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Multicultural/multilingual instruction in educational programs: a survey of perceived faculty practices and outcomes.
- Source :
-
American journal of speech-language pathology [Am J Speech Lang Pathol] 2008 Aug; Vol. 17 (3), pp. 241-64. - Publication Year :
- 2008
-
Abstract
- Purpose: To describe the instructional strategies reported for multicultural/multilingual issues (MMI) education at programs in speech-language pathology and audiology and the perceived ease and effectiveness of doing so.<br />Method: A 49-item questionnaire elicited anonymous responses from administrators, faculty, and teaching clinical supervisors at educational programs accredited by the American Speech-Language-Hearing Association in the United States. The data were provided by 731 respondents from 79.6% of 231 accredited U.S. programs. They included instructors who taught courses dedicated to MMI and those who did not.<br />Results: Respondents were generally committed to multicultural instruction, but they varied in their reported instructional practices and perceived levels of preparedness, effectiveness, and needs. General curricular infusion without an MMI-dedicated course was the most common instructional model used. Students were judged to be at least modestly prepared to deal with diversity issues as a result of their multicultural instruction, although current instructional approaches were not viewed as optimal. More positive outcomes were reported by instructors of MMI-dedicated than MMI-nondedicated courses.<br />Conclusion: The instructional models and strategies used for MMI education vary, and programs are challenged by multiple issues in complying with the mandate for MMI curricular infusion.
Details
- Language :
- English
- ISSN :
- 1058-0360
- Volume :
- 17
- Issue :
- 3
- Database :
- MEDLINE
- Journal :
- American journal of speech-language pathology
- Publication Type :
- Academic Journal
- Accession number :
- 18663109
- Full Text :
- https://doi.org/10.1044/1058-0360(2008/023)