Speech Patholology and Audiology student

The Bilingual English-Spanish (BIES) certificate program prepares speech-language pathologists who are proficient in Spanish to evaluate and treat communication disorders in Spanish-dominant speakers. It is offered through the masters degree program in speech-language pathology or as continuing education for practicing clinicians.

Instructors & Supervisors

Brenda Gorman, Ph.D., University of Texas at Austin
Alejandro Aranda, M.S., Marquette University
Bridget Valla, M.S., Marquette University
Emily Waerzeggers, M.S., Marquette University

Competencies

Each student in the BIES program must demonstrate competence in five areas. These five areas are in line with the five competencies for bilingual clinicians as outlined by ASHA (1985) and Leung, Cheung, & Stevenson (1994). Below is a description of the five competencies and the resources and opportunities that we provide for achieving each.

1. Language proficiency: native or near native fluency in Spanish and English

Knowledge and skills:

Resources at Marquette:

2. Normative processes: the ability to describe the process of normal speech and language acquisition for both bilingual and monolingual Spanish-speaking individuals and how those processes are manifested in oral and written language

Knowledge and skills:

Resources at Marquette:

3. Assessment: the ability to administer and interpret formal and informal assessment procedures to distinguish between communication difference and communication disorders

Knowledge and skills:

Resources at Marquette:

4. Intervention: the ability to apply intervention strategies for treatment of communicative disorders in the minority language

Knowledge and skills:

Resources at Marquette:

5. Cultural Sensitivity: the ability to recognize cultural factors that affect the delivery of speech-language pathology and audiology services to the Hispanic/Latino community

Knowledge:

Skills:

Resources at Marquette:

References

American Speech-Language-hearing Association (1985). Clinical management of communicatively handicapped minority language populations. Asha, 17(6), 29-32.

Leung, P., Cheung, K.F., & Stevenson, K.M. (1994). A strengths approach to ethnically sensitive practice for child protective service workers. Child Welfare, 73(6), 707-21.


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