The HESP Bilingual Certification Program is a clinical preparation program for emerging bilingual speech-language pathologists. The core objective of the program is to provide students with the knowledge and skills needed to become qualified bilingual services providers, by meeting the criteria set forth by the American Speech-Language-Hearing Association (ASHA). ASHA requires all speech-language pathologists serving as bilingual service providers to demonstrate native or near-native language proficiency in their client’s language, as well as essential bilingual clinical skills. Currently qualified bilingual service providers make up only about 6% of ASHA members, in spite of the very large and growing client population in need of services. The HESP Bilingual Certification Program offers a means by which graduate students in the Speech-Language Pathology master’s program would be able to acquire the requisite knowledge and skills to work with these populations. Students will acquire knowledge relating to standards, protocols, diagnostic methods, treatment approaches, and current trends in the area of bilingual speech-language pathology. The Bilingual Certification Program is intended for speakers of a variety of languages, and is not language-specific.

Admission Requirements

Those who wish to apply to the Bilingual Certification Program should indicate this in their statement of purpose that is part of their application to the master’s program. All students who are members of the incoming class will then receive an application for the Bilingual Certification Program via email. This typically occurs in the summer before your first semester of graduate study. Applications will be reviewed and a decision will be made before the start of the semester.

Language Proficiency on Admission

Students are required to specify a target language and are required to demonstrate intermediate-advanced proficiency in that language. As part of the application to the Bilingual Certification Program, students must submit evidence of language proficiency. This includes any of the following: academic transcripts demonstrating successful completion of advanced foreign language coursework (high school and college), a passing grade on a language proficiency examination, or a written statement of language exposure. Once enrolled, all students are required to pass a language proficiency examination, the ACTFL Oral Proficiency Interview.

Curriculum

Students enrolled in the Bilingual Certification Program are required to take specific coursework in order to meet the requirements of the program, in addition to all courses required in the master’s program (Table 1). Enrolled students will be required to take a course on assessment and treatment in speech pathology (HESP 605). HESP 603 and 617 are required for students in the CLD-EP, and will be required for students in the Bilingual Certification Program as well. Both HESP 648 and 728 are already required by students in their master’s program, but students enrolled in the Bilingual Certification Program will be required to participate in clinical activities that necessitate providing services in their target language. Students will be given the opportunity to provide services to bilingual clients during both their on-campus and off-campus clinical experiences.

Learning Outcomes
The coursework for this program is intended to provide a strong knowledge-base in a set of core competency areas. The following are the intended learning outcomes of this program:

In order to ensure that graduate students sufficiently develop required bilingual clinical skills, enrolled students will be required to demonstrate acquisition of specific clinical competencies, based on expectations outlined by ASHA. Students will be evaluated in each competency area throughout their clinical practicum experiences, with the expectation that all competencies will have been meet by the last semester of graduate study. In order to develop competencies, students are required to accrue 50 clock hours providing services to clients with communication/related disorders in their target language. These clock hours should consist of a combination of both treatment and diagnostic services, and will be accrued during both the on-campus and off-campus clinical practicum courses, HESP 648 and 728. During the on-campus clinical practicum, the goal will be to develop underlying clinical skills related to working with bilingual clients, while the off-campus placement (HESP 728) is intended to be language-specific. For at least one off-campus placement, students will be provided with the opportunity to work with a client population in their target language. Supervision will be provided by a licensed and certified speech-language pathologist with knowledge and skills related to working with linguistically diverse individuals.

Table 1 – Bilingual Certification Program Coursework

Coursework

Credits

HESP 603– Cultural and Linguistic Diversity Seminar

1

HESP 617 – Cultural & Linguistic Diversity

2

HESP 605 – Assessment and Intervention in Bilingual Populations

3

*HESP 728– Advanced Clinical Practice in Speech: Advanced Graduate Laboratory Practicum in Speech-Language Pathology

3

*HESP648A Clinical Practice in Speech: Diagnostic Procedures

1

*HESP648BClinical Practice in Speech: Therapeutic Procedures

2

Total

12

*Requirement of the MASLP program

Note: All efforts will be made to find students an appropriate off-campus placement site that provides a sufficient opportunity to work with their target population, though this may be very challenging with some languages. In instances where resources are not available to provide a student with this opportunity, acceptance into and successful completion of the program will depend on the student and faculty jointly developing a solution; this may include non-local placement, etc.

 

ASHA Standards

In order to meet the definition of the requirements of becoming a qualified bilingual service provider, the Bilingual Certification Program will adhere to the standards outlined by ASHA, which states that bilingual service provider meet the following requirements:

  • Students will demonstrate the ability to diagnose communication disorders in both bilingual and monolingual speakers of a language other than English. This includes the ability to distinguish between a language difference and a language disorder.
  • Students will effectively apply intervention strategies for treatment of communication disorders in the language or mode of communication most appropriate for the needs of the individual, taking into account cultural practices as well.
  • Students will demonstrate knowledge about issues in cultural and linguistic diversity in the field of speech-language pathology, and current best practices.
  • Speak their primary language and to speak (or sign) at least one other language with native or near-native proficiency in lexicon (vocabulary), semantics (meaning), phonology (pronunciation), morphology/syntax (grammar), and pragmatics (uses) during clinical management.
  • Possess the specific knowledge and skill sets necessary for the services to be delivered.
  • Demonstrate the ability to independently provide comprehensive diagnostic and treatment services for speech, language, cognitive, voice, and swallowing disorders using the client’s/patient’s language and preferred mode of communication.
  • Possess the linguistic proficiency to:
    • Describe the process of normal speech and language acquisition—for both bilingual and monolingual speakers of that language, including how those processes are manifested in oral and written language (or manually coded languages when applicable).
    • Select, administer, and interpret formal and informal assessment procedures to distinguish between communication differences and communication disorders.
    • Apply intervention strategies for treatment of communication disorders in the language or mode of communication most appropriate for the needs of the individual.

 

Term

Course

Credits

Fall 1    

 

HESP616 Language Disorders in Preschool Age

2

 

HESP626 Language Disorders in School Age

2

 

HESP702 Diagnostic Procedures

2

 

HESP612 Fluency Disorders

2

 

HESP648A Clinical Practice in Speech: Diagnostic Procedures

1

 

HESP648B Clinical Practice in Speech: Therapeutic Procedures

2

 

HESP 603 – Cultural and Linguistic Diversity Seminar

1

Winter 1    

 

Possible elective (e.g., Cultural & Linguistic Diversity, Counseling; Medical SLP)

HESP617 Cultural & Linguistic Diversity**

2-3

Spring 1    

 

HESP620 Speech Production Across the Lifespan

3

 

HESP610 Language Disorders in Adults

2

 

HESP611 Cognitive Disorders in Adults

2

 

HESP602 Neurological Bases of Communication

2

 

HESP648B Clinical Practice in Speech: Therapeutic Procedures

2

Summer 1    

 

HESP625 Dysphagia

2

 

HESP627 Alternative & Augmentative Communication

2

 

HESP648B Clinical Practice in Speech

2

 

HESP XXX Bilingual Assessment and Treatment

3

Fall 2    

 

HESP601 Foundations of Scientific Enquiry

1

 

HESP624 Voice Disorders

2

 

HESP728 (Outplacement) Advanced Clinical Practice in Speech: Advanced Graduate Laboratory Practicum in Speech-Language Pathology*

3

 

Thesis option: HESP799 Master’s Thesis Research

1-3

 

Possible elective

2-3

Winter 2    

 

Possible elective

2-3

 

Non-thesis candidacy research: HESP638 Candidacy Paper

2

Spring 2    

 

HESP639F Autism

2

 

HESP728 (Outplacement) Advanced Clinical Practice in Speech: Advanced Graduate Laboratory Practicum in Speech-Language Pathology*

3

 

Thesis Option: HESP799

3

 

Possible elective

2-3

 

Either the first or second semester of HESP728 will be utilized for the clinical clock hour requirement in the target language. The specific sequence will be determined by the clinical placement coordinator.

**May be offered in the summer of the 2nd year of graduate study if they have not already been completed as electives in prior semesters.

 

For additional information, please contact José Ortiz

Last modified
07/23/2018 - 4:02 pm