Supplementary Material for: Cultural and Linguistic Practice with Children with Developmental Language Disorder: Findings from an International Practitioner Survey

<b><i>Background:</i></b> The cultural and language diversity across many European countries presents a range of challenges and opportunities for speech and language therapists and other practitioners working with children with developmental language disorders (DLD) and their families. <b><i>Objective:</i></b> The aim of this study was to explore practitioners’ perceptions of cultural and linguistic differences in response to children with DLD across different countries. <b><i>Methods:</i></b> A survey was developed by practitioners and researchers working with children with DLD across Europe and beyond as part of the work of Cost Action IS1406. Data from 1,358 practitioners from 8 European countries – Ireland, UK, Bulgaria, Poland, Croatia, Spain, Norway and Sweden – and 2 neighbour countries – Turkey and Lebanon – were included in the present analyses, which address two groups of questions. The first focuses on practitioners’ perceptions of the way that parents think about cultural differences and their relationship to language development in their children. The second concerns the extent to which practitioners consider themselves to have the skills to work with children from other cultures and using different languages. <b><i>Results/Conclusions:</i></b> Most countries present a similar profile with intermediate results about their perception of cultural issues, but Lebanon and Turkey are the group with the most positive responses. In terms of bilingual issues most practitioners indicated that they only worked in their country’s primary language. The only country where this was not the case was Lebanon. Professionals from Spain and Lebanon form a subgroup in terms of their confidence to work with different cultural/language groups. The paper highlights both the universal importance of cultural and linguistic competence in managing young children’s needs and indicates that in most cases professionals do not think they have the necessary expertise to work with cultural and linguistic diversity.

**背景：** 诸多欧洲国家所存在的文化与语言多样性，为面向发育性语言障碍（Developmental Language Disorder, DLD）儿童及其家庭开展工作的言语语言治疗师及其他从业者，带来了一系列挑战与机遇。
**目的：** 本研究旨在探究不同国家的从业者针对发育性语言障碍儿童所涉及的文化与语言差异的认知状况。
**方法：** 本研究依托欧盟COST行动IS1406项目开展，由欧洲及其他地区面向发育性语言障碍儿童开展工作的从业者与研究者共同研制了调查问卷。本次分析纳入了来自8个欧洲国家（爱尔兰、英国、保加利亚、波兰、克罗地亚、西班牙、挪威、瑞典）以及2个周边国家（土耳其、黎巴嫩）的1358名从业者的数据，分析内容涵盖两组问题。第一组问题聚焦于从业者对家长如何看待文化差异及其与儿童语言发育之间关联的认知情况；第二组问题则围绕从业者对自身具备应对不同文化、不同语言背景儿童的工作技能的自信程度展开。
**结果与结论：** 多数国家的从业者在文化相关议题的认知上呈现出中等水平的共性特征，而黎巴嫩与土耳其的从业者则给出了最为积极的反馈。在双语相关议题方面，绝大多数从业者表示仅使用本国主要语言开展工作，仅有黎巴嫩是例外。就应对不同文化/语言背景群体的工作自信程度而言，西班牙与黎巴嫩的从业者构成一个特殊子群体。本研究既强调了文化与语言胜任力在满足幼儿需求方面的普遍重要性，也指出在多数情况下，从业者认为自身尚不具备应对文化与语言多样性的专业能力。