Abstract
There are identifiable gaps between speech-language pathologists' (SLPs) beliefs and
their implementation of best practices for dual language learners (DLLs). In the present
study, we examined how early intervention (EI) SLPs' backgrounds, experiences, and
practice settings influenced their beliefs, knowledge, and use of best practices when
assessing DLLs. A survey of 134 EI SLPs was used to examine their assessment procedures
for a DLL case scenario, beliefs about assessment practices, and knowledge of cultural
and linguistic influences on DLLs' language development. Participants also provided
information about their backgrounds and practice settings. Statistical analyses explored
relationships between these factors and variables such as years since graduation,
sociolinguistic context of practice setting, and continuing education on DLL assessment
knowledge and practices. Results showed gaps between beliefs and practices and deficits
in knowledge about cultural and linguistic influences on DLLs. Knowledge was negatively
correlated with time since graduation and positively correlated with the proportion
of DLLs on caseloads. SLPs in linguistically diverse areas had higher knowledge scores,
while best practice use was tied to the percentage of DLLs on caseloads. Continued
education, removal of barriers, and support are crucial, particularly for EI SLPs
in less diverse contexts or with more time since graduation.
Keywords
bilingual - early intervention - assessment - dual language learners
