Cultural and Linguistic Adaptations of Early Language Interventions: Recommendations for Advancing Research and Practice

Abstract

Purpose Speech-language pathologists are responsible for providing culturally and linguistically responsive early language intervention services for legal, ethical, and economic reasons. Yet, speech-language pathologists face challenges in meeting this directive when children are from racial, ethnic, or linguistic backgrounds that differ from their own. Guidance is needed to support adaptation of evidence-based interventions to account for children's home culture(s) and language(s). This review article (a) describes a systematic review of the adaptation processes applied in early language interventions delivered to culturally and linguistically diverse populations in the current literature and (b) offers a robust example of an adaptation of an early language intervention for families of Spanish-speaking Mexican immigrant origin. Method Thirty-three studies of early language interventions adapted for culturally and linguistically diverse children ages 6 years and younger were reviewed. Codes were applied to describe to what extent studies document the purpose of the adaptation, the adaptation process, the adapted components, and the evaluation of the adapted intervention. Results Most studies specified the purpose of adaptations to the intervention evaluation, content, or delivery, which typically addressed children's language(s) but not culture. Study authors provided limited information about who made the adaptations, how, and when. Few studies detailed translation processes or included pilot testing. Only one used a comprehensive framework to guide adaptation. A case study extensively documents the adaptation process of the Language and Play Every Day en español program. Conclusions Future early language intervention adaptations should focus on both linguistic and cultural factors and include detailed descriptions of intervention development, evaluation, and replication. The case study presented here may serve as an example. Increased access to such information can support research on early language interventions for diverse populations and, ultimately, responsive service provision.

Speech-Language Pathologists’ Support for Parents of Young d/Deaf Multilingual Learners

“…This risk of mismatch was previously pointed out by Van Kleeck as early as 1994, due to implicit cultural biases that she identified in parent training programs, and this is unfortunately still relevant. In a recent review about adaptations of early language interventions for CLD children, it appears that most of the studies typically addressed children’s language (s) but not culture ( Cycyk et al., 2021 ). The authors stated that SLPs were aware of the need to provide culturally and linguistically responsive EI but faced challenges to meet this directive.…”

“…There are many reported sources of difficulties for professionals providing multilingual services. These include a lack of information about multilingual speech and language acquisition ( D’Souza, Bird, & Deacon, 2012 ; Guiberson & Atkins, 2012 ), lack of information on culturally responsive interventions ( Cycyk et al., 2021 ), difficulties to find appropriate information or clinical resources to support multilingual children and their families ( Crowe & Guiberson, 2021 ), barriers related to linguistic or cultural differences ( Grandpierre et al., 2019 ), and reduced collaboration with families ( Bijleveld et al., 2014 ; Williams & McLeod, 2012 ). Despite recommendations from professional associations and calls in the literature to include more multilingual content in the training for SLPs ( Williams & McLeod, 2012 ), professionals such as SLPs continue to report they feel unprepared to work with CLD families ( Bijleveld et al., 2014 ; Caesar, 2013 ; Newbury et al., 2020 ; Williams & McLeod, 2012 ).…”

“…In each of these cities, between 50 and 90 different languages were reported to be used. For professionals who work with young children with communication difficulties and their families, addressing this linguistic diversity is increasingly becoming a part of daily practice rather than an exceptional occurrence ( Bijleveld, Estienne, & Vander Linden, 2014 ; Cycyk, De Anda, Moore, & Huerta, 2021 ; Newbury, Poole, & Theys, 2020 ). This level of linguistic diversity challenges professionals’ ability to offer enriching and effective services to families, especially when language and communication are at the very core of a professional’s work, as it is for speech-language pathologists (SLPs).…”

The importance and challenges of improving early identification of language abilities: a commentary on Gasparini et al. (2023)

“…Accordingly, before these item sets can reach their potential as early identification tools, there is probably some translational work to be done in order to ensure uptake from practitioners. We know that when practitioners are not clear on why or how tests or interventions are developed, these are sometimes swapped out for more intuitive (but often untested) adaptations (Cycyk, De Anda, Moore, & Huerta, 2021).…”

Intervention for English Learners With Developmental Language Disorder

“…Thus, even if SLPs are monolingual English speakers, it is critical to involve families in carryover activities at home to promote continued L1 development (Cycyk & Huerta, 2020). Bilingual paraprofessionals and other school personnel who speak students' first languages may be engaged to facilitate bilingual intervention to improve vocabulary skills in L1 along with English (Cycyk et al, 2021; Kohnert et al, 2021). One way to leverage L1 vocabulary skills to support the acquisition of English vocabulary is to teach content-area cognates.…”