communication intervention and assessment, and consultation. Amy is an SLP who also works as an "AAC Specialist" in a public school setting. Amy's primary interests are AAC, typical language development, motor speech, phonology, data collection, collaboration, coaching, and communication partner training and support.

Speaker Disclosures

Chelsea Privette financial disclosures: Chelsea’s research is funded by the National Institute on Deafness and other Communication Disorders. Chelsea has no non-financial relationships to disclose.

Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.  Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. 

Amy Wonkka financial disclosures:  Amy is an employee of a public school system and co-founder for SLP Nerdcast.   Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. 



References & Resources

Artiles, A. J. (1998). The dilemma of difference: Enriching the disproportionality discourse with theory and context. The Journal of Special Education, 32(1), 32-36.

Berthele, R. (2002). Learning a second dialect: A model of idiolectal dissonance. Multilingua, 21, 327-344.

Blum, S. D. (2017). Unseen WEIRD assumptions: The so-called language gap discourse and ideologies of language, childhood, and learning. International Multilingual Research Journal, 11(1), 23-38. 

Brandt, D. (1998). Sponsors of literacy. College Composition and Communication, 49(2), 165-185.

Baugh, J. (2003). Linguistic profiling. In S. Makoni, G. Smitherman, A. F. Ball, & A. K. Spears (Eds.), Black linguistics: Language, society, and politics in Africa and the Americas (pp. 155-168). Routledge.

Boser, U., Wilhelm, M., & Hanna, R. (2014). The Power of the Pygmalion Effect Teachers Expectations Strongly Predict College Completion. Center for American Progress. Retrieved from https://files.eric.ed.gov/fulltext/ED564606.pdf

Carter, P. M. (2013). Shared spaces, shared structures: Latino social formation and African American English in the U.S. South. Journal of Sociolinguistics, 17(1), 66-92. 

Goldstein, L. M. (1987). Standard English: The only target for nonnative speakers of English? TESOL Quarterly, 21(3), 417-436.

Hill, J. H. (2008). The everyday language of white racism. Wiley-Blackwell.

Minow, M. (1990). Making all the difference: Inclusion, exclusion, and American law. Cornell University Press.

Oetting, J. B. (2020). General American English as a dialect: A call for change. The ASHA LeaderLive. https://leader.pubs.asha.org/do/10.1044/leader.FMP.25112020.12/full/.

Oetting, J. B., Gregory, K. D., & Rivière, A. M. (2016). Changing how speech-language pathologists think and talk about dialect variation. Perspectives of the ASHA Special Interest Groups SIG 16, 1(1), 28-37.

Purnell, T., Idsardi, W., & Baugh, J. (1999). Perceptual and phonetic experiments on American English dialect identification. Journal of Language and Social Psychology, 18, 10-30.

Stanford, S., & Muhammad, B. (2018). The confluence of language and learning disorders and the school-to-prison pipeline among minority students of color: A critical race theory. American University Journal of Gender, Social Policy & the Law, 26(2), 691-718

Larson, A. (2021). Bias in Bilingualism: Changing How We Talk About Language Learners. Bilinguistics. https://bilinguistics.com/catalog/speech-pathology-ceus/webinar/bias-in-bilingualism/

  • Summarizes Soto, Larson, & Olszewski paper (forthcoming?)

Stanford, S. (2021). Transforming Our Language to Change Clinical Narratives for Youth with Disorders. Bilinguistics. https://bilinguistics.com/catalog/speech-pathology-ceus/webinar/transforming-your-language/

Baugh, J. (2019). The significance of linguistic profiling. TEDxEmory. https://www.youtube.com/watch?v=GjFtIg-nLAA



Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes:  Descriptions of the dominant language ideology in the United States. 

15 minutes:  Descriptions of linguistic environment in inclusive terms 

10 minutes:  Descriptions of the differences between inclusive and anglocentric terminology in clinical documentation and professional meetings.

 5 minutes: Summary and Closing



Disclaimer

The contents of this episode are not meant to replace clinical advice.  SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated.  We are NOT PhDs, but we do research our material.  We do our best to provide a thorough review and fair representation of each topic that we tackle.  That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared.  If you have something to add to the conversation, please email us! Wed love to hear from you!

In lieu of a handout....

We direct you we offer additional education in the form of a TED talk by Dr. John Baugh titled “The Significance of Linguistic Profiling” from TEDxEmory in 2019. Enjoy!

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