There is limited information on the effects that bilingualism has on
stuttering. Bilingual individuals or second language learners may experience
stuttering when code mixing, however, the most current research that exists
does not indicate a higher prevalence of stuttering in bilinguals (Choo &
Smith, 2020).
In bilinguals,
you may notice one of the following according to Bilinguistics:
(1) When
speaking a new language, the individual might present with non-stuttering like
disfluencies because of the effort and pressure to communicate effectively.
However, no disfluencies are observed in the native language. If that is the
case, then the individual is not a stutterer.
(2) If
stuttering characteristics, such as repetitions and blocks, are noted in both
languages, then the individual is likely a stutterer.
(3) A person
who stutters in the native language may not initially demonstrate disfluencies
in the second language because their brain is working extra hard to
communicate with memorized phrases.
If you have a bilingual child, student, or client who displays
characteristics of a true stutter, bilingualism is likely not the cause. What
are the next steps? First, you do your research. Next, you fill out checklists
and ratings as part of the screening process. If the results indicate further
assessment, then an evaluation may be warranted.
FIRST STEP: Read about stuttering in the native language
The Stuttering
Foundation is a nonprofit organization that was formed approximately half a
century ago. It provides numerous resources in ENGLISH and SPANISH for
parents, teachers, and individuals who stutter. Watch their videos and read the
pamphlets.
SECOND STEP: Screenings &
Checklists
As in all suspected language disorders, we must first conduct a screening to obtain a baseline. Have parents and teachers fill out checklists to compare. The disfluencies should be present across settings and with different individuals to be considered a true stutter.
The bilingual Descriptive
Stuttering Assessment can be used as either a screening or testing
tool in English, Spanish, or both.
It includes:
1. Client
Interview Form checklist that yields a self-evaluation percentage score to help
establish a social-emotional impact for eligibility purposes (English and
Spanish)
2.
Word Repetition Fluency Screening: Bilingual
3. Sentence Repetition Fluency Screening: Spanish
4. List of Conversation Prompts to help record 100 sentences
5. Record Form to document the client’s responses and obtain an overall percentage score
6. Sample Report Summary in English
7. Sample Report Summary in Spanish
A more
affordable option is the Descriptive Fluency Screening Tool in SPANISH,
which is also available in ENGLISH.
The
International Stuttering Association provides a Spanish/English questionnaire for
parents of bilingual children who stutter. It is an excellent addition to the
screening and assessment process.
It can be
downloaded here for free at this link:
http://isad.isastutter.org/wp-content/uploads/2015/09/Bilingual-Questionnaire.pdf.
THIRD STEP:
Testing
In addition to
the screening tools above, consider this next resource. The Overall Assessment of the Speaker's Experience
of Stuttering (OASES) provides
a speaker rating that may help with diagnosis and treatment of Spanish
speakers.
IDEA law specifies that evaluations must be conducted in the student's primary language whenever feasible. These tools are great options to include in assessment for eligibility purposes.
Suggested Reading
Choo, A. L. & Smith, S. A. (2020). Bilingual children who stutter: Convergence, gaps, and directions for research. Journal of Fluency Disorders, 63.
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