Teaching cultural and linguistic diversity (Higby et al., 2024)

Purpose: This study investigates how instructors in communication sciences and disorders (CSD) programs teach about cultural and linguistic diversity (CLD) in general-content courses as well as those dedicated to CLD content with the goal of identifying ways of improving training of preservice clinicians to provide culturally responsive service delivery.Method: A survey was sent to 4,192 instructors in CSD programs at 295 institutions in the United States and Puerto Rico, of which 565 responded. The survey contained choice response questions and open-ended questions.Results: Curricular infusion as the sole strategy of CLD training has decreased since a similar survey was published by Stockman et al. (2008), while the number of programs that offer courses dedicated to CLD or use both strategies has increased. Dedicated CLD courses offer broader training in CLD issues and are considered more effective at preparing students to work with CLD populations. A number of challenges were identified, such as a lack of available resources or time to cover CLD issues.Conclusions: A combination of curricular infusion and dedicated CLD coursework is recommended to ensure sufficient training in CLD issues. The development of additional resources is needed to better support instructors in both general-content and CLD-dedicated courses. Finally, CLD training should engage students in challenging unjust systems and harmful ideologies and not just celebrate multiculturalism in order to provide culturally responsive service to all clients.Supplemental Material S1. Six tables presenting results from the analyses based on geographic region and years of experience.Higby, E., Castillo, M. M., Aranda, A., Nicholas, K., & Datta, H. (2024). Pedagogical approaches to cultural and linguistic diversity in communication sciences and disorders programs: A nationwide survey. American Journal of Speech-Language Pathology, 33(4), 1831–1853. https://doi.org/10.1044/2024_AJSLP-23-00032

研究目的：本研究旨在探讨传播科学和障碍（CSD）项目中的教师如何在一般内容课程以及专注于文化语言多样性（CLD）内容的课程中教授文化语言多样性问题，以识别改善未来临床医生文化敏感服务提供的培训方法。研究方法：向美国和波多黎各295所机构的4,192名CSD项目教师发送了调查问卷，其中565人参与了调查。问卷包含选择回答问题和开放式问题。研究结果：自Stockman等人（2008年）发布类似调查以来，将课程融合作为CLD培训的唯一策略的使用频率已有所下降，而提供专注于CLD课程或同时采用两种策略的项目数量有所增加。专注于CLD的课程在CLD问题上提供了更广泛的培训，并被认为在为学生准备与CLD群体工作方面更为有效。识别出了一些挑战，例如缺乏可用的资源或时间来涵盖CLD问题。研究结论：建议结合课程融合和专注于CLD的课程，以确保在CLD问题上的充分培训。需要开发额外的资源，以更好地支持一般内容课程和专注于CLD课程的教师。最后，CLD培训应使学生参与挑战不公正体系和有害意识形态，而不仅仅是庆祝多元文化，以便为所有客户提供文化敏感的服务。补充材料S1：六张表格，展示了基于地区和经验年数的分析结果。Higby, E., Castillo, M. M., Aranda, A., Nicholas, K., & Datta, H. (2024). 传播科学和障碍项目中的文化语言多样性教学法：一项全国性调查。美国言语-语言病理学杂志，33(4)，1831–1853. https://doi.org/10.1044/2024_AJSLP-23-00032